The Proper and Improper Use of Illustrations in Sermons

By, Timothy L. Johnston [Dakota/Montana District Pastors Conference, Banff, Canada, April , !"#"$ The %Th&nder' hadn(t al)ays *een so &sed to +ictory. There )as a time )hen they(d lose e+ery ,ame. -ot only )ere they &na*le to score effecti+ely, *&t e+en the most *asic skills )ere lackin,. They co&ldn(t dri**le effecti+ely or e+en pass the *all properly. They )ere ne+er in ,ood physical condition. They neither practiced any trainin, r&les nor did they &nderstand any reason for it. There )ere no or,ani.ed plays nor )as there a play *ook in anyone(s locker. %Team *all' )as simply a concept *eyond their comprehension. -eedless to say, the Th&nder )as the la&,hin, stock of the lea,&e. B&t all that(s *ehind them no). -o) the Th&nder has a coach kno)n as %Li,htenin,'. Li,htenin, had al)ays )anted to coach the Th&nder *&t they disre,arded him and i,nored him *eca&se they simply felt he kne) nothin, of the sport. Then one day, *y an incredi*le miracle, Li,htenin, )on the hearts of the team and pro+ed, not only that he kne) e+erythin, there )as to kno) a*o&t the ,ame, *&t that he )as deeply committed to makin, them )inners. /o& kno), the Th&nder is a lot like preachers. They so desperately )ant to make th&nder *&t fail so often and for so lon, to reali.e that there is no th&nder )itho&t Li,htenin,(s coachin, techni0&es1 Preachers &n0&estiona*ly *elie+e in the 2ne of )hom they speak, *&t isn(t there m&ch more )hen it comes to %scorin, a )innin,' sermon3 They simply m&st learn to make proper application of 4is )isdom or else their messa,e is *arely retained as, they ,reet each mem*er )ith the c&stomary handshake and %ha+e a nice day.' There are many *rid,es to cross o+er from the side of the layman to that of the cler,y and still more to cross in ,ettin, *ack a,ain to capt&re the ears of their listeners. 5+ery6ordained minister of the 7ospel of Jes&s Christ crosses that first, *rid,e )hen he ac0&ires a de,ree for his academic st&dy, of Jes&s Christ, tr&e 7od and tr&e man. 4o)e+er, st&dies on the s&ccesses of preachin, emphasi.e that ministers m&st learn, in a practical )ay, thro&,h e8perience and e8perimentation, to make &se of and apply a Christ6like style of preachin, in their sermons. The importance of ,oin, a*o&t one(s *&siness in a Christ6like )ay can hardly *e contested in any application of ministerial ser+ice9 yet, : hope to e8plore the many )ays )hich that tr&th clearly ser+es here as the sin,le, most important ,&ideline for addressin, the theme and p&rpose of this essay. The Proper and Improper Use of Illustrations in Sermons :n e8plorin, Christ(s infl&ence for added dimension to o&r te8t&al e8planations let &s caref&lly o*ser+e the )ay 4e 4imself &sed ill&strations in 4is o)n ministry. 4e is the 4ead of the ch&rches )hich ha+e called &s. :t is tie to )hore )e pray for ,&idance in e+ery sermon )e )rite. And, it is 4is messa,e of 4is 7ospel and of 4is ;in,dom )hich )e intend to *rin,, in a clear )ay, to 4is people. Therefore, it(s only o*+io&s that )e research Christ and 4oly <cript&re for inspiration in the proper &se of ill&strations. The re+erse seems e+en more o*+io&s. -amely that if these do not ser+e as the inspiration for any ,i+en ill&stration then a )arnin, had *etter *e taken that )e may *e dealin, )ith an improper and &ns&ita*le &sa,e in sermon )ritin,. Jes&s is the %insti6t&tor' of sermoni.in, the 7ospel. The &se of ill&strations to make 7od(s lo+e kno)n to the )orld )as %instit&tionali.ed' *y o&r <a+ior(s ministry. Thro&,h 4is messa,e, therefore, 4e *ecomes o&r %t&tor' in an instant and for e+ery instance of proper &ses. =or e8ample, the <ermon on the Mo&nt has some fifty6si8 ill&strations, mostly metaphors. /o& can read that entire sermon alo&d in fifteen min&tes. :f the sermon )as deli+ered >&st as it is recorded Jes&s )as &sin, more than three ill&strations a min&te. :t seems plain that Jes&s )o&ld )ant &s to learn from 4im a*o&t the proper &se of ill&strations and make &se of them. Jes&s )ords are, %/o& call me ?Teacher( and ?Lord,( and ri,htly so, for that is )hat : am' @John ! 1! A. %A st&dent is not a*o+e his teacher, nor a ser+ant a*o+e his master. :t is eno&,h for the st&dent to *e like his teacher, and the ser+ant like his master' @Matthe) !B1CD6CEA. :n li,ht of that, the theme )hich : am pri+ile,ed to disc&ss is an e8cellent one. :t is ,ood for &s to take time to analy.e the preachin, techni0&es of o&r Teacher and *ecome more like 4im in o&r la*ors.

