GhildIip 
 
 IN 
 
 MISSION LANDS 
 
 Diffendorfer 
 
927 
 
 BV 2240 .D53 1904 c.2 
 Diffendorfer, Ralph E. 1879- 
 
 1951. . , , 
 
 Child life in mission lands 
 
Ready fob School. 
 
The Forward Mission Study 
 
 Edited by AMOS R. WELLS and S. EARL TAYLOR 
 
 Editorial Committee of the Young People's Missionary 
 Movement 
 
 Child Life in Mission Lands 
 
 EDITED BY 
 
 RALPH E. DIFFENDORFEK 
 
 " And a little child shall lead them 
 
 * 
 
 THE METHODIST BOOK CONCERN 
 NEW YORK CINCINNATI 
 
Copyright, 1904, by 
 Amos R. Wells and S. Earl Taylor 
 
 First edition printed February, 1904 
 
 Reprinted March, 1904; March, 1905; March, 1908; June, 1909; 
 
 March, 1911; April, 1915; March, 1916 
 
 April, 1919 
 
PREFACE. 
 
 It is the purpose of this text-book to 
 present bright, up-to-date pictures of the 
 child-life of mission lands. No special 
 claim of originality is made. The stories 
 of the children were furnished us by mis- 
 sionaries who knew the children personally, 
 and who have lived with them, have seen 
 their daily life, and taught them, or are 
 now doing so. To our knowledge, every 
 child represented in the book is a real, live 
 child. 
 
 No effort has been made to cover all the 
 mission fields. That would not be advis- 
 able for a single year's study. It is an in- 
 troductory book, to further detailed study 
 of this most interesting phase of mission- 
 ary effort. We have tried to choose repre- 
 sentative children, such as will typify the 
 5 
 
6 Preface. 
 
 various phases of missionary work among 
 the children. The extent, variety of life, 
 and problems justify our taking two chap- 
 ters each for the great mission fields, India 
 and China. 
 
 The book is intensely practical. Chil- 
 dren are fond of things full of life and 
 movement. It outlines things to he clone. 
 
 At the same time, the study is devo- 
 tional. While there are presented many 
 mechanical devices, it is hoped that the 
 stories and lessons will arouse a keen sym- 
 pathy in the heart of the youth of the 
 Church, and will excite a greater interest 
 in the work of bringing the world to Christ. 
 
 We acknowledge in the following list the 
 persons who have furnished us the material 
 for the stories : 
 
 Ah-San, A Chinese Boy. Emma Iween 
 Upcraft t Yachow, West China. 
 
 Si Yong's Troubles. Thos. W. Houston, 
 Nanking, China. 
 
Preface. 7 
 
 Paz, A Mexican Drunkard's Daughter. 
 Ira C. Cartwright, Leon, Guanajuato, 
 Mexico. 
 
 Pabanyana and the Great Great. E. H. 
 Eichards, Inhambane, Africa. 
 
 A Fragment of Life and Death. Mar- 
 garet C. Davis, Woodstock, Landour, India. 
 
 Daud and Nadir. Lois Matilda Buck, 
 Meerut, India. 
 
 Tatters and Fritz. Felicia Buttz Clark, 
 Rome, Italy. 
 
 Pai Chai Hakdang. Mrs. Henry Appen- 
 ^eller, Seoul, Korea. 
 
 Yo Hachi. Mrs. Julius Soper, Aoyama, 
 Tokio, Japan. 
 
 The statistics for the greater part are 
 taken from the " Geography and Atlas of 
 Protestant Missions," by Harlan P. Beach. 
 RALPH E. DIFFENDORFER. 
 
 Chicago, III., September 1, 1903. 
 
INTRODUCTORY SUGGESTIONS. 
 
 Mission Study in Junior Young Peo- 
 ple's Societies is urgently needed, and is 
 possible. It can be made attractive, inter- 
 esting, and productive of far-reaching re- 
 sults. The Junior Society is a field practi- 
 cally uncultivated so far as systematic mis- 
 sion study is concerned. 
 
 This book is designed for a text-book for 
 both individual and class use, and for the 
 monthly missionary meeting. Each mem- 
 ber of the class should have his own text- 
 book, and do the work assigned from time 
 to time. The children should be trained 
 in the preparation of lessons in Bible and 
 Mission Study at home, just as they are 
 accustomed to prepare their day-school 
 lessons. 
 
 THE STUDY CLASS. 
 
 How to Organize. The class should be 
 organized as early in the year as possible. 
 But, how shall it be done ? " How can we 
 arouse the interest?" That is the first 
 
 8 
 
10 Introductory Suggestions. 
 
 question asked by the superintendent or 
 leader. Let the superintendent or leader, 
 first of all, get a real live interest in the 
 work. Prepare, study the local conditions, 
 consult parents and pastor, and pray over 
 difficulties, — do these before attempting to 
 appear before the children. The following 
 will then be suggestive: 
 
 1. Set aside some regular devotional 
 meeting of the Society. Announce it sev- 
 eral weeks beforehand. Ask your pastor 
 and the president of the Young People's 
 Society to help you. The head of the 
 misssonary department, or members of the 
 Woman's Missionary Society, should be 
 called on. Press upon them the impor- 
 tance of this new work. 
 
 2. Get several copies of the text-book, 
 and become thoroughly familiar with the 
 stories. Give a copy of the book to some 
 child to show to the other children. Show 
 and explain the book to the pastor. 
 
 3. In the meeting, tell the character of 
 the stories. Pronounce the names of the 
 boys and girls represented in the book. 
 Make much of the fact that they are alive. 
 
Introductory Suggestions. 1 1 
 
 Throw open the meeting for any questions, 
 and be quite informal. 
 
 4. Explain the class work, what is ex- 
 pected of each member, use of the refer- 
 ence books, and the attractiveness of the 
 class-meeting. 
 
 5. Having previously determined the 
 time and place of meeting, announce it. 
 Also introduce the leader of the class. 
 
 6. Finally, take the class enrollment. 
 Those who join the class should promise to 
 do the following things: 
 
 a. To be present at every session pos- 
 sible. 
 
 b. To do the work assigned. 
 
 c. To secure a copy of the text-book. 
 (Two or more of the same family may 
 use the same book.) 
 
 d. To interest other members of the 
 Society. 
 
 Have these agreements written in the Sec- 
 retary's book, or on a separate paper. Ask 
 the children to sign their names, and thus 
 become members of the class. 
 
 7. Announce the first meeting, order 
 the text-books, and begin work at once. 
 
12 Introductory Suggestions. 
 
 Time and Place of Meeting. By all 
 means, have them regular. The church 
 parlor is always preferable to a home. Some 
 leaders may find a home suitable for a class- 
 meeting, and combine the class-meeting 
 with a missionary sociable. In general, 
 though, it should be understood that the 
 meeting is for study. Many ivill find it 
 quite profitable to combine the class-meet- 
 ing and the regular monthly missionary 
 meeting. For suggestions concerning the 
 use of the text-book in missionary meet- 
 ings, see close of each chapter. 
 
 How to Use the Text-Book. The book 
 contains nine stories. These should be 
 carefully read before the class-meeting. 
 No " morals " are drawn in so many words. 
 The missionary truths are hidden in the 
 story. In this the leader will show his in- 
 genuity. Let the children find, of their 
 accord, the missionary principles embodied 
 therein. 
 
 The various paragraphs of the stories 
 may be assigned to different members, and 
 read aloud in the presence of the class. 
 
 The " Questions for the Lesson " are not 
 
Introductory Suggestions. 13 
 
 simply a list for the leader to ask in teach- 
 ing the lesson. They are intended for the 
 pupil in preparing the lesson. Many of 
 the truths to be drawn from the stories are 
 made known in the questions. Written 
 answers will furnish a diversion. The short, 
 pithy statements concerning the various 
 countries should be a chief feature of the 
 class hour. They should be learned by 
 members of the class, and the recitation 
 may be in the same manner as any class 
 recitation in history or geography in a day- 
 school. The alert leader will add many 
 other statements to the list. The current 
 magazines and newspapers contain many 
 facts of this nature, which, joresented in 
 this manner and at the close of the recita- 
 tion on the stories, can not fail to provoke 
 thought in youthful minds. 
 
 The " Search Questions and Themes " are 
 for the use of the leader in assigning top- 
 ics to the various members of "the class. 
 This work should be given out two or three 
 weeks in advance of the class hour. A 
 good list of books is given on page 170, to 
 which reference should be made frequently. 
 
14 Introductory Suggestions. 
 
 One of the first things for the leader to do 
 will be to secure all possible reference 
 books. Pastors, missionary workers, and 
 friends should be asked to loan their mis- 
 sionary books for the benefit of the class. 
 Every Young People's Society or Sunday- 
 school has a missionary library. The leader 
 should beforehand prepare a list of all 
 books available to the class, and, when the 
 assignment is made, should be able to give 
 specific directions for use of the reference 
 books and the supplementary reading. 
 
 The suggestions for class use and the mis- 
 sionary meeting furnishes a suggestive list 
 of many accessories to the class work. (See 
 page 9.) On page 1G5 will be found some 
 very helpful suggestions for map and chart 
 work. Many other things will suggest 
 themselves to the leader, which will make 
 the class hour interesting and helpful. 
 
 General Hints. The stories are in- 
 tended to be the foundation only of the 
 class work. The real benefit will come 
 from the special assignments and reference 
 readings. 
 
 The class should have a secretary, either 
 
Introductory Suggestions. 15 
 
 elected by the members, or appointed by 
 the leader. This secretary should keep a 
 careful record of the work done, and of the 
 attendance, reporting same at each meeting. 
 
 At the close of the course hold an exam- 
 ination. This may develop into a spirited 
 contest. A public meeting of the class will 
 arouse much interest among the invited 
 parents and friends. 
 
 The class should become a praying class. 
 The leader should speak of the need of 
 prayer, its relation to missions (see Prayer 
 and Missions, by Robert E. Speer, price 5 
 cents o) 
 
CONTENTS. 
 
 PAGE 
 
 A.h-San, A Chinese Boy, 21 
 
 Si Yong's Troubles, - 37 
 
 Paz, a Mexican Drunkard's Daughter, - 52 
 
 Pabanyana and the Great Great, - 65 
 
 A Fragment of Life and Death, 80 
 
 Daud and Nadir, - 97 
 
 Tatters and Fritz, - - - - - 117 
 
 Pai Chai Hakdang, - - - 132 
 
 Yo Hachi, 149 
 
 Map Drawing and Blackboard Work, - 165 
 
 The Monthly Missionary Meeting, - - 168 
 
 Books for Reference and Supplementary 
 
 Reading, ------ 170 
 
 Missionary Boards of America, - - 178 
 
 17 
 
LIST OF ILLUSTRATIONS. 
 
 PAGE 
 
 Ready for School, ----- 1 
 
 The Sunday-school, - 29 
 
 A Chinese Student, ----- 40 
 
 A Christian Boy, ----- 42 
 
 The Girl's School, 43 
 
 "Paz," 54 
 
 The Dispensary, 55 
 
 An Indian Girl, ----- 60 
 Not always " Bright, Happy, and Laugh- 
 ing," 66 
 
 The House, 67 
 
 "AtHome," 71 
 
 Fresh from the Kraals, - 74 
 
 A Girls' School, ------ 83 
 
 A Little Nurse, 87 
 
 A Christian Mother and her Baby, - 89 
 
 In Their Younger Days, - 103 
 
 The Boys' School, ----- ill 
 
 " Strapped to the Back," _ - - 133 
 19 
 
20 List of Illustrations. 
 
 Summer Straw Hats, ----- 136 
 
 "With Their Legs Curled under Them," 137 
 
 Girls' School at Peng Yang, - - 143 
 
 The East and the West, - 149 
 
 A " Paradise op Babies," - 150 
 
 " He wanted Fun and He got it," - - 153 
 
 " Worked Hard every Day," - - 157 
 
AH-SAN, A CHINESE BOY. 
 
 AS A BABY. 
 
 The birth of a boy is a great event in 
 China. Relatives and friends come to offer 
 congratulations and bring presents ; so when 
 Ah-San (No. 3) first blinked and 
 winked his little shiny black 
 eyes, everybody said that 
 his father and mother were 
 lncky and had received a 
 great blessing. Now they 
 had three sons to earn 
 money and support them 
 in their old age, and, most 
 important of all, they would have sons to 
 worship at their graves, and thus insure 
 their happiness after death. When baby 
 Ah-San was dressed in a yellow wadded 
 coat, closely wrapped about his body, and 
 his little black head was covered with a 
 pretty scarlet cap, with a hole in the top 
 and a row of silver ornaments across the 
 front, he was proudly shown to all visitors. 
 21 
 
22 Child Life in Mission Lands. 
 
 The names of those who brought gifts 
 were carefully noted, and when Ah-San was 
 one month old these people were invited to 
 a feast given in his honor. His little hairy 
 head was shaven clean, and one of the many 
 new caps which had been presented to him 
 was put on, and the proud nurse carried 
 him on her back all around the house and 
 courts, while the friends enjoyed the good 
 things of the feast. 
 
 AT SCHOOL. 
 
 Ah-San lived, ate, and dressed as Chinese 
 boys do, until he was nearly six years old, 
 and then he was sent to school, or, as the 
 Chinese say, "entered the Dragon Gate." 
 He had a new suit of clothes for the occa- 
 sion, a new cap topped with a bright red 
 button, and his long black queue was neatly 
 braided and hanging down his back. His 
 new book was neatly wrapped in a kerchief. 
 As he stepped into the schoolroom, he was 
 led to a tablet of wood up near the teacher's 
 desk. On this slab of wood was written the 
 name of Confucius, China's great teacher 
 and the founder of their religion. He knelt 
 
Ah-San, a Chinese Boy. 23 
 
 before it, knocked his head on the floor in 
 reverence and worship, and then made a 
 bow to the teacher. 
 
 It was a great day for him. Nearly every 
 Chinese boy, except the very poor, expects 
 to go to school and become a famous scholar, 
 and holies some time to be a government 
 official. Up to this time, Ah-San had only 
 his baby name, or ' ' milk name. " The school 
 name which was selected for him by his 
 teacher was Min-teh, which means "bright 
 virtue." His family name was Wang, so 
 his full name was Wang Min-teh — the sur- 
 name preceding the given name. 
 
 He unwrapped his " Three-letter Classic," 
 and stepped up to the teacher's desk, who 
 read him a line or two until he could re- 
 peat it. Then he went to his seat and 
 studied out loud, every other boy doing the 
 same. After an hour or two the teacher 
 called him up to recite. He took his book 
 with both hands, laid it on the teacher's 
 desk, and, turning his back, recited his 
 lesson. This is called "backing the book." 
 He also learned to write, not with a pen or 
 
24 Child Life in Mission Lands. 
 
 pencil, but with a fine hairbrush dipped in 
 India ink. He would then print the queer 
 Chinese words on a slab of stone. 
 
 School hours began before breakfast, and 
 continued till dark, with intervals for two 
 meals. Ah-San studied and learned to re- 
 peat from memory a great many books 
 writen by Confucius and Mencius, as well 
 as poetry and history. He had also to learn 
 how to write poetry and essays. 
 
 His father was very proud of his little 
 son, and had high hopes of his successfully 
 passing the examination, when he would 
 receive literary degrees. He would then 
 not only be honored by his own family, but 
 by the whole town. 
 
 AT PLAY. 
 
 A schoolboy's life in China is not all 
 work. Ah-San managed to get some time 
 for play, though his sports were not so vio- 
 lent as those American boys play. Shuttle- 
 cock was a great favorite. It is used with- 
 out the battledore and is kicked up and 
 caught on the side of the heel. Kite-flying 
 is a spring amusement. Chinese kites are 
 
Ah-San, a Chinese Boy. 25 
 
 made to resemble birds, butterflies, and 
 centipedes. Even grown men amuse them- 
 selves flying kites, and are not ashamed of 
 it, either. Some boys are very fond of 
 games of cards, by which they gamble. 
 
 AS A SON. 
 
 The most important thing for Ah-San to 
 learn — so his parents thought — was to be a 
 filial son. To be filial was not only to love 
 and obey his parents, but to actually wor- 
 ship his dead ancestors. He was early 
 taught to reverence his father and mother, 
 and to bow and worship before the ances- 
 tral tablets at home, or in the ancestral 
 temple, and to make offerings at the 
 graves. As his father was a merchant he 
 learned also to worship the god of Wealth. 
 In their home, on a high shelf at the upper 
 end of the reception-room, was a tall tablet, 
 with fine characters in gilt written on it, 
 ''Heaven," "Emperor," "Ancestors," 
 " Scholars." He was taught to regard 
 Heaven and Earth as the great father and 
 mother of all people. Xo word was said 
 about the one true God, who was above all. 
 
26 Child Life in Mission Lands. 
 
 In all this worship he was taught to offer 
 incense, burn candles, paper money, and 
 clothing. He learned to do one thing, 
 which, although very small, always seemed 
 very proper, — every day, when he came 
 from school, he made his parents a bow. 
 
 As a son he was taught to take good care 
 of his body, never in any way to harm it or 
 lose a limb, so that when the time came to 
 die, his body might be as perfect as when 
 he was born. In this he would be an honor 
 to his ancestors. 
 
 It was Ah-San's highest ambition to be a 
 filial son. He had heard and read about 
 the twenty-four sons who were called the 
 " Twenty-four Filials," and their filial deeds 
 had great influence upon him. One of these 
 remarkable boys was the only son of some 
 very poor people. They did not have at 
 hand any mosquito-netting, and, of course, 
 were much worried by the mosquitoes. The 
 little boy thought of an unselfish plan to 
 help his father and mother. As soon as it 
 got dark, he went to bed and let the mos- 
 quitoes bite him. He hoped that thus the 
 mosquitoes would be satisfied with his blood 
 
Ah-San, a Chinese Boy. 27 
 
 and let his father and mother sleep in 
 peace. By doing such things he became 
 one of the "Twenty-four Filials." 
 
 AT A FUNERAL. 
 
