Missionary Methods 
 
 for 
 
 Sunday-school Workers 
 
 GEORGE H. TRULL 
 
 The "Times'' Handbooks 
 for Missionary . 
 Workers. Number X 
 
NOV 30 1910 *; 
 
 BV 2616 .T72 1908 
 Trull, George H. b. 1873 
 Missionary methods for 
 Sunday-school workers 
 

 * NOV 30 1910 
 
 /V, 
 
 MISSIONARY METHODS FOR 
 
 SUNDAY- SCHOOL 
 WORKERS 
 
 REVISED EDITION 
 
 By GEORGE H. TRULL 
 
 Sunday-school Secretary of the Board of Foreign Missions 
 of the Presbyterian Church in the U. S. A. 
 
 Editor of Missionary Studies for the Sunday-school " 
 First, Second and Third Series 
 
 Introduction by 
 CHARLES GALLAUDET TRUMBULL 
 
 THE SUNDAY SCHOOL TIMES COMPANY 
 Philadelphia 
 
Copyright. 1908, 
 By George H. Trull 
 
TO 
 
 My fellow-laborers in the Gospel of Christ 
 to whose care has been intrusted the train- 
 ing of the youth in the Sunday-schools of 
 our land-, this book is respectfully dedi- 
 cated with tlTe prayer that through their in- 
 strumentality the spirit of world-wide mis- 
 sions may vitalize the Church of to-morrow. 
 
INTRODUCTION 
 
 The day is coming when the Sunday-school that 
 has not sent some of its members to a home or for- 
 eign mission field, while at the same time numbering 
 still others in its membership as volunteers pledged 
 to go, will be ashamed and self-condemned. The 
 reason why Sunday-schools generally have not yet 
 reached this high but practicable standard is because 
 most Sunday-school workers do not know what the 
 Sunday-school is, and what is the real end of its 
 effort. 
 
 For example, the-Sunday-school is often spoken of 
 as the church of to-morrow, or the child of the church, 
 or the children's church, or as a branch or a depart- 
 ment of the church. None of these definitions tells 
 the whole truth. All of them are misleading. 
 
 Again, the purpose of the Sunday-school is com- 
 monly spoken of as Bible-study. And the great end 
 of the Sunday-school is usually said to be soul- winning. 
 Both of these statements are not only inadequate, but 
 positively harmful in the narrowing, stultifying limita- 
 tions that they impose. 
 
 The Sunday-school is not the church of to-morrow, 
 nor a branch of the church of to-day ; it is the church 
 engaged in the most important work that God com- 
 mits to men. As the Church Teaching, the . Sunday^ 
 
 V 
 
v'i Introduction 
 
 school is the church at work in carrjnng out the Great 
 Commission : making disciples, or learners, of all men. 
 
 Bible-study is, of course, only a means to the end 
 that the Sunday-school has in view. And that end is 
 not soul-winning ; the church would be a body of 
 babes, untrained and useless, if it were. Soul-win- 
 ning is vital ; the Sunday-school that won no souls 
 would be a failure ; but soul-winning is the first step, 
 not the last, in Sunday-school effort. Soul-winning 
 is the beginning of the actual results that every true 
 Sunday-school worker longs to see : God forbid that 
 it should be the end. Yet many a teacher really 
 seems to think that he has done about all he need do 
 for a given class if he has brought the members of 
 that class to an open confession of their Saviour ! 
 
 What, then, is the end of Sunday-school work? 
 Cliaracter-training for service in the extension of the 
 Kingdom. Not a selfish salvation, a saving merely of 
 our own self-centered souls ; but a salvation for one 
 great purpose only : power to win others to Christ, 
 and to train them up in Christ. This is the end, the 
 purpose, that should be held up before every pupil, 
 young and old, saved and unsaved, in every Sunday- 
 school in the world. You are powerless and unprofit- 
 able and lost without Christ ; you need Christ, not 
 merely that you may be saved, but that you may 
 make your life count for the eternal enrichment of all 
 lives that you touch. 
 
 Where, then, does the work of missions come 
 
Introduction vii 
 
 into the Sunday-school as this new vision reveals it? 
 Rather, where can the work of missions be left out in 
 such a Sunday-school ? The true understanding of 
 the church at work teaching makes it plain that the 
 itnplanting of the niissiojiary spirit so as to give it con- 
 trol of the life of every ptipil may fairly be said to be 
 the chief and sole purpose of the Snnday-scJiool. There- 
 fore if a Sunday-school fails here, it fails not only 
 as a powerful ally of the great missionary boards, but 
 \t fails as a Sunday-scJiool. And if the Sunday-school 
 is the church engaged in the greatest and most im- 
 portant work that God permits us to do, and the end 
 of the Sunday-school is character-training for service 
 in the extension of. the Kingdom, then if the Sunday- 
 school fails in the proper teaching of missions, the 
 Church of Jesus Christ is failing at its greatest and 
 only commissioned work. 'That is a strong state- 
 ment, but can we escape its truth ? 
 
 But the church is not going to fail. The past few 
 years have marked an awakening to this its strategic 
 opportunity and Christ-commissioned obligation such 
 as may well give cheer and hope to those who are 
 blazing the way. Missions and the Sunday-school 
 may now fairly be said to be drawing together, and 
 doing so fast. More than one agency has been per- 
 sistently at work to this end, — notably the Young 
 People's Missionary Movement. And among the 
 individuals whose far-sighted, thorough-going work 
 has been both an awakener and a reyealer to Sunday- 
 
viii Introduction 
 
 school folks, Mr. George H. Trull stands out as a 
 conspicuous and undiscouraged contributor to the 
 solution of the problem. His efforts began with an 
 individual church ; soon they attracted such attention 
 that he was laid hold on to become the Sunday-school 
 secretary of a great missionary board ; and now he 
 places the entire church, in every denomination, un- 
 der obligation by the remarkable assembling of facts 
 that this volume presents. 
 
 Those who have thought that not much has yet 
 been done in the practical solution of the study of 
 missions in the Sunday-schools will be amazed at the 
 enlightenment that these pages offer. An abundance 
 of practical method is described, and the book treats of 
 its subject on every side. One can come to it in en- 
 tire ignorance of the theme, and lay it down with the 
 grateful consciousness that there is scarcely a ques- 
 tion unanswered. The why and the how of the Sun- 
 day-school's missionary activity are made plain and 
 workable. The classified bibliography alone will be a 
 boon to those who must constantly ask what books 
 there are for this or that part of the work. 
 
 Best of all, it is an evidence of the spirit and per- 
 manency of this work that its heart-life— the spiritual 
 and prayer-side — is not only not subordinated to ma- 
 chinery and method, but is everywhere foremost as 
 the immediate and only reason for what is done. 
 
 Charles Gallaudet Trumbull. 
 
PREFACE 
 
 The following pages have been prepared with an 
 earnest desire to offer practical suggestions to those 
 who are seeking in reference to missions in the 
 Sunday-school, answers to the questions, "Why? 
 What? How?" The growing interest in world- 
 wide evangelization and recognition that the Sun- 
 day-school has a very distinct relation to it is indica- 
 tive of a quickening spiritual life and promises 
 large achievements in the future. The Christian 
 who to-day can say he has no interest in missions, is 
 to be more often pitied than condemned. His nor- 
 mal spiritual development has been arrested. In the 
 next generation such individuals will be the rare ex- 
 ception, if Sunday-school workers of to-day are but 
 faithful to their present opportunities. 
 
 The author acknowledges his indebtedness to the 
 late George W. Pease for much of the material in 
 Chapter V^HI, and would refer those interested in 
 the points treated in that chapter to Mr. Pease's 
 book, "Outline of a Bible School Curriculum." He 
 also expresses his appreciation of the kindness of 
 Miss Bessie Brooks, of Beaver, Pa. ; the Rev. George 
 M. Fowles, of New York, and of "The Missionary 
 Intelligencer," of Cincinnati, for permission to re 
 produce some of the diagrams that appear in the 
 Appendix. George H. Trull. 
 
 New York City, May 5, 1908. 
 
CONTENTS 
 Preliminary Considerations 
 
 Chapter Page 
 
 I. Missions a Necessity in the Sunday-school . i 
 II. Facts and Aims 5 
 
 Planning the Work 
 
 III. A Missionary Policy for the Local Sunday- 
 
 school 9 
 
 IV. The Missionary Committee and its Work . . 13 
 V. Methods of Instruction 20 
 
 VI. Overcoming Difficulties 29 
 
 VII. Securing THE Superintendent's Co-operation. 35 
 
 Working the Plan 
 
 VIII. Education — Courses of Instruction 39 
 
 IX. Developing Missionary Intercessors 64 
 
 X. Developing Missionary Giving 72 
 
 XI. Securing Missionary Recruits 96 
 
 XII. How TO Secure and Operate the Missionary 
 
 Library 100 
 
 XIII. The Bulletin-Board and its Uses 117 
 
 XIV. Suggested Material for Charts, Diagrams, 
 
 Etc 124 
 
 3d 
 
xii Contents 
 
 Chapter Pack 
 
 XV. A Missionary Sunday Demonstrated 143 
 
 XVI. Missionary Plans in Actual Operation . . . .155 
 
 Appendices 
 
 A. Programs AND Orders of Service 187 
 
 H. A Missionary Equipment and its Cost 197 
 
 C. Bibliography 210 
 
 D. Chart and Diagram Material 239 
 
Missions a Necessity in the Sunday-school 
 
 "The Mission of the Church is Missions." 
 
 The Key to the Situation 
 
 In the hands of Sunday-school superintendents and 
 teachers hes the real solution of the missionary prob- 
 lem. They hold the key to the whole situation, and if 
 they improve their opportunity, within a generation 
 there will be a church whose intelligence about mis- 
 sions and zeal for them has never been equaled in the 
 world's history. 
 
 There are very cogent reasons why every Sunday- 
 school should include missions in its curriculum. 
 
 I. Its Educational Value 
 
 Missionary instruction is necessary for the highest 
 intellectual and spiritual development of the child. 
 Not alone does he need missionary education because 
 of what he may do for missions, but because of what 
 missions will do for him. It will enlarge his vision, 
 broaden his sympathies, and develop his spiritual 
 life as is possible in no other way. This is the more 
 readily seen if we try to answer this question, What 
 would a scholar miss if he did not have missions 
 in his life? 
 
 I. He would lack a knowledge of the growth of the 
 Kingdom of God, for the history of Christianity is 
 the history of missions. This would mean cutting out 
 
 I 
 
2 Manual of Missiomny Methods 
 
 a large part of the Bible, many of the words of Christ 
 and of Paul. 
 
 2. He would lack acquaintance with some of the 
 noblest characters of history, and the example of their 
 lives for his own. 
 
 3. He would lack an intimate knowledge of condi- 
 tions at home and abroad that demand the gospel as 
 the remedy. 
 
 4. He would lack the development of a broad world- 
 wide interest and sympathy, and a feeling of responsi- 
 bility for his fellow-men. 
 
 5. He would lack the strengthening of faith through 
 the story of the triumphs of the cross. 
 
 6. He would be ignorant of the strong apologetic 
 for Christianity offered by Christian missions. 
 
 II. The Natural and Logical Place 
 
 The Sunday-school is the educational depart- 
 ment of the church ; whatever instruction is essential 
 for the education of the church belongs in the Sun- 
 day-school. "If you wish to introduce any ideas 
 into a nation's life, you must put them in the 
 schools," was the wise injunction of Von Humboldt, 
 the great German statesman. Just as truly, what- 
 ever ideas are to grip the church must be taught 
 in the Sunday-school. "To reach the Sunday- 
 school for missions means to touch the church more 
 deeply than through any other agency." 
 
 III. The Most Impressionable Period of Life 
 
 Youth is the formative period, the time of great- 
 est religious interest, and if the scholars are ever 
 
For Sunday-school Workers 3 
 
 to be interested in missions the period of youth 
 is the critical time to begin. 
 
 In his autobiography, James Chahiiers, the mis- 
 sionary hero to New Guinea, tells how at the age 
 of fifteen, when in the Sunday-school, he heard a 
 letter read from the mission field which led him to 
 consecrate his own life to missionary service. After 
 reading it, the superintendent said: "I wonder if 
 there is a boy here this afternoon who will yet 
 become a missionary, and by and by bring the 
 gospel to the cannibals?" Writing of it, Chalmers 
 says: "The response of my heart was, 'Yes, God 
 helping me. I will.' So impressed was I, that I 
 spoke to no one, but went right away towards home. 
 Kneeling down I prayed to God to accept of me, 
 and make me a missionary to the heathen." 
 
 IV. Large Number Enrolled — 15,000,000 in North America 
 There are but five and one-half millions in Young 
 
 People's Societies, and in Mission Bands a much 
 smaller number. The time, therefore, to give mis- 
 sionary instruction is when we have the children, 
 and that is at the Sunday-school hour. 
 
 V. A New and Proper Perspective 
 
 If boys and girls read in the daily papers of the 
 social conditions in the city tenements, or of the men- 
 ace of a certain type of immigrants, or of atrocities on 
 the Congo, or of riots in India, they will learn to 
 regard these events not merely in their political aspect 
 but in their relation to the progress of the Kingdom 
 of God. 
 
4 Manual of Missionary Methods 
 
 VI. Consciousness of the Reality of God 
 
 The God of Abraham, Samuel and David seems to 
 many merely a God of the distant past, but far removed 
 from the living present. The sense of his reality is 
 lost. Missions give a new sense of his immanence, 
 linking the God of Paton with the God of Paul, the 
 God of Brainerd with the God of Abraham. 
 
 VII. The Influence on the Home 
 
 The interest of the children becoming aroused in 
 missions is very likely to extend to the parents, so thar 
 they in turn will profit by the instruction given by 
 the Sunday-school, particularly so if some home prep- 
 aration is required of the pupil. 
 
 The foregoing reasons unitedly lead to this conclu- 
 sion : That missions should be an essential and normal 
 part of every Sunday-school eurrieilliim, and not 
 merely optional zvith this or that teacher and superin- 
 tendent. 
 
 Questions 
 
 1. Give your own reasons in support of the statement that the 
 key to the missionary problem is in the hands of Sunday-school 
 superintendents and teachers of to-day. 
 
 2. State what appear to you the three strongest reasons why 
 missions should be a part of the curriculum of every Sunday- 
 school. 
 
 3. Why should it not be an optional matter? 
 
 4. Develop the idea that an individual needs missions be- 
 cause of what it will do for him. 
 
 5. State at least two other things, not mentioned in the 
 chapter, that a scholar would lack if he had no missionary 
 instruction. 
 
 6. Memorize the conclusion at the close of the chapter. 
 
II 
 
 Facts and Aims 
 
 As Sunday-school workers and as Christians, we 
 are faced by certain incontrovertible facts which we 
 need to ponder. 
 
 First Fact. — The Obligation of the Church to Give the Gospel 
 to the World 
 
 Christ's command is strikingly explicit : "Go ye 
 into all the world, and preach the gospel to the whole 
 creation," and this command has never been revoked. 
 Missions are not a question therefore of individual 
 inclination, but of universal Christian obligation; not 
 a mere matter of choice, but of plain obedience; not a 
 matter for discussion, but for propagation. 
 
 Second Fact. — The Church of the Past Generations has not 
 Completed World-Wide Evangelization 
 
 Much heroic service has indeed been rendered, but 
 the gospel for the whole creation as the supreme duty 
 has never been the conception nor attempt of the 
 church at large since apostolic days. Otherwise the 
 gospel would long ago have been given to every 
 creature. 
 
 Third Fact. — The Unfinished Task Presents an Opportunity to 
 the Present Generation 
 
 It is not merely an obligation, but an opportunity, 
 for in the Christian's vocabulary these two words are 
 
 5 
 
6 Manual of Missionary Methods 
 
 synonymous. If the church of the past has not com- 
 pletely fulfilled Christ's command, then to the church 
 of the present comes the opportunity. 
 
 Fourth Fact. — The Need of the Non-Christian World To-day 
 is Very Great 
 
 One thousand million people are still in ig;norance 
 of Jesus Christ. Two infants out of every three in 
 the world look up into the faces of mothers who can 
 tell them no word about the world's Saviour. The 
 reason so many are not Christians is not because 
 they have wilfully rejected the gospel; they have 
 never had a chance to accept it. Men may say all 
 they like about the non-Christian religions being 
 good enough for the heathen, and that they should 
 not be disturbed. To such is commended a pam- 
 phlet by Mr. Robert E. Speer, entitled "The Non- 
 Christian Religions Inadequate to Meet the Needs 
 of Men." (To be obtained for five cents from 
 Student Volunteer Movement, 125 East 27th street, 
 New York.) 
 
 Fifth Fact. — The Suriday-school has a Distinct Obligation 
 in View of the Church's Present Duty to the Unevan- 
 gelized. 
 
 The Sunday-school is an integral part of the 
 church, not a separate and distinct organization. "It 
 is the church in its Bible teaching and studying 
 service," says Marion Lawrance. The duty of the 
 church for world-wide evangelization is also then 
 the Sunday-school's, and it is significant that at the 
 World's Sunday School Convention in Rome, in 
 
For Sunday-school Workers 7 
 
 May, 1907, this obligation was recognized and de- 
 clared. Few schools at the present time have, how- 
 ever, any adequate or systematic course of mission- 
 ary instruction. We do not say that they have no 
 missionary information presented, or that they make 
 no offering to missionary causes, but that compara- 
 tively few have adequate and systematic courses of 
 missionary instruction. This being the case, it is 
 self-evident that there is an immediate need for 
 Sunday-school superintendents and teachers to pro- 
 vide such instruction as will impress the school with 
 a sense of its particular obligation to the evangeliza- 
 tion of the world, and lead to an honest efifort to 
 meet its share of responsibility. 
 
 Definite and Worthy Aims 
 
 This leads us to inquire about our aims in our Sun- 
 day-school work. In order to secure definite results 
 there must be definite aims. What are our aims? 
 What satisfies us? Are we content with numbers, a 
 large attendance, the memorizing and repeating of 
 Scripture, the Creed and the Catechism, the recitation 
 of the lesson of the day? All this is assuredly excel- 
 lent and should be sought, but is it sufficient? Unless 
 a scholar is led to know Christ intimately as his Sav- 
 iour and Lord, and unless Christ becomes so real in 
 his experience that he will want to make him known 
 to others, then we are failing of our highest possi- 
 bilities in our Sunday-school work. 
 
 The Sunday-school is of course the place for soul- 
 winning, but it is also to develop Christian character 
 
8 Manual of Missionary Methods 
 
 and train for Christian service. This will mean that 
 whatever else we accomplish in our work, we signally 
 fail if the missionary spirit is not implanted and de- 
 veloped in the life of every scholar. Whether or not 
 any of them actually go to the home or foreign field, 
 can be safely left to the individual's call of God. The 
 teacher's part is to see to it that none shall fail to 
 recognize the Christian's obligation to world-wide 
 evangelization, and that those who do not engage in 
 it in the capacity of missionaries have as great an 
 obligation as those that do, and that they should have 
 their hands upon the missionary ropes that bind the 
 missionaries to the home church. The Sunday-school 
 teacher whose aim is less than this is, as the late B. F. 
 Jacobs has said, "out of place." 
 
 Questions 
 
 1. In view of Matthew 28:20, how alone must missions be 
 regarded by the church ? 
 
 2. Did Christ make provision to relieve any of his followers 
 from their obligation to obedience? 
 
 3. To what causes do you attribute the fact that so large a 
 part of the world is yet unevangelized? Mention at least 
 three. 
 
 4. Why are the non-Christian religions inadequate to meet 
 the needs of men ? 
 
 5. What do you consider the most urgent need along mis- 
 sionary lines in the Sunday-school? 
 
Ill 
 
 A Missionary Policy for the Local 
 Sunday-school 
 Education 
 
 In order to secure a Sunday-school thoroughly mis- 
 sionary in spirit, a definite missionary policy is essen- 
 tial. It must be comprehensive and adequate, and 
 should, therefore, include at least four things : educa- 
 tion, prayer, giving, and an effort to secure missionary 
 recruits. Education is fundamental and vipon it rest 
 all the other points of the policy. If it is of the proper 
 kind it will lead to intelligence, interest, prayer, gifts, 
 and missionary activity. Without it no strong and 
 vital missionary spirit is possible. Put in another way, 
 missionary education is the key that will dispel igno- 
 rance, remove prejudice, overcome indifference, arouse 
 interest, promote investigation, stimulate prayer, en- 
 courage benevolence, and provide missionaries. We 
 cannot afford, therefore, not to use it. 
 
 Prayer 
 
 It is not sufficient, however, merely to provide in- 
 struction. It must be of such a character as to induce 
 prayer — intelligent, dcHnite, daily prayer for the exten- 
 sion of God's Kingdom in the world. The petition, 
 "Thy Kingdom come," is to many Sunday-school 
 scholars somewhat indefinite, but it will assume defi- 
 niteness the moment one becomes intelligent as to the 
 
 9 
 
lo Manual of Missionary Methods 
 
 progress of the Kingdom, and the needs both at home 
 and abroad. 
 
 In a conference of some thirty or forty Christian 
 workers, the question was asked, "How many have 
 prayed to-day for missions?" and but three or four 
 stated that they had. The audience was then asked, 
 "How many hav,e offered the Lord's Prayer to-day?" 
 and nearly all had. But the majority had offered the 
 petition, "Thy Kingdom come," apparently mechan- 
 ically, and unconscious of the fact that they were pray- 
 ing for missions. There is a need, therefore, for the 
 development of definiteness and vitality in our mis- 
 sionary petitions that will grip the heart and con- 
 science. 
 
 Gifts 
 
 Information about missions and prayer for them will 
 naturally lead to gifts. We cannot pray earnestly for 
 any cause without a desire to be the means of helping 
 that cause. A recent editorial in The Sunday School 
 Times says : — 
 
 "Prayer is a challenge of our honesty of purpose. 
 It demands of us proof that we are ready to co-operate 
 with God in effecting the end we say we desire. A 
 small boy came into his father's room one morning 
 with his purse in his hand, counting his money. 
 'What are you going to do with all that money, 
 little man?' asked his father. 
 
 " T am going to spend it at the fair to-day,' replied 
 the little boy, referring to a carnival for the benefit of 
 the local hospital. 
 
 " T think if I were you,' the father said, T would 
 
For Sunday-school Workers II 
 
 put some of that money in my missionary bank before 
 going to the fair. You will have a much happier day.' 
 The little boy had two banks, one his own and the other 
 his missionary bank, between which he was accustomed 
 to divide his money. 
 
 " 'Oh, no,' he said, *I need all this money to spend at 
 the fair.' 
 
 " 'Very well,' observed the father, 'but let us kneel 
 down and say our prayers before we go down to break- 
 fast.' So they knelt down. 
 
 "The little boy was accustomed to say in his prayers, 
 'And bless the missionaries and the little children on 
 the other side of the world.' The father noticed that 
 this petition was omitted, and he called his son's atten- 
 tion to the fact. The little fellow resented the intru- 
 sion, and answered indignantly, 'Now, look here, 
 father, who is saying this prayer?' 
 
 " 'Well, it is your prayer,' the father answered, 'but 
 I think you ought not to leave out the missionaries and 
 the children on the other side of the world.' 
 
 " 'But, father,' said the boy, 'I need all that 
 money.' 
 
 " 'I didn't say anything about the money,' his father 
 said, 'but I think you ought not to leave the mission- 
 aries and the children out of your prayer.' 
 
 "So the little boy thought a moment and had his 
 short struggle, and then prayed as he was wont to pray. 
 When he had finished, he rose up without a word from 
 liis father, and remarked quietly, 'I guess I had better 
 put some of that money in my missionary bank.' The 
 little unperverted conscience had sounded the moral 
 
12 Mafitial of Missionary Methods 
 
 realities of prayer. He had no right to pray when he 
 would not pay, and when he had prayed, the honesty 
 of his little heart told him he must set about accom- 
 plishing his prayer." 
 Recruits 
 
 A complete missionary policy in the Sunday-school 
 calls also for the consecration of life, the best gift of 
 all. The future missionaries are in the Sunday-school 
 classes of to-day, and it is to the Sunday-school, as 
 well as to the home, that Ave must look for that kind 
 of missionary instruction that will produce mission- 
 aries. The young people in Sunday-school are in 
 the impressionable period of their lives ; they are form- 
 ing their ideals and making life choices, and in every 
 Sunday-school, Christianity and its claims for life con- 
 secration should be urgently presented. 
 
 Questions 
 
 1. What four points should an adequate missionary policy 
 include? 
 
 2. Upon what one point of the policy do the others all 
 depend, and why? 
 
 3. How would you seek to develop intelligent, definite prayer 
 for missions ? 
 
 4. Trace the logical connection between information, prayer, 
 and benevolence. 
 
 5. How can benevolence best be stimulated? 
 
 6. To secure a praying, benevolent church in the next gen- 
 eration, what must the Sunday-school of the present do? 
 
 7. Can the average school pray into existence and provide for 
 their equipment and support one or more missionaries from its 
 members ? 
 
 8. Is there anything to prevent such a desirable end, as far 
 as God is concerned? Find Scripture to show God's attitude. 
 
IV 
 
 The Missionary Committee and its Work 
 
 The term " Missionary Committee " as herewith used has reference to those persons 
 in charge of the development of the missionary interests of the Sunday-school. 
 
 Need of a Committee 
 
 No missionary policy, however comprehensive, is 
 automatic. Flesh and blood must be back of it to make 
 it effective. Who, then, shall be charged with this 
 responsibility? A definite somebody, or an indefinite 
 anybody? Evidently the former, and with him or her 
 should be associated others forming a Missionary Com- 
 mittee or Council. In most cases the superintendent 
 of the school should not be the chairman of the Mis- 
 sionary Comm,ittee, or be charged with the development 
 of this branch of the work. His hands are already 
 occupied with other duties. This responsibility 
 should be given to others who have the time, the 
 willingness, and the efficiency to devise such plans 
 as can be most successfully carried out in the local 
 school. 
 
 Quality 
 
 Great care should be exercised in the selection of 
 the committee, that only those persons who are really 
 efficient are secured. It is not absolutely necessary 
 that they know very much about missions at the start, 
 but they should be eager to be informed. A study of 
 the missionary literature and helps that are now avail- 
 able will soon remove ignorance. 
 
 It is essential, however, that they have the cause 
 
 13 
 
14 Manual of Missionary Methods 
 
 of missions upon their hearts. It is usually a very 
 dangerous experiment to select disinterested persons 
 with the hope of interesting them. Better that they 
 should display some interest first, before being en- 
 trusted with so great a responsibility as the develop- 
 ment of interest in others. 
 
 The Missionary Committee must have persons of 
 enthusiasm, and able to communicate it to others. Its 
 members should be tactful, not antagonizers. They 
 should be persons who persevere. The valuable asset 
 of the bulldog is the quality of tenacity, his ability to 
 hold on in face of opposition and discouragement. 
 The quality of stick-to-it-iveness is what makes a post- 
 age stamp useful ; and this trait or quality is essential 
 in those who are members of the Missionary Com- 
 mittee. Persons who easily lose heart, whose enthu- 
 siasm boils over like a geyser, and whose brilliancy 
 flashes like a meteor, are interesting, but useless on the 
 Missionary Committee. Originality, and ability to 
 set others to work, are additional desirable qualities. 
 Summing up, then, the Missionary Committee should 
 be composed of "missionaryites," persons who are in- 
 telligent, interested, enthusiastic, tactful, persevering, 
 original, and able to lead others. All of these quali- 
 ties may not be possessed by every member of the 
 committee at the start. A beginning should be made 
 with the best people available. 
 
 Number 
 
 The number on the committee will vary according 
 to the size of the school and the amount of work 
 
For Sunday-school \ I 'orkcrs 1 5 
 
 planned. Large schools having well-equipped depart- 
 ments should have a representative from each de- 
 partment. In smaller schools there should be at 
 least three members. 
 
 Relation to Other Missionary Organizations of the Church 
 
 The whole missionary work of the church should be 
 well organized and properly correlated, so that each 
 organization is in close touch with the work of the 
 others and under the general supervision of the pastor 
 ajad church officers. Some churches have a church 
 Missionary Committee or Council, composed of a rep- 
 resentative from each one of the missionary organiza- 
 tions, and of course the Sunday-school Missionary 
 Committee should be represented on this church com- 
 mittee or council. 
 
 Selection and Appointment 
 
 Those who have the matter at heart, in consultation 
 with the pastor and superintendent, should unite in 
 the selection of the committee, recommending them for 
 appointment. Then they should be appointed by the 
 superintendent or in the same manner as are the other 
 committees, so that all may recognize that the Mis- 
 sionary Committee is not imposed upon the school, 
 but is necessary to the carrying out of an essential 
 and accredited part of the school's work. 
 
 Securing the School's Adoption of Plans 
 
 After the committee has been appointed and has 
 outlined its plans, these should be submitted to the 
 officers and teachers for adoption. Such action carries 
 
1 6 Mamial of Missionary Methods 
 
 with it the united co-operation of every teacher in 
 making the plans effective. The missionary poHcy be- 
 comes then not merely the policy of the Missionary 
 Committee, but of the school. 
 
 Duties of the Committee as a Whole 
 
 As to the duties of the committee as a whole, the 
 most important are : — 
 
 1. To outline a comprehensive missionary policy. 
 This should include education, prayer, giving, an effort 
 to secure missionary recruits. Each one of these topics 
 is given special treatment in the following chapters of 
 this manual. 
 
 2. To plan feasible methods for making the above 
 policy eifective, and thus develop the missionary spirit. 
 See suggestions in the chapters treating the topics 
 above mentioned. 
 
 3. To plan the special program or exercises for 
 each Missionary SiDiday. 
 
 4. To provide thorough missionary training for the 
 teachers, that they may be fitted to do effective work 
 in their classes. 
 
 Duties of Individual Members 
 
 To individual members of the committee, certain 
 specific duties should be assigned. 
 
 One should develop the spirit of prayer, securing 
 missionary intercessors, through the use of the denomi- 
 national or other prayer cycle, and by suggesting 
 other definite topics from time to time. 
 
 Another should have charge of missionary benevo- 
 
For Sunday-school Workers ly 
 
 lence, seeking to secure proportionate and systematic 
 giving from every member of tiie school. * Care should 
 be taken to present such objects as would appeal to 
 the natural interests of the pupils of the various grades. 
 
 Another member should have charge of the mission- 
 ary library, working in conjunction with the librarian 
 of the school. This person should see to it that not 
 merely the newest and most interesting books are se- 
 cured for the various grades, but that they are cir- 
 culated and read. He should also obtain from the 
 denominational Mission Boards suitable leaflets for 
 distribution to the scholars, and should secure sub- 
 scriptions to the missionary magazines. 
 
 Another member of the committee should have 
 charge of the making of wall charts and maps and of 
 suitable blackboard work. 
 
 Still another should be responsible for posting on the 
 bulletin-board brief and interesting items, whether from 
 the daily or religious press. Attention to these items 
 should be called by placing over them some striking 
 headlines. The bulletin board is one of the most valua- 
 ble means of disseminating missionary information. 
 
 Another member of the committee may have charge 
 of the constructive work which the scholars of the 
 younger grades will be glad to do. This would in- 
 clude the use of the sand-table, the illustrating of mis- 
 sionary hymns, the making of scrap-books, or of other 
 articles that would illustrate the course of lessons, as 
 well as the making of quilts, the dressing of dolls, 
 etc., for gifts to be sent to the home and foreign mission 
 fields. 
 
1 8 Manual of Missionary Methods 
 
 A number of these suggested activities may be 
 looked after by the same individual, especially when 
 the committee is composed of but three members. 
 
 Relation to Officers of the School 
 
 In the prosecutionof itswork,thecommittee should 
 efilist the co-operation of the regularly appointed officers of 
 the school, ivorking through them ivherever possible. 
 
 Meetings of the Committee 
 
 These should be held as frequently as occasion may 
 demand, ordinarily at least monthly. 
 
 Reports 
 
 It is extremely important that brief written reports 
 of the work done or contemplated by the com- 
 mittee should be rendered each month at the teach- 
 ers'-meeting. Without this monthly survey some 
 Missionary Committees might grow weary in well 
 doing. The fact, however, that there is expected a 
 monthly account of what has been done will prove 
 an incentive to fidelity. 
 