Think of )hat an ill&stration is s&pposed to accomplish. %:ll&stration' comes from the root of the Latin )ord %l&8', )hich means %li,ht.' Fe*ster defines the )ord as %an e8ample or instance )hich helps make somethin, clear.' An ill&stration may take the form of a narrati+e, an analo,y, an alle,ory, clichG, an anecdote, a no+el or a fa*le, a dia,ram, or anythin, at all that makes the messa,e clearly &nderstood and more easily remem*ered. Th&s )e sho&ld consider, as proper ill&strations, any terminolo,y that is easily +is&ali.ed )hich can reflect its meanin, to shed li,ht on the tr&th at hand and ill&minate the hearer. :ll&strations are a form of mental replay.... :t makes repetition possi*le )itho&t )eariness.... Hecapit&lation, e+en d&plication, may *e effected )hile sim&ltaneo&sly s&stainin, interest. There is some sense in the r&stic preacher )ho said, %=irst : tells them )hat : am ,oin, to tell them, then : tells them, then : tells them )hat : told them.' The ill&stration is a skillf&lly dis,&ised restatement of the preacher(s thesis. :f handled appropriately, the listener comes to a clear &nderstandin, of the tr&th@sA.! Fe mi,ht compare the a,,ressi+e and s&ccessf&l offense of the team, Th&nder, to ill&strate the means for proper ill&strations. After many years of fail&re and fr&stration they *ecame s&ccessf&l *y learnin, the necessary skills from their coach and 4is e8periences. Fe ha+e already made the point that Coach Li,htenin, )as for the Th&nder )hat Christ is for the preacher. -o) let(s consider )hat he ta&,ht them. :t may ha+e seemed o*+io&s to the Th&nder that the ,ame re+ol+ed aro&nd the *all, *&t Coach Li,htenin, drilled e+ery aspect of *all handlin, into them. 2ne day the coach assi,ned to each of the mystified team players one of the ,ame *alls. They all seemed to *e identical. 4e re0&ired that each player keep 4is o)n *all )ith him at all times ni,ht and day. They )ere told they m&st e+en sleep )ith their *all. :t )as to stay on their person )hile they ate, attended classes and e+en on their dates. They )ere to handle it, smell it, e8amine it. T)o )eeks later at the afternoon practice, )itho&t )arnin,, they )ere told to ,i+e tip their *alls and mi8 them )ith the others. Then each )as asked to find his o)n *all. <&rprisin,ly, they co&ld all do so )itho&t diffic&lty. They had fondled and scr&tini.ed and li+ed )ith that *all &ntil it *ecame intimately theirs. -o) Coach Li,htenin, )as a*le to e8plain )hat may ha+e seemed o*+io&s. -amely that each player on the co&rt )as to kno) e8actly )here the *all )as and )ho had it at all times. By that he ta&,ht them concentration on the *all )hich pro+ed to *e, a ,reat ad+anta,e for the kind of anticipation and a)areness that )as necessary. Fith simple trainin, s&ch as this the Th&nder *ecame +ery smart *all players. As the Th&nder fo&nd s&ccess in their learned a*ility, to concentrate on the *all so can )e find s&ccess in the &se of ill&strations )ith increased concentration on the practical applications of 4oly <cript&re. The e8ample is meant to sho) ho) the preacher *ecomes more than an e8e,ete )hen deli+erin, a sermon to his con,re,ation. Preachin, re0&ires takin, )hat seems o*+io&s @i.e. the tr&ths of the te8tA and *ecomin, so f&lly ac0&ainted )ith it that yo& see applications for its messa,e )hen yo& sleep, or eat, or dri+e do)n the hi,h)ay. Tr&ly the li+in, )ord can then come ali+e )hen life )ith all of its +ariations is applied to it. The preacher m&st perpet&ally hold &p te8t&al tr&ths in the face of e+eryday normal life, and, in that li,ht, e8amine and st&dy it, al)ays askin, the 4oly <pirit to sho) him ho) it ill&strates Christianity. This m&st *e at least partially )hat is meant *y %Pray )itho&t ceasin,.' 2nce more then, since this point is so important to s&ccessf&l ill&strations, the o*+io&s isn(t so m&ch that )e li+e life, *&t that )e *ecome a)are of life and its e8periences. The ill&strator of the li+in, )ord m&st tr&ly o*ser+e life. 5+ery preacher m&st de+elope an alertness to)ard life in order to think ill&strati+ely. As yo& read, as yo& feel, as yo& act and react, all of life *ecomes a reser+oir from )hich yo& can dra) ill&strati+e material.C F. =loyd Bresee points o&t,
! J. Daniel Ba&mann, An Introduction To Contemporary Preaching @7rand Hapids, Michi,an1 Baker6Book 4o&se, !"IEA, p. !I!. C :*id., p. !IE

