The Substance of Faith

The Substance of Faith

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About – The Substance of Faith

 sub·stance  [suhb’- stuhns] n. that of which a thing consists; the actual matter of a thing

 

The Substance of Faith.com hosts the reflections, insights, and study of  Joel Snider, Pastor of First Baptist Church, Rome Georgia.

Are you searching for information on the “the substance of faith?”  More searches for that phrase bring readers to this site than any other.  If that’s why you came, here is a simple summary:

The phrase comes from the King James Version’s translation of Hebrews 11:1 – “Now faith is the substance of things hoped for, the evidence of things not seen.”   J. B. Phillips translation clarifies the idea: “Now faith means putting our full confidence in the things we hope for…”

Clarence Jordan has a famous sermon using the phrase “the substance of faith.” .  When Jordan’s sermons were gathered and published, the editor took the title from that particular sermon.

Clarence always made this point: faith is a verb, not a noun.  In fact, the Greek New Testament contains both a noun and a verb but, the verb is more common than the noun.

So here is the idea: If you hope for something, you live for it, even if you can’t see the outcome.  Living our convictions (faith in action – faith as a verb) makes our hope concrete.  Hope is just an idea – it is simply a wish – until we give it genuine substance through our actions. Living for the convictions we cannot see is the substance of our faith.   As Clarence Jordan said, “Now faith is the turning of dreams into deeds; it is betting your life on the unseen realities.”

I wrote my dissertation on the preaching of Clarence Jordan and his theology still has a major impact on what I believe.  Thus, I took The Substance of Faith as the name for this website.  I hope that you will find concrete expressions of faith in my posts.  My goal is to apply real faith for the real lives we live.

The menu headings above are:

Bucket Books are the 50 books that have had a significant impact on my life.  They include literature, fiction, business, theology and more.  What books have been most influential in your life?

Other Reads are any other book I’ve been reading.

Observations are comments on life, culture, and faith.

Prayers –  I’ve written some of these prayers.  I’ve found the prayers written by others helpful.

Meditation Texts are printed in our order of worship every Sunday.  They are printed to encourage engagement beyond the worship service.

Quotes – I’ve collected thousands over the years.  Here is a place for some of the best ones to see the light of day.

Elsewhere contains anything I’ve found on the internet that I want to highlight.

Life is my place for travel, hobbies, or anything that doesn’t fit the rest of the categories.

To continue the conversation for any post, click on the title of the post and a comment section will appear.

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Let Them Grow

Josie, our oldest grandchild turns three this week.  She spent the night with us Friday, two weeks since I last saw her.  I was amazed at how much she changes in a short time.  She can now hold the leash when we walk Rocky, our dog.  Her vocabulary increases geometrically and includes the words “actually” and “delicate.”  I think I got my first eye roll when I asked her if she knew how a car wash works: “Yes,” she said with a heavy breath of impatience, “The brushes come out an whirl around real fast.” How silly of me to ask.

Once again she’s grown while we were apart and I find myself pulled by the old temptation.  The one that doesn’t want her to grow up.  The one that wants her to stay small forever so that I can I can enjoy her as she is now without having to worry about what changes are coming.  Its the temptation to limit her life for my benefit.

I am forced to remember my own advice which I gave in a column written in our church newsletter a dozen years ago when our daughters were much younger.  I’m posting it for my own benefit – and in the hope it speaks to all parents and grandparents who would like to freeze their children in time.rachel ski

This Saturday represents a major milestone in the life of our family:  Rachel graduates from Samford University and Jordan graduates from Rome High.  The sentimental streak in me has worked overtime in anticipation of the day— I’ve been involved in a month-long task of reorganizing our photo collection.  What I see as I go through the stacks of old pictures are countless moments where I have frozen the girls in time, countless moments where I wished I could keep them this age forever.  

There is a picture of a toothless six-year-old with her first softball trophies.    There is one of a small red head skiing on my back while waving to the camera.  Deeper into the stack I come across Jordan’s picture from the Rome News-Tribune the day after Rome High won their first-ever softball victory.  There’s Rachel on a mission trip in China—the only Caucasian face in a sea of Asians.  It occurs to me that if I could have had my wish and frozen my daughters at age six or ten or thirteen, there are too many wonderful experiences we would never have had later when they were older.  