 Questions 
 
 1. What qualities do you consider the most important for 
 the members of the Missionary Committee to possess ? 
 
 2. What general rule should guide in the number that should 
 compose the Committee ? 
 
 3. What relation should the Sunday-school Missionary Com- 
 mittee bear to the other missionary organizations of the 
 church? 
 
 4. How should the Missionary Committee be selected and 
 by whom appointed? 
 
For Sunday-school Workers 19 
 
 5. Why should the Committee secure the adoption of its 
 policy by all the officers and teachers of the school? 
 
 6. What are the most important duties of the Committee as 
 a whole? 
 
 7. Of the special work of the Committee to be carried on by 
 individual members, which do you consider the most impor- 
 tant ? Why ? 
 
 8. What is to be gained by working through the regularly 
 appointed officers of the school ? 
 
V 
 
 Methods of Instruction 
 
 The first point of the missionary poHcy for the Sun- 
 day-school concerns education. As has already been 
 pointed out, it is the foundation stone on which all 
 else rests, and, without it, there can be no intelligent 
 or fervent prayer, no intelligent and increasing 
 giving, and no consecration of life to missionary 
 service. Education along missionary lines is vital. 
 
 The method to be employed will depend largely on 
 the local needs and conditions of each school. No one 
 method of instruction should be universally employed, 
 nor can it be. The method that works successfully 
 at one time may be superseded by another at a later 
 time in the same school ; and the method that seems 
 well adapted to one school might be ill adapted to 
 another. 
 
 Four Methods 
 
 There are, in brief, four general methods of instruc- 
 tion : — 
 
 I. Interpretative. — That is, giving its natural mis- 
 sionary interpretation to a Bible passage which is 
 clearly missionary in content. The Bible is a mission- 
 ary book, and therein are found the missionary prin- 
 ciples in which every school must be thoroughly 
 grounded. "The great commission," "the feeding of 
 
 20 
 
For Sunday-school Workers 21 
 
 the five thousand," and other passages, clearly state 
 the divine purpose regarding the preaching of the 
 gospel and the extension of the Kingdom in the world. 
 These truths should be faithfully taught as the warrant 
 for missionary service. 
 
 2. Illtistrafk'c. — By this method one uses missionary 
 incidents and stories to illustrate the regular Bible 
 lesson of the day. This can be done by the teachers 
 in their classes most successfully, and also by the 
 superintendent from the desk when reviewing the 
 lesson. Material may be gathered from current mis- 
 sionary literature, magazines, the various denomina- 
 tional papers, and from missionary books. The Mis- 
 sionary Review of the World is especially valuable 
 for this purpose. The Record of Christian Work has 
 a "Monthly Missionary Survey/' and The Sunday 
 School Times suggests the "missionary meaning" of 
 each regular International lesson. 
 
 3. Supplemental. — This plan makes the missionary 
 lesson supplemental to the Bible lesson of the day, 
 in no sense displacing it. Some schools have a reg- 
 ular course in supplemental work, including Bible his- 
 tory, Bible geograph}^ the structure and contents of 
 the Bible, church history, missions, etc. Ten to fifteen 
 minutes a Sunday are given in the class work to some 
 one of the above subjects, and mission study thus comes 
 in for its share, usually once a month, or on ten or 
 twelve consecutive Sundays, as may be preferred. 
 Sufficient time is secured for the supplemental work 
 by adhering strictly to a time schedule, allowing ten 
 or fifteen minutes for opening exercises, ten or fifteen 
 
22 Manual of Missionary Methods 
 
 minutes for the supplemental work, thirty minutes for 
 the Bible lesson, andtenor fifteen minutes for closing 
 exercises, according to the length of the school session, 
 whether one hour or one hour and a quarter. This 
 supplemental work is in some schools done in the 
 classes, in others given from the desk, and in 
 both cases should precede the study of the Bible lesson 
 in the classes. 
 
 4. Substitutional. — A fourth method of giving in- 
 struction substitutes a missionary lesson for the regular 
 lesson of the day. This plan is followed by some 
 schools once a quarter ; on review Sunday, or some 
 other, a special missionary program or lesson being 
 used. Other schools for a stated period, for six or 
 eight consecutive Sundays, have pursued the study of 
 a text-book. The Brown Memorial Presbyterian 
 School, Baltimore, in a study of immigration, made 
 use of "Aliens or Americans" for the older classes 
 and "Coming Americans" for the younger scholars, 
 with most excellent results. 
 
 For the teachers a small pamphlet was issued, con- 
 taining suggestions and showing the connection be- 
 tween the Scripture lessons and the lessons in the text- 
 books. Leafletswere prepared for the scholars of the 
 various grades, giving titles and golden texts to accom- 
 pany the missionary lessons. To quote from the 
 Teachers' Pamphlet : "The Scripture lessons and sup- 
 plemental readings have been chosen to present a 
 course in missions. The Bible is the great text-book 
 of missions. Missionary instruction is a part of the 
 child's religious education, for which the Sunday- 
 
For Sunday-school Workers 23 
 
 school exists. We must make a vital connection between 
 the Scripture teaching- and the practical activities 
 which we try to suggest in the study of immigration 
 conditions. The Scripture passages may be taught as 
 a text at the beginning of the lesson or as a clinching 
 truth at the end. The selections are : — 
 
 "The Great Commission (Matt. 28:16-20; Mark 16:14-20). 
 
 'The Beginning of Gentile Christianity (Acts 10:34-44). 
 
 "The Call of the First Apostles (Matt. 4:18-25). 
 
 "A Missionary Chapter, from the Missionary Paul (Ephe- 
 sians, second chapter). 
 
 "A Prophecy of the Kingdom, from Isaiah (Isaiah 60:1-5 
 and 19-22). 
 
 "Two Great Missionary Parables of Christ (Matt. 13:31-33). 
 
 "Christ's Own Vision of the Need (Matt. 9:35-10:1). 
 
 "A Challenge to Service, from Joshua (Joshua i :i-9)." 
 
 The following are the suggestions given for one of 
 the lessons : — 
 
 Lesson : The Call of the First Apostles (Matt. 4 : 18-25). 
 Supplementary Reading: Acts 26:1-23. 
 
 Golden Text : "Follow me, and I will make you fishers of 
 men. And they straightway left their nets, and followed him" 
 (Matt. 4:19, 20). 
 
 "Coming Americans," Chapter II, "Uncle Sam takes hold." — 
 Show how certain definite missionaries at the ports of entry 
 are fishers of men ; as, for instance. Pastor Vanek, or Sister 
 Bozenka Yursik. The reality of a story which is "all true" 
 appeals to children of the junior age. 
 
 Tell how largely the Christmas entertainment of the Henry 
 Watson Children's Aid Society, the Newsboys' Christmas Eve 
 Supper, the Salvation Army Christmas Dinners, etc., apply 
 to foreign children in Baltimore. To make this chapter vivid, 
 use some device; for example, let each child in class pretend 
 
24 Manual of JSIissionary Methods 
 
 he is an immigrant child, arriving at the port, describing the 
 home country from which he came, his hopes of America, etc. 
 If possible, go to the entry place at Locust Point or Ellis 
 Island, and have some fresh description of new immigrants 
 given by yourself or some member of the class. 
 
 "Aliens, or Americans?" Chapter III. — "Legislation and 
 Distribution." Show how our call to apostleship makes us 
 approach these national problems in the missionary spirit. If 
 you have not been on an ocean steamer, or at any immigrant 
 dock, read "Imported Americans," by Broughton Brandenburg, 
 for a description of the steerage and landing. 
 
 At the end of the pamphlet is given a Hst of valuable 
 reference books. 
 
 During the two months of the course the teachers 
 met each week under competent leadership to discuss 
 the lesson for the following Sunday. A special com- 
 mittee selected hymns suitable for each lesson. A 
 committee of scholars scanned the papers and maga- 
 zines for clippings on immigration, to be posted on a 
 bulletin-board. Each Sunday, in addition to the work 
 in the classes, there was a brief talk from the desk on 
 the day's topic by soma one especially appointed for 
 the purpose. Charts and maps were hung around the 
 room. Class scrap-books were prepared by the 
 scholars. 
 
 The interest throughout the course was kept up to 
 a high point and the emphasis was placed always on 
 the necessity of bringing the immigrants to Christ. 
 The playground work, settlements and free kinder- 
 gartens, supported and manned by member? of the 
 Brown Memorial Church, were held up to the scholars 
 as practical forms of Christian work with which to 
 
For Sunday-school Workers 25 
 
 help the foreigners. The Children's Club and Girls' 
 Club, formed largely from the members of the Sunday- 
 school, did a fine work. Both superintendent and 
 teachers regard the course as highly beneficial, 
 creating a strong missionary atmosphere in the 
 church and parish. 
 
 The substitutional method has also been successfully 
 employed with "Uganda's White Man of Work" and 
 "The Life of John G. Paton" in Intermediate classes, 
 and with "The Challenge of the City" in adult classes. 
 This method is used as an application of Bible prin- 
 ciples and teachings to present-day conditions, life, and 
 duty. The study of missions is essentially an exercise 
 that promotes spiritual growth and development, and 
 deals with the workings and activities of the Spirit of 
 God, whether that record is found in apostolic or mod- 
 ern missions. That which ministers to the spiritual 
 development of the child, by illustrating in modern 
 life biblical principles, has a rightful and necessary 
 place in the Sunday-school curriculum. 
 
 Relative Value of Class and Platform Instruction 
 
 It has already been intimated that instruction may 
 be given either from the platform or . in the class. 
 In the former case, the information is given by one 
 or more persons, according as it is in the form of an 
 address, a drill, questions, an exercise, etc. The class 
 instruction is given at close range to the pupils, who 
 have had in advance assigned work which they are 
 expected to prepare. 
 
 Evidentlythislattermethod is to be preferred from 
 
26 Mamial of Missionary Methods 
 
 the educational standpoint, because it calls forth the 
 mental activity of every member of the school, and each 
 one profits by the amount of effort expended. The 
 address or exercise from the platform may be interest- 
 ing and profitable, but provides less mental stimulus 
 for the school at large than a method requiring per- 
 sonal preparation on the part of every scholar. 
 
 The Simplest Method with which to Begin 
 
 The simplest way to begin, however, is by introduc- 
 ing the missionary idea into the school's worship. This 
 requires no extra time, but simply utilizes the regular 
 period of the opening exercises. Every Sunday-school 
 in these exercises uses prayer, hymns and Scripture. 
 Most appropriately from time to time a definite mis- 
 sionary petition should be offered, hymns and Scripture 
 of missionary significance made use of. If the mis- 
 sionary idea is presented in this natural normal way 
 the scholars will soon begin to realize that the very 
 essence of the gospel is missions. Missionary mottoes, 
 charts and pictures may also be placed on the walls 
 and aid greatly in creating a missionary atmosphere. 
 In addition to the above the superintendent, pastor, 
 member of the missionary committee, or some other 
 competent person, may from the platform tell a mis- 
 sionary incident or story, or may give a map drill, famil- 
 iarizing the school with the location of its denomina- 
 tional as well as with, world-wide missions. He may 
 make use of curios, charts, pictures, etc., as facts pre- 
 sented to the eye as well as the ear make a far deeper 
 impression. An occasional stereopticon lecture is also 
 
For Sunday-school Woj-kcj's 27 
 
 a valuable means of instruction, and might be given 
 some evening during the week. A speaker from out- 
 side, to give a special missionary address, might be 
 secured once in a while, but it is far better to develop 
 the workers in the local school than to depend on 
 persons from outside. There are special exercises in 
 which one or more scholars may have part from the 
 platform. "The IMissionary Speaker," containing 250 
 selections suitable for readings and recitations and 
 adapted for the various grades, is excellent for this pur- 
 pose. Other books of similar nature may be secured 
 from the denominational Boards. "Missionary Pro- 
 grams, No. 2, has six large pictures, 25 x 30 inches, for 
 platform use, with accompanying descriptive material. 
 There are three home topics, "Indians and the Type- 
 writer," "Boys of the Street," "A Rag Picker's Home;" 
 and three foreign, "The Dog That Preached a Mission- 
 ary Sermon," Burma ; "A Missionary at a Wayside 
 Shrine," Japan ; "A Chinese Student," China. 
 
 Number 3 also contains six large pictures, as does 
 No. 2. The home mission topics are, "How the Sea 
 Otter Helped to Bring the Gospel to the Great North- 
 west," "A Cabin Home in the Mountains," "Why the 
 Immigrants Come" ; the foreign mission topics are, 
 "Kim Chang Sik, the First Christian Preacher in 
 Korea," "Mohammedan Women," "John G. Paton, 
 Missionary to the New Hebrides." 
 
 All of the above can be obtained from the de- 
 nominational Boards. "Talks on Africa" contains six 
 splendid outlines, together with illustrations for the 
 blackboard and appropriate recitations. It can be 
 
28 Manual of Missionary JMcthods 
 
 secured from the Foreign Missions Library, 156 Fifth 
 Avenue, New York, for 25 cents each. 
 
 While instruction from the platform is an excellent 
 way to introduce missionary information to the Sun- 
 day-school, yet it should not continue to be the only 
 means employed, but instruction in the classes should 
 be given as well, so that on Missionary Sunday every 
 member of the school will have made preparation and 
 thus receive the benefit that can come only as a result 
 of personal efifort. 
 
 A combination of platform instruction with that 
 given in the class is very desirable. The former sup- 
 plements the latter admirably, particularly if in the 
 closing exercises of the school on missionary Sunday 
 emphasis is laid upon some special teaching brought 
 out in the classes. (See Chapter XV.) 
 
 Questions 
 
 1. What are the four general methods of missionary instruc- 
 tion? 
 
 2. Which is logically first? Why is this method necessary? 
 
 3. Which is the simplest one for a teacher to employ every 
 Sunday? 
 
 4. Which method seems best adapted to the needs of your 
 own school ? 
 
 5. Which method do you consider the best, educationally, 
 and why? 
 
 6. In what ways can missionary instruction be given from 
 the platform? 
 
 7. Give at least three reasons why class instruction is pref- 
 erable to that given from the platform? 
 
 8. What advantage is there in combining the two? 
 
 9. What is the simplest way to begin missionary instruction? 
 
VI 
 
 Overcoming Difficulties 
 
 Although the need of some form of systematic mis- 
 sionary instruction in the Sunday-school may be ad- 
 mitted, there are, however, in the minds of some, what 
 seem to them very practical difficulties. There are 
 but two things to do with difficulties : face them, and 
 master them. 
 
 First Difficulty. — Lack of Time 
 
 It is said that the Sunday-school session is already 
 so full that it is next to impossible to crowd anything 
 else into it, and that there is no time for missionary 
 instruction. It will, of course, depend upon what 
 form of instruction is chosen as to how the difficulty 
 is to be met. If the plan of giving the instruction 
 from the desk is used, five minutes can certainly be 
 found each Sunday in any well-regulated school for 
 this purpose. The opening or closing exercises can 
 be shortened five minutes to make this possible. Suffi- 
 cient time can readily be secured by omitting one 
 hymn altogether, or by singing fewer stanzas of one 
 or two of the hymns. If the illustrative method is used 
 in the classes, the instruction will be given during the 
 regular lesson period. 
 
 If the instruction is to be given aS supplemental 
 work in the classes, then in case the school session 
 
 29 
 
30 Ma mi a I of Missionary Methods 
 
 is one hour in lcng"th, ten minutes can be given to the 
 opening exercises, ten minutes to the missionary lesson, 
 thirty minutes for the Bible lesson and ten minutes for 
 the closing exercises. If the session is one hour and a 
 quarter in length, fifteen minutes can be devoted to the 
 opening exercises, fifteen minutes to the missionary 
 lesson or other supplemental work as it comes in the 
 regular curriculum of the school, thirty minutes for 
 the Bible lesson, and fifteen minutes to closing exer- 
 cises. Some schools prefer a missionary program 
 once a month, conducted in the time usually devoted 
 to the regular opening and closing exercises. Still 
 others have a missionary program once a quarter, 
 devoting the whole session to it. 
 
 The question of lack of time is no insuperable ob- 
 jection to any school that really wishes to provide mis- 
 sionary instruction. The school that runs on schedule 
 time can easily accomplish it. Other schools should 
 adopt at once strict punctualitv as to opening and 
 closing and the conduct of the whole program ; 
 and it will at once become manifest how perfectly easy 
 and possible it is to accomplish much more in the 
 given time of the school session than was ever possible 
 without system and pvmctuality. 
 
 Second Difficulty.— The Bible Should be the Sole Text-Book 
 of the Sunday-school, and Nothing Else Should be 
 Introduced. 
 
 While the Bible must always be the chief text-book 
 oT the Sunday-school, yet for the better grasping of its 
 truths and for the illustration of its teachings we must 
 
For Sunday-scJiool Workers 3 1 
 
 have in addition other text-books and manuals which 
 will present its doctrines and principles, its history 
 and geography, in systematic form. Missionary study 
 docs not displace the Bible; it simply centers attention 
 on one of its most important teachings, and illustrates 
 it with striking facts. Says Dr. Forbush in a recent 
 article: "Missions are not a substitute for, but an ex- 
 tension of, the Bible. The Bible is chiefly a book of 
 biography, and missions are an extension of Bible 
 biography. They are the continuation of the book of 
 Acts. T never knew the Bible until I knew Judson,' 
 said one." 
 
 Third Difficulty. — Lack of Material for Use 
 
 The question that rises as a real difficulty with some 
 concerns the proper material for use. This was indeed 
 a difficulty some years ago, but no longer is this the 
 case. At the present time there is an increasing amount 
 of material for instruction in all grades, from the 
 Primary up. (See Appendix B.) Much of it is unde- 
 nominational in character, and can be readily used in 
 any school. Full suggestions regarding it are given in 
 Chapter VHI. Inquiries should also be made of one's 
 own denominational Mission Boards. 
 
 Fourth Difficulty. — Expense of Proper Equipment 
 
 This seems a very practical difficulty in some schools. 
 There are few churches who will not respond to a just 
 appeal for financial help for the Sunday-school if it 
 is made clear that the school has an educational ideal, 
 and, in order to meet it, requires proper equipment. 
 
32 Manual of Missionary Methods 
 
 Such an equipment is a g^reater necessity even than 
 the sexton. Parents provide for the secular education 
 of their children, and, as members of the church, should 
 be willing to supply the necessary funds for the 
 adequate equipment of the Sunday-school. In some 
 churches the congregation knows very little about the 
 actual work that is being conducted in the Sunday- 
 school, and there is need for a closer intimacy. At 
 least annually an accurate statement should be made 
 to a congregational meeting as to just what the 
 Sunday-school is doing, its courses of study, the 
 effectiveness of its teaching force, its growth and 
 influence in the community, and the amount of 
 money required for its maintenance. When the 
 congregation realizes that the school is being 
 conducted along effective lines, employing approved 
 educational methods, sufficient financial support 
 will be recognized as a positive necessity. If 
 a school supports itself without aid from the 
 church, it is equally important that at least an 
 annual statement should be made to the congregation 
 of its aims and activities, and if additional money is 
 needed for missionary equipment, the congregation 
 should be given the opportunity to provide it. If this 
 is impracticable, probably the school itself by an extra 
 effort could meet any demands of the Missionary 
 Committee ; but the church should be first to realize 
 its obligation in the matter. The expense need be very 
 little to begin with. Information concerning equip- 
 ment and a selected list of missionary books will be 
 found in Appendices B and C. 
 
For Sunday-school Workers 33 
 
 Fifth Difficulty. — Lack of Properly Qualified Teachers 
 
 This difificulty is best met by providing a normal 
 class for missionary instruction under properly qualihed 
 leadership. Persons who have had experience in mis- 
 sion study classes make good missionary teachers in 
 the Sunday-school. A Philadelphia school has inau- 
 gurated the plan of gathering its teachers at the close 
 of the Sunday-school session, once a month, for a 
 thorough study of the missionary topics to be taught 
 in the classes the following month. A New York 
 school, w^here only a monthly teachers'-meeting was 
 possible, had a preview of the succeeding month's 
 missionary lessons given by one of the members of 
 the Missionary Committee. In this particular school 
 the method of missionary instruction was supple- 
 mental class work for ten consecutive Sundays. 
 
 If the missionary instruction is given in the class, 
 it is of vital importance that the teachers should be 
 qualified for their work, "for," as has been truly said, 
 "whatever is to be taught the scholars must first be 
 put in the teachers." One of the most important 
 duties of the Missionary Committee, therefore, is to 
 provide for the missionary training of the teachers. 
 It will be found of inestimable advantage, in addition 
 to preparation for the teaching of specific lessons, 
 to provide general missionary literature for the 
 teachers' use. An acquaintance with interesting mis- 
 sionary books will give a fund of information to an)' 
 teacher that will be simply invaluable. For suggested 
 books see Appendix C. 
 
34 Manual of Missionary Methods 
 
 Questions 
 
 1. Are difficulties to master us or to be mastered? 
 
 2. What qualities of diaracter arc needed to master them? 
 Mention at least three. 
 
 3. What seem to you the chief difficulties, if any, that need 
 to be overcome regarding the development of missions in your 
 Sunday-school ? 
 
 4. What relation do modern missions bear to the book of 
 Acts? 
 
 5. Why should the church support, wholly or in part, its 
 own Sunday-school? Give three reasons. 
 
 6. What advantages are to be secured by bringing at least an 
 annual report of the condition of the Sunday-school' to the 
 attention of the congregation ? 
 
 7. What do you consider the best method of securing efficient 
 teachers of missions in the Sunday-school ? 
 
VII 
 Securing the Superintendent's Co-operation 
 
 The Non-Missionary School 
 
 It has been well said that "every great reform was 
 once the idea of an individual." Before there can be 
 missionary interest in any Sunday-school some indi- 
 vidual must see the need and attempt to meet it. One 
 individual on fire for missions will sooner or later 
 enkindle others. It may happen that there is altogether 
 a non-missionary atmosphere in the school. There may 
 never have been any systematic missionary instruction. 
 The sole missionary information has been given by an 
 occasional missionary or missionary speaker. Some 
 spasmodic contributions may have been made with 
 more or less regularity, but when they were sent off, 
 all obligation to the missionary cause was dismissed 
 from the mind. This is the situation the sole mission- 
 ary enthusiast may happen to face in certain localities, 
 and perhaps in addition an apathetic pastor, an indiffer- 
 ent and non-progressive superintendent, and — "like 
 priest like people" — indifferent apathetic teachers. 
 
 The Non-Missionary Superintendent 
 
 The first thing to do is to secure the co-operation 
 of the superintendent and his promotion of the mis- 
 sionary idea. If he is not particularly interested in 
 missions, it may not be altogether his fault. He doubt- 
 
 35 
 
36 Manual of Missionary Methods 
 
 less grew up in a Sunday-school where missionary in- 
 struction was unknown, and so he does not know any- 
 thing about missions except what he has read in the 
 book of Acts ; and it has never occurred to him to 
 relate the modern missionary movement to the work 
 of apostolic days. His time is so occupied that he 
 has given little attention to specific missionary instruc- 
 tion in the school. Perhaps he and the school have 
 gotten in a rut. Now a rut is fatal to progress. Some 
 one has defined it as a grave with both ends knocked 
 out. It is the abiding place of that superintendent and 
 school who are opposed to progress. Eventually the 
 rut will form a grave and enclose both school and 
 superintendent. Better, however, bury the superintend- 
 ent than the school. But better still is it to arouse 
 the superintendent so that he will be the active helper, 
 if not the leader, of the missionary movement in the 
 Sunday-school. 
 
 Some Suggestions 
 
 But how to do it, is the question. "Advance on your 
 knees," was Neesima's motto and a good one. Pray 
 that the superintendent may be favorably inclined, 
 and then seek an interview with him, laying before 
 him the burden that is on your heart and conscience, 
 that somehow, some way, the question of missions and 
 the obligation of your school to the non-Christian 
 world should be adequately met. Ask for suggestions 
 from him, rather than make any of your own at first. 
 Seek to draw him out rather than to impose upon him 
 somepreconceivedplan of yourown. Lethim see that 
 
For Sunday-school Workers 37 
 
 the whole question is a burning one to you and not 
 one to be Hghtly esteemed. If he points out difficulties, 
 as he very likely will, be prepared to show how they 
 can be overcome. If he does not warm up sufficiently 
 in the first interview, secure from him the promise to 
 join you in definite daily prayer for more light and 
 wisdom from above, and make an appointment for 
 another interview at an early date. Meanwhile, con- 
 tinue in prayer that God will put the burden of this 
 question upon the superintendent's heart as well as 
 upon your own. Be careful, too, to put in your super- 
 intendent's hands some literature that will give him 
 light, exacting the promise that he will read it before 
 your next interview. "Holding the Ropes," by Miss 
 Brain, or "Missions in the Sunday-school," by Miss 
 Hixson, are recommended. Lack of interest on the 
 part of the superintendent and others is due more often 
 to lack of knowledge than to any other cause. No 
 one is interested in topics of which he is ignorant. 
 The superintendent must therefore, be informed, and 
 when he sees the actual need for something to be 
 done, in most cases he will not assume the role of an 
 obstructionist. 
 
 There are some superintendents who will be leaders 
 in the missionary movement ; others who will co- 
 operate in the plans initiated by others ; others who 
 will have a sympathetic interest, but who cannot be 
 relied on for any active co-operation ; and still a few 
 others who will actually oppose any effort along mis- 
 sionary lines. If the suggestions above offered do 
 not in due time lead to the securing of the co-oper- 
 
38 Manual of Missionary Methods 
 
 alion of the last-named class, then prayer should be 
 offered that God would bring to the superintendency 
 of the school a man after his own heart. The ob- 
 structionist committed in prayer to God will either 
 be reconstructed or removed. 
 
 Questions 
 
 1. How is any needed reform secured? 
 
 2. What qualities are essential in a person who wishes to 
 secure the co-operation of another in any project? 
 
 3. How would you proceed, in the wisest way, to secure the 
 introduction of mission study into a school having no mission- 
 ary instruction? Outline a plan with a specific school in mind. 
 
VIII 
 
 Education — Courses of Instruction 
 
 Having considered the various methods of instruction 
 that may be employed, our next inquiry is regarding 
 the material to be used. In every Sunday-school there 
 are pupils of all ages, from the primary department to 
 the adult. While missions should be taught to all, 
 both the subject matter and the manner of its presen- 
 tation will radically differ according to the grade. 
 
 "Our aim," says Dr. T. H. P. Sailer, "should be to 
 develop missionary attitudes and habits. It is cer- 
 tainly not merely to impart general missionary in- 
 formation. That is only a means to the end, and 
 often a very inadequate means. By attitudes I mean 
 the frame of mind, the disposition we come to have 
 toward certain things. These attitudes rest on im- 
 pulses, either instinctive or acquired. Habits are 
 formed by the expression of these attitudes in 
 action." He also points out the need of knowing 
 the controlling impulses in each grade in order to 
 utilize them in the formation of right habits. He 
 then continues, "We should remember on the one 
 hand that habits not resting on impulses will have 
 no vitality; on the other hand, that impulses not 
 crystallized into habits are simply wasted. Teaching 
 should concern itself mainly with securing attitudes 
 rather than imparting information. This does not 
 
 39 
 
40 Majiual of Missionary MctJiods 
 
 mean that we should always lead up to a moral or 
 application. Attitudes are often more effective be- 
 cause subtly suggested. The best missionary exer- 
 cise is that in which formal application is unneces- 
 sary." 
 
 Without going into detail, it is essential that we 
 know something of the natural characteristics and 
 interests of the different stages of growth, or nascent 
 periods as they are called, in order to provide the 
 proper missionary material. 
 
 GRADED MATERIAL AND ITS USE. 
 
 The Cradle Roll 
 
 From the cradle to the grave the missionary atmos- 
 phere should be breathed and the missionary spirit 
 has its place. As the Sunday-school claims the very 
 youngest children of the household, placing their names 
 upon the Cradle Roll and thus identifying them with 
 the school from their earliest infancy, so the Mission- 
 ary Committee should see to it that their names are 
 enrolled as Little Light-Bearers. Cards for enrol- 
 ment can be procured from the Women's Boards of 
 Missions of the Baptist, Methodist, and Presbyterian 
 Churches, at their respective headquarters. 
 
 Of course no missionary instruction can be at- 
 tempted with such little ones, but enrolment as Little 
 Light-Bearers will start them on their career of mis- 
 sionary interest and education, and the parents will 
 become interested and will be glad to have a mite-box 
 in which they will put from time to time missionary 
 
For Sunday-school Workers 41 
 
 offerings in behalf of their child. It is a good plan, 
 when the school has any special missionary program, 
 such as at Easter, Christmas, or at other set times 
 during the year, for the Missionary Committee to send 
 a personal note to the parents of each Little Light- 
 Bearer, advising them of the special occasion, and call- 
 ing attention to the fact that their child is enrolled as 
 a Little Light-Bearer and on the Cradle Roll, and thus, 
 being a member of the school, a special invitation is 
 sent for him or her to be present with the parents on 
 the particular missionary occasion. An envelope 
 should be enclosed and statement made that all the 
 members of the school, including the Light-Bearers, 
 are invited to bring or send a special thank-offering 
 to help send the gospel light to little children across 
 the sea who have never heard of Jesus Christ. This 
 was tried with great success in a city school one 
 Easter, nearly all the parents of children on the 
 Cradle Roll responding by note and by an offering 
 of from $1 to $5 each. 
 
 A suggested letter for parents is herewith given. It 
 should be signed by the Chairman of the Missionary 
 Committee or Missionary Superintendent, and by 
 the Superintendent of the Cradle Roll : — 
 
 Dear Mrs. 
 
 Next Sunday being Easter Day, we are to observe it in the 
 Sunday-school of our church very joyously. The exercises 
 will be largely of a missionary character. It is hoped that every 
 member of the school may be present. We wish to extend a 
 
 special invitation to (here insert the child's name) whose 
 
 name is on the Cradle Roll of the school, and who is also a 
 
42 JManual of Missionary Methods 
 
 Missionary Light-Bearer, to come, as a part of the exercises 
 will be especially adapted to very little folks. We also include 
 
 in the invitation yourself and Mr. (here naming the 
 
 husband). An envelope is enclosed for a thank-offering to be 
 devoted to the giving of the gospel to those in the far-oflf lands 
 who have never heard of Christ. The offering may be brought 
 
 next Sunday or sent to the treasurer of the school, Mr. , 
 
 Street. 
 
 Very cordially yours, 
 
 Beginners' Department — Ages 4 to 6 Years 
 
 Characteristics. — The chief characteristics of this 
 period of childhood are selfishness, activity, imitation, 
 imagination, and curiosity. "This selfishness," says 
 George W. Pease, "manifests itself in many ways ; in 
 anger, when his wishes are interfered with by others ; 
 in envy, when he wishes things which he sees others 
 possess; in jealousy, when he desires for himself the 
 attentions paid to others. But to counterbalance some- 
 what this selfishness we find in the child the germs of 
 altruism. Selfishness tends to isolation, but children 
 are naturally sociable and do not like to be alone. 
 Selfishness is thus somewhat checked by the desire 
 for companionship. Generosity and the desire to please 
 are natural impulses of most children, and both of 
 these tend to counteract to a limited extent the efifect 
 of selfishness. While we cannot expect to make un- 
 selfishness a dominant characteristic in very young 
 children, still our course of instruction should be 
 planned so as to provide for a natural development 
 of whatever germs of altruism may be present." 
 
 A second characteristic of this period is activity. 
 
For Sunday-school Workers 43 
 
 How often do we hear the expression, "That child is 
 never still." If he were, except when asleep, he would 
 be abnormal. The natural state for a healthy child 
 is activity. 
 
 Another characteristic is imitation, chiefly of adults, 
 but also of other children and of animals. The 
 teacher's example is powerful at this period, for the 
 child imitates him, and even before the age of four it 
 has acquired habits of reverence, respect, politeness, or 
 their opposites, largely through imitation. At this 
 early age the habit is purely physical and possesses no 
 moral character. 
 