 Ah-San's boy life went on much the same 
 way until he was thirteen years old. About 
 this time something happened which he 
 could not forget. He awoke one dark 
 day to find that his mother had left him 
 forever — the mother who all his life had so 
 faithfully cared for the boy who was her 
 pride. She had not been ill, but there she 
 lay, cold in death. It was the old story of 
 a pent-up life, narrowed down to daily 
 drudgery, with no light and no hope. An 
 evil spirit had tempted her to end it all by 
 the opium way; a little raw opium was 
 taken, and the mother's life slept itself 
 away. Ah-San was afraid. He had heard 
 about the demons, and many a time had he 
 kept up his courage by singing a tune to 
 scare them away when he had to go out into 
 some dark alley. He was more afraid than 
 ever. 
 
 The Buddhist priests came to chant 
 prayers and say mass for his mother's soul. 
 
28 Child Life in Mission Lands. 
 
 Offerings of food, paper money, and cloth- 
 ing were made to her spirit. The funeral 
 procession filed out of the North Gate of 
 the city to the family burial ground on the 
 hillside. Fire-crackers were set off to clear 
 the way of evil spirits. Eelatives, dressed 
 in sackcloth and rending the air with de- 
 spairing wails, followed the coffin to the 
 grave, and poor, lonely Ah-San went back 
 to the empty house. 
 
 AS A CHRISTIAN. 
 
 Not very long after his great sorrow an 
 unusual event happened. It sent the whole 
 town astir. Some "Ocean-men," those 
 strange creatures from over the sea, had 
 come. They arrived on a bamboo raft, and 
 had taken rooms in an inn. They wore 
 Chinese clothes, but their noses were long 
 and high, their eyes blue, and their hair 
 was not black, and, strange to say, they 
 could speak Chinese! Ah-San was full of 
 curiosity (who would n't be?), and in com- 
 pany with other boys ventured into the 
 courtyard of the inn to get a look at these 
 barbarians. Before the boys left they had 
 in their hands some bright picture cards 
 
Ah-San, a Chinese Boy. 31 
 
 with Chinese words written on the hack. 
 " There is one God, and one Mediator be- 
 tween God and men, the man Christ Jesus." 
 Ah-San could read the words, hut had no 
 idea what they meant. This was the be- 
 ginning of a long story. All his books and 
 religion had never taught him anything 
 about God and his love and his own relation 
 to that God. He knew all about reverenc- 
 ing his parents, but nothing about worship- 
 ing the God who made the sun to shine and 
 the rain to fall. He had known many 
 gods, but now these teachers said there was 
 only one true God ; all the others were only 
 men and false gods. He was interested. 
 He came to the Sunday-school, to the day- 
 school, and to the preaching services. Lit- 
 tle by little he saw the truth, and came 
 into the Light. His fear of the demons 
 left him when he learned to trust in Jesus. 
 So also did he lose his fear of death when 
 he knew Jesus could save him and take 
 away his sins. After a time he counted 
 himself to be a "Jesus disciple/' Then 
 later came the Boxer Uprising, when the 
 people were full of terror, and many native 
 
32 Child Life in Mission Lands. 
 
 Christians became martyrs to the cause of 
 Christ. But Ah-San was spared. He is 
 now one of the right-hand helpers in far 
 interior China, doing what he can to tell 
 the Gospel to others, who, like him, neve?" 
 knew it until the "Ocean-men" came to 
 them. 
 
 THE CHINESE EMPIRE. 
 
 " The Great Pure Kingdom," " The Land 
 of the East," "The Heavenly Dynasty," 
 " The Flowery Kingdom." 
 
 It contains 4,218,401 square miles of 
 territory. 
 
 It is the most populous country in the 
 world. There are nearly 400,000,000 people 
 in the empire. 
 
 It includes China Proper, Manchuria, 
 Mongolia, Tibet, Jungaira, and East Tur- 
 kistan. 
 
 China Proper is one and one-half times 
 as large as the United States east of the 
 Mississippi Eiver. 
 
 The official language of China is called 
 the Mandarin, because it is used by the 
 mandarins or officials. 
 
 The Great Plain of the northeast sun- 
 
Ah-San, a Chinese Boy. 33 
 
 ports nearly 850 people to the square mile. 
 Some districts have as high as from 2,000 
 to 5,000 people living on a single square 
 mile of land. 
 
 It has more than 1,700 walled cities; 288 
 of them have resident Protestant mission- 
 aries. 
 
 For food, rice and vegetables are the star! 
 of life in the southern parts, while in the 
 north, wheat flour or millet takes the place 
 of rice. 
 
 The most important minerals are iron 
 and coal. All the cereals, most of the 
 common vegetables, many fruits, tea, the 
 opium poppy, and the mulberry-tree are the 
 products of the soil. 
 
 The government is such that, aside from 
 the emperor and a few other officials, the 
 positions of honor are open to any man in 
 the land, if he has the ability. 
 
 Many Chinese inventions — such as the 
 compass, paper, printing, gunpowder, and 
 porcelain — were in use in China ages be- 
 fore they were reproduced in Europe and 
 America. 
 3 
 
34 Child Life in Mission Lands. 
 
 Questions for the Lesson. 
 
 1. Why is the birth of a Chinese boy a 
 great blessing ? 
 
 2. What is his dress, and how is he cared 
 for? 
 
 3. Who was Confucius ? 
 
 4. Why is the first day of school an im- 
 portant day ? 
 
 5. Describe the school-life of the Chinese 
 boy. 
 
 6. What are the play games ? Describe 
 shuttlecock. (See encyclopedia.) 
 
 7. Describe the worship of ancestors. 
 
 8. How did Ah-San lose his mother? 
 
 9. How was Ah-San made a Christian ? 
 
 10. What is the meaning of each of the 
 following? Buddhist priests, "Ocean-men," 
 " Jesus Disciple," Boxer Uprising. 
 
 Search Questions and Themes. 
 
 1. How opium went to China. 
 
 2. Child prisoners in the Boxer Uprising. 
 Nos. 15, 16. 
 
 3. The young girl-wife. No. 10. 
 
 4. The Chinese baby in the nursery. No. 
 12. 
 
Ah-San, a Chinese Boy. 35 
 
 5. Chinese games. Xos. 6, 12. 
 
 6. The slave girl. No. 10. 
 
 7. Chinese "Mother Goose" Rhymes. 
 Xo. 12. 
 
 8. The boys' amusements. Xo. 6. 
 
 9. A famine in China. 
 
 10. What can the Gospel of Christ do 
 for China? 
 
 Suggestions for Class Use and the Missionary- 
 Meeting'. 
 
 1. Draw an outline map of China. Mark 
 on it the principal rivers and towns. By 
 dotted lines indicate the boundary of China 
 proper. 
 
 2. Make a collection of all possible pic- 
 tures concerning Chinese child-life. Mount 
 these on a large cardboard. Have one mem- 
 ber of the class describe them. Give him a 
 week's time to study the card. 
 
 3. Write on the blackboard the names of 
 the principal mission stations of your de- 
 nomination. Teach the pronunciation of 
 the names. Have a member, in the presence 
 of the class, mark the mission stations with 
 a blue pencil. 
 
36 Child Life in Mission Lands. 
 
 4. Get some joss-paper, if possible, and 
 explain its use by the Chinese. 
 
 5. Be able to tell the members some of the 
 harmful teachings and practices of the Chi- 
 nese religion. (See any standard encyclo- 
 pedia.) 
 
 6. Assign to the smaller members some 
 of the Chinese rhymes, such as are found in 
 Book No. 12. 
 
 7. Call the attention of the class to the 
 picture of Ah-San, emphasize the fact that 
 most of the other boys are like him in their 
 way of living. 
 
 8. Hold a "quiz" on the important facts 
 brought out in the lesson. 
 
SI YOSTG'S TROUBLES. 
 
 Si Yong was in great trouble. If you 
 should ask him why his heart was so sore, 
 he would tell you that he had eaten many 
 bitternesses. He would mean that he had 
 suffered much. He would say that the sor- 
 rows began when his mother was attacked 
 by the wicked demon that raged in the form 
 we call cholera. The evil one wanted her 
 life and blasted her body. That was 
 why he wore a white cord in his queue and 
 white patches on his ragged shoes. But he 
 did not fully understand. The trouble 
 began years before that, when his father, 
 Bao, began to "hit the great pipe." The 
 father had been a skillful weaver, and had 
 supported the family well. The big loom was 
 in their own house. The boy had delighted 
 in watching the throwing of the shuttle 
 back and forth between the alternating 
 threads as the shining silken web was spun. 
 
 But the hungry demon «of the opium had 
 37 
 
38 Child Life in Mission Lands. 
 
 laid hold of the weaver. It palsied his hands. 
 It muddled his brain. It poisoned his 
 stomach. It dried up his heart. It yel- 
 lowed and stretched his skin. Its fierce crav- 
 ing had to be satisfied with more opium, 
 and that fed a still fiercer craving. It ate 
 up the earner and the earnings. It ate up 
 the furniture. It ate up the mother, for 
 she had to do double work to get rice, 
 until her spirit was taken. It ate up self- 
 respect and reputation and ambition. It 
 ate up honesty, and nothing which could be 
 pawned to buy opium was safe if Bao could 
 get it. 
 
 The children were nearly always hungry 
 and cold as the winter dragged along and 
 New- Year's Day came near. Then came the 
 worst trouble of all. Si Yong's wife disap- 
 peared. "Win" is what he called her. 
 He meant the bright-faced little girl who 
 had lived with them ever since she was a 
 baby. Si Yong's mother had betrothed 
 them to one another by paying fifteen 
 strings of cash and two roosters to the 
 parents of the baby wife. Now he was 
 twelve and she nine years old. Ling Dsi 
 
Si Yong's Troubles. 39 
 
 was gone, and lie could not find his father 
 to tell him where she was. He searched the 
 neighborhood and scoured the streets in 
 vain. Then the bitterness laid hold on his 
 heart, and he threw himself on the cold, 
 coverless couch, and sobbed his misery to 
 the damp bricks. 
 
 The next day was to be the New- Year. 
 His mother had always provided a little 
 feast for that day. It was to him what 
 Christmas is in Christian homes. She would 
 provide some sweet "pleasure balls," some 
 hot chicken, and some salted duck, with 
 nice white rice and some rice candy. There 
 would be red and yellow paper ornaments 
 fastened through the house and on the front 
 doors ; probably a wooden whistle for him to 
 blow, a string of bells for Ling Dsi's ankles, 
 new shoes which the mother herself had 
 made, and a pretty red, tiger-head cap 
 for him and an embroidered headband for 
 the little wife. But this time there would 
 be nothing. Mother and Ling Dsi were 
 gone, and father in the opium den, and he 
 was cold and hungry and alone. 
 
 Then Si Yong remembered the little shrine 
 
40 Child Life in Mission Lands. 
 
 over the cooking place. It was almost the 
 only place his father had not despoiled. 
 The kitchen god was still there, with dust 
 and cobwebs about it. His mother had al- 
 ways worshiped 
 there on the last 
 day of the year, 
 and towards mid- 
 night she would 
 paste paper over 
 the niche, that 
 the knowing one 
 might be relieved 
 from his watch 
 for a day, and 
 have an oppor- 
 tunity to c e 1 e - 
 brate with his 
 own kind. No 
 one had lighted 
 the candles since 
 A Chinese Student. the mother had 
 
 gone. The father kept burning the fires 
 before the god of the pipe only. The chil- 
 dren had forgotten it. Possibly that was 
 the cause of so much bitterness. 
 
Si Yong's Troubles. 41 
 
 So lie lighted the stumps of red candles 
 he found sticking there, and knelt among 
 the ashes of the unkept floor. He then 
 asked the family demon to take the load off 
 his heart and give him back his playmate. 
 But the day passed with no tidings from the 
 absent ones. The long night's vigil wore on, 
 and no one came. The morning light found 
 a pitiful, heart-broken little boy lying asleep 
 by the tireless oven. His feet and hands 
 were icy and his head was hot and aching. 
 The candles had burnt out, and the image 
 stared at nothing with sightless eyes, and 
 heard not the sighs which disturbed the 
 tear-stained sleeper. 
 
 He was roused by the popping of fire- 
 crackers in the street, and started up. He 
 was alone, and his prayers unanswered! 
 Too weary to cry, he went out, leaving the 
 deserted house, with the dumb idol presid- 
 ing over its wretchedness. As he went 
 clown the street a kindly voice asked, "What 
 is your bitterness, little son?" It was a re- 
 lief to tell some one, and the little old man 
 with the gentle voice and long beard soon 
 heard all the sorrows. " Ah, this is exceed- 
 
42 Child Life in Mission Lands. 
 
 ingly sad. We 
 must go and tell 
 the pastor- 
 teacher." So 
 they went to the 
 "Jesus Hall," 
 where they 
 found a man who 
 had a kind face 
 and wore b i g 
 roun d glasses, 
 which he took 
 off to wipe his 
 eyes while the 
 boy told his 
 griefs. Then he 
 said to the little 
 old man: "I'll 
 tell you how I 
 think this is. 
 Yesterday was 
 pay-day for the 
 year's debts, you 
 know. Probably this man owed many ac- 
 counts. Unless lie paid them he could 
 get no more "black rice." He had no 
 
 A Christian Boy. 
 
Si Yong's Troubles. 45 
 
 money and nothing he could pawn; the 
 black demon gnawed at his stomach and he 
 has taken this boy's wife and sold her to pay 
 his debts and buy more poison." 
 
 They hunted through the opium dens, 
 and towards evening found Bao sleeping off 
 the effects of his debauch. He denied the 
 charge sullenly at first ; but when threatened 
 with arrest, he weakly confessed, and after 
 much trouble they found Ling Dsi hidden 
 in a dark room. Her owners refused to 
 give her up until the amount they paid for 
 her had been refunded. The pastor-teacher 
 said to the little old man: "Go to the 
 Church brethren. Tell them that Christ 
 has redeemed them ; they must redeem this 
 little one. We waste no money to-day 
 worshiping demons. We can lay up 
 treasures in heaven and save a soul from 
 ruin. Ask the missionary teachers and the 
 missionary ladies. They will help you. 
 The new year will begin a new life for these 
 little ones. I will stay and guard them till 
 you return." 
 
 And so it came to pass that Si Yong and 
 Ling Dsi were put in Christian schools. Si 
 
46 Child Life in Mission Lands. 
 
 Yong had learned some characters while 
 his father was ahle to pay the teacher's fees, 
 and was delighted to study more. Ling 
 Dsi had not been taught, as she was not a 
 boy, and only boys were worth teaching. 
 Boys only could hope to pass the examina- 
 tions, get degrees, be officials, and wear red 
 or blue buttons on their caps. But the 
 missionary teachers washed her and dressed 
 her, and, after she learned to love them, 
 she was no more afraid. She studied almost 
 the same books that Si Yong used, although 
 they could not be in the same school. She 
 knew she would be Si Yong's wife when 
 they were older, and he was studying hard 
 and learning much. She did not want him 
 to get ahead of her, so she worked faith- 
 fully. The little feet that had hurt so 
 cruelly when the mother kept them bound 
 were set free. She grew into so sweet and 
 knowing a young woman that when they 
 went to their own little Christian home, her 
 husband was as tenderly proud of her as he 
 should have been. She was not a bit spoiled, 
 but cooked, and washed, and sang glad 
 songs, and helped in his work. Their joy 
 
Si Yoxg's Troubles. 47 
 
 was full when the father learned to hate 
 the slavery of the pipe and found help to 
 overcome the habit, mourning only that the 
 knowledge of the better way had come too 
 late to help his own wife bear her heavy 
 burdens. 
 
 Questions for Class Use and the 
 Missionary Meeting". 
 
 1. What was the real cause of Si Yong r s 
 troubles? 
 
 2. What is opium? 
 
 3. How does opium affect one who uses it? 
 
 4. How are Chinese boys and girls 
 married? 
 
 5. How do they celebrate Xew- Year's Day? 
 
 6. Where did Si Yong think he could 
 end his troubles? 
 
 7. How did the missionary help to find 
 Ling Dsi? 
 
 8. How did they happen to be sent to 
 Christian schools? 
 
 9. How did the Christian religion change 
 their home? 
 
 10. What induced the father to become a 
 Christian? 
 
48 Child Life in Mission Lands. 
 
 the chinese people. 
 
 The Chinese do not wear mourning for 
 juniors. 
 
 They are industrious, fairly temperate, 
 not sociable, quarrelsome, politic, and very 
 ceremonial. 
 
 They invariably have black eyes, long 
 black coarse hair, high cheek-bones, round 
 face, small nose. Who has not seen one? 
 How would you describe him? 
 
 Opium-smoking is their greatest vice. 
 Impurity is common in the cities. They 
 are bound by superstition, prejudice, and 
 ancestor worship. They need the free gos- 
 pel of Christ. But what people does not? 
 
 A girl baby is not welcomed in the home. 
 It costs too much to get her married. A 
 boy causes much joy. He can provide for 
 the dead souls of the parents. 
 
 Most of the people are farmers, and 
 cultivate the land industriously. They 
 work hard at everything, and reap the 
 usual rewards. 
 
 Confucianism is the great religion of 
 China. The _dead are worshiped by all — 
 rich and poor, young and old. Every man 
 
Si Yong's Troubles. 49 
 
 has three souls, they say, and after death 
 one of these goes to the ancestral tablet, 
 one to the grave, and one to Hades. They 
 believe these souls must be cared for the 
 same after death as before. So they feed 
 them, clothe them, give them money, etc. 
 Does China need Jesus Christ? 
 
 In China to-day, 2,785 foreign missionaries 
 are working. This is one missionary to 
 144,000 Chinese. In the United States we 
 have one minister to every 500 people. 
 
 The Chinese do not like war. They can 
 fight, if they have to, and have done so with 
 more or less success for ages. 
 
 Search Questions and Themes. 
 
 1. What is "cash?" 
 
 2. Xew- Year's Day in China? 
 
 3. The effect of the use of opium ? 
 
 4. Binding the children's feet ? Xo. 7. 
 
 5. A Chinese wedding ? Xos. 7, 10. 
 
 6. Chinese toys ? Nos. 6, 12. 
 
 7. Why is it hard to learn to speak and 
 write Chinese ? Nos. 4, 9. 
 
 8. The Boxer Revolution ? Nos. 2, 5, 15, 
 16. 
 
 9. The Siege of Peking? Xos. 2, 15, 16. 
 
50 Child Life in Mission Lands. 
 
 Suggestions for Class Use and the Missionary 
 Meeting-. 
 
 1. Appoint some one in the class to get a 
 poppy (if possible), some opium, laudanum, 
 and morphine, and tell of its evil effect. 
 Better still, if you can get a Christian phy- 
 sician to come to the class and make the 
 explanation. 
 
