by Eulalia Cook
Illiteracy has always been a problem for evangelical Christians. Their fervent desire that all people everywhere read the Bible makes them sensitive to this. That is why long before governments began to be concerned about illiteracy, or UNESCO was created, evangelicals were doing something about it.
Illiteracy has always been a problem for evangelical Christians. Their fervent desire that all people everywhere read the Bible makes them sensitive to this. That is why long before governments began to be concerned about illiteracy, or UNESCO was created, evangelicals were doing something about it.
Martin Luther’s concern for popular education was a natural outgrowth of his belief in the priesthood of all believers. The Reformers who translated the Bible in the language of the people "so that every plowboy may read and understand it" laid the foundation for the concept of free education for all. Moved with compassion because of the spiritual and mental hunger of the multitude of new converts from the economically poor, John Wesley published many original inexpensive books. Concerned for the training of his lay-preachers, many of whom were semi-literate, he simplified fifty books. The Encyclopedia Britannica records that he did more for adult education in England than any other man of the eighteenth century.
The outstanding figure in the literacy movements of the twentieth century is Dr. Frank Laubach. While trying to evangelize the Moros of the Philippine Islands he had a deep spiritual experience that led him to the discovery of a rapid way of teaching adult illiterates. Since 1929 he has directed the preparation of teaching primers in 96 countries and 274 languages. "Each one teach one" is a phrase that has stirred the hearts of millions around the world. His visits to Latin America during World War II left an abiding influence.
In most of the countries of Latin America about three-fourths of the population was illiterate when the Protestant missionary movement began. It was natural that schools grew up along side of churches. In nearly every country some large, modern institutions were developed. Less known were the little day schools, held often in rural chapels by the rivers where the isolated people received basic classes. In some of these countries a large segment of the population did not speak Spanish. Among them faithful missionaries and later nationals worked almost silently producing primers and Bible translations. Later came the Wycliffe Translators, now 600 strong, making a tremendous contribution to the incorporation of indigenous people into the life of the nation.
However, the greatest contribution to education that the evangelical churches have made, are making, and in this generation can make, is in the field of informal adult education. "Teaching them to observe all things" has been largely a by-product of the zeal with which the command to "preach the gospel" has been carried out. Whether they realize it or not, the 75,000 evangelical congregations in Latin America are all involved in one of the most dynamic and transforming kinds of education. In 75,000 places in Latin America every week groups gather to listen to, and take ‘part in, the reading of the Bible.
Instruction is given in the highest of ethical conduct – how to please God. Songs are sung. Some are great literature, others poor in literary quality, but all have teaching value for doctrine or conduct. In many churches nearly all members learn to speak in public as they are encouraged to "testify," take part in the work of the local church, enter into discussions in the Bible study, learn to conduct business, and make reports.
Besides the Bible schools and seminaries, which usually are for very limited numbers and for long periods of instruction, nearly every religious organization has its lay institutes, shortterm Bible schools, conventions, and conferences. The extension-seminaries are training large numbers of lay pastors. Radio programs are beamed to instruct and correspondence courses flourish in most countries. A whole flood of religious literature is released through the evangelical churches: the Bible, tracts, denominational papers, Sunday school materials, Bible portions, and increasingly, inexpensive books.
In fact the evangelical churches give such great importance to the written word that the nonreader feels uncomfortable there, like a second class member of the church. More often than is ever realized, the would-be brother, the new believer drops out because he cannot read.
(My own concern for adult literacy began when I was doing evangelistic work in an area that was wide open to the gospel. At first everyone came. However, when we began to intensify Bible study and candidate preparation, I suddenly realized that my much smaller congregations were almost entirely literate. The illiterates simply did not feel at home in this reading church. It was only as we were able to go to them with real concern and help in this need that they returned in considerable numbers, bringing others whom they later were able to teach to read.)