 Again, the period of early childhood is characterized 
 by vivid imagination. The child builds air-castles and 
 lives largely in the land of "make-believe." The fact 
 that children are so imaginative is a great aid to the 
 teacher. With older ones, word pictures can easily be 
 drawn, and imagination will fill in the details. With 
 younger ones, a picture or an object is an added help. 
 A few lines on the blackboard will represent a shep- 
 herd and his flock of sheep. It is quite unnecessary 
 to make a completed picture ; the mere lines are suffi- 
 cient and imagination does the rest. "This strange 
 power," says Miss Marianna Brown, "we must appre- 
 ciate, feed and train, if we wish our children in after 
 life to believe in the unseen, and to live above the dead 
 level of materialism." 
 
 We should also mention curiosity. A child is a veri- 
 table interrogation point. He has questions about 
 everything, which is but natural, for it is his chief 
 means of gaining knowledge. He lives in a world of 
 
44 Manual of Missionary Methods 
 
 wonder, he is surrounded by things he does not under- 
 stand. Therefore his first question is, "What?" and 
 his next "Why?" and "How?" He wants to know 
 what things are, their origin, and their use and value. 
 
 Interests. — Now what are the natural interests of this 
 period of early childhood ? Very briefly, an opportunity 
 for activity, manifesting itself largely in imitative 
 play, and a desire for the satisfaction of curiosity. 
 He is fond of the folklore and fairy story. Objects 
 and pictures make a strong appeal. 
 
 Material for Instruction. — In our instruction, then, 
 we must be governed by the characteristics and natural 
 interests of the children to be taught. In the regular 
 International Course of Beginners' Lessons in the 
 Sunday-school there is a treatment of the missionary 
 idea under the themes, "Giving," "Kindness," "Help- 
 fulness." These topics can, of course, be illustrated 
 by such missionary material as seems wise to the 
 teacher ; by the telling of stories, and by the use of 
 pictures and objects. 
 
 It is the spirit of helpfulness and of sympathy that 
 must be developed at this age, and close at hand in 
 line with the child's experience, rather than an attempt 
 to teach very much about the actual needs in heathen 
 lands. But it is important that the feelings should be 
 educated properly at this early age, and started along 
 right lines, if the true missionary spirit is to develop 
 easily and naturally later. 
 
 The teacher of the Beginners' Department in the 
 Fifth Avenue Presbyterian Sunday-school, New York 
 City, has had remarkable success in teaching missions. 
 
For Sunday-school Workers 45 
 
 She says, "I do believe in missions in the Beginners' 
 Department, and I say that after having taught them 
 three years. My httle people earn their 'special' offer- 
 ing, and take a real and intelligent interest in every 
 Sabbath giving service. It never seems to grow old 
 with them, and I know that I have every child with 
 me when we pray for the children in the Far West 
 whom j\Ir. Lewis is teaching, and for the children far 
 over the 'Blue Sea.'" (Mr. Lewis is a missionary in 
 Minnesota, to whose support this school has long con- 
 tributed.) 
 
 Primary Department — Ages 6 to 8 Years 
 
 In the Primary Department there is an opportunity 
 for further development of the spirit of sympathy and 
 helpfulness commenced with the Beginners. The 
 educational aim of this period is the culture of the 
 instinct feelings. 
 
 Characteristics. — The child in this period of life has 
 many of the same characteristics he possessed in the 
 earlier period. Activity, imitation, imagination and 
 curiosity are still strong. The social instinct now be- 
 comes more marked and tends to counteract the selfish- 
 ness before prominent. The child no longer wants 
 to play by himself, but with other children. LTnless 
 imagination is properly controlled, the growth of fear 
 due to it increases greatly. Teasing and bullying are 
 also common characteristics. It is the memory age. 
 
 Interests. — Curiosity still being a characteristic, the 
 child of this period is interested in the origin, causes 
 and reasons of things. Along the literary line, the 
 
46 Manual of Missionary Methods 
 
 fairy and folklore stories still appeal ; also animal 
 stories and the stories true to life in which the human 
 element is prominent. Pictures and objects also ap- 
 peal as in the earlier period. 
 
 During the primary age children have little idea of 
 space or time relations ; hence there should be no 
 emphasis on the geographical or historical elements of 
 missionary study. "The reasoning powers are not 
 sufficiently developed to be appealed to to any great 
 extent. The teaching must be largely suggestive and 
 by analogies." Interesting incidents or events brightly 
 told in story form, illustrated by pictures and objects, 
 are the needs. The aim should be to teach the boys 
 and girls to view the world as an enlarged family, 
 and that not alone at home, but throughout the wide, 
 M^ide world, they have brothers and sisters in whose 
 welfare they should be concerned. 
 
 Material for Instruction. — The instruction should 
 be chiefly by stories, pictures, and objects. Abun- 
 dant material is available. 
 
 For stories a book that is simply fascinating is 
 "The Great Big World ; or, A Missionary Walk 
 ill the Zoo," published by The Church Missionary 
 Society of London. It can be obtained from the For- 
 eign Missions Library, 156 Fifth Avenue, New York,- 
 for 70 cents, postpaid. In imagination the girls and 
 boys are taken to the Zoo and there they see all the 
 wonderful animals. A trip is then taken to the lands 
 from which these animals came — India, Africa, Green- 
 land, etc. — and with eyes and ears wide open the chil- 
 dren note many marvelous things, among them the 
 
For Sunday-school Workers 4/ 
 
 need there is for missionary effort in the various lands. 
 So skilfully is the missionary touch brought in that 
 one becomes interested in missions without knowing it. 
 Just enough is told in the very brief chapters to whet the 
 appetite for more. Here are the striking titles of some 
 of them. "On the Camel's Back," "A Visit to the Croc- 
 odiles," "In the Lion's Den," "A Peep at the Snakes," 
 "In Monkeyland," etc. The substance of any of the 
 stories can be told bv the teacher in from three to 
 five minutes. Another interesting book dealing wholly 
 with one country, is "Children in Blue, and What They 
 Do," describing life in China. It is a connected story 
 and a chapter can be told in story form each Sunday. 
 This book can also be obtained from the Foreign Mis- 
 sions ■ Library for 60 cents, postpaid. Miss Jane 
 Andrews' book, "Seven Little Sisters Who Live on 
 the Round Ball That Floats in the Air," and its 
 sequel, "Each and All," while not distinctly mission- 
 ary in character, yet describe child-life admirably in 
 foreign lands, and thus arouse an interest in the 
 children who live across the seas. The books are 
 published by Ginn & Co., New York, for 50 cents 
 each. "The Little Cousin Series" is also good, describ- 
 ing life and customs of children in lands afar. They 
 are published by L. P. Page & Co., of Boston, at 60 
 cents each. Other books are being constantly issued 
 and the Primary teacher should keep in touch with her 
 denominational Mission Board in order to learn of the 
 most recent literature. 
 
 Pictures can also now be obtained in great numbers, 
 and illustrated postcards, beautifully colored, depict- 
 
48 Manual of Missionary Methods 
 
 ing scenes in the home and foreign fields. The 
 Orient Picture Company, Ford Building, Boston, 
 and most denominational Mission Boards publish a 
 splendid selection of pictures on all mission fields. 
 
 For object-lessons the curio boxes on Japan, Africa, 
 and the American Indian, with accompanying book- 
 lets, giving material for ten or a dozen lessons, are 
 simply invaluable. Each set contains two dolls, a 
 native house, and articles which illustrate the home, 
 social, and religious life among the respective peoples. 
 These can be obtained from the denominational Boards 
 at $1.50 each. 
 
 A sand-tray is also of great value to the Primary 
 Department, and even for Juniors. By means of it 
 scenes and conditions in non-Christian lands may be 
 made graphic and realistic. An ordinary box, 2^ x 
 4 or 5 feet, with sides about 6 inches high, will 
 suffice, but it will be better to get a common kitchen 
 table, cut off the legs and turn it upside down. The 
 bottom should be painted blue, or a piece of glass 
 be inserted to represent water, and common sand or 
 paper pulp may be used for the modeling. 
 
 For Home Use. — In addition to the stories, pictures 
 and objects used in the class, there is some excellent 
 material for home use. "Pictures Worth Painting 
 from Far-off Fields" (40 cents), presents missionary 
 pictures to be colored with crayon. "An Indian Vil- 
 lage" (60 cents), is a game showing the life and 
 customs of an inland village in India. A set of eight 
 Chinese rag dolls with accompanying stories (75 
 cents), will appeal strongly. "A Chinese Street" (75 
 
For Sunday-school Workers 49 
 
 cents), contains all the things necessary for making 
 small models of a street in a town of South China, and 
 of the people who live and walk in it. The figures are 
 to be cut out, colored and set up according to directions. 
 
 Junior Department — Ages 9 to 12 Years 
 
 Characteristics. — During the Junior period, physi- 
 cal development is slow. "The brain at the beginning 
 of the period has attained nearly its full mature 
 weight." It is the time of the growth of the asso- 
 ciative fibers. As in the earlier period, the child has 
 not yet learned the power of continued concentration, 
 but he is beginning to use his reasoning powers. 
 "Towards the close of the period the critical spirit is 
 developing, leading to questionings for fuller informa- 
 tion and a demand for proofs of statements made." 
 Conscience is now becoming more active and exer- 
 cises greater control over the life. 
 
 The child is influenced greatly at this period by 
 examples, especially of other girls and boys, and much 
 care should be exercised as to his companions. "The 
 altruistic impulses become somewhat stronger in all 
 normal children, these tending to weaken the spirit 
 of selfishness so manifest in early life." "Th« respect 
 for law in its general form, not simply as embodied 
 in personal commands, increases somewhat during 
 these years." Christ's authority in the life should 
 now be emphasized, and stress should be laid upon the 
 necessity of implicit obedience to the great commission 
 to give the gospel to every creature. 
 
 This is distinctly the memory period. It is also the 
 
50 Manual of Missionajy Methods 
 
 habit-forming period, and the teacher should therefore 
 seize the opportunity to inculcate the habits of prayer 
 for, and proportionate giving to, missions. 
 
 Interests. — "The interest in the casual idea increases" 
 chietiy in the lines of science and history. Girls and 
 boys want to know about the various wonders which 
 they observe in nature. It is the time when they are 
 interested in games, manual work and in making "col- 
 lections" of various things, such as stamps, coins, eggs, 
 etc. The fairy and folklore story now give way to an 
 interest in history, chiefly in biography. The hero 
 must be true to life and not an imaginative one, and 
 the story must be full of action. 
 
 Matcv'xal for Instruction. — During this period the 
 history and geography of missions should be taught, 
 and the customs and manners in non-Christian lands 
 be described. Constant use should be made of maps, 
 charts, diagrams, pictures and curios. The biographies 
 of great missionaries will be read with eager interest, 
 provided they are well written and present men of 
 heroic action. The interest will lie rather in their 
 accomplishments than in their characters. Deeds per- 
 formed are what appeal to the Junior age. This is 
 the period, too, when some of the "cruder conceptions 
 of the preceding years may be corrected, and when the 
 government of God in love through law may be more 
 clearly pointed out." 
 
 Individual Lesson Preparation. — Jnniors are quite 
 old enough to make some preparation themselves of 
 the material given them, and should be expected to do 
 so. Many of them like to give missionary recitations, 
 
For Sunday-school Workers 51 
 
 or to take part in some special missionary program. If 
 the instruction is given in the class, rather than from 
 the platform, a printed lesson in leaflet or booklet 
 form can be prepared at home. Such a lesson form- 
 the basis for class questioning and discussion just as 
 does the Bible lesson. 
 
 "The Missionary Speaker" and other books of like 
 character, already mentioned in chapter V, page 26, 
 give suitable material for recitations and platform 
 work for the scholars. For class work and home 
 preparation there are leaflets or text-books issued by 
 a number of the denominational Boards, notably the 
 Baptist, Episcopalian, Methodist, Presbyterian and 
 United Presbyterian, and by The Sunday School Times 
 Company, Philadelphia. Inquiries should be made 
 at their respective headquarters. 
 
 Scrap-books and Manual Work. — It will be of great 
 value to have each scholar make a missionary scrap- 
 book in which he may put pictures and small outline 
 maps illustrating missionary lessons. He may also note 
 down special points which the teacher suggests. In- 
 stead of individual scrap-books there may be a class 
 scrap-book, each member of the class being responsible 
 in turn for writing up a missionary lesson and putting 
 in the illustrations. The individual book, however, 
 is preferable, and as an incentive to faithful work on 
 the part of the scholars the teacher should also make 
 one. At the close of the school year there may be an 
 exhibition of these books. No scholar can prepare such 
 a scrap-book without gaining a great deal of mission- 
 ary information and profit. Other manual work should 
 
52 Manual of Missionary Methods 
 
 be encouraged, such as the construction of native 
 houses, sedan chairs, ancestral tablets, totem poles, 
 which may be made by boys fond of carpentry work 
 from descriptions furnished them or from pictures. For 
 suggestions teachers should secure the Rev. M. S. 
 Littlefield's book, "Hand-work in the Sunday- 
 school," published by the Sunday School Times 
 Company. 
 
 The sand-tray, already referred to as part of the 
 equipment for the Primary Department, may be 
 profitably used with the Juniors. The geographical 
 setting of the missionary lessons can by means of it 
 be graphically taught. 
 
 Stereoscope. — The stereoscope and stereograph pic- 
 tures will also be found of great value. The former 
 costs 75 cents, and the latter, in sets, 75 cents each. 
 One set on China has recently been published by the 
 Young People's Missionary Movement, and others are 
 in preparation. Orders may be sent to the denomina- 
 tional Boards. 
 
 Intermediate Department — Ages 13 to 16 Years 
 
 Characteristics. — This is the beginning of the adoles- 
 cent age, and one of the most critical periods of life. 
 Boyhood and girlhood are left behind as the threshold 
 of manhood and womanhood is approached. It is a 
 period of rapid physical growth, and consequently is 
 often characterized by awkwardness, shyness, and 
 more or less reserve. 'Tt is the time," says Pease, 
 "of a physiological new birth out of childhood into 
 manhood and womanhood, and of a psychological 
 
For Sunday-school Workers 53 
 
 birth from egotism and isolation to altruism and 
 society." To be regarded as children is greatly dis- 
 liked, and there is a strong desire to be thought 
 manly and womanly. This leads to the forming of 
 ideals and of efforts to become like them. 
 
 Interests. — "The predominant literary interest is in 
 legendary heroes, pioneers, and heroes in history." 
 "There are strong impulses to do great things." It 
 is the period of hero worship. The "gang spirit" now 
 becomes manifest, and there is loyalty to the club, team 
 or organization. The preference is for team rather than 
 for individual games. 
 
 Material for Instruction. — The material for instruc- 
 tion should be largely biographical, laying emphasis 
 upon the idea of service to others. This will make 
 a strong appeal to adolescence. A splendid biography 
 of Alexander Mackay, entitled "Uganda's White Man 
 of Work," has been prepared to meet the special needs 
 of the Intermediate grade. Also "Under Marching 
 Orders," the life of Mary Porter Gamewell, missionary 
 to China, by Ethel D. Hubbard. Both can be obtained 
 from the denominational Boards, 35 cents in paper, 
 50 cents in cloth. "Missionary Studies for the Sunday- 
 school" (single copies 20 cents, postpaid), can be 
 obtained from The Sunday School Times Company, 
 103 1 Walnut Street, Philadelphia. There are three 
 series, and they are catalogued in Appendix B. 
 
 Impersonations 
 
 Impersonations of graphic scenes in the lives of mis- 
 sionaries have been used with excellent results in the 
 
54 Manual of Missioiiary Methods 
 
 Intermediate grade. For example, in "Uganda's White 
 Man of Work," the interview between Mutesa and 
 Stanley, the explorer, affords a splendid opportunity 
 for two boys to impersonate these characters, and to 
 hold such a conversation as they imagine the men 
 themselves held in their first interview. Of course, 
 sufficient material is given in the book of the actual 
 interview to make it unnecessary for the boys to make 
 the scene wholly imaginary. To attempt, however, 
 to reproduce this scene from Central Africa makes it 
 vivid and realistic to all and has a distinct educational 
 value. 
 
 There are other scenes in "Uganda's White Man of 
 Work," in "The Life of John G. Paton," and in many 
 other missionary books which lend themselves to this 
 treatment. Such impersonations require no costuming 
 or other dramatic elements in order to make them effec- 
 tive. They may even be used successfully in an indi- 
 vidual class, if not desirable from the platform before 
 the whole school. An attractive entertainment could 
 be given on some week-night, when scenes from 
 some missionary book, as above mentioned, could be 
 arranged as a series of very interesting tableaux or 
 impersonations. 
 
 The First Baptist Church of Batavia. N. Y., planned 
 a most profitable "Missionary Evening," using imper- 
 sonations to excellent advantage. The program fol- 
 lows : 
 
 1. Songs by a chorus of twenty girls, dressed in Chinese 
 costumes. 
 
 2, "What it means to be a Chinese girl and woman, " 
 
For Sunday-School Workers 55 
 
 by a young woman in Chinese costume, using as a basis 
 "Women of the Middle Kingdom." 
 
 3. "China's Only Hope," a brief address by a young man 
 dressed as a Chinese student. He used the book "China's 
 Only Hope," but of course gave a Christian solution. 
 
 4. "The Sorrow of the Famine," in which a young mar- 
 ried man comes upon the platform with his wife and baby and 
 cooking and eating utensils in a wheelbarrow; he puts down 
 his burden in the center of the platform, turns to the audi- 
 ence and tells them how he left his home and went to one 
 of the cities where relief was being given, and how he has 
 been sent home again because of the menace of the starving 
 multitude clamoring for food, and how there is nothing 
 before him and his family but sure starvation; he then takes 
 up his wheelbarrow and goes ofif the platform. 
 
 5. Exercise, "A Chinese Conversation," in costume. 
 
 6. Recitation, a story based on the death of a Chinese 
 woman. 
 
 7. Tableaux, by girls in costume, portraying scenes in 
 life. Colored lights were used. 
 
 8. Phonograph records of Chinese music— a solo and a 
 band piece. 
 
 9. Stereopticon slides of the new lecture on China of the 
 Missionary Union, not reading the complete lecture, but 
 running the slides through quite rapidly and giving a word 
 of explanation with reference to each picture. A young 
 man dressed in costume explains the pictures, telling the 
 audience that he wishes to show them some of the scenes 
 from his country. 
 
 ID. All of the audience was then invited to the church 
 parlors to partake of Chinese tea, served by Chinese maidens. 
 
 There were attractively printed tickets and pro- 
 grams with hand-made Chinese characters upon them, 
 and every one taking part in the entertainment was 
 in Chinese costume and the decorations were Chinese 
 in character. The aim was not only to furnish a 
 
56 ]\Iaiiual of Missionary Methods 
 
 pleasant evening, but to give a vivid picture of China 
 and her needs. 
 
 Senior Department — Ages 16 to 19 Years 
 
 Characteristics. — Says George W. Pease: "Most of 
 the characteristics of the youth or early adolescent 
 period continue to manifest themselves in this later 
 period, although some of them lose their strength, while 
 others continue their development. Owing to the 
 rapid and strong development of the reasoning powers, 
 there results a strengthening of the spirit of inde- 
 pendence and a lessening of the direct influence of 
 the teacher and companions through suggestion. The 
 teacher at this time must depend more upon guiding 
 the young man by an appeal to his reason than by an 
 appeal to his affections or by an authoritative presenta- 
 tion of truth which is to be accepted without question. 
 
 "The advance from selfishness to unselfishness is 
 steady and strong, and during these years the altruistic 
 emotions are likely to become dominant. Under nor- 
 mal conditions, the young man will realize the im- 
 portance of identifying himself with the larger social 
 life of which he forms a part, and will expend him- 
 self freely in the service of others. 
 
 "Naturally the imitative tendency is very much 
 weakened. The individual now sets up his own stand- 
 ard of life and conduct, and although open to advice 
 and suggestion, and to the presentation of the elements 
 of an ethically perfect life, he will only accept and 
 act upon such presentations as appeal to his own 
 reason." 
 
For Sunday-school Workers 57 
 
 It is a time of great physical and mental activity, 
 when the reasoning powers come into full play. 
 Life takes on a more serious aspect, and there is a 
 desire to solve its problems. The creative imagina- 
 tion and logical memory now become strong. 
 
 Interests. — "The interests at this period are wide 
 and varied, including the physical, intellectual, and 
 moral fields." "Athletic, scientific, literary or aesthetic 
 interests, or plenty of hard work, are a necessity to 
 keep the mental life pure, healthy and growing." 
 
 Material for Instruction. — "Servants of the King" 
 (50 cents in cloth, 35 cents in paper), by Robert E. 
 Speer, is a collection of brief, stirring biographies 
 prepared especially for the Senior grade. It deals 
 with heroic lives at home and abroad and is written 
 to inspire to similar consecration. If something briefer 
 is desired for ten minutes' supplemental class work, 
 the Senior grade of "Missionary Studies for the 
 Sunday-school" (20 cents), published by The Sunday 
 School Times Company, of Philadelphia, is recom- 
 mended. 
 
 Adult and Home Departments 
 
 In these departments a study of social, moral, and 
 religious conditions in non-Christian lands will strongly 
 appeal. The text-books already issued by the Young 
 People's IVIissionary Movement on Africa, China, 
 India, Japan, Korea and the Moslem world are inval- 
 uable for this purpose, and others are in preparation. 
 They are issued in paper at 35 cents each ; in cloth, 50 
 cents. Titles will be found in Appendix C. There are 
 
58 Mamial of Missionary Methods 
 
 also other volumes, dealing with home missions, that 
 are equally valuable. "Home Mission Heroes," 
 "Aliens or Americans," "The Challenge of the City," 
 "The i'Vontier" and "The Negro Problem" are now 
 available. 
 
 For a thorough study of these books the substitu- 
 tional method for a period of eight consecutive weeks 
 is considered by many as satisfactory, or they might 
 be studied at some hour other than the Sunday-school 
 session. Especially in the Home Department may mis- 
 sionary books and literature be circulated with good 
 effect. For a list of suitable books see Appendix C. 
 
 Questions 
 
 1. What advantage is there in Cradle Roll enrolment, both 
 from the standpoint of the child and of the parents? 
 
 2. Mention the chief characteristics and interests of the Be- 
 ginners and the missionary material adapted for their in- 
 struction. 
 
 3. Mention the chief characteristics and interests of the 
 Primary Department child. 
 
 4. What missionary material would you use in the Primary 
 Department ? 
 
 5. How does the Junior period differ from the Beginners' 
 and Primary? 
 
 6. What manual work can be done by Juniors? 
 
 7. What are the characteristics and interests of the Inter- 
 mediate period ? 
 
 8. In what way can missionary instruction ha best given to 
 Intermediates? 
 
 9. In what ways does the Senior period differ strongly from 
 those that precede? 
 
 10. What courses of missionary study would you suggest for 
 adults? 
 
For Sunday-school Workers 59 
 
 The following^ plan of Graded Missionary Instruc- 
 tion was prepared for use in Episcopalian Sunday- 
 schools by the Rev. Everett P. Smith, formerly Edu- 
 cational Secretary of the Domestic and Foreign Mis- 
 sionary Society of the P. E. Church. While strictly 
 denominational it is very suggestive to all. The hymn 
 numbers refer to the P. E. Hymnal. 
 
l-H 
 
 o 
 
 
 
 u 
 
 
 ^ 
 
 S 
 
 p^ 
 
 bl 
 
 H 
 
 o 
 
 XA S 
 
 b 
 
 ^ - 
 
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 HH QJ 
 
 
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 1 John 4:8b. 
 1 John 4 : 11. 
 Mark 10 : 13-16. 
 The Ivord's Prayer, 
 
 with explanation 
 
 of its missionary 
 
 elements. 
 Hymn 562, esp. 
 
 verse 5. 
 
 John 3 : 16. 
 John 10 : 14-16. 
 Matt. 28 : 16-20. 
 Hymns 516, 540. 
 
 U5 
 
 !4 
 
 
 
 
 n 
 
 
 
 < 
 < 
 
 s 
 
 y 
 
 S 
 Pi 
 ►J 
 u 
 
 Bible Missionary .Stories. 
 
 LVie Shepherds, the ll'ise Men. the Lost Sheep, 
 the Cood Samaritan, etc. 
 Missionary Object Lesson Sets. 
 
 Japan, with Teacher's Helps. 
 
 Africa, with the same. Each $1.50. 
 Modern Missionary Stories. 
 
 "Child Life in Mission Lands." Diffendorfer. 
 Paper, 35c.; Cloth, 50c. 
 
 "^Seven Little Sisters." Andrews. 50c. 
 
 " Each and All." Andrews. 50c. 
 
 Japan Picture Cards. Set of 12, 20c. 
 
 Bible Mlssionary Stories. 
 
 Jonah (the man who did not believe in missions \ ; 
 the Watchman. Ezekiel 33 : 1-9; Peter and Cor- 
 nelius; Foreign Missionaries sent out and 
 coming h,-xck to tell their story. Acts 13:1-4; 
 14:21-27. 
 
 Missionary Text-Books. 
 
 1" The Missionary Chain." C. M. P. C. 15c. 
 
 1' The Ch'ercoming of the Dragon." Sturgis. 
 
 "Japan for Jufiiors." 25c. 
 
 "Africa for Juniors." 25c. 
 Modern Missionary Stories. 
 
 Young Christian Soldier. "Weekly, 80c. ; month- 
 
 _ ly, 10c. 
 
 " Experiences of a Junior in Missionary Lands." 
 Comegys. 50c. 
 
 'a 
 
 w 
 a 
 
 u 
 
 H 
 
 To lead the child 
 into unselfish ac- 
 tivity for other 
 children, and to 
 show the love of 
 God, the Father, 
 for all his chil- 
 dren. 
 
 To form right 
 habits of think- 
 ing, feeling, and 
 doing for Missions. 
 (This includes 
 memory of leading 
 stories, facts, and 
 plans of Missions, 
 to develop a wish 
 to know more. Also 
 plans of giving, 
 pra^ing.and work- 
 ing for Missions. ) 
 
 « 
 
 PRIMARY 
 AGE 
 
 6-9 
 
 Home Life 
 
 JUNIOR 
 
 GRAMMAR 
 
 AGE 
 
 9-12 
 
 Information 
 
2 Cor. 8 : 9. 
 2 Cor. 11 : 23-31. 
 Acts 26 : 12-23. 
 Hymns 507, 508, 
 
 509, 319, 584, 
 
 580, 261. 
 
 John 10 : 14-16. 
 
 Romans 10 : 12-15. 
 
 Matt. 10 : 37-39. 
 
 Matt. 25 : 31-40. 
 
 Famous Sayings 
 of Famous Mis- 
 sionaries. 
 
 O 
 
 Bible Missionary Stories. 
 
 Christ. John 1:1-14; Phil. 2:5-11. Comment on 
 these to show Christ's l,ove and Courage. Give 
 other passages to emphasize His Wi.sdom, 
 Patience, etc. Get pupils' help in suggestion 
 and selection. 
 
 The Seventy as Home Missionaries. Paul as a 
 Foreign Missionary. 
 Missionary Text-Books. 
 
 "The Kingdom Groiving." Bradner. 25c. 
 
 _ Helps, 10c. 
 
 "Uganda s White Man of Work." Fahs. Paper, 
 35c.; Cloth, 50r. 
 Modern Missionary vStories. 
 
 "Romance of Missionary Heroism." l,ambert. 
 fl.50. 
 
 "Off the Rocks." Grenfell. fl.OO 
 
 vStories of Fatteson, Livingstone, Gordon, Chal- 
 mers. Button. Each 50c. 
 
 Domestic Text-Books. 
 
 "The Anglican Comtfiumon in the Pacific." 25c. 
 
 Used with "Christns Redetnptor." Paper, 35c. 
 
 Cloth, 50c. Helps, 10c. 
 1 \ ( hit line Program for Meetings. ' ' Free. 
 "Some Strategic Points in the Home Field." 
 _ C. M. P. C. 25c. 
 "Supplemental Leaflets." 50c. 
 " Helps for Leaders." Free. 
 Foreign Text-Books. 
 
 "Sunrise in the Sunrise Kingdom." DeForest. 
 
 Paper, 35c. Cloth, 50c. Helps. 10c. 
 "The Uplift of China." Smith. Paper. 35c. 
 _ Cloth, v50c. Helps, 10c. 
 "The Atnerican Fpiscopal Church in China." 
 
 Richmond. Paper, 50c. Cloth, 75c. 
 
 Text-books noted in High School Grade can be used 
 here. Other books published in 1908-9. See also 
 Missionary Book Lists of the N. Y. S. S. Com- 
 mission and the Dom. and For. Missionary 
 Society. 
 
 To present Christ 
 as the Ideal Mis- 
 sionary Hero, and 
 Missionary Heroes 
 as His Follo'wers. 
 
 To cultivate Chris- 
 tian altruism and 
 to sho-vv that "the 
 Brotherhood of 
 Man" means Mis- 
 sions. 
 
 To form and fix a 
 Christian Philoso- 
 phy of Missions. 
 
 SENIOR 
 
 GRAMMAR 
 
 AGE 
 
 12-15 
 
 Hero Worship 
 and Chivalry 
 
 HIGH SCHOOI, 
 AGE 
 
 15-18 
 
 Spiritual Heroism. 
 Ivife Work. 
 
 POST-GRADU- 
 ATE AGE 
 
 18-25 
 Principles and Ideals. 
 

 hich 
 /t/rt. 
 
 ther. 
 
 5 3 o r.'C'-' 
 
 
 Auxiliary, w 
 e Jtaiior Paw/) 
 
 ather and Moi 
 
 of Earned Mc 
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 Missionary St 
 See Board l,e 
 on Fields. Rea 
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 r- 
 
 .1-^ > 
 
 
 'J 
 
 < 
 
 p in Juiii 
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 iry Hymn 
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 thers. 
 
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 tures for scrap boo 
 Iso Curios from Mi 
 ary Books. See j 
 
 « 
 
 live Membershi 
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 No. 2. 
 
 ildren's Mission! 
 ssionary Games. 
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IX 
 
 Developing Missionary Intercessors 
 
 How Missions Help the Prayer Life 
 
 It has been said that "if a few men of our generation 
 will enter the holy place of prayer and become hence- 
 forth men whose hearts God has touched with the 
 prayer passion, the history of his church will be 
 changed." It is just such men and women of prayer 
 that the Sunday-school should educate and develop. 
 The teaching of missions will help to accomplish this. 
 Historically, one will learn of remarkable answers to 
 prayer, of God's concern for his world ; and the present 
 conditions in non-Christian lands will reveal the ne- 
 cessity of earnest definite petitions. No one can 
 read of Dr. Chamberlain's remarkable deliverance at 
 the River Godavery.andof Livingstone's experiences 
 while crossing Africa, of the erection of Dr. Mac- 
 kenzie's hospital at Tien Tsin through the favor of Li 
 Hung Chang, of the wonderful outpouring of the Spirit 
 at the Lone Star Mission, in India, and of Pandita 
 Ramabai's life, without realizing in a new sense the 
 power and effectiveness of prayer. Such remarkable 
 answers show that prayer is z'ital, and such it should 
 be in every scholar's life. They should be warned 
 against the mere mechanical "saying of prayers," and 
 should learn to talk with God. The Buddhist sets 
 his prayer-wheel revolving in the wind, and with every 
 64 
 
For Sunday-school Workers 65 
 
 turn of the wheel he thinks he secures merit for him- 
 self. Just as valueless are the vain repetitions so often 
 offered in Christian lands. If our teaching of missions 
 does not produce a more intelligent and spiritual 
 prayer life in the pupils, then we have signally failed 
 in a most important particular. 
 
 Prayer Should be Vital 
 
 The one essential is that prayer for missions be vital. 
 If it is, then it will be intelligent, definite, daily. The 
 first requisite for praying definitely about any object 
 is to be informed about it. Mission study gives this 
 necessary information, so that one becomes acquainted 
 with conditions in various parts of the world, both at 
 home and abroad. Intelligent prayer is also definite 
 prayer. Instead of asking for blessings in general, 
 which is indefinite, a knowledge of a particular need 
 leads to a definite petition. If word comes that the 
 missionaries in a certain station are in some peculiar 
 danger because of the attitude of enemies, or if in 
 another locality there is a discouraging situation be- 
 cause of prejudice and indifference, or if reports from 
 another field indicate rapid growth and expansion, each 
 of these differing conditions calls for very definite and 
 differing prayer. 
 