 2. Let some one go sight-seeing in Pe- 
 king. Whom did he see ? What buildings? 
 Where were the most people ? etc. 
 
 3. Print on the blackboard, "Dying, — 
 a million a month in China." " North 
 China calls; Victory ahead; Fill up the 
 gaps." Place the blackboard in a conspic- 
 uous place. Do not "preach" about the 
 mottoes. They will tell their own story. 
 
 4. After the class is familiar with the 
 names of the missionaries and the principal 
 mission centers, associate the two, and drill 
 the class until they know at least one mis- 
 sionary in each center. 
 
 5. Appoint some member " General Su- 
 perintendent of China." Then let the 
 member visit one of the stations and ex- 
 amine the work of the missionaries. Let 
 
Si Yong's Troubles. 51 
 
 him tell especially of the life of the chil- 
 dren. 
 
 6. Spend a few minutes in a Chinese 
 home. Describe furniture, rooms, windows, 
 receiving guests, etc. 
 
 7. Eecall the story of Ah-San. How 
 were the lives of Ah-San and Si Yong dif- 
 ferent and the same ? 
 
PAZ, A MEXICAN DRUNKARD'S 
 DAUGHTER. 
 
 " Si me muero, doctora, no me hace TTd. 
 el favor de recibir a' Paz como su hija?" 
 said a feeble voice in a miserably-crowded 
 tenement-house in Mexico. The dark, cheer- 
 less room they called home had no furniture 
 in it except the little stone mill on which 
 the corn for " tortillas " was ground; the 
 flat earthen dish, resting on three small 
 stones; the primitive stove, on which these 
 thin corn-cakes were baked; the empty box 
 on which the doctor sat; and a thin straw 
 mat, which but ill protected the sufferer 
 from the damp brick floor on which she 
 lay. 
 
 Most of you will not understand what sh? 
 said in the musical Spanish — Spain's only 
 useful legacy ever left with any people over 
 whom she ruled — so I will interpret for 
 you. She was very ill, and so she said, "If 
 I die, doctor, will you not do me the favor 
 52 
 
Mexican Drunkard's Daughter. 53 
 
 to take Paz as your daughter ?" Paz means 
 Peace; but no drunkard's daughter any- 
 where has any peace. 
 
 The woman had been to the dispensary, 
 and her heart had been won by the Protes- 
 tant missionary's story of God's love for 
 sinners. This was very different from the 
 religion the Spanish priests brought to 
 Mexico. This new truth had been lovingly 
 sealed by the healing touch of the mission- 
 ary's wife, a practicing physician, who now 
 bent over the sufferer. The doctor often 
 says, playfully, "My husband preaches the 
 gospel, but I practice it." It may be said, 
 in all seriousness, that " the gospel of heal- 
 ing" is one most easily understood, and 
 always thoroughly appreciated by the suffer- 
 ing. It must bring the Great Physician 
 very near, indeed, when administered "in 
 His name." This dear woman, like thou- 
 sands of other persons in this fanatical 
 region, had learned in the dispensary, where 
 the simple gospel is preached and practiced 
 in loving helpfulness, that the Protestant 
 missionaries are not what the priests of 
 Eome picture them to be, when they try, 
 
54 Child Life in Mission Lands. 
 
 by prejudice, to keep the people from find- 
 ing out just what our Lord meant when he 
 
 said, " Ye shall 
 know the truth, 
 and the truth 
 shall make you 
 free." She 
 wanted, there- 
 fore, to have Paz 
 grow up in the 
 better faith o f 
 this religion of 
 love. 
 
 Strange as it 
 seemed to us all, 
 with the blessing 
 of the Father 
 on the remedies 
 applied under 
 such unfavorable 
 circumstances, 
 she fully recov- 
 ered, and she 
 ,,PAZ '" herself brought 
 
 Paz to the mission school and services, and 
 joined with her on probation. Soon the 
 
Mexican Drunkard's Daughter. 57 
 
 little girl of six came to love the Savior, and 
 went out to serve him as best she could. 
 
 One day she had a great trial of her faith 
 and courage. You perhaps know that in 
 all the countries Eoman Catholics are 
 taught that it is very necessary, where pos- 
 sible, to have a priest with them at life's 
 end to prepare them for death by anointing 
 them. They call this " extreme unction," 
 and give them at the same time the last 
 communion, or the " host," a small wafer 
 dipped in wine. These they believe the 
 priest has changed into the very body and 
 blood of Christ by pronouncing over it 
 some magic words in Latin. Priests and 
 people, of course, worship the " host." 
 Dr. Adam Clarke used to call this "the 
 wafer god of Rome;" and he was right, 
 even if we do find here and there a devout 
 and faithful follower of our Lord in the 
 Roman Catholic Church, who has reached 
 that state of grace despite the idolatrous 
 teachings and practices of Romanism. 
 
 Well on that, an eventful day to her, Paz 
 was playing in front of the tenement-house 
 when a priest went by in a coach drawn by 
 
58 Child Life in Mission Lands. 
 
 two mules, carrying the "host" to help 
 some poor soul die. He doubtless had 
 never taught the people how to live. Mr. 
 Wesley used to say, "Our people die well." 
 When this is true, do you not think it is be- 
 cause they have lived well a life of faith in 
 the Son of God, " who loved us and gave 
 himself for us?" Well, suddenly that day 
 all fell on their knees except one; and 
 whom do you suppose that one was ? Why 
 little Paz, of course. Those near her, fear- 
 ing that something awful might happen to 
 the child — for they are very superstitious 
 — cried out, " Hincate, mina, hincate!" 
 (" Bow down, child, bow down!") But she 
 only smiled, for she had learned that we 
 have only to fear sin, and said, " Delante 
 de que, las mulas?" ("Before what, the 
 mules ? ") After the coach was out of sight, 
 and nothing had happened — as of course 
 there did n't — some, not being able to 
 resist the humor of the child, smiled and 
 said, "You little Protestant, you!" Sin-, 
 said, bravely, "Yes, that is what I am." 
 Others, however, who never once thought 
 that her father and many others coming 
 
Mexican Drunkard's Daughter. 59 
 
 home drunk so often might bring a curse 
 on the house, did think that having a little 
 Protestant there might, so they tried to 
 have her put out. This they have often 
 succeeded in doing here in Leon, where 
 over 100,000 people live, and yet there 
 never has been, and is not now, one little 
 chapel where the pure gospel is preached. 
 The work is done now in a small rented 
 hall. 
 
 This story of little Paz was told to an 
 Englishman who had lived a long time in 
 Mexico. He laughed at the bright remark 
 of the little one, but said gravely: "That 
 was a very brave act on her part. I well re- 
 member the time when I had to run around 
 the corner, or into some convenient store, 
 when I saw the coach coming, so that I 
 would not have to kneel. I would have 
 been stoned if I did not." 
 
 Paz is now in the school for girls at 
 Guanajuato, some thirty miles east of Leon, 
 and is growing up in that blessed atmos- 
 phere to be a lovely little Christian. So you 
 see the medical missionary, the missionary, 
 and the ladies of the Woman's Foreign 
 
60 Child Life in Mission Lands. 
 
 Missionary Societies, all have a part in her 
 redemption. Yon, who at home, by your 
 gifts and self-sacrificing labor, are gathering 
 together the money to sustain us, have your 
 
 part, also, in it. 
 Little Paz is only 
 one of the thou- 
 sands of boys 
 and girls in Mex- 
 ico who are thus 
 being redeemed 
 and trained in 
 our labor of love 
 together, "in 
 His name." Let 
 us hope that her 
 father may be 
 redeemed, as 
 many thus have 
 been. For it is 
 written, "A 
 little child shall 
 lead them." 
 
 This kneeling in the streets is only one of 
 the many tyrannies that Rome puts upon 
 the people whom Christ died to make free. 
 
 An Indian Girl. 
 
Mexican Drunkard's Daughter. 61 
 
 But let us thank God that every nation, 
 once sealed against the gospel by the priests 
 of Rome is now luide open. In all of them 
 multitudes of believers in Christ as a per- 
 sonal Savior, the only Mediator between 
 man and God, are rising up about the mis- 
 sionaries, and are helping to win their native 
 friends to him, "the Desire of all nations." 
 
 MEXICO. 
 
 Mexico is called the " Egypt of America/ 5 
 Why? 
 
 It has an area of 707,005 square miles, 
 and in 1900 had 13,525,402 people. 
 
 There are only 17.7 people to every square 
 mile of land. Compare with Japan. 
 
 There are 210 missionaries. How many 
 people to one missionary? 
 
 There are 146 Christian day-schools and 
 18 higher schools, with nearly ten thousand 
 pupils. 
 
 More than one-third of the people are 
 Indians. One-half of these are of pure 
 blood. 
 
 Xearly all of the Indians worship idols. 
 
 Forty-three per cent of the people are of 
 a mixed white and Indian race. 
 
62 Child Life in Mission Lands. 
 
 Eoman Catholicism in a greatly-degraded 
 form is the ruling religion. 
 
 In 1895, ninety-five per cent of the Mex- 
 icans were Roman Catholics. 
 
 Freedom to worship God came in 1857, 
 when Catholicism ceased to be the State 
 religion. 
 
 The rainy season begins in June, and ends 
 in ^November. During this time it usually 
 rains from one to three hours daily. 
 
 In the production of minerals, Mexico 
 stands foremost among the nations of the 
 world. 
 
 Drunkenness, gambling, impurity, Sab- 
 bath-breaking, and Roman Catholic super- 
 stitions are the great sins of the people. 
 
 Questions for the Lesson. 
 
 1. What is the language of Mexico? The 
 religion? 
 
 2. How can physicians be missionaries? 
 
 3. How was Paz led to the mission school? 
 What is "extreme unction," and the 
 
 -host?" 
 
 5. Do Protestants have such practices? 
 
 6. Why did Paz not fall on her knees? 
 
 7. What became of Paz? 
 
Mexican Drunkard's Daughter. 63 
 
 8. What is the missionary's chief work in 
 Mexico? 
 
 9. What are some of the needs of the 
 missionary in Mexico? How can we help? 
 
 10. For what should we be thankful? 
 
 Search Questions and Themes. 
 
 1. Why Spain has lost her many colonies. 
 
 2. The Mestizo. 
 
 3. Name other Catholic countries. 
 
 . 4. Mexico's different races of people. 
 No. 24. 
 
 5. A Roman Catholic priest and school- 
 master. Xo. 23. 
 
 G. The work of a medical missionary. 
 Xo. 03. 
 
 7. The resources of Mexico. 
 
 8. William Butler in Mexico. Xo. 70. 
 
 SUGGESTIONS FOR CLASS USE AND THE 
 MISSIONARY MEETING. 
 
 1. Make clear that the missionary's work 
 is about the same in Mexico, South America, 
 and Central America. 
 
 2. Picture the degraded form of Roman 
 Catholicism in these countries. 
 
 3. Send one of the class on a day's trip 
 with William Butler in Mexico. 
 
64 Child Life in Mission Lands. 
 
 4. Mark the mission stations of your de- 
 nomination on the map. Include South 
 America and Mexico. 
 
 5. Write on the blackboard a list of the 
 great vices of these people. Write under- 
 neath this list, "What does Mexico most 
 need?" 
 
 6. Test your class in the geography of 
 these countries. 
 
 7. Eecall the Spanish- American war and 
 how it affected missionary work in the West 
 Indies. 
 
 8. Draw an outline map of the two 
 American continents; within the borders of 
 the United States print 1-500; on Mexico, 
 1-G5; on Central America, 1-35; on South 
 America, 1-55; on the West Indies, 1-11. 
 Then print, "Number of people to one 
 missionary." Above the map, " Where are 
 missionaries needed?" 
 
PABAXYAXA AND THE GREAT 
 GREAT. 
 
 0^" the east coast of Africa, between the 
 Zambezi River on the north and the Limpopo 
 River on the south, is a country eight hun- 
 dred miles long and two 
 hundred miles wide. 
 More people live there 
 than in the State of 
 Ohio. They have as 
 many trees as you have, 
 and yet not one of your 
 trees. They have as many animals as you 
 have, and yet not one of your animals. They 
 have as many flowers as you have, and yet 
 not one of your flowers. As many words as 
 you have ; yes, twice as many ; and their men 
 can talk as fast as your men, and, what is 
 equally astonishing, their women can talk as 
 fast as your women, and neither of them use 
 a syllable of your language. Our Father is so 
 great that when he makes worlds, or even 
 5 65 
 
66 Child Life in Mission Lands. 
 
 different parts of 
 the same world, 
 he never needs 
 to make any two 
 of them alike. 
 Think of it, 
 trees, animals, 
 flowers, and 
 words, many 
 more than you 
 have, and not 
 one of them 
 yours ! 
 
 Pabanyana 
 was a bright, 
 happy, laughing, 
 young g r a n d - 
 daughter of the 
 very king him- 
 self. The king 
 was mighty, and 
 ruled a large sec- 
 tion in the south- 
 ern portion of 
 this territory. His name was Mangeza, the 
 king of the Amashanganas. Pabanyana had 
 
 Not always " Bright, 
 Happy, and Laughing. 1 
 
The House. 
 
 87 
 
Pabanyana and the Great Great. 69 
 
 never seen ink. She had never seen any- 
 one with a white face, or one who had ever 
 worn clothes. If your ancestors and mine 
 had never seen the letter A nor a bit of 
 cloth, can you possibly think what sort of 
 people we would have been? And do you 
 ever thank the Lord for a bottle of ink? 
 But Pabanyana had a gown, and it had two 
 very desirable qualities. It was always in 
 fashion and quite inexpensive. After a 
 copious bath every morning, she oiled her 
 glossy skin with a palmful of peanut oil, 
 mixed with a palmful of sunshine. Her 
 disposition was as jolly as her dress was 
 thin, and her conscience was as tender as 
 her flesh was soft. Her house was only 
 thatch grass. There was nothing at all in 
 it but the ground, an earthen pot, a mortar 
 for pounding corn, and a hoe with which to 
 dig. She had a bit of blanket made of 
 the bark of a rubber-tree, and this was also 
 her bed. She could not say "chair" nor 
 " table," nor the words for any of the many 
 nice things you have in your house ; for she 
 had never seen them and had no words for 
 them. She never rode in a carriage, nor on 
 
70 Child Life in Mission Lands. 
 
 a horse, nor in a car; for she had never 
 seen them. Her mother's hoe was the plow 
 of the land, and her mother's head the 
 wagon and the freight-train. When her 
 mother was ill they did not call the doctor 
 until she was dead, and then only to find 
 out who had induced some evil spirit to be- 
 witch her. When a lion or hyena carried 
 off some unguarded child, this most un- 
 learned witch-doctor came in, at painful 
 cost, to discover which particular evil spirit 
 was displeased with the family. She had 
 never once heard of any good spirit; always 
 evil spirits. She had seen her many rela- 
 tives, one by one, sicken, grow helpless, and 
 then be carried off to some secluded spot 
 to die alone, and their bodies to be eaten 
 by the wild beasts. Death was the unspeak- 
 able word in all her thought. 
 
 Now it happened that Pabanyana had an 
 aunt named Custom House. This aunt had 
 seen a missionary who had visited those 
 parts, and she was greatly stirred up over 
 his story of a future life. None of her peo- 
 ple had ever heard of such a thing. They 
 believe that good people, if there were any 
 
Pabanyana and the Great Great. 71 
 
 such, were extinguished as a small and flut- 
 tering flame is blown out, and the bad were 
 made over into snakes, lions, leopards, and 
 crocodiles, left to torment people for a 
 
 "At Home." 
 
 while, and then they, too, were quit of any 
 known existence. 
 
 Her Aunt Custom House took care of her, 
 clothed her in a little strip of bark cloth, 
 and make cornmeal porridge for her every 
 day. 
 
72 Child Life in Mission Lands. 
 
 When Pabanyana was eight or nine years 
 old (no one ever knew her age, for there are 
 are no months in all the years, and no years 
 in all the ages), her aunt brought her to 
 the Mission Station to give her over to the 
 school for teaching and for clothing. None 
 but Christians wore garments such as Amer- 
 ican children wear. 
 
 The missionary was busy, and could not 
 so much as listen to Aunt Custom House, 
 though the good aunty was well known to 
 him. He told them there was no food and 
 and no clothes in the house, and then told 
 them to go home and wait. Poor things! 
 They had waited all their lifetime, and their 
 nation had waited ever since Christ came to 
 earth, and it was so hard to be forbidden. 
 They sat down on the African chairs — that 
 is, on their heels— and soon the tears were 
 coursing down Pabanyana's cheeks. The 
 missionary could not endure that; so, even 
 if the meal was low and gowns were wanting, 
 he repented, and took Pabanyana into the 
 school. She was given soap, and some other 
 girls took her down to the river, scrubbed 
 and rubbed her, cut off all her hair to get 
 
Pabanyana and the Great Great. 73 
 
 her head clean, and gowned her in a nice 
 calico dress, of which she was exceedingly 
 proud. 
 
 She began at once to pray, and was eager 
 to learn. She was at every service, and, of 
 course, in a little time she had learned that 
 the Great Great created her, and that he 
 watched over her. She longed to find him 
 out; so she prayed that he would send her 
 some strong soap of his, which would be 
 able to take the dirt off her soul, and she 
 soon received the answer and the dirt was all 
 washed away. Of course she was very happy, 
 and wished to know what she could do to 
 praise the Great Great. She thought it 
 must please him to have her go home to tell 
 her grandfather, the chief, all about it. So 
 she went; but the chief would not listen to 
 her. He said she was turning "white man," 
 that none but white men could read. "Black 
 men could not learn to read." 
 
 Years later he changed his views, and 
 said : " Yes, my child, I know you are right ; 
 I know the Great Great will finally rule my 
 country. I am glad you believe him; but 
 I, alas! I am too old ever to turn from my 
 
74 Child Life in Mission Lands. 
 
 drink and my wives." Her grandmother 
 turned, and the king let her. Now her 
 relatives are all within the fold, and that 
 chain of salvation has only forged its first 
 few links as yet. None can tell its length. 
 
 Fresh from the Kraals. 
 
