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Page 105 text:
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He believed in Jesus Christ as a divine act of Grace and not just a sterile truth. He believed in interaction between the Godhead and man. He believed in Christian unity, despite the diver- sity of denominations. He believed in love. And in this belief, he acted. But it was not the works of the student that saved him, nor anything honorable nor good about him, for he was totally selfish and evil. His spirit was natural; his desires carnal. He was not a spiritual entity. He was a sinner, desperate and hopeless. But there was a Power, above his world, a Power that transcended into his situation and offered him boundless love, hope, and salvation. It was the power and charity of Jesus Christ who offered the student a choice between himself or a genuine, human encounter with God. The student accepted by faith, by trusting and leaning on the arms of Christ. God became an objective reality and the boy was instilled with purpose and meaning. The outworking of God ' s grace and the student ' s faith was always love, not idealistic, but practical. His spiritual life became not a matter of verbal proclamation or traditional mores, but a positive application of love producing the Fruit of the Spirit. Love, joy, peace, long suffering, gentleness, goodness, faith, meekness and temperance was relevance. 101
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Page 104 text:
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The student searched. For himself and for his purpose. Relevance in religion was his cry. Concern for a con- temporary application was his need. Prayer, worship and charity were his methods. Christ was his answer. Student involvement was the theme for relevance. For something to be pertinent, one must first be a part and so the student wanted a viable and active place in pulpit leadership. There was no room for a God of the status quo. The student was concerned that his faith be dynamic, not static; living, not dormant. He believed the Christian life should be more than a system of dogmas, a creed or a pledge.
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