The plight of the nonreader in the church is sad indeed. Desiring not to be separated from the faithful, he may simply confess that he cannot read, and accept this limitation. However, he may pretend to read, often singing out of an upside down hymn book and trying to find the approximate place in the Bible. "I forgot my glasses," or "My glasses are broken," he says when his turn to read the lesson comes up. With all of the other sorrows and frustrations that other illiterates have, he has this one which crushes his soul. "I weep in the night because I cannot read the Bible," these people will confess in moments of confidence. Yet reading fellow Christians have often been blind and deaf to this need, until it is called to their attention in some dramatic way.
Here then is a strange phenomenon. The evangelical church draws the people by the good mews of the gospel which it proclaims. It offers a wonderful educational program of reading, study and working together in doing good. At the same time it has no place for the illiterate. He is left on the periphery as a secondary member. There have been saints who never learned to read. There still are and will be. However, as the pressure of education increases, more and more will drop away before they ever become saints.
The church is called to look long and hard at this situation. It may try to hold the illiterate by using more oral repetitions and symbols, as has the Roman Catholic Church. However, if it is to be true to its heritage, and true to its Lord, it must make a definite and concentrated effort to teach those within its fellowship, or related to it, and all those whom it can reach outside, the basic skills of reading, and writing and arithmetic. It must help set their feet on the way of learning.
Never has there been such urgent need for this help as now. Governments are much more concerned with 40 percent illiteracy now than they were about 75 percent at the turn of the century. They are even more concerned that 83 percent have had less than primary education in a day when the world of technology is upon the nations, and will not hold back until they get ready for it. The multitudes are caught up in a turmoil of drastic and baffling changes.
Has not God raised up the evangelical churches for just such an hour as this? In the midst of such times, why has there been such growth and blessing? It is peculiarly equipped to serve by its very nature. And now it has been given a special instrument to help it to carry out its call to "teach them to observe all things." This is a literacy movement already known through the churches as Alfalit. (Alfalit is formed from two Spanish words: "Alfabetizar" – to teach to read and – "literatura". It teaches to read and follows up with Christian literature and programs of community transformation.)
It combines top technical skills with evangelistic zeal, describing itself as: "A Christian movement at the service of the churches and the people. A movement which believes that Christ is the Lord of history and eternity, and that only in Him is there hope for men and nations."
From Alajuela, Costa Rica in 1962 Don Justo Gonzalez sent out three thousand bulletins to missionaries and pastors all over Latin America. He offered materials for literacy and guidance for campaigns, and simple follow-up materials for new readers. As interested groups responded with invitations, courses were held. In 1964 an international course of three months prepared national leaders. Scores of national and regional courses and hundreds of shorter courses have resulted in many thousands of literacy volunteers, and thousands of new readers. Twelve countries have autonomous organizations of Alfalit. There are thirty books in the Alfalit series and twenty others in preparation. Seeing the excellent materials and knowing the extension of the work, a well-meaning friend exclaimed, "Dog Justo, if you didn’t have so much about God in your books, UNESCO would help you!" Don Justo answered, "We need the help of UNESCO, but we need God’s help more!"
One of the reasons Alfalit has sold a million books is that some of them are written by Don Justo himself. He is one of those rare men of letters who can write warmly to the working man – saying great things simply in such a way that the reader responds, "This is the way I am." "This is the way my wife is." "Yes, this is the way I feel about my land."
Equally vital to this movement is Dr. Luisa Gonzalez, his wife. She is an expert in basic education, and skilled at simplifying the 3 R’s for the adult and preparing "ladder literacy" material. Conscious of the need of simple recipes for basic books, she had prepared cook books: 105 ways to Cook Corn, 135 Ways to Cook Bananas, and 113 Ways to Cook Pumpkin. These have been best-sellers. Great stories simplified, biographies, and the life of Jesus in eve little volumes make up most of the supplementary books.