 Already a vast army of more than one hun- 
 dred thousand inSouth Africa have believed. 
 These are clad, and you are clothing them at 
 a rich profit. They are also in their right 
 minds, which is of much more importance. 
 Eternity alone can measure their happiness. 
 Such has been done, is being done, and 
 
Pabanyana and the Great Great. 76 
 
 we have only just begun to save souls in 
 Africa. Save her children and you save 
 Africa. "And a little child shall lead 
 them." 
 
 AFRICA, 
 "The Dark Continent," 
 Has nearly 12,000,000 square miles of terri- 
 tory, and its population is estimated at 
 over 160,000,000. Note an average of only 
 13 or 14 people to the square mile. 
 
 Among these millions of people there is 
 one missionary to every 50,000 souls, count- 
 ing as missionaries the lay workers and the 
 wives of missionaries. In the United States 
 we have one hundred times as many oppor- 
 tunities to hear the gospel as the black man 
 of Africa. 
 
 Xote the religions of Africa's people. It is 
 reported reliably that, out of the 160,000,- 
 000 people, 9,600,000 are nominal Christians, 
 57,600,000 are Mohammedans, and 92,800,- 
 000 are heathen, — more heathen in Africa 
 than there are people in the United States! 
 
 The slave-trade is not the greatest barrier 
 to Christianity. Modern civilization has 
 taken into Africa its awful traffic of strong 
 
76 Child Life in Mission Lands. 
 
 drink. The hot sun of the tropics soon 
 makes the drinker insane, and gives him a 
 speedy death. Whisky and missionaries 
 sail from America to Africa on the same 
 boat. Shame to Christian America! 
 
 The heathen African is full of terrors, 
 fears, superstitions, and dreaded imagina- 
 tions. In several localities, there is a vague 
 idea of God, and he is called by such'names 
 as "The Great Great" and "The Old, Old 
 One." 
 
 There are 600 languages and dialects in 
 the continent. The Bible has already been 
 translated into 115 of them. 
 
 The missionary does his best work by 
 practicing medicine, preaching plainly, 
 translating the Bible and other books into 
 the native languages, and by educational 
 work in the schools. 
 
 Questions for the Lesson. 
 
 1. In what is the east coast of Africa 
 like, and in what is it unlike, our country ? 
 
 2. Describe Pabanyana's way of living. 
 
 3. What care for the sick and the dead do 
 the Africans make? 
 
Pabanyana and the Great Great. 77 
 
 4. What are their ideas concerning the 
 future life? 
 
 5. How did Pabanyana get to school? 
 
 6. Why did the missionary at first refuse 
 her? 
 
 7. How can we provide schools for the 
 many heathen children who are refused? 
 
 8. What was Pabany ana's life at school? 
 
 9. Who is the " Great Great," and how 
 did he change the life of Pabanyana? 
 
 10. What were the direct results of the 
 conversion of Pabanyana? 
 
 SEARCH QUESTIONS AND THEMES. 
 
 1. The slave-trade. Xos. 29, 30, 31, 33. 
 
 2. Whisky and rum in Africa. 
 
 3. Witch-doctors and Evil Spirits. 
 
 4. Traveling in Africa. 
 
 5. The diamond fields. 
 
 6. David Livingstone. Nos. 25, 30, 3L 
 
 7. Cecil Rhodes. 
 
 8. The Boers — who are they? Where 
 do they live ? What did they do ? (Use 
 map.) 
 
 9. The difficulties of missionaries inA£< 
 rica. No. 25. 
 
78 Child Life in Mission Lands. 
 
 SUGGESTIONS FOR CLASS USE AND THE 
 MISSIONARY MEETING. 
 
 1. Draw several outline maps of Africa. 
 You will need these in order to illustrate 
 the different phases of the work. Always 
 have the outline maps drawn by members of 
 the class. 
 
 2. On an outline map, divide the conti- 
 nent into three equal parts by drawing 
 heavy red or blue lines from west to east. 
 Print on these in order from top to bot- 
 tom, Health, Adventure, Wealth. At the 
 top of the map print in large letters, tl The 
 World's Interest in Africa." 
 
 3. On another outline map sIioav the re- 
 ligions of Africa. Draw a line west to east 
 from Liberia, and a line across the south- 
 ern end, just cutting off Cape Colony. 
 Color the three divisions differently. Mark 
 the top one Mohammedanism; the next, 
 Heathen; the lower one, Christian. 
 
 4. Let some one collect all the Bible 
 erses concerning Africa. 
 
 5. Take a journey over the proposed 
 c< Cape to Cairo " Railway route. Take 
 pains to teach the class the reasons and ad- 
 
Pabanyana and the Great Great. 79 
 
 vantages to missions of such a railway. 
 (See map in " Price of Africa.") 
 
 6. On a third outline map mark the 
 missionary centers of your own denomina- 
 tion. Get names of your missionaries, and 
 drill as before. 
 
 7. Invite the class to your home for 
 "An Evening with David Livingstone." 
 Have a prepared program; use maps, pic- 
 tures, books, lantern slides, etc. 
 
A FRAGMENT OF UFE AND DEATH. 
 
 It all seems very far off now — that morn- 
 ing which gave me my first glimpse of life 
 in India; but I have only to close my eyes 
 to see again the long reach of waving 
 sugar-cane and level rice-fields hedged in 
 by vine-covered century jilants. I see the 
 clumps of slender bamboos, whose feathery 
 tops shade the road, and whose closely- 
 growing, stemlike trunks make hiding- 
 places for innumerable snakes and squir- 
 rels; the groves of orange-trees laden with 
 loose-skinned, red-gold fruit; flocks of little 
 green parrakeets ; stretches of tall jungle- 
 grass; and, last of all, the big pipul-tree 
 that represented the village deity of the 
 Indian village which I had come to visit 
 with Miss Ray, a missionary — a beautiful, 
 wholesome American girl. 
 
 Tho pipul-tree was hung with garlands of 
 yellow marigolds, which the simple vil- 
 80 
 
A Fragment of Life and Death. 81 
 
 lagers had put there to incite the spirit of 
 the tree to bring peace to the village it 
 guarded. My companion pointed to a dish 
 of milk at the foot of the tree, saying, 
 " There is a sick child in the village, and 
 the mother offers milk to the cobra that 
 lives among the roots of the tree." 
 
 There was not a sign of life anywhere 
 when we descended from our little cart to 
 pick our way through a narrow, mud- 
 walled way. But when Miss Ray stopped 
 at an opening and called cheerily, " Roi 
 Hai ! " it seemed to me that the children 
 came out of the ground, there were so 
 many of them around us all at once. Little 
 boys half clothed, and little boys with still 
 less on; girls jingling bracelets, earrings, 
 noserings, and anklets, as they said glee- 
 fully, "Salaam, Miss Sahib; Salaam, Miss 
 Sahib," to Miss Ray, who chattered merrily 
 with them, quickly asking questions and 
 getting answers, all in a queer and, to me, 
 unknown tongue. Then she went toward a 
 little hut. I did not think much of it that 
 morning, but when I came to know later 
 how very poor these people were, and how 
 6 
 
82 Child Life in Mission Lands. 
 
 much it had meant to them to keep one 
 little, clean mudhouse for the American 
 girl who came to teach the children, I un- 
 derstood why Miss Eay was so proud of it. 
 
 We sat on some little cane stools, while 
 the girls sat on a piece of matting; that is, 
 they folded themselves up like reversed 
 capital " X's," and sat on their heels. 
 Some of the little, unclothed boys came 
 shyly to the door, and looked in for a while ; 
 but they soon went away, as the school was 
 a girl's school. 
 
 The first thing that attracted me in the 
 faces turned toward me was their very 
 bright eyes, made brighter, probably, by 
 the gay-colored head-dresses and heavy ear- 
 rings. Then, as the head-dresses slipped 
 back, I noticed how dirty and unkempt the 
 black hair was. The girls all looked as 
 though their hair had been washed, combed, 
 and braided but once, and as though tha f 
 once had been very long ago. 
 
 After settling, they first produced some 
 knitting of white crocheting cotton. Now 
 white crocheting cotton can get very dirty, 
 and this had reached the limit of unclean- 
 

 VX 
 
 
 
 s 
 
 , m 
 
 3 ! 
 
 2 
 
 -■» 
 
 
A Fragment of Life and Death. 85 
 
 ness. But the girls did not seem to mind ; 
 neither did Miss Ray, who, I suppose, felt 
 it was no use to say anything. She turned 
 to me as she pointed out a mistake in a 
 curious-looking heel, and said, "I'm not 
 allowed to teach them to read, unless I also 
 teach them to make something with their 
 hands." After this the work was put away, 
 and the girls sang with great vigor a hymn, 
 to queer, rising-and-falling music ; they re- 
 peated the Lord's Prayer and some verses; 
 and, lastly, produced some little books writ- 
 ten in comical, grasshopper-like letters, 
 which were opened and read in a rhythmic 
 sing-song, with much swaying to and fro. 
 
 As I did not understand, I slipped out to 
 look around, and soon came to an open 
 gate. I stopped curiously, and looked into 
 a little courtyard where the only sign of 
 life was a yellow dog asleep in the sunshine, 
 and a cow dreaming of green fields. Again I 
 could hardly tell where the people all came 
 from ; for some children and women quickly 
 appeared, saying in their tongue, " Come 
 in come in." 
 
 I could not talk to them, so I just looked 
 
86 Child Life in Mission Lands. 
 
 and. smiled, while they did the same to me, 
 until one old woman pointed to the buckle 
 on my hat and nodded her head to another 
 old woman. Then laughingly they began 
 to examine me — my belt, my collar, the 
 binding on my skirt, my shoes — discussing 
 everything with words of surprise, though 
 not always of approval, while I tried to 
 turn the interest by pointing to their jew- 
 els. I did not know what we should have 
 done next if I had not heard Miss Ray say 
 just then: "0, here you are, you rash 
 girl ! Do n't you know you might get lost? 
 Come, I am going to take you to the house 
 of the chief man of the village. His little 
 boy has been sick, although he is all right 
 now." 
 
 After picking our way through more nar- 
 row streets, between mud walls, where we 
 had to step carefully between piles of filth 
 and over vile little drains leading from the 
 unseen lanes on the other side of the walls, 
 we stopped before a big, unfriendly-looking 
 wooden door, and waited, after rapping and 
 calling, listening to the rattling of a chain 
 and uncertain fumbling at the latch by 
 
A Fragment of Life and Death. 87 
 
 some one inside. At length the clumsy 
 door was pushed open by the oldest, worst- 
 dried-up little woman I ever saw. She 
 bolted the door after us, pushed to one side 
 
 I 
 
 $m 
 
 
 A Little Nurse. 
 
 a cow which blocked our way, scolded a 
 bad-tempered dog, and gave a shrill call, 
 which rang through the courtyard into 
 which she led us. 
 
 The answer to the call was a merry, girlish 
 laugh, and I turned just in time to get a 
 
88 Child Life in Mission Lands. 
 
 glimpse of what seemed to me to be a laugh- 
 ing, jingling, gilt-edged rainbow, very much 
 alive, which, however, when it stopped, 
 proved to be a girl of thirteen. Her skirt 
 was of a bright changeable silk, blue and 
 green, over which she wore a yellow jacket. 
 Over all was thrown a gauze rose-colored 
 scarf, which showed, through its thin folds, 
 chains of soft, unalloyed gold of beautiful 
 workmanship, bracelets from wrist to elbow, 
 earrings of pearls, and uncut jewels con- 
 cealing the little draggled ears, and a broad, 
 beautiful, gold-fringed band of uncut jewels 
 that curved from the part in her hair over 
 each side of her forehead. • 
 
 "Ah, Sitara," said my friend, lovingly, 
 as she took the girl's hand in both hers, 
 "see, I have brought a friend to visit you 
 to-day." 
 
 "She is welcome," said the girl to me 
 with a sudden severe dignity. Then she 
 added, "I am glad you came to-day. To- 
 morrow I go to my husband's home. It is 
 far, — in another land." 
 
 "Are you glad ?" 
 
 "He is very handsome and loves me. If 
 
A Fragment of Life and Death. 89 
 
 only the mother- 
 in-law does not 
 beat me. My 
 mother says I 
 must not play 
 any more, and 
 must do every- 
 thing the hus- 
 band's mother 
 bids me do." 
 Then she added 
 
 suddenly, 
 
 Do 
 
 you know that 
 little Gunya is 
 very sick this 
 morning ?" 
 
 "Hush!" said 
 a woman who 
 had just entered 
 the court ; ' ' what 
 does a magpie 
 like you know ? The child is well enough, 
 except for a little return of fever." 
 
 Miss Ray turned quickly to the woman. 
 "Where is he? What has happened? He 
 was better yesterday." 
 
 A Christian Mother and 
 her Baby. 
 
90 Child Life in Mission Lands. 
 
 The woman answered sullenly: "He 
 sleeps, and it is not well to waken him. He 
 is well enough." 
 
 As she ended, though, a weak voice from 
 one of the open side-rooms called feebly: 
 " Miss Sahib !" and Miss Ray quickly crossed 
 the court and raised the curtain. Sitara 
 and I followed, and found her kneeling 
 beside a frail little fellow, whose eyes looked 
 lovingly up into hers. There was a strange, 
 oppressive odor in the room. Suddenly 
 Miss Ray stood up and turned almost fiercely 
 to the elderly woman: "What have you 
 done? He was better yesterday, and now 
 he is dying!" 
 
 "He is our only son," she answered in 
 the same sullen tone. " The priest said your 
 medicine would kill him if we did not send 
 for the hafcim." Then suddenly she sat 
 down on the floor and rocked to and fro. 
 "What can a poor woman know? They 
 said it would save him, and they closed up 
 the room and burned shanjo things while 
 the priests sang. We gave much money, 
 and now he dies." 
 
 "Hush!" said Miss Ray pityingly; "you 
 
A Fragment of Life and Death. 91 
 
 disturb him. Come and kneel by his 
 bed." 
 
 The boy, with a great effort, reached out 
 his hand and laid it on his mother's, and 
 turned his eyes questioningly toward Miss 
 Kay. 
 
 " It is all right, dear," she said; "you're 
 going on a long journey, but you need not 
 go alone. See, your mother and I will hold 
 your hands until you go to sleep, and then 
 Jesus will lead you the rest of the way, for 
 you are going to God." 
 
 The excitement had been too much, and 
 the delicate lids closed over the bright, lov- 
 ing eyes, while the little fingers loosened 
 their feeble grasp. Then the old woman 
 who had opened the door raised her voice 
 in a piercing shriek, which was answered 
 by another and another from servants and 
 neighbors. But the quiet face of the boy 
 moved not, and Miss Ray said: "Come, we 
 can do nothing more. The soul has gone 
 to God, but the body must be given over to 
 heathen rites." Out in the street she added : 
 1 ' That child has been murdered through 
 the ignorance of a native doctor and the 
 
92 Child Life in Mission Lands. 
 
 jealousy of a grasping priest. this ter- 
 rible India! It is the same story at every 
 turn. There is no social or moral evil pecul- 
 iar to India that is not deep-rooted in the 
 heart of what should be the salvation of a 
 country, its religion. Certainly, not to 
 know Christ is death." 
 
 INDIA. 
 
 THE " WONDERLAND OF THE EAST." 
 
 The total area is 1,328,392 square miles. 
 The population is 283,817,080 (1901); 214 
 people live to each square mile. 
 
 To get a good idea of its size, get a map 
 of North America and note the following: 
 If the country of India could be extended 
 over North America, its northern point 
 would be in the latitude of Richmond, Va., 
 and the southern point near Panama. The 
 eastern boundary would be at Baltimore, 
 and the western near Salt Lake City. 
 
 The great rivers of India are worshiped 
 and regarded as sacred. To wash in the 
 waters of these streams takes away all sin. 
 Why does India need the gospel of Jesus 
 Christ ? 
 
 Three hundred languages and dialects 
 
A Fragment of Life and Death. 93 
 
 are spoken in the Indian Empire, including 
 Burma and Siam. 
 
 It is the greatest Mohammedan country 
 in the world. 
 
 Its wealth is found in its forests, its grow- 
 ing fields and pasture lands. About one- 
 fourth of its land is idle. 
 
 Failure of rains, floods, plagues, and the 
 village and caste system, are the causes of 
 the many famines. 
 
 Bombay is the second largest city in the 
 British Empire after London, and is the 
 greatest cotton market in the world after 
 New Orleans. 
 
 The climate is very varied. The cool 
 months last from November to the middle 
 of February. From June to September is 
 the wet season. 
 
 While India is less than half as large as 
 the United States, it contains more than 
 three times as many people. 
 
 If all the boys and girls in India would 
 stand in line, shoulder to shoulder, the line 
 would reach around the world, 25,000 miles 
 long. Only one child in each mile would 
 ever have been inside a Sunday-school. 
 
94 Child Life in Mission Lands. 
 
 Questions for the Lesson. 
 
 1. What plants and trees grow in India? 
 
 2. Why is a dish of milk sometimes put 
 at the foot of the pipul-tree ? 
 
 3. How are the boys and girls dressed ? 
 3. How do the Hindus say, " How do 
 
 you do, Madam ?" 
 
 5. Describe a day in a girl's school. 
 
 6. Where were the men when the mis- 
 sionary was in the house? 
 
 7. Describe the dress of a girl of thirteen. 
 
 8. What is the custom concerning mar- 
 riage ? 
 
 9. How could Christian parents have 
 saved the boy's life ? 
 
 10. How can the love of Christ change 
 the lives of the boys and girls of India? 
 
 SUGGESTIONS FOR CLASS USE AND THE 
 MISSIONARY MEETING. 
 
 1. You will need several outline maps of 
 India on paper ; also have one drawn on a 
 blackboard for use during the meeting. 
 
 2. On the blackboard locate the large 
 rivers, cities, mountains, and plateaus. Use 
 a common school geography. Drill the 
 spelling and pronunciation of the names. 
 
A Fragment of Life and Death. 95 
 
 3. Mark on an outline map (paper for 
 permanent keeping) the location of the 
 principal Mission Stations of your denomi- 
 nation. Use gummed seals or paper flags 
 to indicate these. Have each seal or flag 
 named after the missionaries who are 
 working at these particular centers. 
 
 4. On the map place a large gilt seal, 
 cross, or flag at Calcutta. On it write the 
 names of William Carey, Henry Martyn, 
 Alexander Duff, J. M. Thoburn. 
 
 5. Use a few minutes of the class hour 
 by having a "class in arithmetic." Com- 
 pare the area, population, number of mis- 
 sionaries, number of schools, etc., with 
 other countries. 
 