The minister )ho complains a*o&t ha+in, no ill&strations is admittin, either that his reli,ion isn(t rele+ant to life or that he doesn(t yet possess )hat e+ery s&ccessf&l preacher, m&st de+elopeJthe %homiletic *ias'. The homiletic *ias means more than trainin, yo&rself to see the )orld9 it means al)ays seein, it in spirit&al colors. Fhat are these o*ser+ations tellin, &s3 Fhat does homiletic *ias teach &s a*o&t Jes&s( style of preachin,3 4o) does it ill&strate 4is ;in,dom3 The ans)er lies in the e8ample of the )ay o&r Master preached in 4is sermons. Mark D1 6 D tells &s that %Fith many para*les Jes&s spoke the )ord to them, as m&ch as they co&ld &nderstand. 4e did not say anythin, to them )itho&t &sin, a para*le.' Jes&s )as so )ell ac0&ainted )ith the meanin, of 4is messa,e that 4e co&ld see ill&strations e+ery)here. 4is o*ser+ations on life )ere spirit&al and in e8plainin, 4is perception of tr&th all the li+in, colors of ,race )ere *ro&,ht to life. -otice ho) *road and all6incl&si+e )ere o&r Teacher(s o*ser+ations of life. 4e &sed in 4is ill&strations1 home life @lea+enin, *read, *orro)in, from a nei,h*or, patchin, clothes, li,htin, lamps, s)eepin, floors, tile *oy )ho didn(t )ant to li+e at home, children playin, ,ames in the streetA9 *&siness @tendin, money, collectin, money o)ed, payin, ta8es, the shre)d mana,erA9 trades @mana,in, orchards and +ineyards, *&ildin, ho&ses, fishermen starin, their catch, *osses and ser+antsA9 nat&re @salt, li,ht, )heat, tares, har+estin,, flo)ers, *irds, )ind, rain and peals of th&nder, hair fallin, o&tA9 places9 politics @kin,s ,oin, to )arA9 lan,&a,e, @raca, an eye far an eyeA9 h&man fears @losin, an eye or an arm, la) s&its, trampledA9 social e+ents @feasts, )eddin,sA and co&ntless others. :f Jes&s is o&r homiletics teacher then it means *ein, so )ell ac0&ainted )ith o&r messa,e that )e mi,ht apply it )ith an ill&stration to e+ery facet of life. Fith Jes&s the ;in,dom )as al)ays %like' somethin,. Let(s remind o&rsel+es of >&st one chapter, Matthe) ! 1 Jes&s ta&,ht, The kin,dom of hea+en is like a man )ho so)ed ,ood seed.... like a m&stard seed.... like yeast that a )oman took and mi8ed into a lar,e amo&nt of flo&r &ntil it )orked all thro&,h the do&,h.... like treas&re hidden in a field9 a,ain.... like a merchant lookin, far fine pearls9 once a,ain.... like a net that )as let da)n into the lake. That isn(t *y any means a &ni0&e chapter of the Bi*le for ill&strations. <cript&re is literally loaded )ith them. Pa&l, at least partially, e8plains )hy in ! Corinthians !B1!!, %These thin,s happened to them as e8amples and )ere )ritten do)n as )arnin,s for &s, on )hom the f&lfillment of the a,es ha+e come.' The remainder of the e8planation for the &se of all these ill&strations is descri*ed *y the a&thor of 4e*re)s )ho )rites, %=or the )ord of 7od is li+in, and acti+e.' M&ch more time is re0&ired in sermon )ritin, for the st&dy of %,race' than for ho) it can *e ill&strated. All script&re is )ritten do)n for o&r, learnin, and each te8t m&st *e e8amined in the li,ht of its application to so&nd doctrine and in li,ht of its ,reat +al&e to fallen man. After that comes the 0&estion on hand, %4o) do )e *rin, it to life3' Jes&s al)ays seemed to *e askin,, %4o) can : make them &nderstand3' That(s )here Jes&s )as at. 4e )as spirit&ally ali+e all of the time and searchin, for )ays to make it clear thro&,h e+eryday lan,&a,e. Christ ta&,ht the homiletical *ias. 2nce 7od in 4is )isdom committed 4imself to lan,&a,e as the means to comm&nicate 4is lo+e, 4e sim&ltaneo&sly committed 4imself to the &se of metaphor.... The 7od6concei+ed, 7od6e8ec&ted, 7od6comm&nicated plan of sal+ation for the h&man race is so colossal that it defies the capacity of lan,&a,e to contain it and to con+ey it. Th&s 7od p&lls o&t all the stops in order to con+ey it to h&man minds and h&man hearts. 4e comes at it from e+ery possi*le an,le.... Lan,&a,e is the +ehicle 7od chose to descri*e it, *etter, no do&*t, than any other +ehicle 7od mi,ht ha+e chosen. <o 7od e8ploits the medi&m 4e selected. 4e taps its ma8im&m potential. Bi*lical metaphors, fi,&res of