If you are a parent of smaller children or preschoolers,  I want to share a lesson with you.  It is a lesson I am learning both painfully and joyfully.  However wonderful you find your child’s age today, there is more goodness to come.  Whatever pleasure they give you now, there is more pleasure to be found in later accomplishments. 

As much pleasure as I received from teaching Jordan a little more about softball or holding Rachel in the water while waiting for the boat to snatch us up on my skis, I receive more today from talking with two beautiful young women about common values and a common faith.

On graduation day, it would be easy to yield to the temptation of wishing we could go back to a time when they needed me more—to carry them to the car or to help with their homework.  It would be easy to yield to the temptation of saying, “You will always be my little girls.”  But I am going to resist temptation on Saturday.  Instead, I am going to revel in the enjoyment of knowing two beautiful, independent, responsible young women who are ready to take their places in the world.  In parenthood, this is my greatest joy yet.

If watching my daughters grow was a great joy of parenting, I need to learn that lesson again – today with Josie, tomorrow with Jace and Lucy. Thus,  I wonder in great anticipation what they will learn next, what they will achieve next.  What adventures lie in store as they grow in stature and independence?    My prayer is not that they  always stay young, but that I get to see the children, the teenagers, the adults they become. 

Happy Birthday, Josie.  You are on your way!

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Bucket Book – The Intelligent Investor

My first interest in the stock market began when I was six.  That’s right – six.  I remember being at my grandparents house.  We ate dinner after the Huntley-Brinkley Report, which always included a brief statement about three Dow-Jones indices: the Industrials, the Utilities, and the Rails (known today as the Transportation Index).   I can’t remember a specific conversation, but I do remember knowing that a portion of my grandfather’s retirement was in a stock called Standard Oil of New Jersey (now Exxon).  It was better for his stock to be up than it was for it to be down.

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When I was in junior and senior high school, my father worked for Xerox.  At the time Xerox was one of the Nifty Fifty – the darling stocks of Wall Street – and from conversations between my parents, I learned that owning stock in a company means you owned portion of the company; stock prices often split after it went up for a long period of time; stocks paid and increased their dividends.  I also learned that most of the products we used around the house were made by companies whose stock could be purchased.  My grandmother’s Joy dishwashing liquid was made by Proctor and Gamble, as was my Crest toothpaste.  Holley carburetors (I was a muscle car enthusiast) were made by Colt Industries.  I was intrigued and continued to pay attention to the stock market report on the evening news.  Occasionally I’d look at a discarded copy of the Wall Street Journal to pick up information on other companies associated with products we used every day.

By the time Cherry and I were married and I entered seminary, we had scraped together $500.   It was hard to sell my new bride on the idea, but we eventually invested in the 18 shares of Squibb Corporation.  Somewhere along this journey, I learned of Benjamin Graham’s classic work, The Intelligent Investor.  My wife’s skeptical attitude about buying a stock at our age and with our limited resources convinced me that if I was going to be an investor, I had better be intelligent about it.  So I checked the book out of the public library and read it.

I learned about PE ratios, margins of safety, and book value.  In a day that was not only pre-internet, but pre-calculator, Graham’s book taught me formulas I used to performed my own manual calculations on companies that were candidates for investment.  I spent many Mondays in the Louisville Public Library reading S&P stock summaries and performing calculations from Graham’s book.

Across the years I’ve tried to participate in saving for my daughters’ college educations an in my retirement planning.  Thanks to Excel and a thousand websites, I don’t have to crunch numbers with a pencil and paper. Neither do I stick to strict Graham formulas when considering and investment.  But The Intelligent Investor  taught me what to look for, how to make reasoned decisions about a stock, and what data really matters.

My interest in economics and markets has never abated.  The Intelligent Investor provided a key piece of my informal education in these areas.