 6. On the blackboard, before the class, 
 summarize the work of your own Board in 
 India. 
 
 7. Describe the Hindu custom of bathing 
 in the Ganges River. 
 
 Search Questions and Themes. 
 
 1. The first missionaries to India. Nos. 
 42, 59, 60, 61, 62, 70. 
 
 2. Medical missions in India. Nos. 36, 
 63. 
 
96 Child Life in Mission Lands. 
 
 3. The evils of their religions. Nos. 35, 
 37, 42, 70. 
 
 4. Living in villages. Nos. 00, 70. 
 
 5. Orphan children. 
 
 G. The caste system. 35, 42, GO. 
 
 7. A Hindu fakir. 
 
 8. The every-day life of a boy. 
 
 9. How missionaries work in India. 39. 
 42, GO, G3, 70, 73. 
 
 1 0. India's great cities. 
 
BAUD AND NADIE. 
 
 Daud was the only son of a village Chris- 
 tian Hindu. There was a happy look on 
 his brown, sober face as he gathered the 
 leaves from the low branches of the mango- 
 trees for their little kid to eat. He heard 
 " Mbti," the kid, bleating from the court 
 behind their hut, where it was tied; but he 
 did not hurry, for he was waiting for Nadir, 
 the merchant's son. He could see Nadir 
 laying on the back of his father's buffalo, 
 which stood in the middle of the mill-pond 
 that stretched from below the village well 
 to the sugar-cane fields beyond. Nadir 
 must soon drive home the buffaloes, for the 
 sun's rim was already touching the high 
 sugar-cane tops. Daud would wait, and 
 walk to the edge of the village with him; 
 for he had something to tell him — the some- 
 thing his mother had told him in the morn- 
 ing, over which he now smiled to himself. 
 
 Many things puzzled Daud. His being a 
 7 97 
 
98 Child Life in Mission Lands. 
 
 Christian set him apart from the village lads 
 in a way he did not like nor understand. 
 They often teased him and vexed him, re- 
 fusing to let him join in their games. They 
 said he was an outcast and accursed of their 
 gods. Even Nadir, the kindest and gentlest 
 of the boys, would ask where and what was 
 his God. That was the hardest of all, for 
 he did not know. Ever since Daud could 
 remember he had folded his hands each 
 night and prayed the words his mother had 
 taught him. He had never seen any God, 
 except sometimes, when he looked up into 
 his mother's eyes, he thought perhaps he 
 was there. But Nadir would not believe 
 that. So, often at night, before falling 
 asleep, Daud would wish that he could see 
 his own God, even as Nadir saw his, when 
 his mother put the fresh marigold wreaths 
 around its head and offered it sweetmeats 
 and rice. 
 
 Then, too, every year at the time when 
 the yellow flowers bloomed, Nadir's god 
 held a great festival on the banks of the 
 Jumna River. It was the year before that 
 Nadir, dressed in a new coat of orange and 
 
Daud and Nadir. 99 
 
 blue, had gone to this festival with his 
 father and mother. Ever since he had re- 
 turned he talked of the wonderful sights he 
 had seen, and of his god — the god Krishna. 
 Daud listened to Nadir's talk, and was still. 
 All through the season of heat and of rain 
 he secretly longed and prayed that his God, 
 too, might hold a festival somewhere. 
 
 It was that morning, while he was eating 
 his breakfast of unleavened cakes and 
 greens, that his mother had told him they 
 were soon going to a festival some thirty 
 miles away, to which a Sahib had invited 
 them. She had told him other things, too, 
 but he was too happy to heed. He waited 
 all day to tell Nadir, and now, as he came 
 slowly along with his buffaloes, Daud threw 
 his bundle of mango-leaves over his shoulder 
 and ran toward him. Nadir, seeing Daud, 
 slipped off the buffalo's back for he liked the 
 lonely Christian boy, and would be glad to 
 walk to the village with him. He hailed 
 him with, "Wherefore does Daud run to 
 meet the merchant's son?" 
 
 Daud waited till he caught up with Nadir, 
 and then, looking afar off said, "I, too, 
 
100 Child Life in Mission Lands. 
 
 Nadir, go to a religious festival." Nadir 
 was silent as he caught the buffalo's tail and 
 struck at its flanks. As Nadir would not 
 speak, Daud went on, " There I shall see 
 my God, Nadir, and I shall tell thee of him 
 when 1 return." Nadir but twisted the 
 buffalo's tail and drove on. At the edge of 
 the village he stopped and turning to Daud 
 said, "Daud, the future will tell; but, in 
 my thought, thy God will never be seen." 
 
 Even what Nadir said could not make 
 Daud sad during the days that followed. 
 He was quite happy, as he lay out under the 
 babool-tree, in thinking and in dreaming of 
 what he would do and of what he would see 
 at the festival. He had never been further 
 than the neighboring village, and now he 
 was going thirty miles ; but it took so long 
 for the day of the journey to come. 
 
 At last, one morning, Daud, with a clean 
 coat and a new red handkerchief tied around 
 his neck, started out with his father and 
 mother. They walked between fields 
 drenched with the blue mists of the morn- 
 ing until they came to a village. There 
 they joined the pastor-teacher and the small 
 
Daud and Nadir. 101 
 
 company of those who were going to the 
 feast. Daud kept close to his mother's side 
 as they climbed into the bullock-cart which 
 was to take them on their journey. 
 
 Along the country roads, between the 
 fields, past village huts, in streams of water, 
 and through the high jungle-grass, the 
 white oxen, ringing the bells that hung from 
 their necks, drew them leisurely on. When 
 the evening came with its setting sun, they 
 stopped on the road by the mango-grove for 
 the night. All day the Christians had sung 
 their glad song and shouted "victory!" to 
 the name of their Christ. But now they 
 were hushed, and with bowed heads they sat 
 around the fire they had built, while their 
 pastor, in simple faith, prayed to their God. 
 Daud slept under the stars that night, and 
 dreamed that the brightest star slipped into 
 his heart, shone there, and said, " I am thy 
 God." 
 
 It was noon next day when they rode 
 through the narrow streets of a large, 
 crowded city. Daud's eyes' fairly danced as 
 he tried not to miss any sights as they 
 passed. This truly was greater than the 
 
102 Child Life in Mission Lands. 
 
 festival Nadir had seen, such sweetmeats, 
 such bright-colored toys! Soon the oxen 
 would stop; then he would get out, and 
 look and look. But the oxen went on. 
 Daud could not wait, and begged his mother 
 to have them stopped. But she answered, 
 " This, my Daud, is not our festival." 
 
 When they drove out of the city, down 
 the broad, level road, into a quiet grove, 
 where the driver stopped, saying, " This is 
 the picnic ground," the corner of a new red 
 colored scarf was wet with the tears of a 
 little boy's eyes. 
 
 However, Daud soon forgot the city. 
 There were many children playing around 
 the booths in the grove, and near by was a 
 beautiful garden, to which a preacher's 
 little girl took him. While he touched the 
 sweet flowers she told him that the house 
 with the large pillars, and with glass for its 
 roof, was the one where the white minister 
 lived. The other house, over which the 
 shesham-trees hung, was the holy house of 
 their God. Then Daud ceased touching 
 the flowers, walked quietly back to his 
 mother, sat at the door of their booth, and 
 
Daud and Nadir. 105 
 
 looked at the white house of their God 
 rising pure and great among the tall trees. 
 When the darkness came, Daud, with his 
 hand slipped into his mother's, and with 
 his heart beating loudly, walked in silence 
 toward the temple where his own God was. 
 At last he would see him, and then he 
 could tell Nadir. Through an open door- 
 way they passed, the bright light almost 
 blinding Daud. He looked eagerly forward. 
 There were many worshipers seated in 
 silence, with their heads quietly bowed. 
 He looked upward; the ceiling seemed to 
 reach the sky. Where was his God ? They 
 then moved to the front. There, at the 
 farther end- of the room, on a double seat, 
 raised slightly, sat one dressed in black, 
 with the face of a God. The face was as 
 white as the sacred flower, and glowed with 
 a calm look of strength and love. That 
 was his God ! Daud crept close to his mother 
 and bowed, folding his hands in prayer. 
 When he heard singing, Daud arose. He 
 looked up, and saw his God moving around, 
 and speaking with the voice of a man. It 
 was strange ! Daud asked if that was their 
 
106 Child Life in Mission Lands. 
 
 God. His mother hushed him by saying: 
 " He is the pastor, son, the priest of our 
 God. Dost thou not know that our God is 
 not seen ?" Nadir was right then, and 
 Daud's heart sank back with a sob; but 
 soon he was listening to the words of the 
 minister. They were such simple words, 
 and Daud thought he could understand, 
 only his head kept nodding and nodding, 
 and soon he was fast asleep. He knew 
 nothing more until the cry of a wild pea-hen 
 wakened him next morning. 
 
 So the days of the festival went by with- 
 out making Daud happy about his God. If 
 only the minister had been what Daud 
 thought he was the first night ! 
 
 It was the last day of the festival. In the 
 morning the bullock-cart would take them 
 again to their village. In the twilight, the 
 smoke of a hundred fires hung over the 
 booths in ' the grove, for the Christians 
 were cooking their evening meal. Daud 
 sat close to his mother while she patted out 
 the unleavened cakes, and he brought her 
 pieces of wood for her fire. As he sat thus, 
 the minister walked down the long lines of 
 
Daud and Nadir. 107 
 
 booths, speaking kindly to the children and 
 fathers and mothers. Perhaps — would he 
 speak to Daud ? 
 
 With slightly-stooping shoulders, with his 
 white hair and beard, and the deep look of 
 love in his eyes, Daud felt that he could 
 worship this man without fear. And now 
 he was drawing nearer. Would he pass? 
 No; for already his hand was on Daud's 
 black, shiny head, and his eyes looked into 
 Daud's as he said, " Our Christ can dwell in 
 the youngest boy's heart. Is it not good ?" 
 Then he was gone. But to Daud it was as 
 if the star he had dreamed of shone again 
 in his heart, and a sweet voice kept saying, 
 " I am Christ thy God." 
 
 After they had returned to the village, 
 Daud met Nadir sitting idly by the village 
 well, and joined him. "The way has been 
 long, Nadir, back to the village, for my 
 heart has been wishing for thee." 
 " Thou dost seem happy, Daud." 
 " Surely, Nadir, I have found my God." 
 " Thou didst see him there at the fes- 
 tival r 
 
 " Nay, Nadir, but he came to my heart." 
 
108 Child Life in Mission Lands. 
 
 Nadir laughed: "So all of your Chris- 
 tians talk," and added, " I would that I, 
 too, was happy in the heart," as he ran to 
 his father's call. 
 
 As the cold season came, Daud walked 
 much with Nadir, driving the buffaloes 
 back and forth from the mill-pond. He 
 tried to teach him then what lie had 
 learned, but Nadir would not understand. 
 Daud had done all he could; and now, if 
 only the pastor would come and lay his 
 hand on the head of Nadir as he had done 
 on his own ! For that Daud now prayed. 
 
 Before half the cold season passed, Daud 
 and Nadir were true friends. In spite of 
 the threat of his father, Nadir often took 
 Daud out on the back of his buffalo into the 
 midst of the pond. There they would lie, 
 bathing in the glow of the morning sun, or 
 slipping off the buffalo's back into the 
 shallow water, they would look for the 
 pond-nuts together, always talking of the 
 days that would come when they were 
 grown men. 
 
 It was after the village priest had seen 
 that Nadir's heart had gone out to Daud's, 
 
Daud and Nadir. 109 
 
 that two of the merchant's buffaloes died. 
 Nadir was beaten for that. But when next 
 day the third one died, it was whispered 
 that the evil eye of the Christian lad had 
 fallen on them. Then Nadir's father 
 watched for Daud. 
 
 For six days Nadir, as he passed by the 
 Christian hut, sang the song of the hawk 
 and the chick that strayed from the mother 
 hen, and Daud kept from the village street. 
 On the seventh day a messenger came, say- 
 ing the minister had come to the village of 
 Puran Dass, lying three miles to the south. 
 The wish of Daud's heart had come. He 
 would take Nadir to the minister and ask 
 him to lay his hand on his head, that Nadir, 
 too, might know of God. Nadir was found 
 by the mill-pond. He listened to Daud and 
 said: "I will go to him, Daud, but I may 
 not leave till dusk. Go thou a secret way 
 through the fields. My father has gone to 
 the north, but who knows if others watch ?" 
 Daud went safely until within a mile of 
 the village of Puran Dass. There he was 
 caught by the village priest, beaten and 
 thrown to the ground. He lay there, un- 
 
110 Child Life in Mission L&nds. 
 
 conscious and with a broken limb. It was 
 growing dark when he came to himself. 
 He first thought of the pain, then of Nadir. 
 For Nadir's sake he must get to the 
 preacher. 
 
 The minister at night was preaching 
 under the village council-tree, with a dim 
 lamp flickering its light on his face. In 
 the midst of his words, a little boy's form 
 dragged itself to his feet, and in a low voice 
 said, " Pastor, lay thy hand on Nadir." 
 
 Many days passed — seasons of heat and 
 seasons of rain in turn. It was the time 
 for the sowing of wheat, when one evening 
 two village lads walked together arm in 
 arm; for the stronger was helping the 
 weaker one, who limped, being lamed for 
 life. It was he who spoke as the sun's rim 
 touched the high tops of the trees. 
 " Thou dost leave me soon, Nadir." 
 "Fear not, Daud, my father doth send 
 thee, too, with me to the school. Thy 
 father and mother gave their word of con- 
 sent this morning and I was bidden to tell 
 
Daud and Nadir. 113 
 
 thee of it. Nay, I could not lea^e thee, my 
 brother, thou who hast taught all of us of 
 thy Christ." 
 
 THE INDIAN PEOPLE. 
 
 In India at the pi'esent time, there are 
 about one million Christians, and half of 
 these are Eoman Catholics. 
 
 The average Hindu is not strong physic- 
 ally. Occasionally one is found who, when 
 in good health, can endure more and labor 
 more than the boasting Englishman. Many 
 of them are weak and feeble, and subject to 
 all forms of loathsome diseases. 
 
 There are few large cities. About ninety 
 per cent of the people live in towns of two 
 thousand and less. The village usually 
 contains about five hundred people. Each 
 village considers itself independent of the 
 other villages and the Central Govern- 
 ment. 
 
 The caste system is a social distinction 
 between different classes of people. At 
 first there were four main classes of people ; 
 viz., the priests, the warriors, the farmers, 
 and the common laborers. There are many 
 8 
 
il4 Child Life in Mission Lands. 
 
 subdivisions now. As high as twenty thou- 
 sand caste names have been reported. 
 
 The people of one caste have nothing 
 whatever to do with those of another caste. 
 As a result, there is much discord. To do 
 manual labor is a disgrace. Early mar- 
 riages are common, and the individual has 
 lost all of his originality and independence. 
 How can Jesus help them ? 
 
 The children and the women of India 
 are among the most needy in the world. 
 Day-schools and Sunday-schools, with their 
 picture cards, exercises, and gospel songs, 
 attract the children. A lady medical mis- 
 sionary with her ministering can reach the 
 poor, degraded, suffering women. 
 
 Questions for the Lesson. 
 
 1. How do Hindu boys spend their time? 
 
 2. In what was Daud's God different from 
 Nadir's ? 
 
 3. What kind of a meeting was the Chris- 
 tian Festival ? 
 
 4. Why was Daud disappointed in the 
 place of holding the festival ? 
 
 5. Where did Daud look for his God ? 
 
Daud and Nadir. 115 
 
 6. How did the missionary help Daud to 
 find his God ? 
 
 7. How was Daud's life changed ? 
 
 8. Why did the village priest hate Daud ? 
 
 9. What did Daud do for his little friend ? 
 
 10. How and why did Xadir and Daud 
 both go to school ? 
 
 Search Questions and Themes. 
 
 1. Girl-wives. Xos. 35, 73. 
 
 2. Little widows. Xos. 35, 73. 
 
 3. Famine children. 
 
 4. A Hindu wedding. 
 
 5. The Zenana — what is it? The life 
 Within it. No. 35. 
 
 6. The Alhambra— what is it? What 
 does it stand for ? (See Encyclopedia.) 
 
 7. The market-place in the cities. 
 
 8. The Eiver Ganges. 
 
 9. What can the Gospel do for the girls 
 and women of India ? Nos. 35, 36. 
 
 10. Five reasons why India needs Christ. 
 
 Suggestions for Class Use and the Missionary- 
 Meeting. 
 
 1. Let some member of the class pay a 
 visit to the Alhambra two weeks in advance 
 
116 Child Life in Mission Lands. 
 
 of the meeting, and report it. (See Ency- 
 clopedia.) 
 
 2. Hold a " Question-box" on India. 
 Let the members ask any or all kinds of 
 questions. Your pastor or some teacher 
 will be glad to answer the questions. 
 
 3. Assign to six or seven older members 
 " Five-minnte Talks " with the missionaries 
 of your own denomination now in India. 
 (Consult Missionary Society Annual Report 
 and current papers.) 
 
 4. Appoint an " Explorer." Let him tell 
 of the new and strange things he has seen, 
 the hardships he has encountered, etc. 
 
 5. Have the members respond to roll-call 
 by giving some short, pointed fact concern- 
 ing India, its people, and the missionary's 
 work. (Use clippings, reference books, and 
 letters from missionaries.) 
 
 6. Spend a day with one of the boys, or 
 with a girl-wife, or with the missionary. 
 
 7. Make a list of the "red-letter" days 
 in the missionary story of India. Have 
 each member copy it in his note-book. 
 
TATTERS AND FEITZ. 
 
 Tatters stood on the dock of the port 
 of Hamburg, and watched the busy men 
 hurrying to and fro, loading up a great 
 ship which was soon to sail for Christiania. 
 He pulled his ragged cap down further over 
 his eyes, and shivered a little as the rough 
 wind whistled around him; for it was a 
 December day, and Tatters had very few 
 clothes on to keep him warm. Indeed, he 
 had earned his name because of the dilap- 
 idated condition of his garments. Within 
 his memory of twelve years he could not 
 recall a single time when he had worn a 
 full suit of clothes. Sometimes he had 
 shoes and trousers, but no waistcoat; and 
 frequently he wore a coat with nothing 
 under it; while his raiment was always torn 
 and hanging from him in rags. 
 