speech, ima,es, and rhetorical de+ices to comm&nicate 7ood -e)s are the deli,htf&l o&tcome of 7od(s minin, the medi&m of lan,&a,e for all it is )orth. The co&rt of play to the Th&nder is like the )hole )orld to the messen,ers of the li+in, Ford. Coach Li,htenin, ill&strated a fe) s&*tle approaches in trainin, the team to make &se of the entire co&rt and to kno) )here they are on the co&rt at all times. 4e arran,ed se+eral lock6ins )here his team had to sleep on the ,ymnasi&m floor. They each *ro&,ht their sleepin, *a,s and )ere assi,ned places to sleep accordin, to their partic&lar .one. At three in the mornin, he )oke them all &p from deep sleep, called them o+er to the *leachers, and lect&red them, in total darkness, on the +al&es of makin, f&ll &se of the co&rt *y kno)in, >&st )here yo& are at all times. Then they )ere told to ret&rn to their sleepin, *a,s far the remainder of the ni,ht. The first time this techni0&e )as tried none of them )ere a*le to ,o directly to their spots. B&t, *y the fo&rth lock6in they had learned to find their .one in complete darkness )itho&t any tro&*le. This trainin, is meant to ill&strate )hat )e need to learn in makin, &se of o&r co&rt9 the modern or contemporary )orld, from )hich )e m&st dra) o&r ill&strations. :n helpin, people to retain the tr&ths of the Bi*le it is of si,nificant +al&e to relate their Christian faith, and the Bi*le(s teachin,s, to their e+eryday life. Jes&s sho)ed &s ho) to do that. 4o)e+er, ill&strations are not as meanin,f&l these days if )e are talkin, a*o&t shepherds and so)ers as m&ch as fences, *arns, silos, telephone poles, farm +ehicles and co&nty hi,h)ays. Fash machines are a *etter ill&stration than *eatin, clothes )ith rocks do)n *y the ri+er, and so on. Act&ally, Bi*le ill&strations ser+e more as proof to o&r themes. They do not ser+e as a s&*stit&te for e8amples from contemporary lifestyles. 4o)e+er )e sho&ld consider &sin, Bi*lical ill&strations )hich are not so familiar, s&ch as the life of Demos or 2nesim&s. <o often the hearers tend to *e *ored )ith a Bi*lical ill&stration they ha+e heard many times *efore &nless it is creati+ely done. Hemem*er a %proper' ill&stration sheds li,ht from somethin, that is familiar and helps people remem*er yo&r messa,e )hen they ,o *ack to their homes and *&sinesses and %their o)n )orld'. The ill&stration of Coach Li,htenin,(s lock6ins does not s&,,est that )e sho&ld ,o campin, all o+er o&r home to)ns. Fe can create interestin, ill&strations )itho&t e+er o)nin, a sleepin, *a, or learnin, ho) hard the ,ymnasi&m floor can realty *e. Fe simply ha+e to o*ser+e and familiari.e o&rsel+es )ith the co&ntry and its *ea&ty, )ith the homes and their c&stoms, the *&sinesses, the interests, and the people, yo&n, and old, aro&nd &s. Let(s >&st think in spirit&al terms and +ie) e+erythin,, as m&ch as possi*le, )ith a homiletical *ias, so to speak. Think of all the )ays that the &p6comin, sermon can *e reflected in )hat yo& see and hear. Be familiar )ith the )orld aro&nd yo&9 and, not only &se it &se it for yo&r ad+anta,e in the p&lpit, *&t also to ,i+e yo& increased appreciation of the *ea&ty and si,nificance of the entire creation. A story is told of a yo&n, man )ho picked &p a ,olden coin lyin, alon, the road., 5+er after, as he )alked alon,, he kept his eyes fastened on the ,ro&nd in hope of findin, another. :n the co&rse of a lon, life he picked &p a ,ood deal of ,old and sil+er, *&t in all these years he ne+er sa) the lo+ely flo)ers *y the )ayside or the ,rassy dell, or mo&ntain peak and sil+er stream. 4e ca&,ht no ,limpse of the *l&e hea+en a*o+e, or the sno)y clo&ds, like an,el pillo)s, tellin, p&rity and ,lory *eyond. 7od(s stars came o&t and shone like ,ems of e+erlastin, hope, *&t he kept his eyes &pon the m&d and filth in )hich he so&,ht the treas&re9 and )hen he died, a rich old man, he kne) this lo+ely earth only as a dirty road in )hich to pick &p money as he )alked alon,.D -o t)o preachers )ill ill&strate e8actly the same )ay or see the same meanin, in an ill&stration. Th&s e+ery s&ccessf&l ill&strator )ill *e as &ni0&e and ori,inal as their +ery o)n fin,er print. 5+ery person sees life differently and applies his personal talents to the Christian faith accordin, to his o)n o&tlook on life.
=rancis C. Hosso), Preaching The Creative Gospel Creatively @<t. Lo&is1 Concordia, !"# A, p. .

D H. C. Heins, Treasury Of Themes And Illustrations @Mil)a&kee1 -orth)estern P&*lishin, 4o&se, !"# A p. IE.