 Prayer Cycles 
 
 Prayer for missions should also be offered daily. To 
 promote this on the part of all the scholars should be 
 the aim of every school. This can be secured by pre- 
 senting objects in the form of a Prayer Cycle. The 
 Presbyterian Board of Foreign Missions publishes a 
 
66 Manual of Missionary Methods 
 
 Cycle for the year, a different missionary being sug- 
 gested for each day, so that in the course of the year 
 every missionary under appointment by the Board, his 
 location in the field, the kind of work he is doing, and 
 how long he has been on the field, are all indicated. 
 A leaflet announcing the Prayer Cycle reads : "Cut 
 oiT from the prayers of the church, the missionaries 
 feel as would the diver whose air tube was discon- 
 nected, for prayer is indeed the missionary's vital 
 breath, his native air. But how can we pray for them 
 if we do not know who they are, where they are, and 
 what they are doing? The wilfully unintelligent 
 prayer can be neither fervent nor effectual. By simply 
 following the Year Book day by day, we can come in 
 touch for a few moments with the special work of 
 each one ; whether teaching, or translating, or preach- 
 ing, or healing the sick." 
 
 The Presbyterian Home Board publishes a somewhat 
 similar Cycle for the home field. The Baptist church 
 also publishes a Prayer Cycle, quarterly, throughout 
 the year, and other denominations have similar pub- 
 lications. All of these, however, are prepared for 
 adults rather than for children. Hence, a special 
 Prayer Cycle for use in Sunday-schools has been issued 
 by the Presbyterian Boards of Home and Foreign 
 Missions, as follows : — 
 
 A PRAYER CYCLE- 
 
 FOR THE USE OF SUNDAY-SCHOOL PUPILS 
 
 SUNDAY. Pray for the success of all Christian work in 
 your own town. Give thanks for mercies, and ask for a glad 
 
For Sunday-school Workers 6/ 
 
 heart that shall commend to all with whom you come in con- 
 tact, the religion you profess. 
 
 MONDAY. Pray for our country — a Christian nation. 
 Ask that all Christians may help to make and keep it so, in 
 deed as well as in name. 
 
 TUESDAY. Pray for our country — the Homeland. Give 
 thanks for your own home and ask that God will bless all 
 efforts put forth to build up Christian homes throughout our 
 land, among the "exceptional peoples" — the Indians, Alaskans, 
 Mormons, Mexicans, Mountaineers — the Freedmen and the 
 strangers who enter our gates. 
 
 WEDNESDAY. Pray for our country — for Christian edu- 
 cation. Give thanks for your own opportunities and ask that 
 in our Mission schools and in public schools the spirit of Christ 
 may be taught. 
 
 THURSDAY. Pray for our Mission schools in foreign 
 lands. Ask that the boys and girls may learn to know and love 
 our Master, Jesus Christ, and to become His faithful followers. 
 
 FRIDAY. Pray for our missionary doctors. Ask that they 
 may relieve and comfort the sick as Jesus did and that they 
 may teach them to know that Jesus is their Friend, and the 
 Lord and Giver of Life. 
 
 SATURDAY. Pray for our missionary teachers and 
 preachers. Ask that they may be so like Christ that they shall 
 win the people of every nation to worship the Father in 
 Heaven. Ask that every Christian may help to make Christ 
 known to all the world. 
 
 Constant use of this or of some other cycle of prayer 
 shotild be enconrag-ed and the scholars thus led into a 
 closer, more vital sympathy with the extension of the 
 Kingdom of God in the world. 
 
 Prayer Covenants 
 
 The use of a Prayer Covenant is therefore sug- 
 gested, pledging- the individual to the ministry of 
 
68 Mamial of Alissionary MetJiods 
 
 intercession. The American Baptist Missionary 
 Union has issued the following: — 
 
 AMERICAN BAPTIST MISSIONARY UNION 
 
 A PRAYER COVENANT 
 
 Recognizing tliat the supreme need of missions is prayer, I 
 purpose to intercede each day, so far as may be possible, (i) 
 for the peoples of mission lands ; (2) for the missionaries and 
 their native co-workers; (3) for those who administer the 
 work at home; (4) for my own and all other churches, that 
 they may give themselves more earnestly to the study and sup- 
 port of missions; and (5) for the young people of our 
 churches, that a larger number may hear the call of God tor 
 missionary service. 
 
 Name 
 
 City or Town 
 
 Street Address 
 
 Date Church 
 
 Fill out this card and return to Box 41, Boston, Mass. 
 
 Another pubHshed by another Board reads as fol- 
 lows : — 
 
 PRAYER COVENANT 
 
 "Trusting in the Lord Jesus Christ for strength," I promise 
 to pray daily for our missionaries who are in the field, for the 
 consecration of many new ones to this great work, for increased 
 interest and larger membership and offerings in my own society, 
 and that many new auxiliaries may be organized this year. Be- 
 lieving that I am personally responsible for a share of this 
 work, I promise to do all in my power to advance the cause of 
 missions wherever and whenever I have opportunity, and to 
 give of my time, talents and money as God has prospered me. 
 
 In His name. 
 Signed 
 
For Siinday-scJiool Workers 69 
 
 On the reverse side are the following suggestions : — 
 
 Pray for the health of our missionaries ; ask strength of the 
 body and refreshment of the spirit for those who have been 
 long at the breach. Ask for the young that they may face with 
 courage, and at the same time with prudence, the difficulties 
 of a life absolutely new to them; ask facility in learning the 
 language and in adapting themselves to the climate and the 
 food. Ask especially that Christ may reign over their whole 
 being, for God cannot serve himself mightily for the con- 
 version of souls except with instruments consecrated to him 
 without reserve. 
 
 Ask God to prepare native evangelists ; ask him that our 
 publications in European or in native languages may advance 
 his kingdom. 
 
 Can you not, in some sort, adopt a missionary as your own 
 representative in pagan lands and pray for him and his work 
 as if they were really your own? Cannot you take possession 
 of a country, or a district, or a missionary station, and give 
 yourself no rest until God has shed his spirit upon this best 
 object of your prayers? 
 
 Missionary Intercessors 
 
 This suggests to the Sunday-school worker the idea 
 of Missionary Intercessors. It has been pointed out in 
 a recent leaflet that there is a difference between mis- 
 sionaries and laborers. Christ prayed that the latter 
 might be sent forth into the harvest. Laborers may 
 be missionary workers on the field or missionary inter- 
 cessors at home, and while the former are greatly 
 needed, there is as great or even greater need for the 
 latter. Dr. Hudson Taylor, of the China Inland Mis- 
 sion, relates how one of their stations received constant 
 and marvelous spiritual blessings, so much so as to 
 raise an inquiry in the minds of the missionaries as 
 
7o ]\Ia]iual of Missionary MctJiods 
 
 to the direct cause. Upon his return to England, Dr. 
 Taylor was met one day by a stranger who asked him 
 many questions concerning this particular mission 
 station. The man seemed so intelligent regarding all 
 the needs and conditions of the work that Dr. Taylor 
 was surprised, and upon inquiry learned that this man 
 and the missionary in China had made a covenant to 
 pray for each other daily. The missionary sent on to 
 England explicit reports of the work, and his friend 
 at home gave himself to the ministry of intercession. 
 It would be an excellent thing if every Sunday-school 
 in the land would assume a prayer obligation, as well 
 as a financial one, for some definite work in the home 
 and foreign fields. The scholars would thus be trained 
 as in no other way to become missionary interces- 
 sors. 
 
 Prayer in the Sunday-school 
 
 In addition to what has been said, there should of 
 course be intelligent, definite prayer in the Sunday- 
 school each Sunday, and those appointed to lead in 
 prayer should secure beforehand information to enable 
 them to make their petitions vital. A scanning of the 
 daily papers will often give one a knowledge of the 
 existing conditions at home and abroad, and thus serve 
 as a guide to prayer. The topics for the day pre- 
 sented in the denominational Prayer Cycle should be 
 placed on the blackboard each Sunday, in full view of 
 the school, thus suggesting to the scholars' minds, not 
 merely definiteness in prayer, but fostering an acquaint- 
 ance with the varied missionary activities of their 
 
For Sunday-school Worker's yi 
 
 church and suggesting personal daily use of such a 
 Prayer Cycle. 
 
 It is well to make a class for a stated period respon- 
 sible for presenting definite topics of prayer for each 
 missionary Sunday. These topics may be suggested by 
 the missionary lesson of the day or by some other 
 definite and peculiar need which should be brought to 
 the attention of the school at that particular time. In 
 addition to a topic of prayer for a particular Sunday, 
 it is also well to have a more general topic for the week. 
 This can be announced likewise on the blackboard, the 
 attention of the school being called to it by the super- 
 intendent. 
 
 Questions 
 
 1. In what ways will a knowledge of missions develop the 
 prayer life ? 
 
 2. What did Christ mean by "vain repetitions" in prayer? 
 
 3. What are the essentials of vital prayer? 
 
 4. What is the value of a "Prayer Covenant"? 
 
 5. What is a missionary intercessor? 
 
 6. What advantage is there for an individual or a Sunday- 
 school to assume a prayer obligation for a particular part of 
 the mission field? 
 
 7. Why should those who lead in prayer in the Sunday- 
 school have definite missionary information beforehand? 
 
 8. Why should the names of missionaries to be prayed for 
 be posted on the blackboard? 
 
 9. How can classes in the Sunday-school help develop the 
 spirit of prayer in the school? 
 
Developing Missionary Giving 
 
 Giving Money and Self 
 
 Cyrus Hamlin, the founder of Robert College in 
 Turkey, declares that his becoming a missionary was 
 due to a contribution-box. When but a small boy, one 
 day he went off to the annual village muster, which 
 was always a great occasion in a New England village. 
 He was given seven pennies by his mother with which 
 to buy his luncheon. As she handed them to him she 
 said, "Perhaps, Cyrus, you will put a cent or two into 
 the contribution-box at Mrs. Farrar's." As he drew 
 near the house he wished that his mother had not said 
 one or two, but he finally decided on two for missions. 
 Then conscience began to work. Two pennies for 
 missions and five for himself? That would not do, 
 so he decided on three for missions. But he was still 
 not satisfied, and when he reached Mrs. Farrar's door 
 he said to himself, "Hang it all ! Fll dump them all 
 in and have no more bother about it," and with this 
 he put all seven pennies in the box. It meant that he 
 himself went hungry that day at the muster, but a con- 
 quest for the missionary cause had been made ; and it 
 was not strange that in later years such a boy should 
 gave his life to missions. It was through missionary 
 giving that his interest was so deeply stimulated that, 
 in due time, he gave the greatest gift possible for 
 any one to give — himself. 
 72 
 
For Sunday-school Workers 73 
 
 Relation of Knowledge, Interest, and Benevolence 
 
 There is indeed a very close and lop^ical connection 
 between interest and benevolence. We do not give 
 largely of our means, certainly not our lives, to those 
 objects in which we have little or no interest. There 
 is also a logical connection between intelligence and 
 interest. We are interested only in those things of 
 which we know. Hence the constant need of fresh and 
 definite missionary information if there is to be con- 
 tinued and increasing missionary giving. If the latter 
 would be secured, the former must be provided. 
 
 It is a great mistake to magnify the appeal for 
 money, and there will be no need to do so if facts and 
 needs which appeal to the conscience are presented in 
 the spirit of prayer, and people are told that they may 
 have such share in the work as after prayerful con- 
 sideration they may be led to take. It is impossible 
 to continue to pray earnestly and definitely for any 
 cause without feeling a personal obligation to help 
 answer the prayer bysome gift of money or of service. 
 
 In the Sunday-school the primary aim of missionary 
 education should not be to secure the children's money, 
 but to give them information that will arouse interest, 
 deepen their spiritual lives, and lead to prayer, benevo- 
 lence, and activity. However needy a cause may be, 
 the logical order of information, prayer, benevolence, 
 should never be reversed or altered. 
 
 Interest Dependent on Investment 
 
 If on the one hand, as' we have already seen, 
 interest leads to benevolence, then on the other. 
 
74 Manual of Missionary Methods 
 
 interest in any object can be rightly measured by the 
 amount of investment we have in it — not always of 
 money, but of time, of thought, of efifort, of our very 
 selves. In fact, our interest in anything is in direct 
 proportion to our investment. As far as money is 
 concerned, a man is interested in the success of that 
 business in which he has a share, or owns some stock ; 
 he is concerned about the standing of that bank in 
 which he has deposited his savings. 
 
 A child's interest, as well as a man's, in the mission 
 cause will depend absolutely upon the amount invested ; 
 not of money merely, but of thought, of time, of efifort, 
 of self. It is how much of ourselves we put into a 
 game, into study, into business, into anything, that 
 measures our interest and determines whether we 
 shall meet with failure or success. 
 
 Necessity for Expression of Interest 
 
 It is highly important also, for the very best good 
 of the child himself, that he should be led logically 
 and naturally to express his interest in some direct and 
 tangible way. It is useless, and even harmful to his 
 character, constantly to be giving him information 
 that arouses his interest if no opportunity is given 
 for the expression of the interest. During the 
 Russian-Japanese war, a returned missionary from 
 Japan was addressing a crowd of East Side children 
 in New York City, and showing what good could 
 be done by the sending of comfort bags, picture 
 cards with Scripture verses, etc., to the Japanese 
 soldiers. Instantly at the close of the address, some 
 
For Sunday-school Workers 75 
 
 of the boys crowded around the speaker and said, 
 "Us fellows are goin' to send some pictures to them 
 Jap soldiers." Information aroused interest, and 
 interest, like the gathering steam in a boiler, sought 
 some way of escape and expression. 
 
 It is absolutely necessary, therefore, that in our mis- 
 sionary education there should be constant opportunity 
 for the expression of the child's interest. This can 
 be done by gifts of money which may be earned or 
 tithed, or be the result of self-denial ; by the making 
 of some object which will be useful for a missionary 
 box ; or by the doing of some service or kindness di- 
 rectly to others. In any case, whether the gift is 
 money or personal service, it must be the child's own, 
 a part of himself. Money given which he can earn 
 or save by self-denial will be the expression of his 
 interest far more than any sum given him by parents 
 or others simply to drop into the contribution-box. 
 In one case it is a part of himself, in the other he is 
 simply an agent for another. In the one case he is 
 benefited ; his interest deepened, the spirit of generosity 
 has had opportunity for expression ; in the other 
 case he has played simply an impersonal part, and has 
 little or no interest in the gift because it was not a part 
 of himself. 
 
 Why the Child Should Give 
 
 The question with which we are more particularly 
 concerned in this chapter deals with the train- 
 ing of the child to give his money; for it is essential 
 that he give, not merely because of the actual need 
 
76 Manual of Missionary Methods 
 
 for the money, but because of his need to give it, for 
 the development of his own character. The sense of 
 stewardship should be early instilled in the child's 
 mind. He very soon asserts the right of ownership of 
 possessions, and is ready at times as a very little child 
 to dispute the touching or taking anything that is his. 
 But he must learn that after all, that which he calls 
 his own, he really holds in trust. Life itself and all 
 that he has, is a gift, and for it he must render an 
 account as a steward. The failure to appreciate and 
 recognize this truth not only causes selfishness and 
 creates misers, but is the explanation of church debts, 
 deficits in mission treasuries, and one of the chief hin- 
 drances to the progress of the Kingdom of God in the 
 world. Salvation is perfectly free — purchased, how- 
 ever, at the cost of the life-blood of the Son of God; 
 but the gospel, which is the proclamation of salvation, 
 costs money — always has and always will. This truth 
 must be taught to the young people in our Sunday- 
 schools if the church of the next generation is in any 
 fitting measure to meet her obligation to world-wide 
 evangelization. 
 
 Some Erroneous Ideas 
 
 There are some erroneous ideas that have gotten 
 abroad among certain people that surely need to be 
 eradicated by the process of education in the Sunday- 
 school. 
 
 I. A miseonecption of the relation of Mission Boards 
 to the local church. — Some persons have the idea that 
 the ]\Iission Boards are organizations apart from the 
 
For Stinday-scJiOol Workers yj 
 
 church, organized for the purpose of exploiting a work 
 of their own, for the support of which they look to 
 the churches. An appeal on the part of the Boards 
 for a work in the home or foreign fields is regarded 
 by many churches almost as an impertinence. Such 
 churches regard any appeal for work outside their 
 own four walls as inimical to their church, and a church 
 debt or other pressing obligation is pleaded as an ex- 
 cuse for not participating in work beyond their own 
 borders. The fact is, however, that the Boards are 
 simply the agents appointed by the various denomina- 
 tions to carry on the world-wide work which the church 
 at large recognizes to be hers, and the responsibility 
 for this work does not belong to the Boards apart 
 from the church, but to the church first and foremost; 
 and in this large responsibility every local church of 
 the denomination has its proportionate share. 
 
 These truths need to be emphasized and to be made 
 clear in the Sunday-schools. Only thus will a grievous 
 misconception be cleared away, and the young people 
 realize that the various Boards are their agents to 
 carry on their work, and hence that loyal and sufficient 
 support must be given. 
 
 2. A second misconception held by a few is that of 
 money contributed to Board treasuries, by far the 
 larger part is used for administration expenses by the 
 Board, and that comparatively little reaches the direct 
 object in the home or foreign field for which the 
 money was given. This of course is absolutely false, 
 as an examination of the accounts of the treasurers 
 of any of the denominational Boards, home or foreign, 
 
78 Manual of Missionary Methods 
 
 will show. The fact is that no business concern hand- 
 ling as much money as do the Boards is run as inex- 
 pensively. The administration expenses of the Board 
 of Foreign Missions of the Presbyterian Church in the 
 United States of America, 1906-7, including salaries 
 of secretaries, office assistants, publication and distri- 
 bution of reports, literature, postage, etc., was less 
 than 7 percent of the receipts. Of the Board of 
 Home Missions of the same church, it was 7.08 per- 
 cent. In other denominations the percentage was about 
 the same for administration expenses. The Foreign 
 Board of the Methodist Church expended 7.15 per- 
 cent, of the Baptist Church about 8 percent, of the 
 Congregational Church about 7 percent, and of the 
 Episcopal Church about 6 per cent. That is, of every 
 dollar contributed to home or foreign missions in the 
 Presbyterian Church, for example, 93 cents goes 
 directly to the field, and the other 7 cents pays all the 
 expenses connected with securing, forwarding and re- 
 porting the gift. 
 
 On the other hand, if a single dollar was con- 
 tributed to foreign missions of the Presbyterian 
 Church, it would cost a good deal more for an individ- 
 ual to send it to the foreign field direct than to send 
 it to the Board for transmission. In the first place, 
 there would be 5 cents postage to any foreign land, 
 and then added to this would be the cost of exchange 
 from American money to that of the country to which 
 it was to go, and added to this would be the cost of 
 the envelope and paper of the accompanying letter. 
 Instead, therefore, of 93 cents reaching the field if 
 
For Sunday-scJiool Workers yg 
 
 sent through the Board as the medium, only about 90 
 cents of the dollar could possibly reach the missionary, 
 if sent directly to him by an individual. 
 
 Superintendents would do a real and valuable service 
 to their schools, therefore, if each year they would 
 consult the reports of the various Boards of their de- 
 nomination, and discover just what percentage of re- 
 ceipts was required the preceding year for administra- 
 tive and other expenses, and give the information to the 
 scholars, so that they who give the money may know 
 just where it goes and what it costs to send it. 
 
 The Undeveloped Possibilities in Giving 
 
 As yet neither the church nor the Sunday-school has 
 commenced to give, either to missions or other benevo- 
 lences, a tithe of what each is capable of doing. It 
 is estimated that in the hands of evangelical Christians 
 in the United States alone at the present time (1909) 
 there are more than $29,000,000,000, and that their 
 wealth is increasing at the rate of $800,000,000 
 annually. If this vast amount were conscientiously 
 tithed, there would be $2,900,000,000 in the United 
 States alone turned over into the Lord's treasury, 
 and an annual amount in addition of $80,000,000. 
 
 Even of the amount contributed by Christians, the 
 large percentage goes towards the support of local 
 churches, and the small part only is used for Home 
 and Foreign Missions. In viev/ of the need, we may 
 well ask, "Is the church at large really in earnest 
 in her missionary work?" And because of the fail- 
 ure of the church to fully meet the need as yet, the 
 
8o Maytual of Missionary Methods 
 
 importance of education along" the line of systematic 
 giving to missions cannot be over-estimated. 
 
 What Might be Done 
 
 In the Sunday-schools of North America there are 
 some 15,000,000 enrolled members. If these gave 
 an average of a postage stamp a week to missions, 
 there would be an income from the Sunday-schools 
 alone of $15,600,000. If they gave an average of a 
 carfare a week, the sum would amount to $39,000,000. 
 One of the largest denominations, with a Sunday- 
 school membership of over a million, averaged for 
 Home and Foreign Missions for the year 1908-09 
 between 10 and 11 cents from each of its Sunday- 
 school scholars. If the Sunday-school members 
 would only begin to give to missions according to 
 ability, it would not be long before the fathers at 
 home would be giving the price of a lo-cent cigar a 
 week to missions, and the mothers a carfare or two. 
 These figures are given to show how many fold 
 more the gifts to missions might be if they were placed 
 by Christians simply on the basis of the averages 
 mentioned. Evidently for some Christians to give to 
 missions each week the price of a lo-cent cigar, or a 
 plate of ice cream, would not be the thousandth part of 
 what they actually ought to give. The trouble 
 with so many people is that they have the idea that 
 the great work of missions is a 2- or 5-cents-a- 
 week affair, and hence they judge it somewhat con- 
 temptuously. They must be led to see that it is a world- 
 wide enterprise, in which millions need to be invested 
 
For Sunday-school Workers 8i 
 
 and expended. When the church awakes to this reahza- 
 tion, a new era will have dawned. 
 
 We are now brought to a consideration of 
 
 The Scriptural Method of Giving 
 
 The only really universally successful method of 
 giving is that "according to the rule of three/' having 
 its basis in the scriptural injunction, "Upon the first 
 day of the week let every one of you lay by him in 
 store, as God hath prospered him" (i Cor. 16:2). 
 According to this rule, giving will be 
 Individual — Every one of you ; 
 Systematic — On the first day of the week ; 
 Proportionate — As God hath prospered him. 
 
 In the Sunday-school this scriptural method of 
 benevolence should be taught and practised. 
 
 Individual. — Determined effort should be made to 
 secure an offering from every member of the school. 
 This is not really so difficult as it may seem. In the 
 Third Presbyterian Sunday-school of Newark, N. J., 
 for a period of ten consecutive years every member of 
 the school made an offering every Sunday, without a 
 single omission. The amount of the offering each 
 Sunday was not stated, but the number of scholars 
 present was mentioned, and how many had made an 
 offering. Only the teacher knew what each scholar 
 of his class pledged and gave. When the system was 
 first put in operation the school had some 400 or 500 
 scholars, and each of them brought an offering with the 
 exception of about twenty. The following Sunday the 
 number of non-contributors was reduced, and so on 
 
82 Manual of Missionary Methods 
 
 for several Sundays, until finally every member of the 
 school was contributing. This went on for a month 
 without an omission, then for six months, for a year, 
 two years, five years, ten years. When it is known 
 that this is a school whose membership is not made 
 upwhollyof childrenfromwell-to-dofamilies, butthat 
 some of the children are self-supporting, its record 
 is all the more meritorious and worthy of imitation. 
 When the plan was first introduced, two little newsboys 
 who were members of the school and who had no 
 home, resolved that they would give systematically 
 with the rest, and so they pledged between them one 
 cent a week. The first Sunday one of them brought 
 the penny which represented half a cent from each, and 
 the next Sunday the other boy gave the penny. But 
 it was not long before each of them was giving a penny 
 a week and more, because of awakened interest and 
 an aroused sense of responsibility. 
 
 Systematic. — It is not enough, however, to secure 
 a gift from every one occasionally, but, as in this 
 Newark school, the giving should be systematic. This 
 is opposed to spasmodic giving based on a passing 
 emotion. The only right method of benevolence is 
 based not on fancy, caprice, feeling, but on principle. 
 This calls for the setting aside at stated times certain 
 definite amounts for the Lord's work. System enters 
 into our whole lives. We eat systematically, sleep sys- 
 tematically, work systematically ; why should we not 
 give systematically? Some excuse themselves from 
 pledging any definite amount systematically because of 
 the uncertainty of their income. But any pledge so 
 
For Stinday-scJwol Workers 83 
 
 made is revocable when necessary, and any one can be 
 very sure that God does not expect him to do more than 
 abihty permits. Pledges for other obhgations are 
 made, for rent, fuel, food, etc., and by careful calcu- 
 lation most of us can estimate what can be likewise 
 pledged for benevolence. 
 
 Proportionate. — "The rule of three" requires that 
 giving should also be proportionate. Some people 
 give sytematically, but not proportionately. In the 
 Primary class, years ago, they learned the song "Hear 
 the pennies dropping," and they never drop anything 
 else. If they would but drop their penny-giving, 
 instead of their pennies, and advance from systematic 
 to proportionate giving, it would be a great gain. 
 Some people years ago adopted the 2-cents-a-week 
 plan for foreign missions, and with advancing years 
 and increased incomes they are' still giving systemat- 
 ically 2 cents a week, and no more. For a child 
 to give 2 cents a week to missions may be both sys- 
 tematic and fittingly proportionate, but for a man with 
 a salary of $25 or $50 or more a week to give but 2 
 cents a week is exceedingly disproportionate. Pro- 
 portionate giving for the Jew meant more than one- 
 tenth of his income. Some hold that a tenth was for 
 the Levites (Num. 18: 21, 24), a second tenth for the 
 Feasts (Deut. 14: 22-24), and every third year an- 
 other tenth for the poor (Deut. 14: 2'8, 29). Nay, 
 for him it was not giving, it was simply paying what 
 was recognized as his debt, and giving began after 
 the debt was paid. Some Christians equal the Jew 
 in the payment of the tithe, some set aside less, 
 
84 Manual of Missionary Methods 
 
 some give in addition to the tithe. Let no man judge 
 another in this matter, but let every one be persuaded 
 in his own mind, and "as God hath prospered him" 
 let him give, "not grudgingly, or of necessity, for 
 God loveth a cheerful giver." 
 
 These, in substance, are the principles of giving that 
 must be taught in the Sunday-schools if in any ade- 
 quate measure the Kingdom of God is to be advanced. 
 They are the principles, too, on which the development 
 of Christian character rests. The child who is taught 
 the idea of stewardship, and who systematically lays 
 aside for benevolent purposes a definite proportionate 
 sum of all that he receives, will, as: a man, always 
 have on hand a benevolent fund upon which he can 
 draw in response to appeals that constantly come to 
 him, and thus he will experience the real joy of giving 
 and realize, as is possible by no other method, the sense, 
 of his stewardship. 
 
 Should Children Make Financial Pledges ? 
 
 The question has been raised as to the advisability, 
 or even possibility, of securing pledges from children, 
 on the ground that many of them have no control over 
 definite sums of money. While this may be true in 
 some cases, there are very few children who do not 
 have control over some money in the course of a year. 
 For those who have regular allowances it is an easy 
 matter to pledge a definite sum. Those who do not, 
 can often earn money in various ways, by running 
 errands, by performing duties about the home, by 
 cleaning off snow in the winter, by working in the 
 
For Sunday-school Workers 85 
 
 store half of Saturdays, by securing subscriptions 
 for magazines, by doing patch work or darning, by 
 doing small printing jobs on a boy's printing-press, 
 etc. In some of these ways money is secured, and 
 being earned the girl or boy will have all the more 
 pleasure in giving it. In any case before any pledge 
 is made the scholars should be counseled to advise 
 w^ith their parents as to what pledge they should 
 make. 
 
 Methods of Collecting Gifts 
 
 As there is need for method in the laying aside sys- 
 tematically a definite proportionate amount for benevo- 
 lence, so there is a need for method in the collecting 
 of gifts. 
 
 Mitc-boxcs and Coin Cards. — There are the numer- 
 ous kinds of mite-boxes and coin cards of varied shapes 
 and designs which always appeal to the younger 
 scholars. They are made in the form of churches, 
 pyramids, trunks, dress-suit cases, drums, eggs, 
 crosses, and in many other designs to represent the 
 particular cause for which the money is to go. They 
 are furnished by the literature departments of the 
 denominational Missionary Boards. 
 
 ]]^cckly Envelopes. — For older scholars, weekly en- 
 velopes dated for each Sunday in the year are used by 
 some schools in connection with definite pled^^es. They 
 are a great aid in inculcating the habit of systematic 
 giving. In using them, care should be exercised to have 
 it distinctly understood by each scholar to what object 
 the money is to be devoted. This can be made clear by 
 
86 Manual of Missionary Methods 
 
 using different colored envelopes for different offerings, 
 and printing briefly on the outside of the envelope the 
 designated object. 
 
 Shares of Stock. — In the Union Street Presbyterian 
 Church, of Oakland, California, there originated the 
 idea of the Missionary Substitute Company. Shares 
 in the company were sold at 5 cents a month, and 
 stockholders were given certificates of stock and had 
 the privilege of voting at the stockholders' meetings 
 when the disbursement of the funds was under con- 
 sideration. Shares were sold both in the Sunday- 
 school and the church, and the plan worked admirably, 
 increasing the gifts for home and foreign missions 
 many fold, and enabling the church to support several 
 missionaries. This plan has been successfully used in 
 many churches of the West. Holding shares of 
 stock trains the Sunday-school scholar to regard 
 missions as an enterprise in which he should in- 
 creasingly invest. 
 
 Other Attractive Devices 
 
 The Dollar Bond — issued by the American Baptist 
 Missionary Union is somewhat similar to the plan 
 of the Missionary Substitute Company, but is denom- 
 inational purely. The bond reads as follows : — 
 
 One Dollar Bond. A share in the Stock of the American 
 Baptist Missionary Union and the Woman's Baptist Foreign 
 Missionary Societies. A Company doing the King's Business 
 in Japan, China, the Philippines, Burma, Assam, South India, 
 Africa, and Europe. References: Luke 2:10; Matthew 28:19, 
 20; Acts 1:8; 2 Corinthians 5:19, 20; Romans 10:14. Securi- 
 
For Sunday-school Workers 87 
 
 ties : The promises of God. Dividends : An hundredfold in 
 this present time and life everlasting. Capital Stock: The 
 earth is the Lord's and the fulness thereof. 
 
 W^HAT THE DOLLAR WILL DO. 
 
 Dime No. i will help to send out twenty-three new mission- 
 aries this year. 
 
 Dime No. 2 will send our missionary ship on its errand of 
 peace among the islands of Japan. 
 
 Dime No. s will go to the rescue of helpless little children 
 from slavery, sin and death. 
 
 Dime No. 4 will supply a brick or tile for a new chapel or 
 mission house. 
 
 Dime No. 5 will assist toward a scholarship for a boy or 
 girl in a Christian school. 
 
 Dime No. 6 will provide support of a native teacher, 
 preacher, or Bible woman. 
 
 Dime No. 7 will brighten the Homes for the Children of 
 Missionaries in this land. 
 
 Dime No. 8 will aid in our medical work, and preach to the 
 soul as it heals the body. 
 
 Dime No. 9 will be applied to the salary of a missionary. 
 
 Dime No. 10 will collect and carry the other nine to the 
 uttermost parts of the earth. 
 
 The Whole Dollar will be given to our Lord to prove that 
 we love him and desire to obey his last command. 
 
 IVill you take a dollar share? If not, can you take a dime? 
 
 $25 will provide a share in a Mission Station from which you 
 may hear twice a year. 
 
 $50 will do that and make your pastor or superintendent an 
 honorary life member of the Missionary Union. Send for 
 Prospectus. 
 
 The front cover of the bond is attractively printed 
 in green and red, and on the last page there are ten 
 divisions, one for each dime. Every person who col- 
 
88 Manual of Missiouary Methods 
 
 lects or gives $i on the bond receives from the Alis- 
 sionary Union an ilkistratcd booklet showing the 
 various phases of missionary work to which the money 
 goes. 
 