 

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Bucket Book – Why Johnny Can’t Tell Right from Wrong

In 1955, Rudolph Flesh wrote a critique of reading education, which he entitled, Why Johnny Can’t Read.  The phrase “why Johnny can’t” found traction in American culture; thus, in 1974, when Morris Cline wrote an indictment on the changes in math education, he borrowed heavily from Flesch when he called his book Why Johnny Can’t Add. Fast forward another two decades to 1992.  William Kilpatrick challenged the nation’s drift away from morality and virtues in Why Johnny Can’t Tell Right from Wrong.  Kilpatrick saw the same type of failure demonstrated in in reading and math education replicated in character education.

According to Kilpatrick, the moral education framework in our country was failing children and American culture.  The system did not communicate the common core of accepted virtues which serve as the norm for constructive participation in society.  One might expect such a book like Kilpatrick’s to tend toward moralism or preachiness in tone, but the author avoids these temptations.  The end product is one of my personal “bucket books,” an essential influence in my life.

The Boston College professor makes four salient point in his thesis.  First, various forms of a failed moral education relied primarily on information to influence students toward safe and healthy conduct.  He uses as his examples the approaches to drug and sex education which were common to the era of his writing.  The contemporary wisdom was to teach youth facts about these subjects in the hope that they would make good decisions about them.  Kilpatrick believed the deficiency of this approach centered on the fact that it did not provide a character component.

On the need for common virtues to ground society, Kilpatrick says:

According to Aristotle, a culture that neglects to cultivate good habits will soon find itself the prisoner of bad habits.  p. 98

Communities and cultures depend for their existence on shared knowledge.  Without such specific knowledge and a shared ethos, it becomes difficult for members of a community to communicate and cooperate.  Those without this knowledge will always be condemned to the margins of society.  If the knowledge deficit becomes widespread, the culture will collapse. p. 117

With regard to morally neutral sex education, he asks:

How safe is any sex without character?  p. 63

Kilpatrick’s second point focused on a common practice of moral education from the 1970’s and 1980’s: Values Clarification.  VC most often presented moral dilemmas to children or youth and asked them to resolve the dilemma based on their feelings or prejudices.  The dilemmas might present a hypothetical group of thirteen people occupying a fallout shelter designed for twelve.  In an unfortunate foreshadowing of the popular Survivor TV show, classes (and church youth groups) were asked to determine which individual to exclude from the shelter:  the pregnant teen, the selfish business owner, the local drug dealer, etc.  Kilpatrick correctly pointed out that such exercises were popular with teachers because they created engaged discussion, but they failed youth because they provided no basis for making the decision beyond the opinions of the participants.

Kilpatrick’s solution was not to teach the morally correct answers to such dilemmas.  Nor was it to preach certain values vis a vis all other values.  Instead, Kilpatrick’s thesis was to ground children and youth in virtues.  The difference between values and virtues is a key distinction in all character education and represents Kilpatrick’s third point.  Values are always debatable.  Who’s values trump all other values?  Virtues, on the other hand, are qualities of character that pass the test of time and cross all cultures.   

[My review on How Children Succeed  highlights the importance of  functional virtues like grit, self-control, zest, social intelligence, gratitude, optimism, and curiosity for a fulfilling life.]

The solution offered by Kilpatrick, and the fourth point I take form the book, is to capture the imagination of  youth with classic stories of virtue.  Examples of virtue inspire virtue in others.  Kilpatrick offers a significant portion of the book to an annotated list of age-appropriate classics that encourage time tested qualities of character.  The list includes such works as Diary of a Young Girl and Gulliver’s Travels.   Kilpatrick also suggests music and singing as a way to inspire virtues.

Kilpatrick’s book introduced me to the concept of character education, along with the role of stories and songs as a part of that process.  These approaches to teaching character evolved into an approach of “teaching” faith, which we have called “faith development” here at First Baptist Church of Rome.  Faith Development, as we practice it, stems from the belief that children need exposure to a core of Bible stories  and scripture verses that serve as a foundation to a more mature faith later.  Too often we’ve asked children “what does this (Bible) story mean to you?” as if children come with a built in understanding of all faith matters.

This error reflects the same type of mistake made in Values Clarification.  Instead, we’ve taken the approach that, at the earliest ages,  children need to be taught specifics stories, led to memorize specific scripture passages, and to sing particular songs of faith – all of which provide a foundation of knowledge about matters of faith.  Later in life, as they grow and mature, the basics serve as the foundation for the faith they appropriate as their own.