The ill&strati+e concept is a )ay of lookin, at thin,s. :n fact, it is one(s o)n personal )ay of lookin, and lookin, and lookin, at e+erythin,1 :t e8amines the te8t&re of e+ery fa*ric, missin, not a color and ne,lectin, not a thread. :t e8amines the tan,i*le and intan,i*le for the s&*stance of are ill&stration.... :t milks secrets o&t of stone and )raps )arm ima,ination aro&nd the a,,ra+atin, t&ne of a s0&eakin, shoe. -othin, is too small to e8cite it. -othin, is lar,e eno&,h to disco&ra,e it from toyin, )ith the frin,e of the ro*e and hopin, for the to&ch of inspiration.E The +ariety of talent in preachers can also *e ill&strated *y the Th&nder. 5ach player learned )ell to apply his o)n talents for the s&ccess of the tern. %Lil( :ke' and %=&rinstin.' )ere the startin, ,&ards. They al)ays kne) )here the *all had to *e at the end of e+ery play and smartly )aited for the ri,ht timin, to make it happen. :n searchin, for >&st the ri,ht ill&stration e+ery preacher carries his messa,e thro&,h the contemporary )orld similarly to the )ay Lil( :ke and =&rinstan. mo+e the *all do)n the co&rt. As they reflected the )isdom of their coach(s enli,htenment so can )e smartly apply kin,dom tr&ths in the likeness of the contemporary )orld. Thinkin, of this +ery point as he dro+e do)n the lon,, narro), co&ntry hi,h)ay, a minister co&ld see ho) tr&e it )as. %: am a *lessed so&l ,ranted life *y a )onderf&l Maker. My car is like my h&man *ody )ith many frailties steerin, do)n the narro) path to my destiny. The striped lines and the si,ns are like 7od(s lo+in, directi+es to make my >o&rney safe. The telephone lines remind me, of the simple *&t important comm&nications )e ha+e thro&,h prayer. And, as : look to the *&ttes : can almost sense the a)esome presence of celestial hosts.' %Tr&ly', he tho&,ht to himself, %the )orld offers ill&strations, e+ery)here : ,o sho)in, that 7od is )ith me.' The Th&nder(s startin, =or)ards, %B&,sie' and %=o&r6eyes,' added si,nificant dimension to the team(s s&ccess. Their talents )ere s&per*ly refined *y o*ser+ation. Coach ti,htenin, had assi,ned them the task of st&dyin, ,ame films. They )ere to o*ser+e the talents, stren,ths and )eaknesses, of their teammates and e8amine ho) they mi,ht contri*&te to team s&ccess *y applyin, their o)n talents to the others. They also st&died the ,ame films of their opponents1 They st&died e+ery play, e+ery player, e+ery mo+e. They e+en o*ser+ed the cro)d to thoro&,hly prepare themsel+es. 2*ser+ation is the key reso&rce for refinin, proper ill&strations. Like B&,sie and =o&r6eyes, the more )e reflect &pon the )orld, talents, interests, and ha*its of the people )hom )e are addressin, in sermons the *etter )e )ill ser+e to relate Christ(s ;in,dom to them. Fith a noticea*le interest in their li+es )e(ll hold their attention and allo) the Ford of 7od to take root. F. =loyd Bresee maintains, %The Ford m&st *e com*ined )ith hearin, *efore it prod&ces faith. And ill&stration is the most s&ccessf&l means a+aila*le for foc&sin, people(s attention on tr&th.' This leads &s to the ,oal of an ill&stration )hen the hearers respond, %This sermon is a*o&t &s' or %: ha+e a pro*lem similar to that'. That(s )hen Christianity is made relati+e to one(s o)n life. That(s )hen *elie+ers are %fitted )ith the readiness that comes from the ,ospel of peace'@5ph. K1!E*A. The ill&stration m&st fit *oth the te8t and the hearers. Therefore, once the ill&strator &nco+ers a ,ood or e+en ,reat e8ample in somethin, he(s o*ser+ed, then he m&st ask )hether it can *e properly &sed in this instance. Don(t force the ill&stration. Lse yo&r percepti+e talents to contri*&te to the needs of yo&r hearers. =&rthermore, o&r personal e8periences are an e8cellent so&rce for ill&strations, especially )hen the silho&ette of those e8periences are raised a,ainst the *ack,ro&nd of the e+eryday life of the Christian. The pastor(s personal life is the most common so&rce of ill&strations. <ome can *e improper as )ill *e disc&ssed later. 4o)e+er, it is almost a necessity that yo& &se yo&r o)n. /o&r o)n ill&stration is *etter, e+en if it(s not as ,ood as one that someone else o*ser+ed and )rote do)n. Demaray )rites, A.F. Black)ood says one sho&ld ne+er preach *eyond his o)n e8perience. Canned sermon ill&strations from omni*&s collections seldom rin, tr&e in the p&lpit. They may so&nd ,ood on paper, *&t do they li+e for the preacher3 That is the test. The pict&re
E Lo&is Pa&l Lehman, Put A Door On It @7rand Hapids1 ;re,el P&*, !"IEA, p. E.