 The Sudan Relief Expedition, pubhshed by the 
 United Presbyterian Church, Philadelphia, Pa., is ar- 
 ranged to give full information in most attractive form 
 of the work carried on by the United Presbyterian 
 Church in the Sudan. A small booklet, entitled "The 
 Sudan Relief Blue Book," and containing several 
 chapters, is provided for the instruction of the scholars. 
 Accompanying the Blue Book is a large map of Africa 
 to be given each school. The Sudan is marked off in 
 black squares, each square to represent different sums 
 from 25 cents up to $5. The squares when covered 
 with seals read "Go ye into all the world and preach 
 the gospel to every creature." 
 
 World Conquest, also published by the United Pres- 
 byterian Board, describes the work of its three mission 
 stations in Egypt, the Sudan, and India. To each 
 class is furnished a map, upon which there are steam- 
 ships and locomotives outlined in red leading from 
 the United States to the three mission fields. Each 
 steamship or locomotive, which represents the value 
 of 25 cents, is colored black by the class as each 
 quarter is received. The total possible collection for 
 the map is $5, and as one is filled others can be 
 secured. The advantages of this scheme are that the 
 location of the various mission stations of the United 
 Presbyterian Church are indelibly fixed on the schol- 
 ars' minds, as they see the map repeatedly, and the 
 
For Sunday-school Workers 89 
 
 steamships and locomotives make a very visible con- 
 nection between the home land and the mission 
 fields. 
 
 The same idea can be used by any Missionary Com- 
 mittee, making use of steamers and locomotives, or 
 links of a chain to bind the home land with any points 
 in the home or foreign fields supported by the partic- 
 ular denomination. Bookcases drawn on cardboard, 
 in which some twenty books were differently arranged, 
 were used by a school in New York to collect money 
 for home missions. Each book's value was reckoned 
 as 25 cents, $5 being thus collected on each case ; and 
 as each quarter was received in the class, one of the 
 books was colored black. The books were meant to 
 represent Bibles needed in home mission work. 
 
 A Mile of Pennies was secured by a church in Penn- 
 sylvania to pay off its debt. By exact calculation it 
 was found that there are 84,480 pennies; in a mile, 
 placed side by side, or sixteen to a foot. As the debt 
 was just $844.80, it was decided to ask every one in 
 the church to secure as many feet of pennies as pos- 
 sible. All responded eagerly and in a short time the 
 money was raised. A mile of pennies would provide 
 the support of a missionary for a year in certain fields, 
 w4th something to spare, and the plan is suggested 
 as a possible one for many schools who with little 
 effort might have their own missionary on the field. 
 
 Class Treasurers. — It is a good plan in the older 
 grades, surely in the Intermediate and above, for each 
 class to appoint its own treasurer, who will be respon- 
 sible for the collecting of the money each week, turning 
 
90 Manual of Missionary Methods 
 
 it over to the school's treasurer, and making weekly or 
 monthly reports to the class of the number regularly 
 contributing and of the total amounts. 
 
 Definite and Graded Objects 
 
 It is of the greatest importance that every scholar 
 should clearly understand what is the object for which 
 his gifts are asked. Instead of stating that the offering 
 will be for the Board of Home or Foreign Missions, 
 care should be taken to explain carefully just what 
 these Boards represent, the number of missionaries 
 and workers, the character of their work, the peculiar 
 and special needs, with some telling illustrations. 
 Unless the work that the Boards are doing, as the 
 agents of the church, is thus clearly explained, the 
 scholars regard them as impersonal organizations in 
 which they have no particular concern. 
 
 Care should be used also in presenting such objects 
 as will appeal to the natural interests of the child in 
 the various stages of his growth. For instance, a 
 Primary class in a New York church supports a crib 
 in the Day Nursery of an East Side Mission, and con- 
 tributes to a Verandah School in India. The children 
 are thus giving to other little children, in whom they 
 are naturally interested. Other departments of the 
 same school, besides other gifts, contribute to the sup- 
 port of a seaside homewhere the children of the tene- 
 ments may go for a ten-days' outing. The scholars 
 were asked one summer, while away on their vacations, 
 to put in their vacation contribution envelopes their 
 customary weekly gift when at home, and this money 
 
For Sunday-school Workers -91 
 
 gives vacations to other poorer children at the sea- 
 shore. 
 
 It has already been pointed out that gifts depend 
 logically on interest, hence the necessity of presenting 
 to children appropriate and definite objects for their 
 benevolence. The Primary child will naturally have 
 far more interest in helping support a Verandah 
 School or a crib in a Day Nursery, than in giving 
 simply to home, foreign or city missions. In the one 
 case, the object is definite and on the plane of his 
 natural interest ; in the other, it is absolutely indefinite 
 and meaningless. If deemed advisable, a model or 
 picture of a Verandah School and a doll's cradle or 
 crib might be kept in the Primary room and shown 
 to the children, explaining clearly the objects for which 
 their money goes, thus making it more realistic. 
 
 The girls and boys in the Intermediate grade of 
 another Sunday-school, after studying the life of Paton 
 became so stirred by his heroic spirit that of their 
 own accord they formed a New Hebrides Missionary 
 Company, and sold shares at 10 cents each, forwarding 
 the money to Dr. Paton for his missionary work. 
 
 Definite Objects versus Special Objects 
 
 While all giving should thus be definite and along 
 the plane of the natural interest, the various denomi- 
 national Boards are discouraging what has been known 
 as special object gk'iug. This meant devoting gifts, 
 for example, to the support of a particular child or 
 native worker or Bible woman. In the practical 
 working out of this plan, however, great difficulty 
 
92 Manual of Missionary Methods 
 
 was experienced, for the particular individual 
 thus supported might die, in some way prove 
 unworthy, or be incapacitated for service. The 
 children, too, had the custom of growing up to 
 be men and women, and so getting beyond the 
 plane of the Primary child's interest. Almost endless 
 labor was imposed upon Board treasurers and sec- 
 retaries and missionaries on the field in an attempt to 
 keep the particular school, church, or mission band at 
 home in touch with the special object of their interest 
 and benevolence abroad. Anything detrimental occur- 
 ring would tend to make the givers at home lose 
 interest and refuse further support. For these reasons, 
 the Station Plan or Parish Abroad idea is being urged 
 by the Boards. Each church, Sunday-school, class 
 or individual is asked to take just as large a share as 
 is desired in the work of a mission station or parish. 
 In most cases a particular station or parish can be 
 assigned, and regular reports of the work thus sup- 
 ported are sent to all who contribute towards it. 
 Instead of having one's missionary efifort centered 
 solelyonsomeparticular child, nativeworker, or Bible 
 reader, and staking one's whole missionary interest 
 on the success or failure of this individual, the other 
 plan gives a broader vision of the work, a larger 
 interest in its comprehensiveness, and develops the 
 spirit of missionary giving on the only right principle. 
 The gift is thus localized, but not personalized; interest 
 is developed in the work which is permanent rather 
 than in a worker who is necessarily temporary. 
 
For Sunday-school ]Vorkcrs 93 
 
 Special Giving 
 
 Such special occasions as Easter, Children's Day, 
 Rally Day, Thanksgiving and Christmas afford a 
 splendid opportunity to bring before the Sunday-school 
 some special need of one of the Missionary Boards. 
 For such seasons, most of the denominations publish 
 special programs and furnish envelopes, coin cards 
 or mite-boxes for contributions. They can usually be 
 obtained free in any quantity desired by those schools 
 promising an oft'ering to the Board that furnishes 
 them. 
 
 Reports of Gifts Made 
 
 Where the money goes must be reported at stated 
 times to the schools if missionary giving is to be 
 developed. When this was not adequately done in 
 a certain Primary Department, some of the children 
 had the idea that the teacher used the money for her- 
 self. Mr. ]\Iarion Lawrance tells this story. One 
 Primary scholar said to another, "Do you know^ that 
 our Sunday-school teacher chews gum ?" The other 
 said, "Well, she can afford to when we give her all 
 our pennies." It would not be strange if, under such 
 circumstances, some or all of certain children's 
 money for the Sunday-school offering should be 
 spent for candy or chewing-gum for themselves on 
 the way to Sunday-school. The sure way to pre- 
 vent this happening is to arouse a controlling inter- 
 est in the object for which the Sunday-school money 
 goes, not only by telling of the need for the money 
 in the first place, but by giving graphic reports of 
 
94 JUanual of Missifltiajy Methods 
 
 what has been accomplished with that already con- 
 tributed. The surest way to secure additional dol- 
 lars for missions is to tell of the good accomplished 
 by those already given. 
 
 It is of interest to show the growth of benevolence 
 by making comparative reports with the preceding 
 month or with the corresponding month of the past 
 year. An earnest effort should always be made to have 
 a record of how many members of the school are con- 
 tributing each Sunday, and this should be reported, 
 as well as the amount of the gifts. 
 
 Attention should never be called to any particular 
 class, all of whose members are not contributing. But 
 the mere mention from the desk that the whole school 
 is contributing, with the possible exception of half 
 a dozen or a dozen members, will soon awaken in 
 these non-contributors a desire to become regular con- 
 tributors too. It is of far greater importance to an- 
 nounce that every member of the school has made an 
 offering for any particular Sunday or number of Sun- 
 days than it is to state the amount collected. There 
 is no reason, however, why both should not be reported. 
 
 Questions 
 
 1. How did Cyrus Hamlin's gift of money influence him later 
 to become a missionary? 
 
 2. Show the logical connection between knowledge, interest, 
 and investment. 
 
 3. Why is it necessary that interest should lead to expres- 
 sion ? 
 
 4. Why should we seek to secure "personal" rather than 
 "impersonal" giving? 
 
For Siinday-school Workers 95 
 
 5. What is the relation of the Mission Boards to the local 
 church and Sunday-school ? 
 
 6. Why should a statement of the administrative expenses of 
 the Boards be given to the Sunday-school ? 
 
 7. Mention the as yet undeveloped possibilities of giving, in 
 the Sunday-school. 
 
 8. What are the three principles of scriptural giving? 
 
 9. What is the difference between proportionate and sys- 
 tematic giving? 
 
 10. Should children be expected to make money pledges? 
 
 11. Mention some of the various methods of collecting 
 mission money, adapted to the different grades of the Sunday- 
 school. 
 
 12. Why should objects of benevolence be definite and 
 graded? 
 
 13. What is the difference between definite and special ob- 
 jects ? 
 
 14. Why should a report be made of the gifts received? 
 
XI 
 Securing Missionary Recruits 
 
 Giving is not a substitute for going to the mission 
 field, provided one ought to go. We have often been 
 told if we do not go, then we must give ; and of 
 course we should. But many persons try to still their 
 consciences and drown the voice that calls to mission- 
 ary service, by giving their money when God demands 
 their lives. "There is no monetary equivalent for a life," 
 and if a man or woman has ever faced the duty of 
 becoming a missionary and has tried to escape it by 
 substituting a gift, that gift is not an equivalent. Jesus 
 did not say, give to send others, but go yc into all the 
 world and preach the gospel unto every creature. That 
 command is still in force, and if you as a consistent 
 Christian are not a missionary to-day, then it must be 
 because duty and the voice of God call you to another 
 line of service. 
 
 Not everyone is called to be a missionary. Those 
 who are, are a privileged class. Special talents and 
 traits are needed, and those who do not possess them 
 can serve God better elsewhere than in the mission 
 field. "G. P. C.," seen in a dream, was interpreted by 
 an ignorant but well-meaning man to mean "Go 
 preach Christ," but a wiser friend suggested it meant 
 "Go plough corn." If he ploughed corn to the glory 
 of God, he would find opportunities for witnessing 
 96 
 
For Siinday-scliool Workers 97 
 
 for Christ in tlic cornfield, and be more useful than if 
 he should attempt to do that for which he was neither 
 fitted nor called. 
 
 The Missionary Call 
 
 While on the one hand, we should hold before the 
 Sunday-school scholars the idea that giving is no 
 substitute for going, provided God has given the call 
 to missionary service, yet, on the other hand, only 
 those should offer their lives for missionary service 
 who have received a distinct call of God. What con- 
 stitutes a call cannot be entered itpon here, but let 
 every one be fully persuaded in his own mind. The 
 requirements of missionary service are such to-day 
 that only the best equipped spiritually, intellectually, 
 and physically are being sent out. The old idea that 
 those unfit for service at home were good enough to 
 send abroad is not the principle upon which recruits 
 for missionary service are selected by the church. 
 
 The Natural Recruiting Agency 
 
 It is in the Sunday-school, of all places, that recruits 
 should be sought for missionary service, for the girls 
 and boys are then at the most impressionable period 
 of life, when life choices are made and when the heroic 
 and ideal appeal with peculiar force and power. James 
 Chalmers was fifteen when he decided to become a 
 missionary, and in response, too, to a letter read in 
 Sunday-school by the superintendent, as has already 
 been pointed out. Eliza Agnew was eight, John 
 Ludwig Krapf fourteen. John Coleridge Patteson 
 
98 Manual of Missionary Methods 
 
 was fourteen when his attention was first called to 
 missionary service by Bishop Selwyn. Alexander 
 Duff's first interest in missions dated back to the time 
 when he was only four, and Fidelia Fiske's to the age 
 of three. 
 
 Avoid Wrong Stimuli 
 
 No attempt should of course be made so to work 
 upon children's feelings that they will offer themselves 
 for missionary service without due thought ; but broad 
 foundations of intelligent instruction should be laid, 
 portraying conditions and needs at home and abroad, 
 the fewness of the laborers, and the opportunity for 
 service. When this is wisely done there need be no 
 fear of the results. With the mind instructed and the 
 feelings stirred, the will will make a proper choice 
 under the direction of the Spirit of God. 
 
 There is no reason why the Alissionary Committee 
 should not aim to secure recruits for missionary service. 
 In fact, this should be their very definite aim. Among 
 the possible life choices, the privilege of missionary 
 service should certainlv be presented. For a boy to 
 become his country's ambassador in a foreign land 
 or to hold a high position in the government at 
 home would be recognized by the world as a high 
 political honor. To be the ambassador of Christ 
 is a greater honor, however, and to have a share 
 with Christ in the world's betterment and redemption 
 is the highest ideal for a life choice that can be 
 brought before any girl or boy. 
 
For Sunday-school Workers 99 
 
 Reflex Influences 
 
 The school that has in it one or more missionary 
 vokinteers will have its spiritual life deepened, its 
 sympathies broadened, and its interest quickened in 
 world-wide evangelization to a very marked degree. 
 When the day comes for the young missionaries to 
 go to their fields of labor, there will be in that 
 school from which they go a more vital interest in 
 missions than ever before. Every member of that 
 school will feel his share of responsibility for sus- 
 taining, by prayer and benevolence and correspond- 
 ence, his own missionaries. 
 
 There is not a school in the land that cannot, by 
 believing prayer, pray into being missionaries from its 
 own membership, and that should be the constant prayer 
 of pastor, officers and teachers. If this is a real burden 
 on their hearts, and if the joy and privilege of mission- 
 ary service is held before the scholars constantly, there 
 will be responses to the call. 
 
 Systematic graded instruction, definite daily prayer, 
 proportionate, systematic giving, securing missionary 
 recruits — these should be our aims as missionary 
 workers in the Sunday-school. Anything less com- 
 prehensive will fail to meet the existing need. 
 
 Questions 
 
 1. Explain the phrase "no monetary equivalent for a life." 
 
 2. What are the requirements for missionary service? 
 
 3. Why should recruits be sought in the Sunday-school? 
 
 4. What will be the effect upon the spiritual life of a school 
 in which such recruits are sought? 
 
 5. How is it possible for any Sunday-school to send out one 
 or more missionaries? 
 
XII 
 
 How to Secure and Operate the 
 Missionary Library 
 
 It is said to-day that in many places the Sunday- 
 school library is no longer serving any useful pur- 
 pose, and that the books are not read. The increased 
 number of books and magazines in the home, and 
 the multiplication of public libraries, seem to have 
 made unnecessary Sunday-school libraries. While 
 this may be true in some measure, yet experience has 
 proved that there is a large place for an up-to-date 
 missionary library. It fills a real need, and if it is 
 properly stocked and circulated there will be marked 
 advance in the missionary interest of any school. 
 In one church in New York, where there were three 
 young people's societies, by some energetic work on 
 the part of the Missionary Commitee, 438 persons 
 read one book that had been recommended. 
 
 How Books Have Influenced Missionary Decisions 
 
 When we remember that such missionaries as 
 Judson, Livingstone, Scudder, Martyn and Marsten 
 were all led to the mission field through the reading 
 of missionary literature, we can see the possibilities 
 of good missionary books. Buchanan's "Star of the 
 East," depicting the needs of India, fell into the hands 
 of Judson and led him to consecrate his life to work 
 100 
 
For Snnday-scliool Workers lOl 
 
 abroad. Gutzlaff's "Appeal on Behalf of China" de- 
 cided David Livingstone for the foreign field. Gordon 
 Hall's "The Plea of Six Hundred Millions," picked 
 up from a table while waiting to see a patient, led 
 Dr. John Scudder to India. "The Life of Brainerd" 
 so inspired Henry Martyn and Samuel Marsten that 
 the former went to India and the latter to New Zea- 
 land. 
 
 Instruction Should Create Desire for Missionary Literature 
 
 There must be missionary intelligence if there is to 
 be missionary interest, benevolence and effort. While 
 the inspiring missionary address is invaluable, yet 
 missionary literature will reach a far larger audience, 
 and in the end secure greater results. Likewise the 
 class and platform missionary exercises in the Sunday- 
 school must be supplemented by the reading of instruc- 
 tive and interesting missionary books if the scholars 
 are to become thoroughly missionary in spirit. In 
 fact, much of the instruction in the school should be 
 aimed to create a desire for missionary books. 
 
 What Books to Get 
 
 There are three things that concern that member of 
 the Missionary Committee who has charge of the mis- 
 sionary library : what books to get, how to get them, 
 how to get them read. 
 
 There should be eight general classes of missionary 
 books in every well-stocked library. 
 
 I. Books of Methods, for Missionary Committees 
 and workers, such as : — 
 
I02 Manual of Missionary Methods 
 
 "Missions in the Sunday-school, " by Miss Hixson. 35 cents 
 in paper, 50 cents in cloth. 
 
 "Holding the Ropes," by Miss Brain. $1.00. 
 
 "Fuel for Missionary Fires," and "Fifty Missionary Pro- 
 grams," by Miss Brain. 35 cents each. 
 
 "Leaders in Conference," by Miss Crowell. 30 cents. 
 
 2. Books of Reference, such as : — 
 
 "The Encyclopedia of Missions," by Dwight. 
 
 "The Blue Book of Foreign Missions," edited by Dwight. 
 
 "Christian Missions and Social Progress," by Dennis. 
 
 These are valuable for reference in the prepara- 
 tion of papers and for any general information that 
 may be desired. 
 
 3. Historical Books, treating the growth of the mis- 
 sionary idea from earliest times, 
 
 "Two Thousand Years of Missions Before Carey," by Barnes* 
 "A Hundred Years of Missions," by Leonard. 
 "Histories of Denominational Missions," 
 
 4. Books of Travel, Adventure and Discovery, such 
 as: — 
 
 "How I Found Livingstone" and "In Darkest Africa," by 
 Stanley. 
 "In the Forbidden Land" (Thibet), by Landor. 
 "In Tropical Africa," by Drummond. 
 "How Marcus Wliitman Saved Oregon," by Nixon. 
 "My Dogs in the Northland," by Young. 
 "Voyages," by Captain Cook. 
 
 It was the last-named book that aroused William 
 Carey's interest in missions and led to his becoming a 
 missionary. 
 
For Siinday-scJiool Workers 1 03 
 
 5. Descriptive Books, which tell of the people and 
 customs of foreign lands, or describe missionary work : 
 
 "Korean Sketches," by Gale. 
 
 "Mosaics from India," by Denning. 
 
 "In the Tiger Jungle," by Chamberlain. 
 
 "In the Cobra's Den," by Chamberlain. 
 
 "Qiinese Characteristics," by Smith. 
 
 "The Minute Man on the Frontier," by Puddefoot. 
 
 "The Story of Metlakahtla," by Welcome. 
 
 6. Biographies. These are the most fascinating for 
 general distribution, and should be chosen with care. 
 They are also exceedingly numerous. They can be 
 secured in single volumes or in collective biographies. 
 Among the latter are : — 
 
 "Heroes of the Cross in America," by Shelton. 
 "Men of Might in India Missions," by Holcombe. 
 "The Romance of Missionary Heroism," by John C. Lambert. 
 "Pioneers and Founders," by C. M. Yonge. 
 "Eminent Missionary Women," by Mrs.. J. T. Gracey. 
 "Empire Builders," published by Church Missionary Society, 
 London. 
 
 Every one should read the lives of Livingstone, 
 Brainerd, Judson, Duff, Paton, Whitman, Verbeck, 
 Mackenzie, Gilmour, Chalmers, Robertson, Evans. 
 
 7. Books of Missionary Fiction and Romance. 
 Among these may be mentioned : — 
 
 "The Bishop's Conversion," by Maxwell. 
 
 "A Chinese Quaker," by Eyster. 
 
 "The Sign of the Cross in Madagascar," by Fletcher. 
 
 "Two Heroes of Cathay," by Miner. 
 
 "Black Rock" and "The Sky Pilot," by Connor. 
 
I04 Mafiual of Missionary Methods 
 
 8. Selected Libraries. The cheapest way to secure 
 missionary books is to get the selected libraries, from 
 eight to ten volumes each, including many of the above 
 classes, published by The Student Volunteer Move- 
 ment and by The Young People's Missionary Move- 
 ment. Lists of those now published will be found 
 in Appendix C. 
 
 It should of course be borne in mind in selecting 
 the books for the library that they should be chosen 
 with reference to the needs of the various grades in 
 the school, making ample provision for Primary, 
 Junior, Intermediate, and Senior scholars. The 
 Juvenile Library, of ten volumes ($5), is heartily 
 recommended for the younger grades. In Appendix 
 C will be found a well-selected list of books for 
 all grades. 
 
 How to Get the Books 
 
 The problem with some is not so much what books to 
 get as how to get any at all, because of the meagreness 
 of the Sunday-school treasury. Various methods may 
 be employed to secure the necessary funds. They may 
 be solicited personally by the Missionary Committee, 
 or perhaps the books may more easily be secured by 
 asking each member of the congregation who is able 
 to do it to contribute a special one that is desired for 
 the library. In some schools a book social is held, each 
 person attending bringing a new missionary book of 
 his own selection or the price of one. .It is well to 
 have posted beforehand a list of the books desired. 
 More than one copy of a popular book is desirable. 
 
For Sunday-school Workers 105 
 
 Inasmuch as so many more volumes can be secured 
 in selected libraries for the same cost, some prefer 
 to get people to give the retail price of the book that 
 is in a selected library rather than to purchase the 
 volume singly. With the combined contributions 
 the school can then procure two selected libraries for 
 the cost of the individual books in one. As the 
 selected libraries have uniform bindings, others pre- 
 fer to pay the additional cost for the single volumes 
 in order that the original binding may be secured 
 and the book's individuality be preserved. 
 
 How to Get the Books Read 
 
 Having secured the books, the next thing is to get 
 them read. Some suggest no mention of the fact that 
 certain books in the library are missionary, for the 
 reason that some scholars have an erroneous idea that 
 such literature is necessarily dull and uninteresting. 
 Thebestwaytogetabookreadisto have some capable 
 person, who can tell a story well, relate in about three 
 minutes to the school a striking scene or incident from 
 the book. Care should be taken not to tell all of the 
 incident, but only to the point of greatest interest, and 
 then stop when curiosity as to tliQ outcome is at its 
 height, stating that if any one wants to know how it 
 turns out, the whole story can be found in such and 
 such a chapter of such and such a book, from which 
 the incident is taken. This usually leads to a call for 
 the book by several scholars at the close of the school. 
 
 As an example of the above suggestion, the following 
 might be told to a Sunday-school : — 
 
io6 Manual of Missionary Methods 
 
 Eyery girl and boy here has seen a snake. Many of the boys 
 have killed them. Over in India they are much more numerous 
 than here, and sometimes they come into the houses. One day 
 Dr. Chamberlain, an American who was living in India, was 
 lying on his back on a cot in a native house reading. All of a 
 sudden he heard a strange noise above his head, and looking 
 up he saw an immense serpent twined around a rafter and 
 swinging down within an arm's length of his head. In a 
 moment he was on his feet, and rushing out of the house he 
 grasped an iron pointed bar which he quickly stuck in the 
 serpent's body. Unfortunately he struck him so far down that 
 much of the upper part of the snake's body was free and ready 
 for serious business. It was a critical situation. To release 
 hold of the iron rod and secure a club would mean letting the 
 snake free and that would give the reptile a distinct advantage. 
 On the other hand, without some weapon to strike the snake's 
 head as it thrashed about him, Dr. Chamberlain was power- 
 less to defend himself. Every minute the situation was getting 
 more desperate. He held on as long as he could — 
 
 The result of the encounter is told in Chapter III, of 
 "In the Tiger Jungle," by Dr. Jacob Chamberlain, en- 
 titled "An Encounter with a Ten-foot Serpent." 
 
 The story of "the sinicing of the well," and how it 
 resulted in breaking the backbone of heathenism in 
 the island of Aniwa, and "the sermon of Sechele," the 
 converted chief, both recorded in "The Life of John G. 
 Paton," are likewise good material with which to whet 
 the appetite. In Rev. E. R. Young's "My Dogs in 
 the Northland" is some splendid material for story 
 telling. 
 
 Recommending a Selected Passage 
 
 Another good plan is to ask a girl or boy to read 
 
For Sunday-school Workers 107 
 
 an especially selected passage, say, from pages 
 70 to 75, of a book which is intensely interesting, just 
 giving a bit of an idea of what the suggested pages 
 contain. The result will be that if you have recom- 
 mended the right sort of book, the scholar will read 
 not merely pages 70 to 75, but the whole book, and in 
 the Sunday-school class the next Sunday enthusias- 
 tically recommend it to all the rest. You have been 
 wise enough, however, not to ask for the reading of the 
 entire book, which the scholar might not have con- 
 sented to do, but the few pages you recommended were 
 sufficient to create a desire to read it all. For 
 example, go to some bright boy and say, "John, I 
 thought you might be interested in reading how one 
 feels when about to be chewed by a lion. You will 
 find the account in this book, 'The Life of Living- 
 stone,' on pages ." Another good plan is to 
 
 paste a sheet of paper in the back of a good book 
 headed "Opinions," and get every person who reads 
 it to give in a word or two his estimate of the vol- 
 ume, signing his name. 
 
 Displaying the Books 
 
 Some schools have a good collection of books, but 
 they are in some remote spot, are seldom referred to, 
 and never read. This can be remedied. They should 
 at once be brought to light, placed in a book-case or 
 on a table in a prominent place in the Sunday-school 
 room where they may be readily seen. If covers are 
 upon them, they should be removed, so that the bind- 
 ings may be visible. Reference to the books from the 
 
io8 Manual of Missmiary Methods 
 
 desk in the manner above suggested will create a 
 demand. 
 
 The Bible School of the Bedford Presbyterian 
 Church of Brooklyn, N, Y., has succeeded in making 
 the library one of the most useful and popular features 
 of the school. For a number of months the books had 
 been lying idle on the shelves. Then a new librarian 
 was appointed who possessed ideas, missionary en- 
 thusiasm and grit. A report of what she did follows : 
 
 "Realizing the number and variety of interests with 
 which we must compete in order to win the boys and 
 girls, and knowing that nothing but the law of attrac- 
 tion would gain and hold readers, we aimed from the 
 first to make the library popular. Taking a suggestion 
 from the book reading contests and the posters so 
 much used in school life, we hunted for ideas for 
 sketches in college annuals and gave the pictures suit- 
 able titles so that they would appeal to the ages repre- 
 sented by the dififerent departments. The accompany- 
 ing cuts show some of the sketches used to attract at- 
 tention and arouse interest. The answer to each ques- 
 tion asked was to be handed in as an essay based on 
 the books recommended. Those who wrote success- 
 ful essays were to be suitably rewarded. The posters, 
 together with the various books and awards for each 
 department, were given a prominent place near the 
 platform in the main Sunday-school room and were 
 announced for several Sundays. 
 
 "About twenty-five persons took part. We asked 
 the teachers of the adult department for volunteer 
 judges from among the older students and six or 
 
For Sunday-school Workers 
 
 109 
 
 seven more readers were secured, although the final 
 decision as to awards was made by selected teachers. 
 The awards were given and the honor that was due 
 to the successful contestants was dwelt upon on the 
 
 ^o> ■:ii>:^>?2!^^;:^^ ■•.>'• 
 
 Oh ye of the 
 
 Training 
 
 Classes 
 
 Come up and away from' the 
 masses, 
 And get your name 
 In the hall of fame 
 To be known to the world 
 
 As it passes. 
 
 If a scholar in the Junior Middle 
 said he would read just two mis- 
 sionary books during the term, 
 which of the following would you 
 suggest, and why ? 
 
 Topsy Turvy Land. 
 When I was a Boy in China. 
 With Tommy Tompkins in Korea. 
 A Junior's Experience in Mission 
 Lands. 
 
 Award : Chinese cash mounted as 
 a stickpin. 
 
 evening of the promotion exercises of the Bible School, 
 about two months after the beginning of the contest. 
 Our main school, including Juniors, numbers about 
 350. Thirty readers from these seems a very small 
 beginning, still it was a beginning. 
 
I 10 
 
 Manual of Missionary Methods 
 
 "The library room is very small and the books are 
 arranged according to grade — the Junior below, Inter- 
 
 Climb up, 
 
 Oh Senior, 
 
 To the very first place, 
 
 Win honor and fame in an 
 
 intellect race ; 
 Answer this question with 
 
 thoughts deep and wise, 
 And you will be given this 
 
 hard-earned prize. 
 
 If you had ^io,ooo to give to mis- 
 sions, to what work would you 
 send it — medical, industrial, or 
 evangelistic ? Why ? 
 
 To be answered in connection 
 ■with the ONE book read. 
 
 Uplift of China. 
 
 Daybreak in the Dark Continent. 
 
 Christian Conquest of India. 
 
 Award : Flag, with this inscrip- 
 tion— FIRST 
 B 
 P 
 B 
 S 
 
 mediate next, and Senior on the top shelf — and the 
 scholars come in and look them over to make their 
 selection. The books are not covered, so that the 
 
For Sunday-school Workers 
 
 III 
 
 variegated bindings make their own appeal. For this 
 reason also, we believe in the original attractive bind- 
 
 W^SA^«>.^ilgJS^^ 
 
 Come on, 
 
 Intermediates, 
 
 Bury yourselves in a book, and 
 bring out an answer to the 
 following question : 
 
 If you could be a missionary 
 hero, which one in this book 
 would you prefer to be, and 
 why ? 
 
 Write not less than 300 words 
 and not more than 500 words. 
 
 ings, where they can be afforded, rather than the col- 
 lected libraries of uniform bindings. 
 
 "One of the most important phases of the work is 
 
 Read: 
 
 Romance of Missionary Heroism. 
 Heroes of Missionary Enterprise. 
 
 Award : Chinese Cash, mounted 
 as a stickpin. 
 
112 
 
 Manual of Missionary Methods 
 
 the judicious recommendation of the right books for 
 different scholars. As Hbrarians we seek to build up 
 confidence in our judgment by frank statements about 
 the books. If the librarian says a book is 'just great,' 
 
 y V 
 
 Junior 
 
 Middle 
 
 Scholars 
 
 Be wise and 
 Get a prize. 
 
 If you had to be a heathen girl or 
 boy, in which country would you 
 prefer to live, and why ? 
 
 Read the following : 
 
 When I was a Boy in China. 
 Japan for Juniors. 
 Africa for Juniors. 
 Topsy Turvy Land. 
 
 Award : Brownie Camera. 
 
 the scholars can go away believing that they really 
 have something to look forward to, and many are the 
 satisfied smiles which warm our hearts. 
 