Kilpatrick’s book in on my list of life -important books because it served as the catalyst for one of the most distinctive part of our our congregation’s ministry to children and youth.  Here are a few more quotes:

 The first incident happened five or six years ago during an exam.  One of the questions concerned sex education and contained the word “abstinence.”  It was a poor choice of words.  In a few minutes a student came up to my desk.  “What’s abstinence?” she asked.  I thought for a moment, then said, “Oh, just substitute the word ‘chastity.’”  There was a brief pause, then . . . “What’s chastity?” she asked.   I mentioned the incident the next semester to another class, thinking that it might amuse them, but I was wrong again.  Half of them had never heard of “chastity” either.  I was reminded of Orwell’s observation about the difficulty of practicing a virtue or principle when one lacks the very words for expressing it.   p. 118

Referring to Bruno Bettelheim:   “The question for a child,” says Bettelheim, “is not ‘Do I want to be good?’ but ‘Who do I want to be like?’”  p. 167

It is a myth that parents don’t have the right to instill their values in their children.  Once again, the standard dogma here is that children must create their own values.  But, of course, children have precious little chance to do that, since that the rest of the culture has no qualms about imposing values.  Does it make sense for parents to remain neutral bystanders when everyone else—from scriptwriters, to entertainers, to advertisers, to sex educators—insists on selling their values to children? p. 249

I read because my father read to me.  And because he’d read to me, when my time came I knew intuitively there is a torch that is supposed to be passed from one generation to the next.  And through countless nights of reading I began to realize that when enough of the torchbearers—parents and teachers—stop passing the torches, a culture begins to die.  p. 267

 

Thanks

Thanks to everyone for prayers over the past few days.  I’m home from the hospital and all went very well with the surgery.  I hope to use some of my down time to catch up on writing here. I also plan to get on the phone and catch up with members of the church family who have had pastoral needs over the past two weeks.

My plan is to be back in the pulpit on December 21, but the surgeon hasn’t committed to that date, yet.

Thanks to the staff which is taking on my duties, in addition to their own, during this advent season.

Advent Peace to each of you.

Joel

Pictures from Barcelona

Jace was always happy.  And photogenic.

Jace was always happy. And photogenic.

It was rainy enough for cyclists to carry umbrellas.

It was rainy enough for cyclists to carry umbrellas.

Paulo, Rachel, and Jace

Paulo, Rachel, and Jace

Thanksgiving in Barcelona

Happy Thanksgiving from Barcelona

From our family gathered in Spain to the rest of our family and friends everywhere.  More photos later.

Quotes on Gratitude and Thanksgiving – 2014

  • Gratitude is always a “could” and never a “should.”  The difference between you should practice gratitude and you could practice gratitude is comparable to the difference between you must eat ice cream and you may eat ice cream.  If you somehow become obligated to eat large quantities of your favorite flavor of ice cream every day, you would soon detest it.  Gratitude freely chosen is an experience, fundamentally different from gratitude simulated to satisfy someone else or to take care of your guilt.    Timothy Miller in How to Want What You Have, p. 166

 

  • The giving of thanks is not just an activity to be taken up at certain times and set aside for others.  It is a whole way of life.    Fleming Rutledge in The Bible and the New York Times, p. 22

 

  • And yet, if we wait for every beggar to have his horse, we shall never be grateful for a ride.  If we wait for every person to be fed, we shall never be grateful for our daily bread.  If we wait for every peasant in the world to have a roof , we shall never be grateful for the roof that covers us while we sleep.  If we wait until no one ever dies, we shall never feel grateful for life.    Lewis Smedes in A Pretty Good Person, p. 21

Quotes on Generosity and Giving – 2014

Photo By bosela - Courtesy Morgue

Photo By bosela – Courtesy Morguefile.com

Here are some of my favorites for the Stewardship Season.   Be sure to check the Archives for more on Generosity and Gratitude.