Together with the program of studies goes an emphasis on community development. Some of the best-trained men in Latin America have cooperated in directing this part of the program. More and more any course will include a work project that comes out of the demands of the people. Sometimes they move to help another community. Also, a part of the training in this course is how to weave it into the fabric of the regular program of the church. "Life-long integrated education" is a new guide line of UNESCO. Latin American evangelical churches have a set up for such integration as no other organization in the world. This part of the training tries to make the student aware of the special contribution he can make to transform society.
The Gonzalezes are both Methodist lay preachers. Alfalit feels at home in the historical churches, faith missions, new churches; all find themselves at home in its training courses. Those who are not Christians are caught up in the warmth of Christian fellowship and inspiration. Alfalit with its program of love in action marches hand in hand with Evangelism-in-Depth. Its "victory services" are one of the highlights in the life of those who participate.
The first victory service usually occurs about three months after the volunteers are trained and the literacy effort begins. Often a visiting promoter with certificates and prizes comes. The pastor (or pastors where several churches have worked together) presides. The local promoter presents the faithful volunteer teachers; they in turn present their new readers who may receive a certificate for first, second or third level of progress. The pastor presents to each new reader a copy of a simplified version of St. Mark in large letters, a gift of the Bible Society.
The new readers who wish to do so read a verse of the Bible and say what it has meant for them to learn. Often they weep as they tell their story, and those who hear them have tears in their eyes. The Alfalit hymn is sung, rousing choruses and local musicians add their contribution. The celebration may include drama, puppet shows and speeches to encourage continued study and teaching.
How an Alfalit program develops in a country may be understood from what happened in Peru. Literacy was incorporated into the overall Evangelism-in-Depth program, and all denominations were invited to send two delegates to prepare themselves as sponsors. Thirty came to the three-week seminar. The Alfalit international team includes a chaplain. Joyous singing, fervent prayers, Bible study and testimonies were the background for hard study and careful preparation of teaching materials. Then came guided experiences in teaching illiterates and volunteers and in serving neighborhood communities through the churches. The sponsors learned to work together in teams. The interaction with brother Christians in the pilot churches was warm and joyful. Before leaving they took part in a moving service of dedication in which they promised:
-to teach with love, humility and patience; -to be punctual and constant in work; -not to charge for teaching; -to do all for the glory of God.
Thirty took those vows, then they went out to share what they had learned in shorter regional and local courses. Before the year was over they had sent in the names of almost 3,000 who had received preparation as volunteers. Fifty thousand of the Alfalit books were sold, including seven thousand primers. Joyous victory services were being held in the jungle, in the coastal cities and the high Andes.
After 1967, the year of Evangelism-in-Depth was over. However, many of the promoters and volunteers continued to work. A deeply dedicated national committee and one full-time worker give overall supervision and guidance, and publish a quarterly bulletin. From this bulletin we note that Alfalit Day is being announced for all of the churches; Alfalit teams are training high school students in government and private schools; a kind of "people’s movement" has resulted in bettering life for all in the suburban slums of Pedregal and Pamplona (near Lima). One mission in the far interior jungle area is promoting second level "opportunity schools." A large denomination is planning its own literacy campaigns. And a thankful young couple of new readers named their first-born son Alfalit!
Heavy orders for Alfalit materials come from priests and nuns, especially from some in Guatemala and Nicaragua. As the Roman Catholic Church continues to encourage Bible reading, it no doubt will increase its literacy efforts.
Each of the twelve countries that has an organized Alfalit effort has developed its program according to the genius of the national leaders. Directors of denominations and missions grasp the vision of the blessing this effort brings to their church and nation. Pastors and lay leaders are encouraged to include literacy in the life-long integrated educational program of the church. Those who have studied are finding new joy as they share with those who have not. Multitudes of new Christians rejoice that they can read their Bibles. The practice of love in action encourages the economically poor to take a creative part in the transformation of their homes and communities. They have a message of hope for the World. Through it all Christ is being made known in power.
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