For Sujiday-scJiool Workers 1 1 3 
 
 "In addition, we ask the opinions of the scholars 
 when they return the books. If a boy pronounces a 
 book 'bully' or 'slick,' we are quite safe in repeating 
 this recommendation, and are more apt to be success- 
 ful if we use the same picturesque phraseology. On 
 the other hand, if he does not like the book, we try to 
 find out his reasons. We sometimes repeat them to a 
 different type of scholar, but not usually in his exact 
 words, as they are apt to be too picturesque. 
 
 "The library is open three-quarters of an hour be- 
 fore the session of Sunday-school begins, and some 
 of the scholars discovered that it was a good place to 
 visit. This habit was encouraged, because those who 
 were not members of the library and did not take the 
 books home gave us an opportunity for missionary 
 conversation. Next year we shall fall heir to the hand- 
 work made by the classes that were studying missions 
 this year. This will form the nucleus of a missionary 
 curio cabinet, upon which to base many an informal 
 discussion to stimulate interest, and make an opening 
 wedge for further missionary education. 
 
 "We hope also to have the library open at least one 
 afternoon a week and one evening, equipping one cor- 
 ner as a reading room. 
 
 "Our best patrons come from the Junior and Inter- 
 mediate Departments, for only about four readers 
 could be secured from the Senior Department. Some- 
 thing had to be done, and again with the idea of work- 
 ing along the line of their own activities, and by the 
 law of attraction, we called in a Senior boy who had 
 taken part in the former contest, and asked him con- 
 
114 Manual of Missionary Methods 
 
 fidentially what sort of a scheme he thought would be 
 successful in getting Seniors interested in the library. 
 He thought about it for a week and reported the fol- 
 lowing Sunday an idea which we liked well enough 
 to adopt. It was as follows : Awards were to be given 
 to every member of any class where each one had read 
 three books in the following two months and had 
 handed in the answers to five questions placed in the 
 back of the books. The idea was that those not other- 
 wise interested would be brought into line through 
 class spirit. Forty Senior readers were thus secured. 
 
 "There seems to be no limit to the variety of ways 
 in which the library can be useful. I hope that some 
 day it will be called 'The Book Store' and thus give 
 it more excuse for widening its circle of activities. 
 During the summer we prepared sample books of 
 pictures and maps to assist the teachers in illustrating 
 and explaining their lessons, and missionary subjects 
 received their share, the small outline maps proving 
 especially valuable. These were ordered from the 
 librarians by the teachers and we secured them in 
 quantities. In this way many more teachers were led 
 to use illustrative material than if they had been 
 obliged to take the trouble to send for maps and pic- 
 tures to the publishers. 
 
 "Another opportunity of stimulating the teachers' 
 interest in the library and making it popular with the 
 whole school was at our annual teachers' meeting, 
 where we succeeded in making the library an oasis in a 
 desert of reports. More posters were made, and the 
 report was given as an 'illustrated talk,' each picture 
 
For Sunday-school Workers 
 
 115 
 
 representing some phase of our work. The first poster 
 showed a number of books flying from the shelves out 
 the door, to iUustrate our removing the old books of 
 second-class fiction, etc. Another pictured one book 
 on the shelf with two children before it, showing the 
 proportion of our best books to the members wishing 
 
 to use the library. Here we made an appeal for more 
 books, wherever possible, as gifts from individuals. 
 We found the teachers very much interested and more 
 anxious to send their scholars to the library for books 
 after this annual meeting. 
 
1 1 6 Manual of Missionary Methods 
 
 "We have a vision of a great 'trust' — a 'combination' 
 of library, reading room, base of supplies and bureau 
 of missionary information, and to this end we work 
 with great delight." 
 
 Questions 
 
 1. Mention several instances showing the influence of books 
 in leading to a decision to become a missionary? 
 
 2. Why should the Sunday-school aim to arouse an interest 
 in missionary books? 
 
 3. What kinds of missionary books do you consider most 
 essential with which to start a missionary library? 
 
 4. Mention several ways in which the books may be secured. 
 
 5. What is the best method to employ in order to get the 
 books read? 
 
XIII 
 
 The Bulletin-Board and its Uses 
 
 The bulletin-board is one of the most useful adjuncts 
 of the Missionary Committee. It can be made very 
 inexpensively of some cheap wood and stained to cor- 
 respond with the woodwork of the room where it is 
 to be placed. In size it should be about two feet square, 
 or larger if desired. It should be hung in some prom- 
 inent place in the Sunday-school room, preferably at 
 the entrance, where it will attract general attention, 
 and give ample opportunity for all to examine it as 
 they go in or out. If the Sunday-school room adjoins 
 the church, so that persons passmg in to the services 
 of the latter will see the board, so much the better. 
 The attention of the school may be called to any special 
 item that is upon the board by the superintendent or 
 by that member of the Missionary Committee who has 
 charge pf the board. This can be done when the gen- 
 eral announcements of the day are given out. 
 
 The material that will find its way to the bulletin- 
 board is almost endless. Notice of the most recent 
 missionary books that have been added to the library, 
 the page or pages of a certain book containing a story 
 of peculiar interest, attention to articles in the current 
 magazines that have a missionary value, should all be 
 posted. The daily press should be scanned for the 
 latest most important news that has any bearing 
 
 ■-17 
 
Ii8 Manual of Missionary Methoch 
 
 upon the progress of the Kingdom of God. The cable 
 has made it possible for us to know within a few hours 
 what is going on in China, India, Africa, Japan, or 
 South America. If there is a famine in China, a race 
 riot or a temperance victory in America, make mention 
 of it on the bulletin-board, taking the clipping from the 
 daily paper with the paper's name and date. Paste 
 upon a large sheet of paper and use some striking 
 headline. For example : 
 
 Eating Clay in China 
 
 U. S. Transport Anxiously Awaited 
 
 A Bazaar in Shanghai 
 
 were the captions of items used in this way. On May 
 4, 1907, there appeared in the New York Globe a 
 picture of the Maharaja of Takari in his Renault auto- 
 mobile. The picture was cut out of the paper, and 
 underneath was printed in large letters : 
 
 The Automobile is in India 
 
 So is the Missionary 
 
 Which Was First ? 
 
 In the spring of 1907 there was an advertisement in 
 the New York papers of trips to the Orient by a certain 
 steamship company. It was headed : — 
 
 Cherry Blossoms in Beautiful Japan 
 
 It was placed on the bulletin-board with this question 
 over it; 
 
For Sunday-school Workers 1 19 
 
 Could the Follo^ving Advertisement Have 
 Appeared in an American News- 
 paper Fifty Years Ago ? 
 
 Then underneath the advertisement appeared : 
 
 If Not, Why Not ? 
 
 See the Following Books in the Sunday-school 
 Library : 
 "Sunrise in the Sunrise Kingdom," Chapter IV. 
 "The Gist of Japan," Chapters IX, X. 
 "Japan and Its Regeneration," Chapter VI. 
 
 Another item, referring to the shipment of steel 
 rails into China, might not have struck the ordinary 
 reader as anything remarkable, but a missionary 
 worker saw its significance from the missionary stand- 
 point, and used it in this way : 
 
 Steel Rails Going into China 
 
 Did Robert Morrison Find Any there One 
 
 Hundred Years Ago ? 
 
 When ex-President Roosevelt started on his trip to 
 Africa, one of the New York papers published the next 
 day a cartoon showing the supposed newspaper office 
 of "The Uganda News" in the heart of the jungle, and 
 on its bulletin-board this announcement to the "Jungle 
 Folk" : "New York, March 23rd, He's Started." Every 
 sort of jungle animal is represented as running off in 
 
1 20 Manual of Missionary Methods 
 
 terror, after reading the dispatch. This cartoon was 
 cut out, placed on a missionary bulletin-board, and 
 underneath it these words: 
 
 Yes, He's Started 
 
 But Mackay Was Ahead of Roosevelt 
 
 A strange letter in a Frenchman's boot 
 
 started him 
 
 Told in "Uganda's White Man of W^ork" 
 
 Ask the S. S. Librarian for it 
 
 A graphic way of presenting the money question is 
 the following, again utilizing a clipping from the daily 
 press, and then asking a question which required some 
 investigation on the part of the scholar: 
 
 What We Spend 
 
 On Ourselves On Missions. 
 
 Double the amount ten years ? 
 ago. 
 
 Imports. ^''^ ^"'^ ^"^""^'-•^ 
 
 Jewelry $42,000,000 Find out this week how much 
 
 Laces, embroideries . . 34,000,000 Protestant Christians in America 
 
 Tobacco 25,000,000 gave for missions last year. Hand 
 
 Feathers 7,000,000 answer to the superintendent next 
 
 Champagne 6,000,000 Sunday. 
 
 Copies of attractive leaflets may also be placed on 
 the board, with a statement that they may be secured 
 by asking the superintendent. Here are the titles of 
 some good ones : 
 
 What Business Has a Business Man With Foreign 
 Missions ? 
 
 How Billy Fish Became a Fisher. 
 
 A Yankee Boy's Questions. 
 
For Sunday-school Workers 121 
 
 A cartoon from a New York paper in the summer 
 of 1907 represented Uncle Sam standing on the edge 
 of the United States, with his pockets bulging with 
 banknotes. Opposite him on the shores of China stood 
 a Chinaman offering a bag of money, $47,000,000, and 
 marked "Boxer Indemnity." Uncle Sam benevolently 
 waves it away by a gesture, saying, "Keep it, I don't 
 need it." When this cartoon was placed on the bulletin- 
 board, over it appeared these words : 
 
 How Will this Help American Missionaries 
 in China ? 
 
 Striking sayings of great missionaries may also be 
 put on the board, one or two each week, the name of 
 the missionary who uttered it being given, or sugges- 
 tion made that in a book in the library will be found 
 an account of the circumstances which called it forth. 
 For example, the following: 
 
 When Did He Say It ? 
 
 "I Place No Value on Anything I Have or May 
 Possess, Except in Its Relation to the Kingdom 
 OF Jesus Christ." 
 
 See "The Weaver Boy Who Became a Missionary." 
 Note to Scholars : — Record the incident in your note- 
 books when writing up this week's lesson. 
 
 The caption, "Who Said It?" may head a list of 
 sayings that appear on the board for a month, the 
 children being urged to discover who was the author. 
 
122 Manual of Missionary Methods 
 
 Latest items from the mission field reported by the 
 missionary magazines or sent out by the denomina- 
 tional Boards in bulletin form should also be largely 
 used. The ]\Iissionary Review of the World, The 
 Student Volunteer, The Intercollegian, and The Record 
 of Christian Work are a mine of information along 
 this line. 
 
 Twofold Purpose of Bulletin Board 
 
 It will be seen that the bulletin-board will thus be 
 found to be invaluable in promoting missionary infor- 
 mation. Its purpose is twofold ; first, to give informa- 
 tion in a striking way that will be easily remembered, 
 making an indelible impression ; and, second, to arouse 
 the spirit of investigation, to whet the appetite, and to 
 be the finger mark pointing to the fields of interesting 
 missionary intelligence. 
 
 The bulletin-board may be used during the entire 
 school year, and not merely when missions are a special 
 subject of study for a short term. While some mem- 
 ber of the Missionary Committee should have in charge 
 the posting of the items, the whole school should be 
 asked to make contributions, and thus be trained in 
 their reading of the daily papers and secular as well 
 as religious press to gather items that are of mission- 
 ary interest and value. The collection of material 
 might be delegated to several of the older classes in 
 turn and honorable mention be given by a vote of 
 the whole school to that class that had the most attract- 
 ive and valuable collection of material for any one 
 month. 
 
For Sunday-school Workers 123 
 
 Questions 
 
 1. What is the practical value of a bulletin-board? 
 
 2. What sort of information may be posted upon it? 
 
 3. How may the board be best used to arouse the interest of 
 the scholars? 
 
 4. Should they bring items to be posted upon it? 
 
 5. Should the board be used only on Missionary Sunday or 
 more frequently? 
 
XIV 
 
 Suggested Material for Charts, Diagrams, Etc. 
 
 It has been stated that what is seen by the eye makes 
 a deeper and more lasting impression than what is 
 heard simply through the ear. Charts containing strik- 
 ing sayings by missionaries or others, showing compar- 
 ative religious and social conditions in Christian and 
 non-Christian lands, comparative expenditures of 
 money for missions and for other things, as well as 
 maps hung on the wall in the schoolroom will be 
 examined by every one, and are extremely valuable 
 as a means of missionary education. 
 
 No more graphic presentation of the comparative 
 need of Christian workers in the home land and in 
 India could be shown than the two pictures, one of 
 them containing a thousand persons photographed 
 in the streets of London at the time of the Jubilee of 
 Queen Victoria, and representing the average parish 
 of Protestant Christendom, and the other some fifteen 
 feet long and showing approximately 155,000 people 
 in India, the average parish of every ordained mis- 
 sionary in that land. So dense is the crowd that every 
 inch of the picture shows about a thousand persons. 
 These two pictures can be stretched on the walls of the 
 Sunday-school room with telling effect. They are pub- 
 lished in connection with a booklet entitled, "New 
 124 
 
For Sunday-school Workers 125 
 
 Year's Eve, 1900, An Indian Dream," by Lucy E. 
 Guinness, and can be obtained from the Foreign Mis- 
 sions Library, 156 Fifth Avenue, New York, for 50 
 cents. 
 
 The Young People's Missionary Movement, 156 
 Fifth Avenue, New York, has pubHshed a series of six 
 charts or diagrams, showinp- the comparative number 
 of Christians and non-Christians in the world, the com- 
 parative number of ministers at home and abroad, the 
 growth of Christianity during the past century, the 
 comparative religious beliefs in Africa, how Christians 
 spend their money, and that there is power enough, 
 money enough, and men enough to evangelize the 
 world in this generation. The set of six charts can 
 be obtained from any of the denominational Boards. 
 Prices range from $1.25 to $2 a set, according to the 
 mounting. They are reproduced in Appendix D. 
 
 Missionary maps of the world showing areas and 
 comparative religions, as well as one's own denomina- 
 tional mission stations, can be obtained from the var- 
 ious denominational Boards. One of these maps 
 should always be in full view f^f the school on mis- 
 sionary Sunday. Whatever missionary or country is 
 being studied, attention should be called to the situa- 
 tion by means of a pointer, and gradually the message 
 of the map will find its way into the minds and hearts 
 of the school, showing the world's need, and familiar- 
 izing each scholar with the work and mission stations 
 of his own denomination. 
 
 Miss Brain, in her admirable book, "Holding the 
 Ropes," has classified a number of striking sentences 
 
126 Manual of Missionary Methods 
 
 of famous missionaries and others, and as many of 
 them are suitable for charts, among the following some 
 have been taken from her book: 
 
 FOR USE AS QUOTATIONS. 
 
 The Missionary Obligation 
 
 Jesus Christ alone can save the world, but Jesus Christ can- 
 not save the world alone. 
 
 "Every young man and woman should be a junior partner 
 with the Lord Jesus for the salvation of the world." — Jacob 
 Chamberlain. 
 
 "We are the children of the converts of foreign missionaries, 
 and fairness means that I must do to others as men once did 
 for me." — M. D. Babcock. 
 
 "No interest in Missions, betrays either woeful ignorance or 
 wilful disobedience." — M. D. Babcock. 
 
 The Duke of Wellington, when asked his opinion of foreign 
 missions, replied, "What are your marching orders?" 
 
 "Wliile vast continents are shrouded in almost utter dark- 
 ness, and hundreds of millions suffer the horrors of heathen- 
 ism or of Islam, the burden of proof lies upon you to show 
 that the circumstances in which God has placed you were 
 meant by him to keep you out of the foreign field." — Ion Keith- 
 Falconer. 
 
 "A need, a need known, and the power to meet that need, 
 constitute a call." 
 
 "If Christianity is false, we ought to suppress it; if Chris- 
 tianity is true we are bound to propagate it." — Archbishop 
 IVhateley. 
 
 "No man has money enough to purchase immunity from 
 personal Christian service." — /. Campbell IVhile. 
 
 "As long as there are millions destitute of the Word of God 
 and knowledge of Jesus Christ, it will be impossible for me 
 to devote my time and energy to those who have both." — /. L. 
 Ewen. 
 
For Sunday-school Workers 127 
 
 The Home Church and World-wide Evangelization 
 
 "The mission of the church is Missions." 
 
 "Only as the church fulfils her missionary obligation does 
 she justify her existence." 
 
 "The church which ceases to be evangelistic will soon cease 
 to be evangelical." — Alexander Duff. 
 
 "Every man, woman, and child in heathen darkness is a 
 challenge to the church." — 5". Earl Taylor. 
 
 "Every church should support two pastors — one for the 
 thousands at home, the other for the millions abroad." — Jacob 
 Chainberlaiit. 
 
 "The life and prosperity of the home church depend upon the 
 extent and energy with which she prosecutes her foreign mis- 
 sionary enterprise." — George F. Pentecost. 
 
 Money and World-wide Evangelization 
 
 "We cannot serve God and Mammon, but we can serve God 
 with Mammon." — Robert E. Speer. 
 
 "I place no value on anything I have or may possess, except 
 in its relation to the Kingdom of Jesus Christ." — David Liv- 
 ingstone. 
 
 Medical Missions 
 
 "God had an only Son, and he was a missionary and a 
 physician." — David Livingstone. 
 
 "Medical missionary work is the golden key that is to-day 
 unlocking many of the most strongly-barred fortresses of 
 Satan." — Irene H. Barnes. 
 
 "There is certainly no such field for evangelistic work as the 
 wards of a hospital in a land like China." — John Kenneth 
 MacKenzie. 
 
 "Our remedies frequently fail, but Christ as the remedy for 
 sin never fails." — John Kenneth MacKenzie. 
 
 Miscellaneous 
 
 "We can do it, if we will." — Samuel J. Mills. 
 "We can do it, and we will." — Samuel B. Capen. 
 
128 Manual of Missionary Methods 
 
 "Expect great things from God, attempt great things for 
 God." — William Carey. 
 
 "Anywhere, provided it be forward." — David Livingstone. 
 
 "Let me fail in trying to do something, rather than to sit 
 still and do nothing." — Cyrus Hamlin. 
 
 "Prayer and pains through faith in Jesus Christ will do 
 anything." — John Eliot. 
 
 "Nothing earthly will make me give up my work in despair. 
 I encourage myself in the Lord my God and go forward." — 
 Words of David Livingstone shortly before his death. 
 
 "I declare, now that I am dying, I would not have spent my 
 life otherwise for the whole world." — David Brainerd. 
 
 "I see no business in life but the work of Christ, neither do 
 I desire any employment in all eternity but his service." — 
 Henry Martyn. 
 
 "Turning care into prayer." — The favorite expression of John 
 Hunt of Fiji. 
 
 "The greatest foes of missions are prejudice and indiffer- 
 ence, and ignorance is the mother of them both." 
 
 "If you want to serve your race, go where no one else will 
 go, and do what no one else will do." — Mary Lyon. 
 
 "Emotion is no substitute for action." — George L. Pilkington. 
 
 "The prospects are as bright as the promises of God." — 
 Adoniram Judson. 
 
 Dr. John Scudder was once asked, "What are the discourage- 
 ments of your work?" "I do not know the word," he replied; 
 "I long ago erased it from my vocabulary." 
 
 Vanderkemp, the veteran missionary to Africa, was once 
 asked, "Have you ever repented being a missionary?" "I 
 would not exchange my work for a Kingdom," was his reply. 
 
 "Indifference to missions is the worst kind of treason. En- 
 thusiasm for missions is the measure both of our faith in 
 Qirist and of our love to man." — Henry Van Dyke. 
 
 "Home missions does not mean home missions for home 
 alone. It means missions that begin at home and continue for 
 all the world. We want America for Christ because we want 
 America to help win the world for Christ." — Henry Van Dyke. 
 
For Sunday-school Workers 1 29 
 
 Missionary Mottoes Used by the Laymen's 
 Missionary Movement 
 
 Not how much money will I give to God, but how much 
 of God's money will I keep for myself. 
 
 The resources of God are promised to those who under- 
 take the program of God. 
 
 Christ is either Lord of all, or He is not Lord at all. 
 
 Let us advance upon our knees. 
 
 Prayer and pains through faith in Jesus Christ can ao 
 complish anything. 
 
 The genius of Christianity is obedience to Christ, partial 
 surrender means partial life. 
 
 Life is most worth living to him whose work is most 
 worth while. 
 
 God's plan depends upon Man. 
 
 The whole business of the whole church is to preach the 
 Gospel to the whole world. 
 
 System, not spasm, is God's method. We need religion in 
 business, business in religion. 
 
 Love never asks how much must I do, but how much can I do ? 
 
 A man may give without loving, but he cannot love with- 
 out giving. 
 
 Send us anywhere, provided it be forward. 
 
 Ye that are men now serve Him. 
 
 Consecration to God means service to Man. 
 
 They conquer who believe they can. 
 
 No one ever becomes great except by identification with 
 some great cause. 
 
 We cannot serve God and Mammon, but we can serve God 
 with Mammon. 
 
 The goal of history is the redemption of the world. 
 
 Churches like armies grow by conquest. When conquest 
 ceases, mutiny begins. 
 
 The more religion we export, the more we possess. Love 
 grows by exercise. 
 
 We can do it if we will. We can do it and we will. 
 
130 Manual of Missionary Methods 
 
 Additional Miscellaneous Mottoes 
 
 "Our lives as the dust; our duty as mighty boulders." — 
 An old proverb of the Samurai (Knightly Class) of Japan. 
 
 "The soldier who refuses to obey orders is a mutineer." 
 — J as. L. Barton. 
 
 "The need of the Ci.mpaign is the measure of the obliga- 
 tion of the church." — Arthur J. Brown. 
 
 "The Spirit of Christ i3 the spirit of missions, and the 
 nearer we get to Him the more intensely missionary we 
 must become." — Henry Martyn. 
 
 "Deed must be the fruit of creed." — IVm. T. Ellis. 
 
 "The cause of Foreign Missions goes down to the roots 
 of the spiritual life, and we need look for no abundance of 
 fruit until that life is enriched." — Dr. Arthur Mitchell. 
 
 ' The church must go and grow, or else she will stay and 
 starve; she must extend or expire, preach or perish." — IVm. 
 T. Ellis. 
 
 "Our only concern is to win the victory regardless of 
 cost." — 5". M. Zwemer. 
 
 "The nineteenth century has made the world one neigh- 
 borhood; the twentieth century should make it one brother- 
 hood." — Joseph Cook. 
 
 "Brotherhood spells Christianity in terms of human rela- 
 tionship." — IVm. T. Ellis. 
 
 "What we need to discover in the social realm is the 
 moral equivalent of war." — Prof William James. 
 
 "Either do the job or chuck it; don't play at it." — Wm. T. 
 Ellis. 
 
 "Foreign Missions — the biggest work in the world — 
 should be done in the biggest manner in the world by the 
 biggest men in the world." — Wm. T. Ellis. 
 
 "Do not pray for tasks equal to your powers, pray for 
 powers equal to your tasks." — Bishop Phillips Brooks. 
 
 "For every dollar you give away 10 convert the heathen 
 a"broad, God gives you ten dollars' worth of purpose to deal 
 with your heathen at home." — Jacob Riis. 
 
For Sunday-school Workers 131 
 
 CHARTS. 
 
 In addition to quotations from famous men and mis- 
 sionaries for use as mottoes on tlie blackboard or on 
 muslin, larger charts and diagrams can be made which 
 will be striking in their effect. For such use the fol- 
 lowing are suggested : 
 
 A Divided Church 
 
 Is it well to say, "Charity begins at home" about the time 
 an offering for foreign missions is to be taken ? 
 
 Is it spiritual and Christian economy to argue that until the 
 local work is well established it is folly to ask the church to 
 give for missions, especially for foreign missions? 
 
 In 1832 the Baptists of Indiana separated on mission and 
 anti-mission lines, each division numbering about 3,000. 
 
 In 1882, fifty years later, the anti-mission Baptists still num- 
 bered about 3,000, while the missionary Baptists had increased 
 to 37,000. 
 
 In 1836, the Miami Baptist Association of Ohio divided on 
 mission and anti-mission lines. Nineteen churches with 742 
 members excluded six churches with 441 members, for having 
 the missionary spirit. 
 
 In 1888, fifty-two years later, the nineteen anti-mission 
 churches had decreased to five (one has since died), the 742 
 members had decreased to 151, and not one of these churches 
 had as many members as in 1836. But the six missionary 
 churches had increased to 65, and the 441 members had in- 
 creased to 7,212. 
 
 In 1840, the Baptists of North Carolina separated on mission 
 and anti-mission lines, the missionary Baptists numbering 
 about 24,000 and the anti-mission, 12,000. Fifty years later, in 
 1890, the anti-mission Baptists of the state were still about 
 12,000, but the missionary Baptists had increased to 300,000. 
 
 Facts speak louder than words. "There is that withholdeth 
 more than is meet, but it tendeth to poverty." 
 
132 
 
 Manual of Missionary Methods 
 
 A Divided Church on the Subject of Missions 
 
 The actual condition of Bryan Station (Kentucky) Baptist 
 
 Church, the left side of which (as you look at the 
 
 picture) was supported by missionary, and the 
 
 right side by anti-missionary members. 
 
For Sunday-school Workers 
 
 133 
 
 A Century of Progress 
 
 1807 
 
 One hundred Protestant 
 missionaries. 
 
 The Bible translated into 
 sixty-six languages. 
 
 No Medical Missions. 
 
 Very few native Christians. 
 
 Four-fifths of the world 
 closed to the Gospel. 
 
 Practically nothing given 
 for Foreign Missions. 
 
 Christian world did not 
 believe the Gospel would save 
 heathen. 
 
 Churches opposed to Mis- 
 sions. 
 
 Missions not recognized in 
 colleges. 
 
 Practically no helpers. 
 
 in Foreign Missions 
 
 1907 
 
 Eighteen thousand Protes- 
 tant missionaries. 
 
 The Bible translated into 
 nearly 465 languages. 
 
 Eight hundred medical 
 missionaries, 1,000 hospitals 
 and 3,000,000 patients annu- 
 ally. 
 
 A native church with over 
 2,000,000 members. 
 
 The whole world open to 
 the Gospel. 
 
 $21,800,000 given by the 
 Protestants of the world last 
 year. 
 
 Demonstrated that the Gos- 
 pel will save to the uttermost 
 the most degraded. 
 
 Now deeply interested. 
 
 Thousands of volunteers 
 now on the field — thousands 
 preparing to go. 
 
 Seventy thousand native 
 preachers, evangelists, teach- 
 ers, and helpers. 
 
 Did You Ever Hear it Said : 
 
 "I do not believe in foreign missions." 
 
 "They are too far away." 
 
 "There is so much to be done at home." 
 
 If that had been the belief of the early church, Christianity 
 would never have gotten beyond Palestine, and we to-day 
 would be heathen. 
 
134 
 
 Manual of Missionary Methods 
 
 Why Not Use It ? 
 
 It Will 
 
 Dispel Ignorance 
 Remove Prejudice 
 Overcome Indifference 
 Arouse Interest 
 Promote Investigation 
 Stimulate Prayer 
 Encourage Benevolence 
 Provide Missionaries 
 
 The key should be drawn on a detachable piece of 
 muslin, the handle part alone being sewed to the chart, 
 and along the length of the key, hooks and eyes at- 
 tached. When the key is drawn back, underneath on 
 the chart appear the two words, "Missionary Educa- 
 tion." 
 
 Our Church Policy 
 
 I. It is the mission of The Whole Church to give the gospel 
 to The Whole World. 
 
 II. This entire Church being A Missionary Society, each 
 member of The Body is under covenant to help to fulfil the will 
 of The Head : to give the gospel to every creature. 
 
 III. Every Christian is commanded to "Go" if not in person, 
 then potentially, having a share by gift and prayer in support- 
 ing A Parish Abroad, as well as The Parish at Home. 
 
 IV. Our Giving should be an Act of Worship (Prov. 3:9) ; 
 Cheerful (2 Cor. 97), and according to the Rule of Three 
 (i Cor. 16:2). 
 
 Individually "Let every one of you 
 
 Lay by him in store on the 
 Systematically First day of the week 
 Proportionately As God hath prospered him." 
 
For Sunday-school Workers 
 
 135 
 
 Attention may also be drawn to the need of mission- 
 ary instruction by the use of a pyramid, as below : 
 
 < 
 
 //q i f t s\ 
 
 /Ny P r a y e r\ 
 
 /Ny I n t e r e s t\ 
 
 \/l ntelligenceX 
 
 \/instruction\ 
 
 Look at the foundation! 
 
 (Note.— The M stands for "Missionaries.") 
 
 Some Questions 
 
 CAN YOU ANSWER THEM ? 
 
 How shall the Christless believe in Him of whom they have 
 not heard? 
 
 How shall they hear without a preacher? 
 
 How shall they preach except they be sent? 
 
 How many will be sent if every Christian would do, propor- 
 tionately to his income, as much for missions as I am now 
 doing? 
 
 THINK IT OVER. 
 
136 Manual of Missionary Methods 
 
 Another useful chart, answering the questionings 
 of some, ought to hang in view of the school each 
 Sunday missions is studied : 
 
 Missions in the Sunday-school 
 
 Our Reasons 
 Information 
 Interest 
 Inspiration 
 
 Our Aim 
 That the NEED and OPPORTUNITY of 
 MISSIONS may become to us so real that we 
 may fulfil our own obligation. 
 
 The Result. 
 NOTHING or SOMETHING. 
 
 Dependent on 
 our own personal 
 
 STUDY 
 PRAYER 
 BENEVOLENCE 
 OBEDIENCE 
 
 The following is also useful: — 
 
 The Only Explanation 
 
 Either 
 Inexcusable Ignorance 
 
 OR 
 
 Wilful Disobedience 
 
 IF 
 
 No Interest in Missions. 
 Which? 
 
For Sunday-scJiool Workers 
 
 137 
 
 "pxlD VOU SLIPPOSK the 
 ■■-^ tield of Home Missions is 
 growing smaller? Study the map 
 and read of the tremendous 
 movements ot population. 
 
 INVESTIGATORS declare that there is 
 scarcely a community in Europe, the 
 life of whose common people has not 
 been tind\urcd, if not revolutionized, by 
 American influences infused by those who 
 have reiurpcd after sojouhi in America, or 
 cffetiied through touch with relatives who 
 have immigrated and remained in America. 
 We are conducting the missionary enterprise 
 on a larger scaJe these days. 
 
 Ui 
 
 VOLT realize that we have sent out 
 from us during the past few months 
 hundreds of thousands of missionaries 
 in the persons of the emigrating immigrants? 
 Yes, that is what they are. missionaries gone 
 on a propaganda; gone out from us to tell 
 what they have seen and heard and felt. 
 Can there be a n)orc important missionary 
 question than this. "What have they seen 
 and heard and felt?" 
 
 THERE are between sixteen 
 and twenty thousand 
 Protestant Christians in Cuba 
 and Porto Rico. Ten years ago 
 thero were practically none. 
 
 America 
 
 A Widespreading Field of 
 
 Missionary Endeavor, a Potent 
 
 Force of 
 
 Missionary Conquest 
 
 The Pacific Coast " 
 
 A BATTLEFIELD of Titanic 
 forces. The dominant spiritual 
 force there will dominate the widest 
 sea on the globe and control the 
 civilization of two continents. 
 
 The above are a reduction of Home Mission Posters, and 
 are part of a set of ten. Each 14 x 21 inches, printed in two 
 colors. Paper, 15 cents for the ten. Stiff cardboard, 75 cents, 
 postpaid. Order from Presbyterian Board of Home Missions, 
 156 Fifth Avenue, New York City, 
 
138 Manual of Missionary Methods 
 
 If You Were Sick 
 
 Would you like drums beaten to drive the evil spirit ^way? 
 They do it in Africa. 
 
 Would yon like some innocent person to be accused of bewitch- 
 ing you? They do it in Africa. 
 
 Would you like red hot pins stuck in your flesh to let out the 
 pain? They do it in China. 
 
 Would you like paper cats strung in front of your house? 
 They do it in Korea. 
 
 Would you like a mixture of scorpions, toads, centipedes and 
 wasps? They take it in China. 
 