 

  • Greed has two opposites: (1) contentment, voluntary poverty, and (2) liberality, generosity, having mercy on others.                    Peter Kreft in Back to Virtue, p. 110

 

  • Both the cars Oprah Winfrey gives away on her show and the overseas schools established in her name serve to attract viewers and further her business interests, in addition to helping others….Call it narcithropy rather than philanthropy, giving something today usually comes with getting something, whether access, influence, or recognition.              James Gilmore and Joseph Pine in Authenticity, p. 27

 

  • Affluent kids are less altruistic than kids with fewer financial resources and they become even more so as they get older.               Madeline Levine in The Price of Privilege, p. 174

 

  • Every time I move step in the direction of generosity, I know I am moving from fear to love.              Henri Nouwen  Quoted by Thomas Jeavons in Growing Givers” Hearts, p. 27

 

  • A Man there was, though some did count him mad, The more he cast away, the more he had.        John Bunyan in Pilgrim’s Progress

 

  • What I always say to people is that if you take the standard of (giving) 10 percent and say God required it of the poorest people in Old Testament Israel, and now that we’re under the grace of Jesus and we have the indwelling Holy Spirit and we live in this incredibly affluent culture, do you think he would expect less of us?                  Douglas LeBlanc in Tithing – Test Me in This, p. 64

 

  • Paul Harvey reported that a woman called the Butterball Turkey Company consumer hotline and asked about the advisability of cooking a turkey that had been in her freezer for 23 years.  The customer service representative told her it might be okay to eat if the freezer had maintained a below zero temperature the entire time.  But, even so, the flavor would have deteriorated so much that it wouldn’t be very tasty.  Said the caller, That’s okay, we’ll just donate it to the church.                                      Homiletics, July, 1997

 

 

 

A Veterans Day Tribute

Thanks to LCDR Hernandez and LCDR Hernandez for their service.

This picture is a couple years old, but it's hard to get them in uniform at the same time.

This picture is a couple years old, but it’s hard to get them in uniform at the same time.

 

 

Quotes on Preaching

  • Once when Laurence Chaderton, Master of Immanuel College, Cambridge, the town’s preacher for a half a century, had preached for only two hours, the disappointed congregation cried out, ‘For God’s sake, man, go on.  We beg you, go on.'”                                                                      Daniel Boorstin in The Creators, p. 313

 

  • In many respects, an ignorant clergy, however pous it may be, is worse than none at all.  The more the empty head glows and burns, the more hollow and thin and dry it grows. “The knowledge of the priest, said St, Francis DeSalles, “is the eighth sacrament of the Church.”                 Phillips Brooks in Lectures on Preaching, p. 45

 

  • Just as the world came forth from the Holy, our words either create or kill.  There are no neutral words or stories.  There are words and stories that glorify, evil, war, violence, hatred, nationalism, racism, oppression, injustice, or insensitivity toward the suffering of others; such words must be shunner and exiled.  There are stories worth telling over and over again and stories that should be heard put into the air, and it is in the telling that the difference is learned.                          Megan McKenna in Send My Roots Rain, p. 283

 

  • Much of our preaching is like delivering lectures on medicine to sick people.                                                                                                                                                                                                                                                                                        Phillips Brooks,  source unknown

 

  • When people asked Wesley why thousands came to hear him preach, he responded, “I set myself on fire and people come to watch me burn.”                                                                                                                                                                  Leonard Sweet in Quantum Spirituality, p. 82  ( I used this quote in a sermon once and people laughed.  Perhaps one has to preach to understand.)

 

  • The purpose of preaching is not to make people see reasons, but visions.                                                                                                                                                                                                                                                                                                Halford Luccock from  In The Minister’s Workshop, p. 112   (Worth finding and buying, despite its age.)

 

  • In practice, many preachers have tried to resolve the dilemma by resorting to language that substitutes explanation for experience.  They teach from the pulpit, explaining that grace means this and salvation means that, that people of faith have traditionally done this but not that.  They clarify biblical texts, distilling their main points and suggesting appropriate congregational responses to them.  In doing so they do valuable work, orienting their listeners to the wisdom of the church, but the result is often beliefs and not belief – mental assent to the information that has been given them and not a vital experience of the living God.                                                                                                                                    Gail O’Day and Thomas Long in Listening to the Word, p. 209