 All this troubled Tatters little, for he was 
 
 a happy-go-lucky laddie, with a freckled 
 
 nose, tawny hair, very straight and ill-kept, 
 
 and a pair of eyes which would twinkle even 
 
 117 
 
118 Child Life in Mission Lands. 
 
 on the coldest days and under the most for- 
 lorn circumstances. He was a general fa- 
 vorite with all the other boys who haunted 
 the wharves, and had, thus far, managed to 
 evade the law which prevails in Germany 
 that every child must go to school. How 
 he had done this, under the vigilant eyes of 
 the policemen, no one knew. Tatters him- 
 self cared nothing about learning. 
 
 "Hello!" he said, turning on his bare 
 heel to greet a boy who ran out from under 
 the shadow of the big ship. "Where did 
 you come from, Hans ?" 
 
 "From the hold of that vessel," replied 
 the boy, pointing toward the ocean steamer. 
 " It's glorious down there, playing in among 
 the bales and hiding from the watchman. 
 Come down and have a try." 
 
 "No, thank you," responded Tatters, 
 standing still in his place, although his 
 merry eyes grew wistful, as he saw his friend 
 go back to his game. 
 
 Nothing was more fascinating than those 
 big ships, with their many hiding-places 
 and their tiny cabins. Tatters had often 
 wished that he could run away to sea, ofl 
 
Tatters and Fritz. 119 
 
 where there were no crowded streets, no 
 brutal men, and where the sunshine shone 
 upon the dancing waves. But there was a 
 reason why Tatters had not gone long before 
 this, and that reason was now coming down 
 the narrow path to the dock. 
 
 A boy, with bent shoulders and weary 
 step, passed slowly into the confusion of the 
 ship-loading. He had a very sweet face, 
 but one which was so lined with suffering 
 that even a stranger would have been at- 
 tracted to it. Tatters sauntered up to him. 
 
 "I've been waiting for you a long time, 
 Fritz," he said gently, and, taking the 
 smaller boy's hand, he led him to a pile of 
 heavy cases which were waiting to be ship- 
 ped. " Here we can see splendidly. Get 
 up there, old fellow." 
 
 By the help of Tatters's strong hand, 
 Fritz was soon seated upon the top, and 
 looked with deep interest at all that was 
 passing. Men were hastening from the land 
 to the vessel, bearing upon their backs great 
 loads of freight, and officers, dressed in 
 spotless uniform, ran back and forth, shout- 
 ing orders and scolding lazy sailors. 
 
120 Child Life in Mission Lands. 
 
 " If I were well, I would go to sea," said 
 Fritz, at last. " Why do n't you go, Tatters ? 
 You are strong and free." 
 
 Tatters looked down at his companion, 
 and a queer grimace came over his face. 
 "What would you do, Fritz, if I were on 
 the other side of the water ?" 
 
 Fritz drew a long breath. "I should 
 try to bear it, if it were for your good, 
 Tatters. I shall never forget all that you 
 have done for me. Who else but you has 
 carried me in his arms when I could not 
 walk, or staid by me during the night when 
 my back was bad? I shall never forget it." 
 
 "Never mind that," said Tatters, quite 
 embarrassed. " Do you know, Fritz, I saw 
 something funny last night. I was walk- 
 ing down there by the wharves, strolling 
 along, wondering what I should do with 
 myself, when I saw a crowd of sailors en- 
 tering a room where was a bright light. 
 So I thought maybe there might be some- 
 thing going on which I should not like to 
 miss, and I went in with a big fellow, just 
 as if I was his child. And it was so funny, 
 to think that I belonged to somebody! 
 
Tatters and Fritz. 121 
 
 Sow do you suppose it feels to have a 
 rather to take care of you, Fritz ?" 
 
 64 1 do n't know, I am sure," replied Fritz. 
 "I never tried it." 
 
 " Nor I. After taking care of myself for 
 all these years, it would be strange enough 
 to live with somebody who loved me. And 
 yet, Fritz,": — there was a little sob in Tat- 
 ters's voice, though he hid it with a laugh, — 
 " inside that hall there was a man speaking. 
 He had such a good face, Fritz, with pleas- 
 ant eyes and a kind mouth ; it looked as if 
 it never said anything that was wicked. 
 He told about a Father who lives in heaven, 
 who looks down upon the earth and upon 
 all of us, big or little; and when he said 
 that, he seemed to be speaking to me, for I 
 was the only little fellow there. Once 
 upon a time this Father sent his Son — his 
 only Son, he said — to earth; and his name 
 was Jesus." 
 
 Fritz interrupted him with a cry: "Why, 
 Tatters, that's the same one whose name 
 was written up in the big church where \»e 
 we went in one day and found it all full of 
 greens and beautiful flowers." 
 
 o 
 
122 Child Life in Mission Lands. 
 
 "And where they turned us out because 
 we had n't any ticket," responded Tatters, 
 grimly. " Well, it seems that this Jesus 
 came to save people from their sins. One 
 of the sailors laughed right out when the 
 man said that, and shouted, ' He can't save 
 me, preacher; I'm too bad.' Then the 
 man stopped and looked right at the fel- 
 low, — it was drunken Peter; you know 
 him V 
 
 Fritz nodded. 
 
 "The preacher said: 'It is written in 
 the good Book, "Whosoever cometh to me 
 I will in no wise cast out.'" M 
 
 " Is that all ?" inquired Fritz. 
 
 "I don't remember much else, except 
 that the Father in heaven loves us all. Did 
 you ever hear anything like it, Fritz ? We 
 have a Father, but he is in heaven; and he 
 loves us, though it does n't look much like 
 it sometimes, does it ?" 
 
 "No," replied the other little fellow. 
 "If he did, perhaps my back would get 
 better, and you would have some new 
 clothes !" 
 
 Tatters looked down at his rags with a 
 
Tatters and Fritz. 123 
 
 puzzled glance. That practical side of the 
 matter had not occurred to him before. 
 
 " 0, there was something else," he said; 
 "I meant to tell you about it. The man 
 played on a sort of box, and it was very 
 pretty, and then he sang. I kept saying it 
 over and over to myself afterwards, so that 
 I could sing it to you." 
 
 "Go ahead!" commanded Fritz, leaning 
 back against the cases comfortably. 
 
 Tatters stood up and took off his cap. 
 
 " ' I have a Father in the Promised Land,' " 
 
 he sang in a clear voice. 
 
 " ' My Father calls me, I must go, 
 
 To meet him in the Promised Land. ; " 
 
 "Look out there, youngster!" called a 
 voice, and before any one could stop it, or 
 turn it from its course, a great box came 
 down upon them. Fritz was just in its 
 path. The machinery had in some way got 
 out of order, and the men could no longer 
 control it. Nearer and nearer came the 
 box, swung on the unmanageable crane, and 
 the boys, too terrified to move, crouched 
 down. Suddenly Tatters sprang forward 
 
124 Child Life in Mission Lands. 
 
 and pushed Fritz away. He had seen the 
 danger which threatened the cripple and 
 had thrown himself into his place. The 
 box fell, but Fritz was safe from harm. 
 Poor Tatters lay quite senseless when the 
 men lifted the weight from his leg. 
 
 " Is he dead ?" asked the officer, looking 
 pityingly at the motionless form. 
 
 "I don't think so, sir. We must get 
 him to a hospital." 
 
 "Send him to the deaconesses," shouted 
 another. " Here 's the preacher now." 
 
 The same kindly man who had told the 
 homeless boy of the Father's love stood 
 beside him, and gently stroked his face. 
 
 "0, tell me he won't die, sir!" whispered 
 Fritz, clinging to his arm in great distress. 
 
 The preacher took the delicate hand in 
 his. "Do you love him so?" he asked. 
 
 " He has been so kind to me, sir; I can't 
 tell you. And just now he saved my life. 
 He gave his life for me, sir." 
 
 Through the preacher's mind flashed the 
 words, " I gave my life for thee; what hast 
 thou given for me ?" 
 
 Gently the men lifted the boy's body and 
 
Tatters and Fritz. 125 
 
 placed it in the ambulance. All that day 
 and during the night he lay unconscious in 
 the pleasant children's ward of the Dea- 
 coness Hospital at Eppendorf. The birds 
 sang their songs outside the broad window, 
 but he heard them not. The sweet-faced 
 women, accustomed to suffering and pre- 
 pared to soothe it, bent over him, but the 
 blue eyes never opened. 
 
 Just as the dawn crept through the 
 window, the deaconess who was sitting qui- 
 etly beside her charge heard a voice singing. 
 The words were familiar to her: 
 
 " I have a Father in the Promised Land. 
 My Father calls me, I must go, 
 To meet him in the Promised Land." 
 
 " Thou shalt not go yet, my boy," she 
 said, and Tatters looked up into her face. 
 
 "Where am I! Is Fritz dead? Is this 
 heaven, where the man said the Father 
 lived ?" 
 
 The eyes of the deaconess filled with tears, 
 and she bent down and kissed the lad, 
 whose brow had not been pressed by wo- 
 man's lips for many a long day. 
 
126 Child Life in Mission Lands. 
 
 " Fritz is not dead, my boy, and thou art 
 not in heaven yet, though I trust that, 
 when thy Father calls thee, thou wilt be 
 ready to go to see him in that beautiful 
 home." 
 
 It would take too long to tell you of the 
 days which Tatters spent under the charge 
 of the good deaconesses out at pleasant 
 Eppendorf, or of the songs which he learned, 
 and the beautiful stories which they told 
 him of the love of Jesus. He put them all 
 away in his mind, to tell to Fritz when he 
 should see him again. 
 
 One day, when the spring had come and 
 the daffodils and violets were blossoming in 
 the garden of the hospital. Tatters was 
 dressed in a whole new suit. He looked at 
 himself admiringly. 
 
 "Do you know, sister," he whispered, as 
 he put his arm around her neck, "that I 
 never had a suit of clothes before V" 
 
 She held him close. 
 
 " I think it must be the Father in heaven 
 who sent it to me," he continued, and then 
 he looked up to see Fritz smiling at him 
 and holding tightly to the preacher's hand. 
 
Tatters and Fritz. 127 
 
 When the two boys were left alone, they 
 sat very still for a long time. 
 
 Then Fritz said, with a break in his 
 voice, "I can't thank yon, Tatters; you 
 saved my life." 
 
 " 0, come now, Fritz," said Tatters, 
 laughing. " But look here, I 'm not going 
 to be Tatters any more; I know about the 
 Father in heaven, Fritz, and I '11 tell you 
 all about him some day. And if I have a 
 Father there, I must do something to make 
 him proud of me, so I 'm going to study 
 and when I get big I shall tell others about 
 how he loves us and how he sent his only 
 Son to save us. He must have loved us 
 very much, Fritz, to do that." 
 
 There was silence again, and a merry little 
 bird outside in the cherry blossoms sang 
 her melody all through. 
 
 "My name is John, now, Fritz." 
 
 "I shall forget that, Tatters — John, I 
 mean — but I '11 never forget what you 've 
 done for me." 
 
 " Nor about the Father, Fritz." 
 
 " No," said the little cripple, softly. 
 
128 Child Life in Mission Lands. 
 
 EUROPE. 
 
 Mission stations in Europe are located in 
 the following countries: Germany, Bui* 
 garia, Austria, Italy, France, Spain, Nor- 
 way, Sweden, Denmark, Finland, and 
 Switzerland. 
 
 Five American missionary societies have 
 work in Papal Europe. Most of the field 
 is occupied by fourteen British societies. 
 
 In Italy, Spain, France, and Austria, the 
 work of the Protestant missionary is against 
 the tyranny of the Papal Church. 
 
 The missionary Church, with its pure, 
 simple, free, primitive gospel, wins the 
 hearts of people who have long been bound 
 by the alliances and rituals of " State " or 
 " historic " Churches. 
 
 Missionaries from American Churches 
 have been the starters of nearly every re- 
 form on the Continent of Europe. These 
 reforms include temperance, free Bibles, 
 work among sailors, deaconess work, etc. 
 
 The need is represented in Christiania, 
 Norway. That city has 250,000 people. 
 The churches of the city accommodate 
 only 20,000 people. 
 
Tatters and Fritz. 129 
 
 Spain has sixty-five Catholic cathedrals 
 and 30,000 Catholic churches and the like. 
 It has a population of 18,000,000, and not 
 half of them can read and write. 
 
 Questions for the Lesson. 
 
 1. Locate on the map of Europe the 
 cities of Hamburg and Christiania. 
 
 2. Describe the general appearance of 
 Tatters. 
 
 3. "Why were Tatters and Fritz such great 
 friends ? 
 
 4. What was lacking in the lives of both 
 boys ? 
 
 5. What was the missionary's message to 
 Tatters at the mission house ? 
 
 6. From what church were the boys 
 turned out ? 
 
 7. What was there in the song that Tat- 
 ters liked ? 
 
 8. What did the missionary preacher do 
 besides preaching? 
 
 9. What do the deaconesses do for the 
 people ? 
 
 10. Do the children of Papal Europe 
 need the gospel "f Christ ? 
 
 9 
 
130 Child Life in Mission Lands. 
 
 Search Questions and Themes. 
 
 1. Missionaries in Europe — Robert McAll, 
 William Nast, William Bent, Albert Clark, 
 Miss Ellen Stone, etc. Nos. 58, 59, 60, 
 61, 62. 
 
 2. Miss Stone's capture and release in 
 Bulgaria. 
 
 3. A Spanish cathedral. 
 
 4. The Pope and the Vatican. No. 44, 
 and any Encyclopedia. 
 
 5. Christianity in Home. (See Reports 
 of your Missionary Society.) 
 
 6. Persecutions of Christians in Europe. 
 
 7. The Catholic Church in France. 
 
 Suggestions for Class Use and the Missionary 
 Meeting. 
 
 1. The importance of this field easily 
 justifies its place in our program of study. 
 The best class-work can be done by taking 
 up the work of the separate denominations. 
 For Methodists, the field is specially inter- 
 esting. Read your denominational " Re- 
 port." 
 
 2. Let five or six members write short 
 essays on the following subjects: Child 
 Life, Home Life, Form of Government, 
 
Tatters and Fritz. 131 
 
 Schools. Apply these subjects to the dif- 
 ferent countries. 
 
 3. The lesson offers the best kind of map 
 work: Make the outline maps large. Mark 
 the capitals with a star ; the mission stations 
 with pure white paper flags. If possible, 
 have small flags of each nation, and "raise 
 the flag on each capital." Put a large cross 
 at Rome. 
 
 4. Take advantage of this lesson to pre- 
 sent the evils of Roman Catholicism in 
 Europe. 
 
 5. .Secure, if possible, some one who has 
 traveled in Europe to conduct a question 
 box, or tell the class of his European jour- 
 neys, especially that which concerns the 
 life of the boys and girls. 
 
 G. By all means have a " Xew's Reporter " 
 for this lesson. Let him report the con- 
 dition of your denominational work at the 
 important stations. 
 
 7. The Methodists will interest their 
 classes in the fine mission building in 
 Rome. 
 
PAI CHAI HAKDANG. 
 
 " Hall for Rearing Useful Men." 
 
 The children one sees playing on the 
 streets of Korean cities are nearly all sur- 
 vivors of the fittest, as the vast majority 
 die in infancy, because of the ignorance of 
 the mothers and grandmothers. 
 
 About the year 1880, before Korea was 
 open to foreigners, in the city of Seoul, 
 there came a little baby boy to the house of 
 a Korean nobleman. There were already 
 eight children born to them; but one by 
 one they had been carried outside of the 
 city, in the early dawn, to be buried in a 
 shallow hole in the ground. The mother 
 might not even see its little face after the 
 child had died ! Lest the spirits be angry, 
 the father hurriedly bound it up in some 
 straw, and alone, or perhaps with a servant, 
 made the lonely trip to the vast city of the 
 dead. 
 
 Now, lest the evil spirit which had ruled 
 132 
 
Pai Chai Hakdang. 185 
 
 the household so long, should think that 
 the parents loved this little fellow and 
 wanted to keep him, the mother and grand- 
 mother together decided to name him 
 Toajie, "Pig." Evil spirits can be cheated, 
 and in the minds of the Song family it was 
 a success, for the boy survived the hundred 
 days in which he was kept lying flat on his 
 back on a stone floor, under which a gentle 
 fire was kindled from time to time. He 
 lived through the after months, which he 
 spent mostly strapped to the back of a 
 small boy, who played "hop-skotch," as 
 well as "tag," and kite flying, and a few 
 other things, which he did regardless of 
 the way the baby's head bobbed and rolled 
 around. 
 
 When summer came and Toajie was given 
 raw mellons, cucumbers, and such things 
 to eat, as the custom is in Korea, he de- 
 clined with his sweetest baby smile, and so 
 the evil spirit grew tired of waiting for 
 such a lad, and left the house forever. 
 
 In the summer he was dressed like other 
 boys, in a pair of low shoes and a jacket. 
 Even this clothing was thrown aside in July, 
 
136 Child Life in Mission Lands. 
 
 for the perfect freedom of making mud pies 
 and building dams. July is the month when 
 all Korea rejoices to see the heavens open 
 
 Summer Stkaw Hats. 
 and send down the lifegiving rain, which 
 floods the rice-fields, thus insuring the 
 food-crop for the year. 
 
 Toajie's father was a learned man in the 
 
Pai Chai Hakdang. 139 
 
 government service. When the lad was 
 eight, the father decided that the study of 
 the Ancient Chinese Classics was not enough 
 for his son, and that he would send him to 
 the new school where English was taught, 
 even though there was some risk of his 
 being taught the "Jesus doctrine." The 
 father liked the teacher of this school, hav- 
 ing met him several times, and he decided 
 that a man with such a genial manner and 
 with whom he could enjoy such a hearty 
 laugh could not be very dangerous. 
 
 It almost broke two hearts to part with 
 the boy; but they found comfort in making 
 the little jackets of fancy silk, and trousers 
 of white cotton quilted with many a stitch, 
 and tied at the ankles with colored ribbons. 
 His hair was parted in the middle and 
 braided in a single plait down his back, and 
 when he had donned his long coat of dark- 
 blue silk gauze, he looked for all the world 
 like a little girl! To me he did, before I 
 knew that all little Korean schoolboys wear 
 their hair that way, and dress as nearly like 
 him as they are able. 
 