 Would you like broth made from the living flesh of your own 
 child? They make it in China. 
 Truly the dark places of the earth are habitations of cruelty. 
 
 Would you like to tell those afflicted a better way? 
 
 Would You Like this Dose of Medicine ? 
 
 It is often prescribed in China : 
 
 ii Powdered snake 2 parts. 
 
 Centipedes 6 parts. 
 
 Scorpions 4 parts. 
 
 Wasps and their nests i part. 
 
 Toads 20 parts. 
 
 Grind thoroughly, mix with honey and make into pills. 
 Two to be taken four times daily. 
 
 If the Christians of the United States 
 
 would give each week to Missions 
 
 I cent, the Income would be $10,000,000 a year. 
 
 The cost of a postage stamp, the Income 
 
 would be 20,000,000 " " 
 
 The cost of a car fare, the Income would be 50,000,000 " " 
 
 The cost of a plate of ice cream, the Income 
 
 would be 100,000,000 " " 
 
 15 cents, the price per hour of the most un- 
 skilled labor, the Income would be . . . 150,000,000 " " 
 We now give 7 mills, or the equivalent of 3 minutes a week 
 
 of the most unskilled labor, to Foreign Missions. 
 
For Sunday-school Workers 139 
 
 What Missionaries Have Done 
 
 Missionaries have translated the Bible into about seven-tenths 
 of the world's speech. 
 
 It is to missionary efforts that all South Sea literature is 
 due ; there is noti a single case on record of the reduction to 
 writing of a Polynesian language by another than a Christian 
 worker. 
 
 During the nineteenth century missionaries reduced to writ- 
 ing for the first time 219 spoken languages, for the purpose of 
 Bible translating. Bishop Patteson alone gave a written form 
 to twenty-three Melanesian languages, and made grammars in 
 thirteen of these. 
 
 Missionaries have done more than any one class to bring 
 peace among savage tribes. 
 
 Missionaries were the first to give any information about the 
 far interior of Africa. They have given the world more accu- 
 rate geographical knowledge of that land than all other classes 
 combined. 
 
 All the museums of the world have been enriched by the 
 examples of the plants, animals, and products of distant coun- 
 tries collected by missionaries. 
 
 "Perhaps the most useful drug is quinine, and the world 
 owes it to the Jesuit missionaries of South America." — Dr. 
 Kecnc. 
 
 The missionaries have extended the world's commerce. The 
 trade with the Fiji Islands in one year is more than the entire 
 amount spent in fifty years in christianizing them. A great 
 English statesman estimated that when a missionary had been 
 twenty years on the field he was worth in his indirect expansion 
 of trade and commerce ten thousand pounds per year to Brit- 
 ish commerce. 
 
 The export trade of the United States to Asiatic countries 
 jumped from about $58,000,000 in 1903 to about $127,000,000 
 in 1905, which was due chiefly to missionary influence. 
 
140 Manual of Missionary Methods 
 
 The Power of God in Japan 
 
 An Old Decree. 
 
 "So long as the sun shall continue to warm the earth let no 
 Christian be so bold as to come to Japan." — Imperial Edict, 
 iS68. 
 
 An Older Decree. 
 
 "My word shall not return to me void, but it shall accomplish 
 that which I please, and it shall prosper in the thing whereto 
 I sent it." — Isaiah 55:11, 
 
 A Fulfilment. 
 
 To the Y. M. C. A. of Japan : — "Having heard of your work 
 for the comforting of the soldiers at the front, their majesties, 
 the Emperor and Empress, are pleased to grant you the sum 
 of ten thousand yen." — The Imperial Household Department, 
 May, 1905. 
 
 Think It Over 
 
 Of every two infants in the world one first sees the light in 
 heathen Asia: To what instruction is it born? 
 
 Of every two brides one offers her vows there : To what 
 affection is she destined? 
 
 Of every two families one spreads its table there : What 
 love unites their circle? 
 
 Of every two widows one is lamenting there : What con- 
 solation will soothe her? 
 
 Of every two orphan girls one is wandering there : What 
 charities will protect her? 
 
 Of every two wounded consciences one is trembling there: 
 What balm, what physician, does it know? 
 
 Of every two that die one is departing there : What is his 
 hope for the future? 
 
For Sunday-school Workers 141 
 
 Why ? 
 
 Why should we give money to save heathen abroad, when 
 there are so many heathen at home ? 
 
 There are some other whys equally logical. 
 
 Why should I give money to save those in other parts of 
 this country when there are needy ones in my own state? 
 
 Why should I give for those in other parts of the state when 
 there are needy in my own town? 
 
 Why should. I give to the poor of the town when my own 
 church needs money? 
 
 Why should 1 give money to the church when my own 
 family wishes to have it? 
 
 Why should I give to my family what I might spend on 
 myself? 
 
 Why? — Because I am a Christian, not a heathen. 
 
 Any of the chart material or quotations that have 
 been given can be written on the blackboard, or put in 
 permanent form by printing or stenciling on muslin. 
 A complete outfit of large rubber letters mounted on 
 wood can be obtained at printers' supply houses for 
 about $4, also from Millard & Co., 12 East Sixteenth 
 Street, New York. Muslin can be purchased for a few 
 cents a yard. The help of some of the older boys can 
 be secured in the making of the charts under the direc- 
 tion of a member of the Missionary Committee. Var- 
 ious combinations of three or four quotations can be 
 put on a single chart, under the headings given above, 
 or such as "Heroic Words of Great Missionaries," 
 "Who Said It?" giving the quotations and arousing 
 the spirit of investigation on the scholar's part. Sec- 
 tions of maps for use on a particular Sunday can be 
 drawn on the blackboard during the week by some of 
 
142 Manual of Missionary Methods 
 
 the members of the school. The Missionary Com- 
 mittee should seek to enlist the co-operation of just as 
 many members of the school as possible, in all the 
 various lines of work that need to be done. 
 Additional charts will be found in Appendix D, 
 
 Questions 
 
 1. Why are charts valuable for use in the Sunday-school? 
 
 2. What ones would you use if you desired to appeal to 
 persons indifferent about missions? To persons who give 
 nothing to missions? 
 
 3. Suggest a selection, of quotations and chart material for 
 use in a school knowing nothing whatever about missions. 
 
 4. How can the co-operation of the scholars be secured in 
 the making of charts? 
 
XV 
 
 A Missionary Sunday Demonstrated 
 
 Let us imagine ourselves visitors on "Missionary 
 Sunday" to a Sunday-school organized for mission- 
 ary work. As we enter, we notice that the secretary 
 at the door marks the attendance of all scholars, 
 thus relieving the individual teacher of the necessity 
 of taking time for this during the Sunday-school ses- 
 sion. Near the door, in a conspicuous place, is a bul- 
 letin-board, and our attention is attracted by the fol- 
 lowing headline : 
 
 Whose Motto ? 
 Expect great things from God : Attempt great things for God 
 
 On the wall back of the platform is a large mission- 
 ary map of the world. On either side of it hangs a 
 chart. One reads as follows : 
 
 Missions in the Bible School 
 
 Our Reasons 
 Information 
 Interest 
 Inspiration 
 
 Our Aim 
 
 That the NEED and OPPORTUNITY of MISSIONS may 
 become to us so real that we may fulfil our own obligation. 
 The Result 
 NOTHING or SOMETHING 
 r STUDY 
 Dependent J PRAYER 
 
 on our own personal 1 BENEVOLENCE 
 [ OBEDIENCE 
 
 143 
 
144 Ma?mal of Missionary Methods 
 
 The other chart contains the following: 
 
 THE EVANGELIZATION OFTHE 
 WORLD IN THIS GENERATION 
 
 tmysn 
 'the U 
 
 ST$b.207000 Annuil ntt In- 
 creaic in Wtmllti of ProtttUnt 
 Church MemOtn ol iheUniled 
 
 I POWER ENOUGH | 
 
 AndJisus came and spake unto ihem. sdmg,AIIPowerliOiv- 
 en Unto Me in heivemnil in unh. CayeTheiiwre^nd teach altni - 
 lions, baplirini them in the name offhefalherand at the Son, 
 ind a/ /heHalySho3t:tnchin^ them ta abserveill litinjs whitjonir 
 Ihaye comwjndeii youand tg I dm WittiVgu d/tvayi ey en unto the end 
 
 WE CAN DO IT IF WE WILl 
 
 Museum. — In one corner of the room stands the 
 missionary museum. In it we find quite an array of 
 curios, all labeled ; fetiches from Africa, a prayer- 
 wheel from Burma, an idol from India, an ancestral 
 tablet from Japan, a pair of women's shoes from China, 
 some samples of sewing and of carpentry work from 
 industrial schools in India and North Carolina, toward 
 whose support the Sunday-school contributes. There 
 is part of a totem pole from Alaska and a miniature 
 dog sled, a model of the kind used by the missionaries 
 among the Eskimos. These are a few of the things 
 that have been gathered by the school during a period 
 of four or five years. 
 
For Sunday-school Workers 145 
 
 Pictures. — Hanging on the walls we notice the pic- 
 tures of the home and foreign missionaries whom the 
 school helps support. There are also pictures of the 
 mission compound abroad and of various features of 
 the home and foreign work. 
 
 The Library. — We are invited to inspect the mission- 
 ary library, and on the shelves we find quite an array 
 of books classified according to the age of the scholars, 
 and also according to countries. There are most in- 
 teresting books of missionary fiction, and we are told 
 by the librarian that all new books are noted on the 
 bulletin-board, and that from each, on diflferent Sun- 
 days, an interesting incident is told in three to five 
 minutes to the school to cause a demand for them. 
 
 As we enter the Sunday-school room once more we 
 notice on the blackboard this information : 
 
 Missionary Topic for To-day 
 
 WILLIAM CAREY, 1761-1834 
 First Missionary of the First Missionary Society in England 
 
 Cobbler, Educator, Translator 
 
 " The Wycliff of the East " 
 
 Translated the Bible wholly or in part into 34 languages and dialects 
 
 Opening Exercises, Hymn and Prayer. — Promptly 
 at the hour for opening the superintendent announces 
 the first hymn, "When Morning Gilds the Skies." 
 At its conclusion he said, "In that hymn of praise I 
 am sure we wish all the girls and boys of India might 
 join, but many of them have never heard of Christ. 
 Will Mr. Brown lead us in a brief prayer, not exceed- 
 ing one minute, that the missionaries to-day in India 
 
146 Manual of Missionary Methods 
 
 may gather some new scholars into their Sunday- 
 schools, remembering to pray especially for Dr. J. C. R. 
 Ewing, of Lahore, our own missionary, and for those 
 mentioned in our Year Book of Prayer for to-day. 
 Their names are on the blackboard. Then will Mr. 
 Black follow in a one-minute prayer for Mr. Long, our 
 worker among the Highlanders in North Carolina, 
 and also for the other home missionaries mentioned in 
 the Prayer Calendar for to-day. Their names are also 
 on the blackboard." 
 
 At the conclusion of the prayers, the superintendent 
 said: 
 
 "Now we are going to sing a missionary hymn from memory, 
 one that was written by a missionary to India, Bishop Heber's 
 'From Greenland's Icy Mountains.' " 
 
 Map Drill. — After the singing of the hymn, the 
 chairman of the Missionary Committee came forward 
 and called attention to the map. His first question 
 was: 
 
 "If we wanted to start for Calcutta where Carey landed in 
 1793, in what direction would we travel?" "Could we go by 
 any other route?" "Which would be shorter?" How long did 
 it take Carey to go from England?" "That was in 1793. Now 
 let us see, where did Carey begin his work?" "At Mudnabatty. 
 Then Serampore." "We shall mark these as the first mission 
 stations with gilt stars, and get one of Miss White's Junior 
 boys to put them on for us. You will see one star has 1793 on 
 it and the other 1800. They indicate the beginnings of Protes- 
 tant missions in India. Next Missionary Sunday, as we con- 
 tinue our missionary study on India, we shall see how Christi- 
 anity spread from these centers through other missionaries to 
 other parts of the empire." 
 
For Sunday-school Workers 147 
 
 Scripture. — The Scripture lesson was then an- 
 nounced, every scholar who had brought his own Bible 
 being asked to hold it up. Psalm 119:97-105 was 
 read responsively, the superintendent saying : 
 
 "We are going to read to-day a passage which shows how 
 valuable the Word of God is. Did you ever think what it 
 would be to be without a Bible? The people of India never 
 had one until Carey translated it for them ?" 
 
 Notices and Reports. — Then came the notices for the 
 day and the treasurer's report. He stated that more 
 than nine-tenths of the membership were now reg- 
 ularly enrolled as proportionate and systematic givers, 
 and that he hoped every member of the school would 
 be so enrolled before long. The report of the preced- 
 ing Sunday was then posted, as follows, attention being 
 called to the total number of "givers" and "omitters," 
 and the comparison with last year : — 
 
 Department. Givers. Omitters. Amount. 
 
 Officers 12 $1.25 
 
 Home Department ^7 14 2.59 
 
 Seniors 127 9 6.43 
 
 Intermediates 75 6 3.15 
 
 Junior 93 3 2.27 
 
 Primary 72 2 i .76 
 
 Beginners 34 3 83 
 
 Total 450 27 $18.28 
 
 Corresponding Sunday last year. . 364 93 16.25 
 
 There was an announcement of a stereopticon lecture 
 on India for Thursday night, parents as well as 
 
148 Manual of Missionary Methods 
 
 scholars being invited, and some moving pictures of 
 present-day scenes in India were promised. It was then 
 stated that the supplemental work for the day, which 
 was a missionary lesson on Carey, would be taken up 
 in the classes for fifteen minutes. 
 
 We were sitting near an Intermediate class and the 
 following treatment of the missionary lesson was given 
 by the teacher. Each scholar had had a text-book from 
 which to prepare the lesson during the week. The one 
 used in this particular school was "Missionary Studies 
 for the Sunday-school, Third Series," published by The 
 Sunday School Times Company. 
 
 The Missionary Lesson in the Class. 
 
 "Our aim to-day in our missionary lesson," said the 
 teacher, "is to see the value of literary work in missionary 
 service." 
 
 "Suppose you were a missionary in India, John, what is 
 the first thing you would need to do?" 
 
 "Get a place to live." 
 
 "Yes, and that would be with some of the other mission- 
 aries at first. Did Carey find any missionaries in India 
 to whom he might go?" 
 
 "No, he was the first." 
 
 "After you had gotten settled in your new home, in order 
 to talk with the people, what would you need to do?" 
 
 "Learn the language." 
 
 "Now, let us see, what did Carey do when he first landed 
 in India? What difficulties did he have to meet? Did 
 they discourage him? Had he conquered any difficulties 
 before reaching India?" 
 
 The facts of his poverty, his struggles to support his 
 family, and the opposition to his missionary ideas were all 
 brought out in the discussion. 
 
For Stuiday-school Workers 149 
 
 "But how did God provide for him, both in England and 
 in India?" "Was the time spent in Miidnabatty lost?" 
 "Why not?" "Was there anything providential in the fact 
 that the Hindus were so hard to reach, and that Carey 
 could not do very much itinerating during his first seven 
 years in India?" It was brought out that though he could 
 not preach to many, he resolved to give the natives the 
 Bible in their own tongue. "What aptitude did Carey 
 have for language study?" 
 
 "What two events of great importance occurred in the 
 year 1800?" 
 
 "The baptism of the first convert and the translation of 
 the New Testament in Bengalee." "Which was the more 
 important?" 
 
 This question led to a good deal of difference of 
 opinion, and it was brought out that Christian hterature 
 may often reach those whom the missionary or native 
 convert cannot. The necessity of the Bible for 
 Christian growth was also emphasized, so that at he 
 close of the lesson every boy of the class realized 
 the supreme value of translating the Bible and other 
 Christian literature into heathen tongues. 
 
 Each boy was given a picture of Carey to put in 
 his note-book and was asked to copy down the material 
 that was on the blackboard, and then during the week 
 to note the reforms that Carey introduced into India. 
 Each was also to state what he considered was the 
 greatest thing that Carey did for India, and why he 
 thought so. 
 
 The Bible Lesson in the Class. — Promptly at the 
 close of the fifteen-minute period, a chord was sounded 
 on the piano and the classes began at once the Bible 
 
150 Manual of Missionary Methods 
 
 lesson of the day. Five minutes before the end of 
 the thirty-minute period, another chord was struck, 
 giving warning of the approaching end of the lesson. 
 Then when the time had elapsed, the superintendent 
 stepped forward and called upon the school for a 
 moment of silent prayer, asking each one to pray that 
 the lesson just studied and all the exercises of the day 
 might make a deep spiritual impression. The pastor 
 concluded with a brief audible prayer along the lines 
 suggested by the superintendent. 
 
 Closing Exercises. — With a great deal of spirit the 
 school then sang, "The Son of God Goes Forth to 
 War," attention being called to the fact that this hymn 
 also was written by Bishop Heber of India. 
 
 "Before we take up the review of to-day," said the 
 superintendent, "we are going to have two or three of 
 the most recent items from the work in India told us 
 by as many boys." These were the items given, not 
 read : 
 
 111 the Wanamaker girls' school at Allahabad (point- 
 ing out the place on the map), the teachers and pupils are 
 greatly interested in The National Missionary Society. 
 They meet every Sunday morning to pray for it and have 
 given 107 rupees to the Society. It was organized in 
 December, 1905, and we are particularly interested to know 
 that the delegates met on Christmas day in the very room 
 that William Carey used as his library in Serampore. 
 
 A missionary from the Etawah district, where there are 
 800,000 people, writes that the past week he baptized more 
 than 100 people, and that he believes 100,000 could be won 
 to Christianity in a few years if there were enough 
 workers. 
 
For Sunday-school Workers 1 5 i 
 
 In this same Etawah district people are suffering just 
 now from famine. Ihey need food, shelter, and medicine. 
 Six cents a day will keep a family from starvation. 
 
 "Now, girls and boys," said the superintendent, "how 
 many of you expect to go home to dinner to-day?" 
 Every hand was raised. "Suppose when you got there 
 your mother should say, 'I'm very sorry, Mary (or 
 John), but there is no dinner ready.' When supper 
 time would come around she would say again, 'I'm 
 sorry, but there isn't- any supper.' By that time you 
 would begin to feel pretty hungry. Well, thousands 
 in India never eat but one meal a day, and in this 
 time of famine many do not get even that. All 
 here who would like to join us in denying ourselves 
 something this week and bring the money for the 
 'special famine fund' for India next Sunday are asked 
 to do so. Perhaps if you speak to mother and father 
 about it, the whole family might agree to give up 
 butter or desserts this week. Talk it over when 
 you get home." 
 
 Rci'iezv of the Missionary Lesson. — One of the teach- 
 ers then gave a review of the missionary lesson : 
 
 "If you will look at the blackboard a moment, girls 
 and boys, you will notice the name of one of the most 
 famous men in modern missions. Sometimes he is 
 called the 'Father of Modern Missions.' Can you guess 
 why? Yes, because he was the one who started the move- 
 ment, and was the means of the formation of the first 
 Foreign Missionary Society in England and became its 
 first missionary. 
 
 "It is always hard in a few words to tell the story of a 
 life, but the three on the board tell Carey's life. You have 
 
152 Manual of Missionary Methods 
 
 already filled in the details in your class work. You 
 know the story, — how he rose from the cobbler's bench to 
 the professor's chair. He did so because he followed out 
 what he chose as the motto of his life. Who can give it? 
 Yes, 'Expect great things from God, attempt great things 
 for God.' 
 
 "Now, there is just one scene in his life, and something 
 that he then said, that I want to dwell on in the moment 
 that remains. After the missionary society had been 
 formed, the next question was, Who shall be the mission- 
 ary and where shall he go? A surgeon in the employ of 
 the East India Company had just returned to England 
 and was invited to address the Society. He did so, and 
 as he talked, every one realized what an opportunity there 
 was for mission work. 'There is a gold-mine in India,' 
 said one, 'but it seems almost as deep as the center of the 
 earth. Who will venture to explore it?' 'I will go down,' 
 said Carey, 'but remember that you must hold the ropes.' 
 
 "Now, girls and boys, do you think he asked anything 
 that wasn't fair or square?" (Exclamations of "No.") "I 
 have brought with me to-day a rope, I didn't have a gold- 
 mine ; and I want all the girls and boys here in front to 
 get their hands on this rope." (Hands out the rope.) 
 "Now, suppose there was a deep hole right down in the 
 bottom of this floor, 25 feet deep, and one of the little 
 Primary children had fallen in, would you want; to leave 
 him there? No, every boy here would volunteer to go 
 down and get him out. Supposewe selected William Brown 
 to do it. There are two things William would want to 
 know about the rope with which we would let him down. 
 Can you tell what they are? First, that it was long 
 enough, and second, that it was strong enough. If the 
 rope were only 10 feet long, would if do? No. Why 
 not? Too short. 
 
 "Yes, and there are some missionary ropes which are too 
 short. Some don't go beyond the vestibule of their own 
 Sunday-school room; some don't get beyond the local vil- 
 
For Sunday-school Workers 153 
 
 lage, town or city. But a missionary rope to be of any 
 use has got to be long enough to reach every place of need. 
 
 "But what else must the rope be? Strong enough. 
 Would William be willing to have us let him down with 
 a piece of O. N. T. cotton or a string? I guess not. He 
 wants to be sure the rope is strong. What makes a rope 
 strong? The strands. The greater the number of strands, 
 the stronger the rope. 
 
 "Now, the boy who has hold of the end of that rope, 
 will he tell me how many strands he can see ? Three, yes. 
 
 "There must be at least three strands to every mission- 
 ary rope. Cain you guess what they are? Prayer. Yes, 
 that is surely one of them. What the missionaries want 
 and ask for is a great deal of prayer, the kind that has a 
 lot of heart and earnestness in it. I have a friend now in 
 China, and before he went he told me that what he feared 
 most was not the difficulties he would meet in China, but 
 the indifference of the church at home. He was afraid 
 that those of us here would let go of the missionary rope. 
 
 "Can you name 'another strand? Gifts. Yes. H we 
 are honest in praying, we must be prompt in paying. 
 There is not much use in praying, unless we help answer 
 the prayer by giving. We ought to give that which costs 
 us something, that which means some hard work and some 
 self-denial, or else we shall not know the real joy of giving. 
 
 "And now, can anybody guess a third strand? Let me 
 help you. Have any of you ever been far away from home 
 and from mother and from father for a few days? Yes, 
 I see some have. Well, what man is it that you look for 
 very eagerly about breakfast time, dressed in gray and 
 with a leather bag over his shoulder? The letter man. 
 Yes. and you are' hoping there is a letter for you. Sup- 
 pose you were six or eight or ten thousand miles away 
 from home, and a missionary among people who didn't 
 speak your language, and whose customs and habits were 
 all different from yours. Do you think you would be glad 
 to get a letter from home? Yes, I am sure you would. 
 
154 Manual of Missionary Methods 
 
 How eagerly you would wait for the arrival o£ the mail 
 and how glad to find some letters from the dear home land. 
 
 "Well, girls and boys, you can help make some mission- 
 ary glad by writing a letter this week, not an old man's 
 letter or an old lady's letter, but a boy's letter, a girl's 
 letter, telling him that you know something about what a 
 missionary does, what he stands for, and that you believe 
 in the work, and that your hands are on the missionary 
 rope. 
 
 "These three strands together, girls and boys, prayer, 
 giving, correspondence, make a pretty good missionary 
 rope. The missionaries are mightily concerned if our 
 hands have hold of it. Are they asking anything that 
 isn't fair or square? Where are your hands?" 
 
 A brief prayer, asking that every girl and boy in the 
 school might realize their personal obligation to mis- 
 sionary service while here at home, and that Carey's 
 heroic example might be an incentive to each, con- 
 cluded the exercises of the day. To all who wished to 
 have them, souvenirs were distributed at the door. 
 They represented gold nuggets, being gilded, and on 
 them were noted some facts of Carey's life, as follows : 
 
 India is a gold-mine, but who will venture to explore it? I 
 will go down, but remember you must hold the ropes. 
 
 1761 — William Carey — 1834. "Expect great things from God; 
 attempt great things for God." 
 
 The entire school session occupied one hour and 
 twenty minutes. 
 
XVI 
 
 Missionary Plans in Actual Operation 
 
 In an increasing number of Sunday-schools 
 throughout the country both Home and Foreign 
 Missions are being systematically presented. In 
 the statements of plans that follow, a large variety 
 of methods is seen to be in operation. Definite edu- 
 cational, financial and spiritual results are being 
 secured. Such benefits need not be confined to these 
 schools alone, but are within the reach of all. There 
 are doubtless difficulties to be overcome in every 
 school before missionary teaching can be made a 
 complete success. Lack of interest, brevity of the 
 Sunday-school session, imperfect equipment, lack of 
 properly qualified teachers, are some of the problems 
 that have been faced and met by the workers who 
 give their testimonies in the following pages. This 
 chapter will prove a mine of suggestions to the wide- 
 awake Sunday-school worker eager for help. 
 Classification of the schools has been made as 
 follows : — 
 
 I. 
 The School in the Large City. 
 
 II. 
 
 The School in the Smaller City or Town. 
 
 III. 
 The School in the Suburbs or Country. 
 
156 Manual of Missionary Methods 
 
 I. THE SCHOOL IN THE LARGE CITY. 
 
 BEDFORD PRESBYTERIAN BIBLE SCHOOL 
 BROOKLYN, N. Y. 
 
 Special Features : Excellent graded work— Systematic Instruction in 
 classes and from platform— Interpretative, illustrative, and sup- 
 plemental methods of instruction all employed — Unique method 
 to promote reading of missionary books. 
 
 The Bedford Bible School of Brooklyn is a graded school, 
 and the missionary instruction is adapted to the various 
 grades. It begins in the Beginners' department. There 
 the little ones are interested in other children, and are taught 
 such lessons as God's love to all, helpfulness, and love to all. 
 
 In the Primary department one Sunday a month is 
 observed as Missionary Sunday — prayers, Bible verses, songs 
 and gifts are definitely related to the children outside the 
 Church Circle — at home and abroad. Every Sunday a child 
 recites a little story on missionary facts selected by one of 
 the teachers. Love money (given from the children's own 
 possessions), and birthday pennies are given to missions, 
 and many little devices are used to add interest. Sometimes 
 paper money is used to paste over a large picture of an idol, 
 missionary boxes are given out, and on Missionary Sunday 
 every child (120 or more) receives a little picture cut from 
 current magazines. Certain lessons of the year are treated 
 especially as missionary lessons. 
 
 In the Junior department similar methods are used, but 
 adapted to older pupils. The Intermediate, Senior and Adult 
 departments observe the last Sunday of each month as 
 Missionary Sunday. Songs, Scripture, and a ten-minute talk 
 relate to missions, and the service is made as bright and 
 interesting as possible. Missionaries, when available, stere- 
 opticon views, maps, etc., make these days memorable, and 
 the whole oflfering the following Sunday is devoted to the 
 object presented that day. The school supports itself by 
 individual pledges, and an envelope for the first Sunday of 
 each month is marked for missions, so that even if a pupil 
 is absent the oflfering goes for this purpose. 
 
For Sunday-school Workers 1 5 7 
 
 The Missionary Committee also stirs up interest in mis- 
 sionary books. Awards are given for the best answers 
 to questions based on the books suggested for reading. 
 In the Junior department Miss Crowell's "Junior" books are 
 given out and the scholars are asked in which country they 
 would rather live and why. In the Intermediate department 
 the question may be: "What missionary do you think was 
 bravest and best?" — based on Lambert's "Romance of Mis- 
 sionary Heroism." The Seniors, likewise, are asked : "If 
 you had $10,000 to invest for missions where would you think 
 it best to give it?" The literature for this is found in Trull's 
 text-books, or in those of the Young People's Missionary 
 Movement. Papers 200 to 500 words in length are asked for 
 and awards are given in pictures, flags, curios or books. 
 
 The programs furnished by the Presbyterian Boards of 
 Home and Foreign Missions are also used on appropriate 
 Sundays, and the pupils are urged to take these and other 
 leaflet literature home with them. 
 
 But the most important instruction is that given by the 
 individual teachers. In the meetings for lesson study, mis- 
 sionary truths and incidents are suggested and the Teachers' 
 Library Committee furnish references from the library. In 
 this way the fundamental principles of Christianity and the 
 present-day progress of the church are vitally linked with 
 the Bible lesson of the day, the regular course of study is not 
 interrupted and interest in the world-wide campaigns of the 
 church does not depend on spasmodic effort or appeal, hut on 
 systematic instruction by teachers and from the platform. Cer- 
 tain lessons are uniformly taught in their missionary aspect, 
 but in regular course; for example. The Flood; Abram's 
 Call; The Fall of Jericho; Gideon's Victory; The Lepers at 
 the Siege of Samaria; Feeding the Five Thousand; The 
 Great Commission ; The Sending Out of Barnabas and Paul ; 
 The Macedonian Vision, etc. 
 
 Regular Bible study courses are pursued for about nine 
 months in the year in this school, and it is now proposed 
 to use the summer sessions for mission study with mis- 
 
158 Manual of lilissionary Methods 
 
 sionary text-books, missionary curios, and photographs to 
 illustrate these lessons. A missionary cabinet will add much 
 to the interest. 
 
 It is the fundamental principle of the Bedford Bible 
 School that the Bible is to have first place; other books 
 are merely supplementary. The importance of consecutive 
 courses of study is emphasized so that special days are not 
 as a rule allowed to interfere. We have found it the best 
 plan to give missions, temperance, Sabbath keeping and 
 other special topics the place given them in the Bible, no 
 more and no less. Properly taught missions are unsurpassed 
 for interest and inspiration, and make a balanced, not an 
 unbalanced Christian. 
 
 Delavan L. Pierson, 
 March 27, 1908. Superintendent. 
 
 BUSHWICK AVENUE-CENTRAL METHODIST EPISCOPAL SUNDAY- 
 SCHOOL 
 BROOKLYN, N. Y. 
 
 Special Feature : Support of specific work at home and abroad doubled 
 offerings. 
 
 On Missionary Sunday, the fourth Sunday in the month, 
 a missionary address is given, usually, and special informa- 
 tion, missionaries often addressing us. The Young Peo- 
 ple's Missionary Movement's enlarged pictures and stories 
 are used. We have a missionary library. The church and 
 school support a missionary in Korea, from whom we get 
 concrete mformation. We as a school are supporting alto- 
 gether seven girls and one Bible woman in foreign fields 
 — three of these supported by our organized Bible classes. 
 Several girls in home mission institutions are also cared for. 
 
 A mission study class from the Sunday-school meets 
 weekly. Our supplemental and manual work, which runs 
 through all grades up to and through our Intermediate, has not 
 yet taken on specific missionary lines, but probably will 
 soon. Our Missionary Committee is pushing the work hard 
 and places in all departments the week before Missionary 
 
For Sunday-school Workers 1 5 9 
 
 Sunday, in bold type, the placard, "Next Sunday is Mis- 
 sionary Day" and on the Sunday, "To-day is Missionary 
 Day." In this way everybody is prepared for the special 
 collection, whereas foVmerly teachers and scholars would 
 often forget it. Our collections have doubled easily, for 
 missionary purposes, since we took up the support of a 
 missionary and have worked persistently at the diffusion of 
 missionary spirit and information. 
 
 F. L. Brown, 
 
 April 8, 1908. Superintendent. 
 
 FIFTH AVENUE PRESBYTERIAN SUNDAY-SCHOOL 
 NEW YORK CITY. 
 Special Features : Small school — Efficient committee — Missionary 
 teacher-training— Manual work — Use of maps, charts, curios, etc. 
 — Use of text-books. 
 
 Our Sunday-school meets at 9.30 A. M., continuing for 
 one hour and a quarter. We allow fifteen minutes for open- 
 ing exercises, fifteen for supplemental work, thirty minutes 
 for International lesson and fifteen minutes for closing 
 exercises. 
 