painted m&st ha+e a point of a&thentic contact )ith %my' e8perience. %: ha+e seen and heard' rin,s the *ell of a&thenticity. =o&r6eyes didn(t )atch all those tapes in order to learn ho) to play the ,ame e8actly the )ay others do. 4e )as lookin, for ideas )hich co&ld in t&rn *e applied to his o)n talents. B&,sie too, )ith his *i, ears, )as not listenin, to e+erythin, that )as told a*o&t the sport in order to make &se of someone else(s talents *&t to refine his o)n. Lsin, another(s ill&stration is >&st like tryin, to &se yo&r *rothers Commodore pro,rammin, skills and his pro,rams to make yo&r o)n operation )ork on an :BM clone. :t simply doesn(t track properly. An ill&strator, after caref&l o*ser+ation, still m&st ,rasp the te8t )ith his o)n mind, apply his o)n talents, and relate the messa,e in his o)n )ords. Before ,oin, to the *ench, so to speak, for f&rther so&rces of ill&strations Fe sho&ld perhaps meet the last starter of the Th&nder. 4is name is %7race.' 4e )as the *i,, po)erf&l ,&y in the middle on )hom e+eryone relied. 4e stayed on the co&rt the entire ,ame and )as ne+er replaced from the *ench. :n fact, team s&ccess depended on *&ildin, the entire ,ame plan aro&nd him. -eedless to say fail&re )as ine+ita*le if he(d fall into in>&ry. 5+ery preacher can relate the name of Th&nder(s Center to the conscio&s element )hich they *&ild their e+ery sermon aro&ndJ,race. A +ery *asic tr&th can *e applied here concernin, the 0&estion of proper ill&strations. :ll&strators sho&ld not &se e+ery coherent e8ample that crosses their minds. The %,ame plan' of each sermon is to present 7od(s ,racio&s lo+e ,i+en to &n)orthy sinners. 5+ery ,ood )ork, e+ery ordinance of 7od, e+ery co&nsel, e+ery prayer, e+ery and all acti+ity, )hether spirit&al or sec&lar, sho&ld, accordin, to the Christian )ay, find its moti+ation in, the 7ospel. That is )here all o&r ill&strations are comin, from and ret&rnin, to. :n stickin, )ith the ,ame plan, if the ill&stration is not ser+in, as a spot6li,ht )hich is aimed to)ard 7od(s ,race in Jes&s Christ, then, no matter ho) profo&nd the perception, it is s&rely not a proper ill&stration1 The ill&strator(s search is to find life6like e8amples in a ,i+en te8t and reflect their li,ht, either directly or indirectly, to clarify and emphasi.e 7od(s lo+e in it all. -eedless to say, if ,race is taken o&t of the center not only )ill the ill&stration *e improper, *&t the sermon )ill fail to ser+e its p&rpose. -o) then, ha+in, met %the starters(', kno)in, the ,ame plan, and reali.in, ho) important it is to follo), )e kno) >&st )hat kind of help to look for )hen needed. Coach Li,htenin, )as a)are of these thin,s. 4e kne) there )as help, if necessary, in ,oin, to the *ench. At the risk of pressin, the ill&stration *eyond limits into part !!, let(s meet the t)o key players on the *ench. %Piles' is the old timer )ith lots of past e8perience. And %Boo8' is ,ood *&t the coach &sed him sparin,ly *eca&se didn(t al)ays ,et alon, )ith the other players so )ell. More simply e8plained, he >&st had different e8periences. Piles )as &sed in the ,ame more often *eca&se he had pro+en himself s&ccessf&l *efore. =or the ill&strator Piles compares to the files )hich the more e8perienced ha+e on hand. <ince it is the o*li,ation of e+ery preacher to keep the Ford ali+e, and ill&strations ha+e pro+en themsel+es capa*le of assistin, in that o*>ecti+e, it is a ,ood practice to )rite do)n an ill&stration as soon as yo& reali.e one. /o&r file is a ,ood so&rce of ill&strations. Al)ays )rite do)n an ill&stration as soon as yo& hear or think of one. =or,et that yo& can remem*er and remem*er that yo& are *o&nd to for,et. 4a+e yo& heard a*o&t the preacher )ho had s&ch a *ea&tif&l tho&,ht that he immediately dropped to his knees to thank the Lord for it, *&t )hen he ,ot &p he for,ot )hat it )as3 Frite it do)n. And ha+e a )ell or,ani.ed topical file so it )ill *e readily a+aila*le )hen yo& need it.K At least keep track of those )hich ha+e )orked )ell and seemed to fit >&st ri,ht in pre+io&s sermons. :n many )ays the instr&ction of filin, and inde8in, has nothin, to do )ith the theme of this paper. B&t in some )ays it does. Fhen an especially ,ood and proper ill&stration has *een disco+ered it may fit more
K F. =loyd Bresee, %:ll&strations :n <ermons,' Ministry, @<eptem*er !"#DA, B.

properly into another sermon some other time. ;eep track of it or lose it fore+er. Also, the rationale of Coach Li,htenin,(s &se of Piles more often than Boo8 ill&strates a +al&a*le point for ill&strators to keep in mind. /o&r o)n ill&strations are al)ays ,oin, to fit yo&r o)n &ni0&e )ay of percei+in, the str&,,les and intimacies of the Christian faith *etter than ill&strations )hich ha+e *een )ritten *y another a&thor. :n all the occ&pied p&lpits in this co&ntry on <&nday mornin,s there are not t)o indi+id&als )ho are alike >&st as there are not t)o identical sermons *ein, preached. :f yo& need to ,o to the *ench for ill&strations, and e+ery ill&strator )ill find that necessary on occasion, first ,o to )hat )orks *est far yo&Ja file of yo&r o)n tho&,hts. Books )hich contain ideas for ill&strations can *e another reso&rcef&l option from the *ench. These are left to last, *eca&se they sho&ld *e &sed as a last resort. Their ,reatest +al&e may act&ally *e in remindin, yo& of some incident closer to yo&r o)n life or that of yo&r con,re,ation. <ec&re yo&r o)n ill&strations. They are al)ays fresh, a 0&ality that does not apply to those *o&nd in ill&stration *ooks. These +ol&mes are replete )ith old, trite, &n*elie+a*le stories far remo+ed from life in the present day. James <. <te)art co&nsels, %2mni*&s +ol&mes of sermon ill&strations are the last ref&,e of a *ankr&pt intelli,ence. The *est ill&strations are those )hich come to yo& as the har+est of yo&r o)n readin, and o*ser+ation.... Be yo&r o)n antholo,ist.'I Think