 The years went by happily at the school 
 
140 Child Life in Mission Lands. 
 
 on the hill. True, he had to learn the Cate- 
 chism, Apostles' Creed, The Lord's Prayer, 
 and the whole of St. John's Gospel in 
 Korean; but then, when boys can sit with 
 their legs curled under them and weave 
 back and forth, all yelling their lessons at 
 once at the top of their voices, they can pat 
 in considerable study, and not know that it 
 is work. 
 
 Nearly all the boys had to work several 
 hours a day in the mission press and bindery 
 connected with the school, in order to pay 
 for their board and clothing; but as Toajie's 
 father paid for him, he had leisure for him- 
 self. In the school compound there was a 
 very broad well, and to play on the edge of 
 this was a delight. One day he leaned over 
 too far and went head over heels into the 
 well. Being promptly rescued, this did not 
 impress him as much as it did his father, 
 whose gratitude that his son was spared to 
 him was beyond expression, and he began 
 to think of some practical way of showing it. 
 
 Being high in the king's favor, the father 
 brought to his attention the very valuable 
 work Pai Chai College was doing. It was 
 
Pai Chai Hakdang. 141 
 
 made so clear to His Majesty, that Toajie's 
 father was made a special messenger to re- 
 quest that the government be allowed to 
 place pupils in the school at a price to be 
 agreed upon. This was carried out, and 
 thus it came about that Pai Chai College 
 was practically supported for seven years 
 by a heathen king, who paid to have his 
 boys taught what he knew to be Christian 
 teaching. 
 
 A little while before Toajie's birth, two 
 other little people came to Korea to live. 
 One was a girl baby who came to a home 
 already too full, and to parents whose hearts 
 had no love for her. She grew to be a per- 
 fect elf, apt at dodging blows, and most of 
 the time was to be found on the streets. 
 She had no caste to lose, and nobody would 
 have cared had she been stolen and sold 
 into slavery. 
 
 When she was about ten, her mother 
 heard that there was an American lady who 
 would take girls and clothe and feed them. 
 This was an opportunity to get rid of little 
 Koemie. Although they believed that she 
 
142 Child Life in Mission Lands. 
 
 might be killed and her eyes used to make 
 medicine for the foreign doctor, it was no 
 reason for not sending her. So Koemie 
 became the first pupil of Ewa Hak Tang. 
 
 To tame her required all the energies of 
 the teacher for several months; but that 
 training has lasted from that time until 
 this. It goes that way in the Orient. One 
 well taught teaches others; and as one by 
 one other girls came, Koemie felt the re- 
 sponsibility of their training, and laid aside 
 her elfish tricks to become the right hand 
 of the teacher she loved so well. 
 
 The third was the son of a fisherman, 
 and smelled of the sea. With sunburned, 
 freckled face, and all his worldly goods in 
 a small bundle upon his back, he applied to 
 Pai Chai for admission. He had come fifty 
 miles in an open boat from the island of 
 Quelpart, and was eager for learning, hav- 
 ing already a considerable knowledge of 
 Chinese. 
 
 He had no money but would work. Be- 
 ing given some portion of the Scriptures to 
 translate, he took it to his apartment, read 
 it, and, with grief and fear, returned it, 
 
Pai Chai Hakdang. 145 
 
 saying he did not dare to have such a book 
 in his possession. But the seed had entered 
 good ground, and the words he had read 
 would not leave him, but so worked upon 
 him that he was soon glad to copy the book, 
 and became a zealous Christian. 
 
 "When he had finished his school course 
 he married our little Koemie, this being 
 the first wedding of a Christian boy and 
 girl from the schools, and it was a great 
 event. 
 
 Before Mr. and Mrs. Kang made a home 
 for themselves, they made a visit to Quel- 
 part, to tell the people there of Jesus. They 
 were the first Protestant Christians to take 
 the message to that island. 
 
 Upon their return he became a teacher in 
 Pai Chai, and they made a little home for 
 themselves, and God gave them two chil- 
 dren. Thus is being founded a new Korea, 
 which owns Christ for its King. 
 
 KOREA. 
 " THE LAND OF THE MORNING CALM. 5 ' 
 
 It resembles our own Florida. 
 Has an area of 84,000 square miles. Com- 
 pare with Japan. 
 10 
 
146 Child Life in Mission Lands. 
 
 It is inhabited by about 12,000,000 peo- 
 ple. How many to the square mile ? 
 
 One hundred and forty-one missionaries 
 are now working in Korea. 
 
 Its climate is one of the best in the world. 
 In the summer it is hot and rainy, but al- 
 ways plenty of sea-breeze. The winters are 
 dry and healthful. 
 
 The common dress color is white, and 
 little or no wool is worn. 
 
 The boys part their hair in the middle, 
 and wear it in a long braid. 
 
 The children are very fond of games. 
 They go to picnics, use the bow and arrow, 
 and play with brass gongs and tambourines. 
 They also dance, gamble, and barter away 
 their wives. 
 
 The people, before they become Chris- 
 tians, worship their ancestors by placing 
 food, drink, and tobacco in the room where 
 the dead once lived. They also worship 
 spirits or demons that are supposed to live 
 in nests of straw, etc., built for them in the 
 houses and trees. 
 
 The United Presbyterian Church of Scot- 
 land sent the first missionaries to Korea. 
 
Pai Chai Hakdang. 147 
 
 This was in 1873. Dr. H. N. Allen, of the 
 Presbyterian Church, was the first mission- 
 ary to reside there. He arrived in 1884. 
 
 One of the emperor's sons is at present in 
 this country, to be educated ia one of our 
 leading Christian schools. 
 
 Medical missions have done much for 
 Korea. Learn about the work of Dr. Allen. 
 
 Questions for the Lesson. 
 
 1. What is the fate of most Korean 
 children ? 
 
 2. "Why do the parents do this ? 
 
 3. How are Korean boys dressed ? 
 
 4. What is the "Jesus doctrine?" 
 
 5. Describe Toajie's life at school. 
 
 6. Why did the king support the college ? 
 
 7. How did Koemie get started to school? 
 
 8. What led to Koemie's marriage to 
 Mr. Kang ? 
 
 9. How were their lives changed ? 
 
 10. What is the missionary's most im- 
 portant work in Korea ? 
 
 Search Questions and Themes. 
 
 1. Korea's farm products. 
 
 2. The Korea-American "war." 
 
 3. The island of Quelport. 
 
148 Child Life in Mission Lands. 
 
 4. Dr. Allen and his work for missions. 
 
 5. The Roman Catholic Church in Korea. 
 G. What the gospel can do for Korea's 
 
 children. No. 50. 
 
 7. Why Korea is called the Hermit Na- 
 tion. 
 
 Suggestions for Class Use and the Missionary 
 Meeting. 
 
 1. Make your outline map show the po- 
 sition of Korea with reference to Japan, 
 China, and the Philippine Islands. 
 
 2. Have one member of the class write 
 a letter to a missionary in Seoul. Let an- 
 other assume the part of the missionary, 
 and reply. 
 
 3. Divide the class into two divisions. 
 Let one question the other on missionary 
 work in Korea; the leader acting as 
 -judge." 
 
 4. Compare, by statistics on blackboard, 
 Korea and Minnesota. 
 
 5. Let some member tell the difference 
 between Korean and Chinese children. 
 
YO IIACHI. 
 
 As we were returning to America in 1891, 
 a number of us were one day standing on 
 
 the main deck 
 of the vessel, 
 looking d o w n 
 throug h the 
 open hatchway 
 into the steerage 
 quarters. For 
 the sake of light 
 and air there is 
 sure to be a 
 crowd there at 
 any hour. Some 
 were reading, 
 some lounging, 
 and more gamb- 
 ling. Gambling 
 is the chief 
 
 The East and the West. 
 
 pleasure of Chinese passengers. There were, 
 
 besides the Chinese, a number of Japanese 
 
 in the steerage. There stood near me an 
 
 149 
 
150 Child Life in Mission Lands. 
 
 English missionary from India, who, with 
 his American wife, was going home on fur- 
 lough. He thought the Japanese most in- 
 teresting, and never tired watching them. 
 Presently he turned and smilingly said: 
 "These people are very quaint and have 
 such queer little faces. They look as 
 
 
 
 
 
 ] 
 
 
 J^Ji 
 
 
 
 
 iinjifl 
 
 ■£ .4 
 
 y |f* 
 
 [j/^^j^^ 
 
 
 A " Paradise of Babies." 
 
 though their eyes had been forgotten, and a 
 slit cut and their eyes slipped in afterward." 
 Japan has been very aptly called the 
 "Paradise of Babies," and it certainly is 
 true that much is done for their pleasure. 
 Childhood is the same the world over. The 
 Japanese child is easily led, easily taught; 
 but his heart is selfish, and he is bound to 
 have his own way if he can get it, just the 
 
Yo Haciii. 151 
 
 same as any American child. In Japan the 
 child often rules the whole house. Many 
 years ago our missionary was out in the 
 country on one of his preaching tours, and 
 at one place stopped with the head man of 
 the village, who was quite well off. There 
 was in the family an only child — a fine, 
 bright little fellow of about three years of 
 age. Everything and everybody had to 
 give way to this youngster. During one of 
 his visits, the missionary was awakened in 
 the middle of the night by the noise of the 
 doors being opened and shut, the hurried 
 running of feet, and saw the flitting to and 
 fro of lanterns outside. Finally everything 
 was quiet and he went to sleep. In the 
 morning he learned the cause of the excite- 
 ment: The roguish little boy had awak- 
 ened and demanded to be taken out in a 
 boat for a sail upon the pond near the 
 house. The foolish parents, instead of giv- 
 ing him a good dose of " spankweed tea," 
 had the nurse and other servants called to 
 take him for his ride. The child was not 
 so much to be blamed as his parents. The 
 boy did not care; he wanted the fun and he 
 
152 Child Life in Mission Lands. 
 
 got it. The parents think that there is not 
 much of good in boys. This is their 
 greatest wrong. Nowhere can there be 
 found brighter, more ambitious children 
 than in Japan. Their little black eyes will 
 fairly snap when competing with each other 
 in school work. 
 
 When the missionaries first went to 
 Japan they could not find any girls to teach, 
 as the people believed in teaching only the 
 boys. One lady, seeing she could not get 
 girls, said she would teach boys, and so 
 opened a school in 1870, and taught only 
 boys for about two years. In the meantime 
 she found, here and there, parents who 
 were willing to have their little girls edu- 
 cated. 
 
 One day, to the .amazement of the boys, 
 the lady said, " Now, boys, after next week 
 you can not come to this school, as I am 
 going to teach only little girls; but my 
 husband will open a school for boys.'" 
 Once the lady saw one very bright little 
 fellow intently writing on his slate, and 
 then come holding it out for her to read. 
 There in good, plain English were these 
 
S 1 
 
Yo Hachi. 155 
 
 words, "1 am a woman." Sure enough, 
 " a woman " she was and had been all these 
 two years, and a woman she intended to 
 remain, even though she had worn boy's 
 clothes and had followed the boy style of 
 cutting the hair. Her education meant 
 more than the cut of the hair or the fashion 
 of the gown. When the new school for 
 girls was opened, she was there, dressed as 
 all the other demure little maids. To teach 
 these boys and girls is the great work of 
 the missionary in Japan. The results are 
 ofttimes big enough to put away any doubts 
 concerning the value of such work. Among 
 these quaint little fellows was " Yo Hachi," 
 now a resident of one of our great Amer- 
 ican cities. 
 
 He was born near the old castle-town of 
 Shirakawa (White Eiver), about one hun- 
 dred and twenty miles north of Tokio. 
 Missionaries began work in the town about 
 1884. In the crowd that stood or sat about 
 the missionary, was this young boy named 
 " Yo Hachi." He was a rosy-cheeked, hand- 
 some lad, with the most bewitching big, 
 brown eyes. It did one good to look into 
 
156 Child Life in Mission Lands. 
 
 his honest face, it was so full of life and 
 honest endeavor. In 1887 there was an 
 eclipse of the sun, and as the town of 
 Shirakawa was one of the places where the 
 eclipse would be total for several minutes, 
 it was selected by the astronomers from 
 America as the one from which to make 
 observations. Foreigners from many coun- 
 tries and nations by the hundreds nocked 
 there to see the mysterious darkening of the 
 sun. It was a great day for the old castle- 
 town; but it was a greater day for Yo 
 Hachi, as it opened for him the door of 
 hope into a broader, better life. His bright 
 face and courteous manner attracted the 
 attention of one of the missionaries, who 
 saw there was pluck and worth in the lad, 
 and that all he needed was a chance in the 
 world. Finding Yo Hachi was a member 
 of the Church, he came to see if some ar- 
 rangement could not be made to have him 
 enter the mission school in Tokio. This 
 friend said he would give a certain sum 
 each month toward his support, and we 
 said we would do something also, and in 
 this way the boy's education was assured. 
 
YoHachi. 159 
 
 He was a most enthusiastic student, and 
 worked hard every day. He was not spoiled, 
 but was made to depend upon his own ex- 
 ertions. Bravely did he do his part. 
 
 One summer he secured permission to 
 collect funds for some charitable institution, 
 and he was to receive a certain amount of 
 the money as his pay. He went out to 
 Karni-Tawa, the great summer resort for 
 foreigners, and did well in his attempts. 
 While there he was in the home of one of 
 our faithful missionaries, and she has told 
 of his brave struggles to earn his own 
 money. His courage was magnificent, and 
 amid all his trials he remained steadfast in 
 his Christian life, and graduated from 
 Aoyama College in 1893, and took one year 
 of post-graduate work. He was then ready 
 for active, useful manhood. His business 
 life has been most with steamship com- 
 panies. For a year or two he was assistant 
 purser on one of the regular liners running 
 between Hong-Kong and San Francisco. 
 His health would not allow him to live at 
 sea, so the company transferred him to their 
 general office, where he is now engaged. 
 
160 Child Life in Mission Lands. 
 
 He appreciates the kindness of those who 
 helped him while being educated, and never 
 forgets his old teachers. Twice during the 
 year he has sent boxes of raisins and oranges, 
 to be divided among us all. 
 
 Since leaving college he has founded and 
 is supporting a scholarship in the college, 
 and has named it the "McCarter Scholar- 
 ship," in memory of the old missionary who 
 first made it possible for him to be educated. 
 By this means some young man may be able 
 to attend school every year. 
 
 At Christmas time he sent us a fine letter, 
 in which he said: "When I think of my 
 home I naturally think of Aoyama. I al- 
 ways think of you who have been so kind, 
 to me, and these thoughts always encourage 
 me when in sorrow, and bind me close to 
 Him. I can not feel to grateful for what 
 you have done for me. Some twelve years 
 ago, when you were leaving for America, I 
 was one of those who went to Shinbaski 
 Station to see you off. Just when the train 
 was about to move, Mrs. S. turned to me 
 and said, ' Be always a good boy, and be a 
 Christian.' Indeed, I can not forget the 
 
Yo Hachi. 161 
 
 words, and I can not but be a Christian so 
 long as I remember the words." 
 
 Young people, such are the boys of 
 Japan; and will you not do your part in 
 helping them to the right start in life ? 
 
 Questions for the Lesson. 
 
 1. What is noticeable in the appearance 
 of the Japanese ? 
 
 2. Why is Japan called the " Paradise of 
 Babies? 7 ' 
 
 3. In what are the boys more favored 
 than the girls ? 
 
 4. What is the great work of the mis- 
 sionary in Japan ? 
 
 5. How did the missionaries find " Yo 
 Hachi ?" 
 
 6. Why is it important that the Japanese 
 students be lead to know Jesus ? 
 
 7. How did "Yo Hachi" show his 
 ability ? 
 
 8. How did he express his gratefulness ? 
 
 9. How can we help the boys and girls of 
 Japan ? 
 
 10. How are Japanese children different 
 from Chinese ? 
 
 11 
 
162 Child Life in Mission Lands. 
 
 JAPAN (And Outlying Islands) 
 
 " THE KINGDOM OF THE RISING SUN." 
 
 Has an area of 161 ,198 square miles. 
 
 Had 46,543,249 inhabitants in 1898. 
 
 There are 288 people to every square mile 
 of laud. 
 
 Buddhism is the greatest rival of the 
 Christian religion. 
 
 Forty-seven different missionary societies 
 work in Japan. There is one foreign mis- 
 sionary to every 60,172 people. 
 
 One hundred and forty-eight Christian 
 day-schools contain 8,794 pupils. How 
 many in your own State ? 
 
 The Empire of Japan includes five large 
 islands and about 2,000 smaller ones. 
 
 More rice can be raised per acre in Japan 
 than elsewhere in the world. 
 
 The Japanese are strong physically; intel- 
 lectual, polite, and very patriotic. 
 
 The first Protestant missionary began 
 work in 1859. The first church was started 
 in Yokohama in 1872, and consisted of 
 eleven young men. 
 
 The treaty of Commodore Perry in 1854 
 opened the doors of Japan to commerce, 
 civilization, and the truth of the Gospel. 
 
Yo Hachi. 163 
 
 Japan contains 16 boys' boarding-schools, 
 with 2,270 pupils ; 45 girls' boarding-schools, 
 with 3,361 pupils; 949 Sunday-schools, with 
 36,310; 16 theological schools, with 120 
 students; and eight dispensaries. 
 
 Search Questions and Themes. 
 
 1. The Japanese Home. 
 
 2. The Family Circle. 
 
 3. Japan's seaport towns. 
 
 4. Tokio, the capital. 
 
 5. The mountain scenery of Japan. 
 
 6. The Japanese student. 
 
 7. Games for boys and girls. 51, 54, 55, 
 56, 57. 
 
 8. The China and Japan war. 
 
 9. Why are Japanese called the Americans 
 of the East ? 
 
 10. Why is the ministering of the gospel 
 in Japan very urgent ? 
 
 Suggestions for Class Use and the Missionary 
 Meeting. 
 
 1. In drawing the outline map of Japan 
 disregard the smaller islands. The main 
 outline of the form of the five larger islands 
 is what is needed. 
 
 2. Mark mission stations and names of 
 missionaries as before. 
 
164 Child Life in Mission Lands. 
 
 3. Draw on the blackboard a large square. 
 Divide this with 400 smaller squares (20 x 20). 
 Each square represents 1,000,000 people, 
 the whole the population of China. Color 
 in red 40 squares in one corner. These 
 represent Japan's population. Then put 
 in United States in another color, and so 
 on until all are taken. 
 