of *ooks as %p&mp primers'. Admittedly, the ill&stration in this essay a*o&t lock6ins )as &sed that )ay. He6desi,n another(s ill&stration into yo&r o)n )ords and in yo&r o)n conte8t. <hape it to fit the re0&irement of yo&r theme. B&t take ca&tion, perhaps more than )hat )as taken in this essay. =or e+en no) the essayist may *e thinkin,, altho&,h it )orked for him at the time, are the ill&strations really addin, li,ht to the proper &se of ill&strations or are they simply entertainin, the hearers or, e+en )orse, are they >&st added para,raphs that *&rden them like the len,thenin, of la*or pains. This scary tho&,ht leads &s into the defense a,ainst the improper &se of ill&strations in sermons. Coach Li,htenin, drilled the defense into the Th&nder *y means of contin&al )arnin,s and threats of fail&re. =or e8ample, if anyone )as fo&nd )itho&t their hands in the air )hene+er they )ere not on the offense the )hole team )o&ld *e lect&red se+erely a*o&t the disappointments of losin, and )o&ld ha+e to do all their e8ercises )ith hands held hi,h. :f they(d fail to see a pick and yet, *locked off from the *all they(d all ha+e to do their calisthenics and a,ility drills )ith *lindfolds. The *asic skills of the defense th&s *ecame like second nat&re to them as did s&ccess. <imilarly, preachers need to defend themsel+es a,ainst improper &ses of ill&strations or risk fail&re. The Th&nder )as trained to hold their hands hi,h for t)o specific p&rposes. =irst, *eca&se they hadn(t yet sec&red possession of the *all, and that is al)ays the *est chance to ,et control of it. <econd, their hands need to *e &p in the area )here the *all is *ein, passed aro&nd and scored a,ainst them. Proper defense in the &se of ill&strations not only ass&res &s of the opport&nities to ,ain control of the messa,e *&t can also *lock and re>ect those )hich )ill take somethin, a)ay from it. A fe) thin,s ha+e already *een drilled in re,ard to improper &ses of ill&strations. The initial point )as that Christ and <cript&re m&st *e the inspiration for an ill&stration or it may in fact *e an improper &sa,e. Proper and improper means for inspiration is another topic in and of itself9 ho)e+er, if 7od(s Ford has not *een s&fficiently researched, and if prayer has not *een thoro&,h then inspiration may fall short. These are the means for centerin, the entire ,ame plan aro&nd 7race. :n order to keep him healthy and acti+e thro&,ho&t the entire *all ,ame f&lly e8amine and &nderstand each tr&th, as did the Li,ht of men, *efore attemptin, to compose profo&ndly percepti+e insi,hts to ill&strate the contemporary )orld. And pray that the inflated h&man e,o does not o*str&ct +ision, *&t that o&r preachin,, in spite of o&rsel+es, may ill&minate the hearts of o&r hearers to Christ cr&cified. :nspiration, then, as it is drilled like a *asic skill in sermon preparation, *ecomes the second nat&re for defense a,ainst o*str&cti+e, +a,&e, selfish, and other improper ill&strations. I J. Daniel Ba&mann, An Introduction To Contemporary Preaching @7rand Hapids, Michi,an1 Baker Book 4o&se, !"IEA, p. !IE.

The ei,hteen to t)enty6fi+e min&tes after the second hymn is not story time. :n definin, %:ll&stration' F. =loyd Bresee adds, :ts p&rpose is not the same as storytellin,. :t is ne+er &sed to e8cite or entertain, *&t to thro) li,ht on the tr&th. <torytellin,, on the other hand, is that )hich is &sed for its o)n sake and is o&t of place in the p&lpit. :t deser+es the indi,nation heaped &pon it. Bro)n differentiates ill&stration from story tellin, in the follo)in, )ay1 The )ord %ill&strate' means literally to thro) li,ht or l&ster &pon anythin,. The ill&stration is ne+er to *e re,arded as an end in itself9 it shines for the sake of somethin, *eyond. Fhen the li,hted candle is held &p to the paintin,, it is not intended that the *eholders sho&ld look at the candle, *&t at the paintin, &pon )hich the candle thro)s its li,ht.# Tellin, a story d&rin, a sermon may *e entertainin, *&t it )ill take a)ay from the messa,e. :t tends to shed *lindin, li,ht &pon the o*>ect *ein, ill&strated. The hearers attention may *e held for >&st the d&ration of the story *&t soon last a,ain as the preacher lea+es them )ith more to think a*o&t than the specific messa,e on hand. Fhat do they remem*er, the story or the tr&th3 There(s a fe) others on tire *ench of the Th&nder )hom yo& ha+en(t met yet, %4on,o'(, %Joker', and %The 4ammer.' These players ill&strate more of the improper &ses of ill&strations. -eedless to say, they )ere ne+er entered into the conference matches )hich co&nted. They only played for e8hi*ition ,ames. 4on,o )as a fancy dri**ler and co&ld mane&+er himself into position for a shot fre0&ently. :n fact, too fre0&ently he(d force a shot and )asted the team(s opport&nity to score. 4e )as hardly effecti+e *oth offensi+ely and defensi+ely. :t(s tr&e that he ca&,ht e+eryone(s attention as the *all *o&nced aro&nd his *ack and thro&,h his le,s. 4o)e+er, to his cha,rin, he stayed on the *ench. =or him, the primary o*>ecti+e )as misplaced )hen he )anted the cro)d to ha+e somethin, to say a*o&t )ho sho&ld start. 