 4. Let some member go "sight-seeing" 
 in Tokio and report what is seen. 
 
 5. Let another leave America as a mis- 
 sionary under appointment to Nagasaki. 
 Describe outfit, preparation, sailing on sea, 
 and arrival. 
 
 6. Have an "information box." Let the 
 members write one sentence concerning 
 Japan. Collect the slips, and then read 
 aloud. 
 
MAP DRAWING AND BLACKBOARD 
 WORK. 
 
 In either class or missionary meeting, 
 missionary lessons can be taught and im- 
 pressed no more effectively than by a large 
 use of maps and the blackboard. Boys and 
 girls become more or less familiar with the 
 maps of the various countries in the public 
 schools. Their interest is not a missionary 
 interest. To give them a missionary inter- 
 est in each country is our aim. 
 
 1. Materials. Plain manilla paper cut 
 to a convenient size, colored soft pencils, 
 colored crayon, ink and pens, a measuring 
 rule, some twine, any up-to-date common 
 school geography. With these materials 
 you can make splendid maps. 
 
 2. Drawing the Maps. Usually should 
 be done at home by the pupils. Occasion- 
 ally, it should be done before the class in 
 an offhand way. Plain outline work is 
 always the best. Do not put on the maps 
 
 165 
 
166 Child Life in Mission Lands. 
 
 numerous details which will detract from 
 the points to be emphasized. By marking 
 off squares the outline of any country or 
 district can easily be traced. Then, by 
 gummed stars or labels, or by colored pencil- 
 marks, the principal cities and mission cen- 
 ters should be indicated. Other points of 
 interest can be indicated in some way. 
 
 3. Use in Class or Meeting. Hang 
 the outline map in a conspicuous place be- 
 fore the class. There are no names on it. 
 First, each place must be named. Let the 
 children write in the names before the class. 
 
 Let them place the gummed stars on the 
 mission stations. They do not know the 
 names of the great missionary centers. This 
 is your opportunity. Then, by letting them 
 print in the names before the class, associate 
 with the places the names of the mission- 
 aries. Multiply this work according to the 
 class and ability of the members. 
 
 Trace journeys in the same manner, ask- 
 ing for a description of cities and towns as 
 you pass through them. 
 
 Additional Maps. By all means, have 
 on hand a Missionary Map of the World, 
 
Map and Blackboard Work 167 
 
 such as can be obtained from any Missionary 
 Board. Also maps of your own denomina- 
 tional work. 
 
 5. Have the blackboard ready for use at 
 J'l times. The statistics given in the text- 
 book, especially those concerning the area 
 and population of each country, lend them- 
 selves to all sorts of combinations and com- 
 parisons to teach missionary lessons. By 
 adding, subtracting, multiplying, and di- 
 viding, compare the different countries. 
 How many people to each square mile? 
 How many people to each missionary? How 
 many square miles (on the average) does 
 each missionary travel? etc. Finally, draw 
 your lesson of the great need. The child 
 mind will be impressed. 
 
THE MONTHLY MISSIONARY 
 MEETING. 
 
 Many Junior Societies will find it im- 
 practicable to conduct a Mission Study 
 cluss apart from the regular meetings of 
 the Chapter. Let it be understood that the 
 best work can be done by a class meeting 
 on a week-day night for nine or ten weeks 
 until the book is completed. When this is 
 not possible, then use the text-book as a 
 basis of the monthly missionary meeting. 
 The following program for such a meeting 
 may be suggestive : 
 
 1. Singing. Use bright songs and great 
 missionary hymns. There are other great 
 hymns besides " The Morning Light is 
 Breaking " and " From Greenland's Icy 
 Mountains." 
 
 2. Prayer. By the members of the class. 
 Write on the blackboard the objects for 
 which special definite prayer is needed. 
 
 168 
 
Missionary Meeting. 169 
 
 3. Scripture Lesson. Read in concert, 
 alternating, or given from memory. 
 
 4. The reading of the Narrative. Have 
 different members of the class read aloud 
 the story. Stop the person reading at any 
 time and call on another. Use vaiious 
 methods to hold strict attention. 
 
 5. The Questions on the Lesson. 
 
 6. The Search Questions and Themes. 
 Assign these, so as to give ample time for 
 preparation. 
 
 ?. Map Work. 
 
 8. Special Blackboard Work. 
 
 9. Additional Exercises, as provided for 
 in " Suggestions for Class Use and the Mis- 
 sionary Meeting." 
 
 10. Special Prayer and Closing Exercises. 
 
BOOKS FOR REFERENCE AND SUP- 
 PLEMENTARY READING. 
 
 The following is a list of carefully- 
 selected books on subjects concerning the 
 missions of the various countries treated 
 in this text-book. The list does -not pre- 
 tend to be exhaustive, but only suggestive. 
 It is also intended to be a practical list. 
 Most of the books are available in the 
 public school, the Sunday - school, the 
 Young People's Society, or the pastor's 
 library of every town and Church. The 
 books are numbered in order, and are re- 
 ferred to occasionally by number. For in- 
 stance, No. 11 refers to book number eleven 
 in the list. Any of the books may be ob- 
 tained from your denominational publish- 
 ing-house for the prices mentioned. The 
 Conquest Missionary Library, the Mission- 
 ary Campaign Libraries, and the Forward 
 Mission Study Reference Libraries are sold 
 170 
 
Books for Reference. 171 
 
 Li sets only. All prices are post-paid ex- 
 cept where indicated as net. To net prices 
 add 10 per cent to cover postage or express 
 charges. 
 
 CHINA. 
 
 1. The Chinaman as We See Him. By Ira 
 
 M. Condit. (M. C. L. No. II), . . . $150 
 
 2. Chinese Heroes. By Dr. Isaac T. Head- 
 
 land. (M. C. L. No. II), (F. M. S. R. 
 
 L. No. I). Net, 1 00 
 
 3. China's Only Hope. (C. M. L.), ... 75 
 
 4. Dawn on the Hills of T'ang. By Harlan 
 
 P. Beach. Cloth, net, 50 
 
 Paper, net, 35 
 
 5. Princely Men in the Heavenly King- 
 
 dom. By Harlan P. Beach. (F. M. 
 
 S. C.) Cloth, net, 50 
 
 Paper, net, 35 
 
 6. The Chinese Boy and Girl. By Isaac 
 
 T. Headland. Net, 1 00 
 
 7. Chinese Characteristics. By Dr. Ar- 
 
 thur H. Smith, 2 00 
 
 8. Village Life in China. By Dr. Arthur 
 
 H. Smith 2 00 
 
 9. China and the Chinese. By Dr. John 
 
 L. Nevius, 75 
 
 10. The Chinese Slave Girl. The Story of 
 a Woman's Life in China. By Rev. 
 J. A. Davis. (M. C. L. No. I), . . . 75 
 
172 Child Life in Mission Lands. 
 
 11. James Gilmour of Mongolia. By Rich- 
 
 ard Lovett, M. A. (M. 0. L. No. I), 
 
 (F. M. S. R. L. No. I), $1 75 
 
 12. Chinese Mother Goose Rhymes. By 
 
 Isaac T. Headland, 1 25 
 
 13. James Gilmour and His Boys. By Rich- 
 
 ard Lovett, M. A., 1 25 
 
 14. Hu Yong Mi: An Autobiography. (M. 
 
 C. L. No. I), 1 00 
 
 15. China and the Boxers. By M. E. 
 
 Beals. Cloth, net, 50 
 
 Paper, net, 30 
 
 16. The Siege of Peking. By W. A. D. 
 
 Martin, 1 00 
 
 17. The Life of John Kenneth McKenzie. 
 
 By Mrs. Mary F. Bryson. (M. C. L. 
 No. I), (F. M. S. R. L. No. I), . . . 1 50 
 ±8. Among the Mongols. By James Gil- 
 mour, 
 
 1 25 
 
 MEXICO AND SOUTH AMERICA. 
 
 19. A Mexican Ranch. By Mrs. Jane P. 
 
 Duggan. (M. C. L. No. I), 1 25 
 
 20. Ninito. By Annie M. Barnes, .... 90 
 
 21. Protestant Missions in South America. 
 
 By Harlan P. Beach and others. (M. 
 
 C. L. No. II). Cloth, net, 50 
 
 Paper, net, 35 
 
 22. Izilda: A Story of Brazil, By Annie 
 
 M. Barnes 1 00 
 
Books for Reference. 178 
 
 23. Latin America. By Hubert W. Brown, 
 
 M. A. (M. C. L. No. I). Net, .... $1 20 
 
 24. Sketches of Mexico. By John But- 
 
 ler, D. D., 1 00 
 
 AFRICA. 
 
 25. The Price of Africa. By S. Earl Tay- 
 
 lor. (F. M. S. C.) Paper, 35 
 
 Cloth, 50 
 
 26. A Lone Woman in Africa. By Agnes 
 
 McAllister. (M.C.L. No. II), . ... 100 
 
 27. In Afric's Forest and Jungles. ByR.H. 
 
 Stone. (C. M.L.), 1 00 
 
 28. Sketches from the Dark Continent. By 
 
 Hotchkiss, 1 00 
 
 29. Mackay of Uganda. By his Sister. (M. 
 
 C. L. No. I), 1 50 
 
 30. The Personal Life of David Living- 
 
 stone. By W. Garden Blaikie, D. D. 
 
 (M. C. L. No. I) 1 50 
 
 31. David Livingstone. By Arthur Monte- 
 
 fiore, 75 
 
 32. Pilkington of Uganda. By Chas. F. 
 
 Harford-Battersby. (M. C. L. No. II), 1 50 
 
 33. Samuel Crowther: The Slave Boy who 
 
 became Bishop of the Niger. By 
 Jesse Page, 75 
 
 34. " A Life for Africa." The Biography 
 
 of Rev. A. C. Good. By Parsons, . . 1 25 
 
174 Child Life in Mission Lands. 
 
 INDIA. 
 
 35. Wrongs of Indian Womanhood. By 
 
 Mrs. M. B. Fuller. (C. M. L.), . . . $1 25 
 
 36. Mary Reed, the Missionary to the Lep- 
 
 ers of India. By John Jackson. (0. 
 
 M. L.), 75 
 
 37. Lux Christi. By Caroline A. Mason. 
 
 Cloth, net, 50 
 
 • Paper, net, 35 
 
 38. The Bishop's Conversion. By Ellen B. 
 
 Maxwell. (M, C. L. No. II), .... 1 50 
 
 39. The Cobra's Den. By Jacob Chamber- 
 
 lain. (M. C. L. No. II), 1 00 
 
 40. Among India's Students. By Robert 
 
 Wilder, 30 
 
 41. Adventures in Tibet. By William Ca- 
 
 rey. (M. C. L. No. I), net, 1 50 
 
 42. Light in the East. By Bishop Thoburn 
 
 and Bishop Warne. (M. C L. No. I), 
 
 Cloth, 50 
 
 Paper, 25 
 
 43. Across India at the Dawn of the Twen- 
 
 tieth Century. By Lucy E. Guiness, 1 50 
 
 EUROPE. 
 
 44. Romanism in its Home. By John H. 
 
 Eager, 1 00 
 
 45. Spain and Her People. By Jeremiah 
 
 Zimmerman, net, 2 00 
 
Books for Reference. 175 
 
 46. Italy and the Italians. By George 
 
 Boardman Taylor, $2 00 
 
 47. The Cripple of Nuremberg. By Felicia 
 
 B. Clark, 1 25 
 
 KOEEA. 
 
 48. Every-Day Life in Korea. ByD. L. Gif- 
 
 ford (M. C. L. No. II), 1 25 
 
 49. Korean Sketches. By James Gale (C. 
 
 M. L.), 1 00 
 
 50. Tatong, the Little Slave. A Korean 
 
 story for Girls. By A. M. Barnes, . 1 25 
 
 JAPAN. 
 
 51. Japanese Girls and Women. By Miss 
 
 A. M. Bacon, 75 
 
 52. Verbeck of Japan. By W. E. Griffis 
 
 (M. C.L. No. II), 1 50 
 
 53. The Gist of Japan. By R. B. Perry 
 
 (CM. L.), 1 25 
 
 54. Honda, the Samurai. By W. I. Griffis, 1 50 
 
 55. Fairy Tales from Far Japan. By Susan 
 
 Ballard, 75 
 
 56. Wee Ones of Japan. By Mae St. John 
 
 Barnhall, 1 00 
 
 57. Japanese Jingles. By M. St. J. Barn- 
 
 hall, 1 50 
 
 GENERAL DESCRIPTION BOOKS. 
 
 58. Geography and Atlas of Protestant 
 
 Missions. By Harlan P. Beach. 2 
 vols. Net, 4 00 
 
176 Child Life in Mission Lands. 
 
 59. Foreign Missions of the Protestant 
 
 Churches. By S. L. Baldwin, ... $1 00 
 
 60. Into All the World. By Amos R. 
 
 Wells. (F. M. S. C.) Cloth, net, . 50 
 Paper, net, . 35 
 
 61. Two Thousand Years of Missions Be- 
 
 fore Carey. By Lemuel C. Barnes. 
 
 (M. C. L. No. I.) Net, 1 50 
 
 62. Nineteen Centuries of Missions. By 
 
 Mrs. Wm. W. Scudder, 50 
 
 63. Opportunities in the Path of the Great 
 
 Physician. By Valeria Penrose. (M. 
 
 C. L. No. II.) Net, 1 00 
 
 64. World-Wide Evangelization. The re- 
 
 port of the Student Volunteer Con- 
 vention Held in Toronto in 1902. 
 Net, 1 50 
 
 65. The Open Door. Report of the First 
 
 General Missionary Convention of the 
 Methodist Episcopal Church, held 
 in Cleveland, 1902. Net, 50 
 
 66. The Evangelization of the World in 
 
 this Generation. By John R. Mott. 
 
 Cloth, net, 1 00 
 
 Paper, 35 
 
 67. A Junior's Experience in Mission 
 
 Lands. By Mrs. B. B. Comegys, Jr., 1 00 
 
Books for Reference. 177 
 
 GENERAL BIOGRAPHICAL BOOKS. 
 
 68. Picket Line of Missions. By W. F. 
 
 McDowell, D. D.,and others. (M. C. 
 
 L. No. II.) Cloth, $0 90 
 
 Paper, 35 
 
 69. Eminent Missionary Women. By Mrs. 
 
 J. T. Gracey. (M. C. L. No. II), . . 85 
 
 70. William Butler, Founder of Two Mis- 
 
 sions. By His Daughter, Clementina 
 Butler. (M. C. L. No. II), 100 
 
 71. Great Missionaries of the Church. By 
 
 C. C. Creegan, 1 50 
 
 72. Modern Heroes of the Mission Field. 
 
 By AVilliam P. Walsh, 1 00 
 
 73. Isabella Thoburn. By Her Brother, 
 
 Bishop Thoburn, 1 25 
 
 74. The New Acts of the Apostles ; or, 
 
 The Marvels of Modern Missions. 
 
 By Arthur T. Pierson, D. D., . . . . 1 50 
 
 (The explanation of abbreviations used above 
 is as follows: F. M. S. C, Forward Mission 
 Study Courses; C. M. L., Conquest Missionary 
 Library; M. C. L., Missionary Campaign Li- 
 brary; F. M. S. R. L., Forward Mission Study 
 Reference Library.) 
 
MISSIONARY BOARDS OF AMERICA.- 
 
 For the benefit of Junior workers of vari- 
 ous denominations we publish herewith a 
 list of the names and addresses of the most 
 important Mission Boards of America. The 
 leader of each Junior Mission Study class 
 should correspond at once with his own 
 denominational Missionary Board. The 
 Boards are always willing to send sample 
 Leaflets, reports, periodicals, catalogues oi 
 pamphlets, books, maps, and charts. These 
 are absolutely essential to the real success of 
 any Mission Study class. The Woman's 
 Boards especially have excellent helps and 
 accessories to study class work among chil- 
 dren. These helps include songs, recita- 
 tions, giving devices, missionary exercises, 
 and papers. Send stamps for samples, and 
 be willing to pay for bright up-to-date mis- 
 sionary literature. 
 
 American Baptist Missionary Union, Tremont 
 Temple, Boston, Mass. 
 
 American Board of Commissioners for For- 
 eign Missions, Congregational House, 14 Beacon 
 Street, Boston, Mass. 
 
 178 
 
Missionary Boards. 179 
 
 Board of Foreign Missions of the General 
 Synod of the Evangelical Lutheran Church in 
 the United States, 1005 W. Lanvale Street, Bal- 
 timore, Md. 
 
 Board of Missions of the Methodist Episcopal 
 Church, South, Nashville, Tenn. 
 
 Board of Foreign Missions of the General 
 Synod of the Reformed Presbyterian Church of 
 North America, 2102 Spring Garden Street, Phil- 
 adelphia, Pa. 
 
 Board of Foreign Missions of the Presbyterian 
 Church, 156 Fifth Avenue, New York. 
 
 Board of Foreign Missions of the United 
 Presbyterian Church, 1425 Christian Street, 
 Philadelphia, Pa. 
 
 Board of Foreign Missions of the Reformed 
 Church, 25 E. 22d Street, New York City. 
 
 Foreign Mission Board of the Southern Baptist 
 Convention, 1103 Main Street, Richmond, Va. 
 
 Foreign Mission Board of the National Baptist 
 Convention, 547 Third Street, Louisville, Ky. 
 
 Cumberland Presbyterian Board of Missions, 
 Holland Building, St. Louis, Mo. 
 
 Domestic and Foreign Missionary Society of 
 the Protestant Episcopal Church in the United 
 States of America, Fourth Avenue and 23d 
 Street, New York. 
 
 Foreign Christian Missionary Society, Cincin* 
 nati, Ohio. 
 
180 Child Life in Mission Lands. 
 
 Home, Frontier, and Foreign Missionary So- 
 ciety of the United Brethren in Christ, Dayton, 
 Ohio. 
 
 Missionary Department of the Methodist 
 Church, Canada, Wesley Buildings, Toronto. 
 
 Missionary Society of the Methodist Episcopal 
 Church, 150 Fifth Avenue, New York City. 
 
 Mission Board of the Christian Church, Day- 
 ton, Ohio. 
 
 Student Volunteer Movement, 3 W. 29th 
 Street, New York City. 
 

 Date Due 
 
 
 f 82 '45 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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