58ternal conditions t&rned him to entertainment of the cro)d. 4e(s like the preacher )ho feels a need to *ecome flashy and entertainin, )ith the &se of catchy stories at the e8pense of the tr&e ,oal of preachin,. Perhaps he feels ?the need to make stron, impressions &pon those )ho pay his %m&ch6to6m&ch salary.' Preachers sho&ld *e)are of this kind of misplaced moti+ation )hich can *e o*str&cti+e to li,htin, the tr&th. Also defend yo&rsel+es a,ainst *ein, a %4on,o' or hero of e+ery personal ill&stration. :t may *e ,ood for people to hear of yo&r h&manity no) and then and to kno) yo& are a)are of it. 2n the other hand, *e ca&tio&s of ,lorifyin, yo&r )ay)ard yo&th or so&nd as tho&,h yo&r *ra,,in, a*o&t yo&r mistakes of the past. <ome preachers make it so&nd as tho&,h the only f&n they(+e had )as ser+in, the de+il. Fhen &sin, ill&strations from yo&r o)n family, talk lo+in,ly a*o&t them. Also, don(t em*arrass yo&r children *y either *&ildin, them &p or r&nnin, them do)n. They already ha+e eno&,h of a ,oody6,oody ima,e s&rro&ndin, them )itho&t Dad(s sermons ma,nifyin, the pro*lem. 4&moro&s ill&strations, in almost e+ery case, sho&ld *e re,arded as improper, like story tellin,. : can(t find a sin,le instance )here it )o&ld *e appropriate to make &se of one(s sense of h&mor in the p&lpit. Can yo&3 That )o&ld *e like p&ttin, Joker into a cr&cial ,ame for the Th&nder. 4e simply takes the e+ent m&ch too li,htly. 5+en if h&mor is not *ein, &sed for the sake of entertainment and is not insincerely moti+ated, h&mor r&ns the risk of mis&nderstandin,s. -o mem*er of the con,re,ation sho&ld *e ,i+en a hint that la) or ,ospel sho&ld *e taken li,ht heartedly. 4o) can h&mor contri*&te to the serio&s needs of the hearers3 Preachers are addressin, mostly contrite hearts )hich feel the *&rden of their sins and hope to recei+e a most serio&s proclamation of a*sol&tion. At the same time there are those )ho need to *e str&ck )ith the fear of 7od in order to t&rn themsel+es to acts of contrition and repentance. Mem*ers of any ch&rch lo+e to kno) their pastor and that he has the a*ility to tell interestin, stories other than those of the Bi*le. They can especially feel # Charles H. Bro)n, The Art Of Preaching @-e) /ork1 The Macmillan Co., !"CCA, p. !CD.

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comforta*le )ith him )hen they see he has a sense of h&mor. <till, this type of ac0&aintance sho&ld not *e so&,ht from the p&lpit instead thro&,h ,et6to,ethers and +isitations. Proper ill&strations depend on a,,ressi+e sermon )ritin,. There are limitations ho)e+er. The priorities of proper ill&strations )ill not allo) the preacher to sho) any a,,ression to)ard specific mem*ers or &se a personal e8perience )hich directly or indirectly %,ets e+en' or ,ets the last )ord in a,ainst a mem*er )ith )hom there may *e diffic&lties. That(s )hy The 4ammer )asn(t allo)ed to play in important matches anymore. 4e )as a hacker and fo&led o&t of e+ery ,ame. 4e simply ,a+e &p far too many free thro)s and then )as thro)n o&t. <ince ill&strations can *e s&ch po)erf&l tools they can also ca&se po)erf&l ne,ati+e reactions. Trey ha+e the a*ility to separate a pastor from his flock )hether9 they )ere intentional or not. A preacher(s )ork incl&des leadin, mem*ers )ho are ha+in, pro*lems )ith their personal life or the ch&rch or e+en the pastor. :t(s entirely different to em*arrass them or *ad,er them )ith an ill&stration that seems to *e a*o&t themsel+es. Be caref&l of anythin, that may look like a fo&l. 5+eryone of the Th&nder kno)s ho) easy it is to ,et called for a fo&l. :f it looks like a fo&l the ref. )ill pro*a*ly interpret it as one. Hemem*er an ill&stration is like a spot li,ht that is directed to)ard the listener(s personal )orld. 5+en a perfectly le,itimate ill&stration at the )ron, time can *e taken as *ad sportsmanship. :n this respect6the hearers are also the referees. Fe may not think of it as a fo&l, *&t its their call that stands. These types of improper ill&strations can *e anythin, that r&*s off the )ron, )ay, that threatens to disclose confidentiality, or e8poses the preachers a)areness of a specific persons &nrepentant attit&de. Deal )ith them as a shepherd, *&t not )ith ill&strations in a sermon. :n concl&sion, deli+erin, an effecti+e sermon offers a sense of +ictory to the preacher, especially after he has str&,,led lon, and hard. Those feelin,s of satisfaction pro+ide for him the opport&nity to reflect )ell &pon )hat he has learned )ell. The res&lt )arms his heart )ith ,ratit&de to *e a representati+e of the Most 4i,h, an administrator of the ministry of the keys, and, a*o+e that, an heir of the <a+ior(s lo+e thro&,h the li+in, Ford. Sources For Illustrations !. The Bi*le C. The modern )orld . Personal e8periences D. Books Available Resources For Illustration Helps !. H. C. Heins, Treasury Of Themes And Illustrations @Mil)a&kee1 -orth)estern P&*lishin, 4o&seA. 66 This one sho&ld *e all yo&(ll e+er need. C. Carl 7. Johnson, My Favorite Illustrations @7rand Hapids, Michi,an1 Baker Book 4o&se, !"ICA. 66 This one is at the <eminary Li*rary. . All kinds of :ll&strati+e ideas are offered in the +ario&s %>&nk6mail' offers that are sent to yo&r ch&rch year6 ro&nd. :(+e ne+er in+esti,ated them.