 The supplemental work is graded study of the Bible as 
 a book, its contents, its geography, a brief historical outline, 
 and a course on redemption, and on ten consecutive Sundays 
 missionary study. This supplemental study is taught in 
 classes by the regular teachers, and when we are having the 
 missionary supplemental work, the desk review is often on 
 the subject of such work. Occasionally special speakers are 
 secured, but many of the teachers belong to mission-study 
 classes and we can generally secure from among them a 
 speaker. Teachers who have not had the advantage of a 
 regular mission-study class, have at least the help of a preview 
 of the month's missionary lessons at the monthly teachers'- 
 meeting. 
 
 The work done by the scholars at home is encouraging. 
 The quality of this work depends however, largely upon the 
 attitude of the teacher towards supplemental work. If the 
 
i6o Manual of Missionary Methods 
 
 teacher treats it as secondary as well as supplemental, the 
 scholar is quick to "follow in his train"; on the other hand, 
 an enthusiastic teacher means almost without exception, an 
 enthusiastic scholar. The older pupils keep missionary note- 
 books, for questions and answers and items of interest ; the 
 younger boys and girls, picture note-books, and into these 
 from week to week they paste the typewritten questions on 
 the lesson prepared by each individual teacher two weeks 
 in advance. The walls are hung with charts seldom enough 
 to make the scholars eager to read them, and either a mis- 
 sionary map of the world or a map of the particular country 
 that they are studying is kept before them on "Missionary 
 Sundays." The library is made use of, one of the teachers 
 telling occasionally a story or two from some books which 
 can be secured after the school session. Such story-telling 
 always brings eager applicants to the desk, and the books 
 from which the stories have been told are usually in demand 
 for six weeks after the "advertising." 
 
 All the oflferings of the school are given for benevolent 
 causes. In short, our study has created knowledge, 
 aroused interest, quickened sympathy into helpful activity, 
 and in some cases led to life consecration to the cause of 
 Missions. I dare not say that the mission study in the school 
 has been solely responsible for these results, but it has 
 helped, and our boys and 'girls take a broader view of the 
 "regions beyond," and a more truly patriotic interest in their 
 home land because of their study of Home and Foreign 
 missions. 
 
 Our courses of study are planned by a Missionary Com- 
 mittee of five members. Each year they have prepared the 
 material, which has either been typewritten for the scholars' 
 use or published in book form. The latter are now issued 
 by The Sunday School Times Co., and may be secured from 
 them. The committee prepares the special missionary pro- 
 grams for each Missionary Sunday, adds necessary books to 
 the library, and plans for special offerings (Christmas, Easter, 
 etc.). 
 
For Sunday-school Workers i6i 
 
 The committee has the help of the pastor's warm approval, 
 and the superintendent's sympathetic co-operation, while 
 ahnost all of the teachers are not only willing, but eager, to 
 do what the committee asks of them. 
 
 Ruth G. Winant, 
 Ckainna)i Missionary Committee. 
 
 THIRD ENGLISH EVANGELICAL LUTHERAN SUNDAY-SCHOOL 
 BALTIMORE, MD. 
 
 Special Features: The Sunday-school Missionary Society the pioneer 
 missionary organization in the church — Systematic education 
 producing in a difficult location large financial and spiritual 
 , results. 
 
 Our Sunday-school Missionary Society with us antedated 
 the C. E., the Woman's Missionary Society and all other 
 benevolent work except the "Ladies' Aid Society. We have 
 been organized nearly thirty years. The last Sunday of each 
 month all the year around is Missionary Sunday. We ap- 
 point a committee each month to arrange a program for the 
 next. The committee may be three or five persons or a 
 class. They select the hymns, get a speaker, or furnish 
 whatever is given. We endeavor to make the service bright, 
 attractive and instructive. Whenever any of our missionaries 
 are in town, we always secure them. All the secretaries of 
 the Boards have frequently visited us, and often we have 
 men from other denominations who tell us what they are 
 doing. We read articles to the school from our publications, 
 and by all means endeavor to keep the scholars informed 
 as to the scope and needs of the work. This has been highly 
 educational and beneficial in every way. When we began, 
 there was opposition, but we finally overcame that, and now 
 Missionary Sunday is looked for as a matter of course. 
 
 What has been the result? When we began, we were 
 the pioneers; now we have a Woman's Missionary Society, 
 the leading one in our Synod ; we have a Young Ladies' 
 Mission Band; a large C. E. Society and a Junior- C. E. 
 
1 62 Manual of Missionary Methods 
 
 Society. When we began, the total benevolence of our church 
 was $50. Last year the total was $2,400. Our Sunday-school 
 raised about $700, giving $250 to Home missions and $250 to 
 Foreign missions. We have a total of 761 on our Sunday- 
 school roll — officers, teachers and scholars. 
 
 We are a congregation and school of working people. Our 
 neighborhood has deteriorated, and we are surrounded by 
 Jews and Negroes. The majority of our people come a con- 
 siderable distance to church and school. The largest con- 
 tributors to church support only pay $1 per week, and we 
 only have four or five that do that well. So far as ability 
 is concerned, we were far more able to give $2,500 per 
 year when we only gave $50 for benevolence. The difference 
 is, that formerly we had the ability but not the will ; now 
 we have willing givers who give to the best of their ability. 
 For the thirty-five years of our existence, prior to having a 
 Sunday-school Missionary Society, we did not have a single 
 candidate for the ministry. Since we have had our society, 
 four young men have entered the ministry ; another is a lay 
 missionary in Korea ; our first secretary is now the cor- 
 responding secretary of the Woman's Convention of the Mary- 
 land Synod. Other schools of our denomination have liked 
 our plan and have organized societies along the same lines 
 and are doing good work. 
 
 Henry C. Hines. 
 
 SUNDAY-SCHOOL OF THE CHURCH OF THE HOLY APOSTLES 
 
 (PROTESTANT EPISCOPAL) 
 
 PHILADELPHIA, PA. 
 
 Special Features : Thorough education in the Sunday-school proper 
 and in auxiliary organizations, resulting in an offering of over 
 $13,000 to Missions. 
 
 Missionary instruction in our school is imparted from the 
 desk, in the classes, through the Babies' Branch, Junior and 
 Senior Auxiliaries, by lantern illustrations, monthly visits 
 
For Sunday-school Workers 163 
 
 (except during the summer months) of missionaries, deacon- 
 esses, physicians and teachers. It is never given as a sub- 
 stitute for the Sunday-school lesson. 
 
 The time allotted for the missionary instruction is about 
 ten Sunday afternoons, ten afternoon meetings of the Woman's 
 Auxiliary, weekly meetings of the Junior Auxiliaries, at which 
 mstruction and information is imparted by a deaconess, and 
 a weekly meeting of the Woman's Missionary Society. Also 
 a weekly meeting of a Junior and Senior Mothers' Guild. 
 
 Preparation of the teachers was covered by the above sub- 
 jects. In addition, a weekly Church paper, a magazine "The 
 Spirit of Missions," a Teachers' Instruction Class, a Men's 
 Missionary Auxiliary, a Laymen's Forward Movement and 
 access to a large Missionary Library, all aided the teachers 
 in their work. 
 
 We have a missionary map of the world, a missionary chart 
 and library, and the latter is much used by the teachers and 
 members of the various missionary organizations. 
 
 Each year certain missionaries are maintained from our 
 Easter offerings, generally some of those who have visited 
 the school, and the scholars are urged to remember these in 
 their prayers. As a constant reminder, their names are pub- 
 lished in our monthly Parish paper. 
 
 Our scholars contribute systematically, mostly by means of 
 Mite boxes. A majority of the classes have them, contributing 
 through them in addition to the class offering. 
 
 The results of our missionary studies are, that we are the 
 best informed Sunday-school in the Diocese, if not in the 
 Church, upon the subject; that our scholars love the cause; 
 as evidenced by our contributions to it, the largest of any 
 school in the Church. The amount contributed as a special 
 Easter and Lenten offering in 1909, including gifts of auxiliary 
 organizations giving through the Sunday-school, was $13,161.10, 
 an increase of $1,158.31 over the previous year. 
 
 William S. Neill, 
 Assistant Superintendent. 
 
164 Manual of Missionary Methods 
 
 HARLEM AVENUE CHRISTIAN SUNDAY-SCHOOL 
 BALTIMORE, MD. 
 
 Special Features. — Enthusiastic superintendent— Use of text-books — 
 Home preparation with definite assignments — Class and platform 
 instruction— Correlation of the missionary work with the regular 
 Bible lessons — Manual work. 
 
 Our school, in providing for its course of supplemental les- 
 sons, introduced into the school curriculum a three months' 
 course of missionary study, covering the first quarter of 1908. 
 The text-book selected was the Trull course of The Sunday 
 School Times Co., embracing four lessons on the immigra- 
 tion problem (Home Missions) and six studies on India, the 
 topics covering the following phases of missionary activities : 
 Literary work, as exemplified through the life of the first great 
 English missionary, William Carey; evangelistic and medical 
 work was grouped around the two great type characters of 
 America, Adoniram Judson and Dr. John Scudder, and educa- 
 tional work was portrayed through the powerful life of the 
 first Scotch missionary, Alexander Duflf. 
 
 The course, being graded to the Junior, Intermediate and 
 Senior departments of the school, was heartily welcomed by 
 the officers and teachers as a most timely help for implanting 
 the missionary spirit in the Sunday-school on an educational 
 foundation. The following mission study methods were used 
 and found valuable in sustaining interest and enthusiasm in 
 the work : 
 
 1. Each scholar was given a text-book, and home prepara- 
 tion of the lessons was required. This home study was 
 secured by constant, carefully planned effort on the part of 
 the teachers in, assigning definite work to the scholars through 
 looking up interesting points, and the like, and being sure 
 to ask for the work assigned on the following Sunday. The 
 co-operation of the parents was enlisted also when neces- 
 sary. 
 
 2. The lessons were treated as supplemental work and 
 taught by the teacher for the first ten minutes of the lesson- 
 
For Sunday-school Workers 165 
 
 study period. They were co-ordinated willi the regular Inter- 
 national Sunday-school lesson for the day, the last twenty 
 minutes of the study period being given to the International 
 lesson. 
 
 3. The superintendent kept the school keyed up to the high- 
 est efficiency by definite and wisely-directed efforts. Every 
 school session was distinctly missionary in character, both as 
 to its opening and closing service. The hymns, Scripture 
 readings, prayers, reviews, etc. were selected in reference to 
 their influence on the pupil's life and character. A five-minute 
 quiz was introduced into each opening service and made an 
 educational test of the scholar's preparation and the teacher's 
 work on the previous lesson. This served to review the work 
 accomplished and helped to promote diligence and give intent, 
 definiteness and purpose to the study, and also to show the 
 character of the work that was expected of the school. This 
 quiz was featured and made attractive with the aid of a 
 series of large missionary pictures, recently published by the 
 Young People's Missionary Movement, being photographic en- 
 largements from most excellent snapshots of mission scenes 
 in the Home and Foreign field. Maps, charts and live mis- 
 sionary items were also used with telling effect. 
 
 4. In the closing exercises, a crisp five-minute review from 
 the desk tied up the essential facts of each missionary lesson, 
 which were in all classes correlated with the central truth 
 of the International Sunday-school lesson. This review was 
 carefully planned to increase the teaching power of both 
 lessons. Precise information of the work of our own Foreign 
 Board, together with the fact of our having two members of 
 tlie Sunday-school as Foreign missionaries at present in India, 
 helped to strengthen and make forceful the plea of that needy 
 field. In reviewing the lessons on the immigration problem, 
 our convictions were made strong as to our duty to American- 
 ize and Christianize the great hordes from Southern Europe, 
 who are pouring in upon us, by giving these lessons a local 
 application. This gave opportunity to present to the school 
 the work of our local charitable and missionary enterprises 
 
1 66 Manual of Missionary Methods 
 
 and to present the claims of these organizations upon the 
 schoors benevolences. 
 
 S. To aid the pupils in expressing the aid received by oral 
 teaching, their self-activities were employed through manual 
 methods. P^ch class in the Intermediate and Senior depart- 
 ments was required to prepare note-books, and the entire mis- 
 sionary course was given back in note-book form, the several 
 chapters in each book being written by different members of 
 the class. The following extract from a circular letter by 
 the superintendent, addressed to the teachers in the Inter- 
 mediate and Senior departments, is of interest as showing the 
 character of work required of the pupils in these note-books : 
 
 "From the Intermediate and Senior departments of the 
 school we have assigned class note-books on the course of 
 missionary instruction which we have just finished, and the 
 following assignments and instructions are issued that there 
 may be some uniformity in the work : 
 
 "Mr. Haylick's class, 'Life of William Carey'; Mrs. Brown's 
 class, 'Life of Judson' ; Mr. Rosenau's class, 'Life of Scudder' ; 
 Miss Horman's class, 'Life of Alexander Duff' ; Mrs. Dem- 
 ming's class, 'Land and People of India' ; Miss Ireland's class, 
 'Immigrants : Where They Come from and Why They Come' ; 
 Miss Garmong's class, 'Foreigners in Our Cities' ; Miss Fry- 
 er's class, 'Foreigners Mining, Lumbering and Farming*; 
 Mr. Moore's class, 'Immigration a Menace and a Mission' ; 
 Mr. Piatt's class, 'History and Religions of India.' 
 
 "Inside paper and cover paper uniform in size, together 
 with suitable pictures and maps, will be furnished by the 
 school and issued to the teachers for the classes. The maps 
 will be colored to show the political divisions of India and 
 enforce the elevations, and to those scholars who may desire 
 arrangements will be made in the training class-room to color 
 the illustrations with water colors. 
 
 "The note-books on Foreign missions will show all the 
 mission stations of our own Board, together with names and 
 pictures of our missionaries. 
 
 "All books will have an appropriate title, such as 'On the 
 
For Sunday-school Workers 167 
 
 Trail of the Emigrant,' 'Heroes of the Cross,' 'Mighty Men of 
 Missions,' etc. Besides this title they will contain a preface 
 giving the names of all scholars contributing to the work, and 
 following the preface a selection of one or more verses from 
 some missionary hymn that will fittingly express the thought 
 of the contents of the note-book, like 'Faith of Our Fathers,' 
 'America,' 'From Greenland's Icy Mountains,' second verse, 
 'Watchman, Tell Us of the Night.' " 
 
 This course was distinctly helpful to the whole school in 
 quickening the interest, sympathies and enthusiasm of the 
 pupils, and training them in intelligent missionary support 
 aiiid service. 
 
 Baltimore, Md. Preston Fiddis. 
 
 sunday-school of the collegiate church of st. nicholas 
 
 (dutch reformed) 
 
 new york city. 
 
 Special Features: Small school — Interest aroused at first chiefly by 
 the efforts of one teacher— Use of text-books — Curios, etc., used in 
 desk reviews — Manual work before school session by scholars — 
 Use of books in the public libraries by the teachers. 
 
 We have a very small school but find the course on "Great 
 Heroes Among the Red Men" and "In the Dark Continent," 
 published by The Sunday School Times Co., very interesting 
 to the children and to the teachers as well. Each child is 
 given a book at the beginning, those who lose them must pay 
 10 cents for another, except in unusual cases. We planned to 
 use the ten minutes each Sunday after the regular lesson, 
 which time is generally used for supplemental work, for each 
 teacher to review the chapter on the missionary heroes. 
 The superintendent then called the school together and 
 either gave some fuller information on certain points him- 
 self, using the large map on the wall, or one of the teachers 
 would do it. The map was the special field being studied. 
 
 On the Sunday when the books were first used, a talk 
 
1 68 Manual of Missionary Methods 
 
 was given from the platform of about ten to fifteen minutes, 
 on the Indians in general, customs, traits; and several 
 weapons, curios, arrows, etc., were shown. The war banner 
 and moccasins especially interested the boys. Several things 
 were pinned to the bulletin-board. Only one teacher would 
 speak from the platform at first, then another oflfered, which 
 makes three people to do it. Pictures were obtained, if 
 possible, of the men studied, and placed on the bulletin- 
 board. 
 
 At the session for Marcus Whitman, the story of his 
 wonderful ride was given in detail and followed on the map ; 
 with Egerton Young, some interesting incident of his work 
 not found in the text-book. 
 
 On the Sunday following the study of the last Indian hero, a 
 talk was given on our own work among the Indians and what 
 is going on now, with pictures of some of them, of our mis- 
 sionaries and a few curios, such as the dress used by those 
 special tribes, -and two interesting things which have hap- 
 pened at the stations, or instances of bravery shown by 
 Christian Indians there. A letter was to have been read 
 from one of our children at the Indian orphanage — no time. 
 
 The same ideas are being followed for the remaining 
 lessons on Africa. 
 
 As our school meets before church, and the time is limited, 
 we have not been able to have a regular missionary program 
 to close the session. 
 
 The hymns and Scripture at the begining of each session 
 referred to the lesson for the day. The hand-work to be done 
 during the course by those who come fifteen minutes early 
 (at 9.30 A. M.), and to whom extra marks are given, is 
 to illustrate a missionary hymn by scrap-book work. We 
 are doing "From Greenland's Icy Mountains." Great inter- 
 est has been shown by most of the children, only one as a 
 rule, out of each class of six or seven children has neglected 
 to read the lessons over beforehand. When possible, we 
 have passed books from the public library around among 
 the teachers, which books are referred to in the text-books. 
 
For Sunday-school Workers 169 
 
 We feel that if we could have some of the interesting ones 
 referred to for children put in the Sunday-school library 
 thev would be well read. 
 
 Sara R. Stoutenburgh. 
 April 13, 1908. 
 
 OLIVET MEMORIAL CHURCH (uNDENOMINATIOTTAl) OF THE 
 
 NEW YORK CITY MISSION 
 
 LOCATED ON THE LOWER EAST SIDE, NEW YORK. 
 
 Special Features: Use of stereopticon — Unique method by which even 
 the poorest can give. 
 
 Sunday-school from 2.30 to 4 P. M. International lessons 
 used. 
 
 The Sunday-school is organized as a "Missionary Asso- 
 ciation," to which every member of the school belongs, and 
 which contributes to both Home and Foreign missions. 
 
 A good missionary map of the world is frequently shown 
 and all the places where we have work are marked by red 
 stars. 
 
 We have quarterly meetings on a week-day evening, usually 
 with stereopticon pictures, and we have had as many as 500 at 
 such a meeting. 
 
 On the last Sunday of each year instead of the regular 
 Sunday-school, we have an "Annual Meeting," with the best 
 speaker we can procure. Then the president reviews the 
 work of the year, and explains carefully where the money 
 has gone, and what it has a'-'omplished. 
 
 The contributions are given regularly and systematically 
 in Sunday-school, with special gifts by any who choose to 
 contribute to a particular cause, and there are birthday en- 
 velopes, which the scholars use if they choose (putting in as 
 many cents or dimes as they are years old). We have 
 offerings at the quarterly meetings and the Home Depart- 
 ment send in their offerings each quarter. 
 
 Our average attendance at Sunday-school is over five 
 
1 70 Manual of Missionary Methods 
 
 hundred, and our average annual amount raised for mis- 
 sionary work is $1,350. In our jubilee year it was over $1,500. 
 We never make a special effort, although the children of 
 themselves bring in more the day of the annual meeting and 
 on Easter Sunday. We used (long ago) to have jugs and 
 other devices for raising money, but we decided it was better 
 to train the children to give regularly than to make "spurts." 
 Any child who is too poor to give, can earn a red ticket by 
 learning the golden text or memory verses each Sunday, 
 and the Sunday-school treasurer redeems these tickets at i 
 cent each, so no child misses the opportunity of giving to 
 the missionary cause. 
 
 Mrs. a. F. Schauffi.er, 
 Member Missionary Committee. 
 
 II. THE SCHOOL IN THE SMALLER CITY OR TOWN. 
 
 FIRST BAPTIST BIBLE SCHOOL 
 WEST LYNN, MASS. 
 
 Special Features: Missionary specialist — Library well used — Mission- 
 ary Rally Day — Missions emphasized in each lesson — Definite 
 prayer and effort to secure missionary recruits. 
 
 We have a missionary secretary whose sole work it is 
 to give her whole time and attention to the promotion of 
 intelligent and effective study in the school. She is a young 
 woman, college graduate, deeply interested in the work of 
 missions, and is also president of a large and successful 
 Woman's Missionary Society in our church. 
 
 On each Sunday during the regular session it is planned 
 that she shall speak to two classes on the subject of missions. 
 Her work is usually illustrated by the use of pictures or 
 objects relating to the topic of the day. The whole school 
 from the Primary department to the largest organized class 
 is covered in this way. Of course her plan and methods of 
 teaching have to be adapted to the varying needs. 
 
 At our regular teachers' study class on Friday evenings, 
 
For Sunday-school Workers 171 
 
 she is allowed a few minutes to present before our workers 
 the missionary application of the following Sunday's lesson. 
 Her plan is, first of all. that every member might have an 
 intelligent conception of Baptist missions, both Home and 
 Foreign. Within a very few weeks we are to take China as a 
 definite country and specialize on it for some little time to come. 
 
 Our library is from week to week being supplied with 
 the very best and most interesting missionary books that we 
 can find. These are not only put into the library, but are 
 publicly announced from the platform, and a few words of 
 commendation spoken of each book. There is always a 
 rush to secure these books after this. 
 
 Every class in the school is provided with a very neat, 
 attractive, informing missionary box. Even in the Senior 
 and Adult departments, a large number of scholars use the 
 boxes. Class and individual offerings are put into these 
 boxes, and under the advice of our Sunday-school Cabinet 
 will be divided as seems best for various missionary enter- 
 prises. 
 
 Sunday, March 22d, was our spring Missionary Rally 
 Day. It was a grand success in point of numbers, interest 
 and contributions. For many weeks in advance it was con- 
 tinually being brought before the church and the school by 
 platform notices, also advertising in the daily papers. A 
 large bulletin-board was used, announcing the plans of the 
 day, with a space in the middle of the board, in which from 
 week to week were put the most interesting and attractive 
 missionary pictures on the market. The Rev. John M. Moore, 
 of Boston, was the chosen speaker for the occasion. His 
 photograph appeared in our local print on the Saturday 
 night before our Rally Day, together with a history of his 
 work, and the plans for the next day. This was good ad- 
 vertising. 
 
 As an incentive to encourage a large attendance, a valuable 
 book was offered to every class having each one of its 
 members present; this book to be presented to the teacher 
 of the class as a mark of appreciation for services rendered 
 
172 Manual of Missionary Mctliods 
 
 from week to week. The result was that on our Rally Day 
 85 per cent, of our members were present and nineteen classes 
 had every member there. The only excuse for absence 
 allowed was sickness, which prevented one from being present. 
 We gave to our Junior and Intermediate teachers "Uganda's 
 White Man of Work," and to our Senior teachers, "The Uplift 
 of China." 
 
 We use every available opportunity to emphasize the -mis- 
 sionary side of the current Sunday-school lesson. 
 
 We definitely plan to retnember in prayer the missionaries 
 and their work. At the present time we are praying and 
 working that three of our members might enlist either as 
 Home or Foreign missionaries. We find that very gradually, 
 in a strong, healthy manner, there is growing an intelligent 
 zeal for missions. 
 
 Ralph W. Brown, 
 
 Superintendent. 
 
 SOUTHSIDE BAPTIST SUNDAY-SCHOOL 
 BIRMINGHAM, ALA. 
 
 Special Features : Mission Study Class for teachers— Strong missionary 
 spirit in the school — Large missionary offering. 
 
 We follow the International series of lessons. Missionary 
 education is supplemental, and our school is thoroughly drilled 
 along all missionary lines. The missionary lessons are studied 
 once a month, but we keep this important subject before 
 our scholars constantly. For the first three months of this 
 year all of our collections in the school went to Foreign 
 missions, and we raised the magnificent sum of $1,249. I" 
 our teachers' and workers' meeting we had a missionary 
 study class during the entire three months, studying China — 
 "The Uplift of China" — and we found this part of our meet- 
 ing extremely interesting and helpful. Our pastor taught this 
 part of the service. We have a missionary superintendent, 
 and he keeps us thoroughly posted in regard to both Foreign 
 and Home missions. We are now supporting a missionary 
 
For Sunday-school Workers 173 
 
 in Japan and we keep in close touch with her and the work- 
 in that land. Our school is intensely spiritual, full of the mis- 
 sionary spirit and is doing mighty things for the Master 
 along all missionary lines. 
 
 I honestly believe we have one of the best organized, 
 progressive, aggressive and up-to-date schools on the Ameri- 
 can continent. It would do your heart good to be in one 
 of our teachers' meetings — anywhere from 75 to 100 attend 
 this meeting every Wednesday evening at 6.30, lasting until 
 8 o'clock. 
 
 J. B. MOSEBY. 
 
 THE SUNDAY-SCHOOL OF SUMMIT STREET UNITED BRETHREN 
 
 CHURCH 
 
 DAYTON, OHIO. 
 
 Special Features : An enthusiastic Superintendent in the lead — Concrete 
 suggestions furnished the teachers in each grade. 
 
 Immediately after reading the report of the Silver Bay 
 Sunday-school Conference, August, 1906, I said: "That's just 
 it. Missions is both pedagogical and evangelistic. It is one 
 thing to know what the Gospel is. It is quite another to 
 know zvhat it does. Our school must know both, therefore 
 we will have mission study which I conceive to be the kinetics 
 of th& Bible." Every month since we have had work like 
 that described above, though we have been having offerings 
 for years. My first attempt was to give talks from the desk. 
 This seemed interesting and helpful, but I said: "The teach- 
 ers must be doing something at this job." Then I had type- 
 written manifold copies of questions, suggestions and ref- 
 erences made for all teachers. This was fairly good, but I 
 saw our work must be graded, so I made three lists, pedago- 
 gically adapted to Primary, Intermediate and Senior grades. 
 This works better for both scholar and teacher. Of course, 
 I suppose some teachers take less interest in this phase of 
 the work than others, but in the main we think it is the thing. 
 
 During the year 1908-1909 about one hundred studied Home 
 
1 74 Manual of Missionary Methods 
 
 missions, "The Frontier," in the early part of the winter. 
 After the holidays sixty or seventy engaged in the study of 
 the denominational text-book, "Our Foreign Missionary En- 
 terprise," which has for its several chapters the various fields 
 of missionary effort of the United Brethren Church. 
 
 The next move that Summit Street Church should now be 
 ready to inaugurate is the support of a Foreign or Home 
 missionary in addition to our present gifts which are already 
 far above the average of our denomination, but all too small 
 for our ability and our privileges. Learning must be ac- 
 companied by doing; instruction by training, and feeling for 
 missions by action in missions. 
 
 In all our work in the Sunday-school we are trying to 
 make it "missions" rather than merely Home or Foreign, 
 so either vary or combine our programs embodying both 
 ideas. 
 
 Below is the material for a Missionary Sunday furnished 
 by the superintendent to the teachers of the different depart- 
 ments. 
 
 PRIMARY DEPARTMENT. 
 
 Dear Mrs. Gilbert : — Ne.xt Sunday, September 27th, is Mis- 
 sionary Sunday. Will you kindly take up for ten minutes 
 the topic the other departments study "The Cry of the City," 
 and tell the children of the wretchedness and poverty gf little 
 children in slums. Try to show them how we can help them 
 and how Jesus helped the poor people. 
 
 Ask to-day that they bring a special missionary gift for 
 Missionary Sunday. 
 
 Yours very kindly, 
 
 W. G. Clippinger. 
 
 INTERMEDIATE DEPARTMENT. 
 
 Missionary Sunday. 
 
 September 27, 1908. 
 Dear Teacher : — This month our missionary topic is an in- 
 tensely practical one, "The Cry of the City." Take as much 
 
For Sunday-school Workers 175 
 
 of the lesson hour as possible, all if you choose, beginning 
 at the opening. Encourage a good offering. 
 
 Assign questions to-day. Scripture, Genesis i8: 16-33. 
 
 I suggest something like the following for a plan: 
 
 1. Tell briefly the charming story of how noble Abraham 
 pleaded for wicked Sodom. 
 
 2. Then tell a story of conditions in a modern city with 
 its thousands of both good and bad people. Tell of the 
 poverty, suffering, hunger, filth, wickedness and vice prevail- 
 ing, and show how little innocent children, boys and girls, 
 must grow up in these conditions. 
 
 3. Ask your scholars how they think we can help them. 
 Tell them of social settlement work, of institutional churches, 
 of charity homes, etc. 
 
 4. Then show them that this is just the spirit of Jesus 
 working in practical life. 
 
 To warm your heart on this, read Chapter V of Strong's 
 "Challenge of the City," studied last year by our young peo- 
 ple. Refer also to The Sunday School Times, "Watchword" 
 and "Telescope" for this date. 
 
 I am wishing you a rich blessing in the consideration of 
 
 this vital topic. 
 
 Very kindly. 
 
 Your Superintendent, 
 
 W. G. Clippinger. 
 
 SENIOR DEPARTMENT. 
 
 Missionary Topic. 
 
 Sunday, Sept. 27, 1908. 
 . Dear Teacher : — This month our missionary topic is an in- 
 tensely practical one, "The Cry of the City." Take plenty 
 of t,ime at the beginning of the lesson hour, use the entire 
 hour if you choose. Encourage a good offering from your 
 class. 
 
 Assign questions to-day. Scripture, Genesis 18: 16-33. 
 
 I. Discuss briefly in a few words the old story of Sodom 
 and Abraham's pleading for it. 
 
1 76 Manual of Missionary Methods 
 
 2. Picture a modern city swarming with both good and bad 
 people. 
 
 3. Tell your class that nearly half (47 per cent.) of the peo- 
 ple of America live in cities, and the vast majority are poor, 
 ignorant and unchurched. 
 
 4. Then raise the question of the obligation of the modern 
 church to these people. How can we help them? How im- 
 prove physical and social conditions? How best carry the 
 gospel to them? Should good people go to live and work 
 among them? Would you be willing to do it? What was 
 Jesus' way? 
 
 Read Chapter V of Strong's "Challenge of the City," the 
 mission book studied last year by our young people. Also the 
 last page of The Sunday School Times for September 12th 
 and notes in the "Watchword" and "Telescope" on the topic. 
 I am wishing you a rich blessing in the teaching of this 
 vital subject. 
 
 Very truly. 
 
 Your Superintendent, 
 
 W. G. Clippinger. 
 
 FIRST METHODIST EPISCOPAL SUNDAY-SCHOOL ( SOUTH) 
 MEMPHIS, TENN. 
 
 Special Features : Systematic instruction— Support of specific work on 
 the field, with which the school is in frequent communication — 
 Use of stereopticon. 
 
 In our Beginners department we have an offering for mis- 
 sions every Sunday, as the little children insist on doing this 
 loving service every week. In all the other departments we 
 observe the first Sunday of each month -as the Missionary 
 Sunday. On each date we not only take an offering, but our 
 plan as far as possible is to present in each department some 
 particular mission field, biography, or some such matter as 
 will interest our pupils in the particular work of our mission 
 fields. 
 
For Sunday-school Workers lyj 
 
 In view of the fact tliat we help support a missionary in 
 Korea and also have a native missionary in Korea and have 
 for a good many years assisted one of our missionaries in 
 Japan and one in China, we have a good many communica- 
 tions from them, which are read in order to give the school 
 a vital interest in our own representatives in the foreign field 
 We have had a mimber of stereopticon views and very in- 
 teresting lectures concerning these various fields. Whenever 
 we can have returned missionaries visit us, we always have 
 them speak to the school. 
 
 During the past year we have aided in building a school- 
 house in Korea, and we are now building a boat, on one of 
 the rivers in Korea, to be used in connection with two of our 
 missionary stations in that country. 
 
 So you see we have been keeping in right close touch with 
 our great missionary work, and it is surely true that the more 
 that is known of this chief work of the Church the larger 
 the interest will be. 
 
 J. R. Pepper, 
 Superintendent. 
 
 ELMWOOD TEMPLE CONGREGATIONAL SUNDAY-SCHOOL 
 PROVIDENCE, R. I. 
 
 Special Features: Remarkable results, due largely to one enthusiast — 
 Instruction first in a single department, gradually spreading to 
 the whole school — Unique programs by different departments. 
 
 Our Primary Sunday-school has definite missionary in- 
 struction for five minutes the first Sunday of each month, at 
 which time a missionary collection is taken. 
 
 This instruction consists of definitions, songs, prayers, 
 incidents and descriptions of the school and work of the 
 Caesarea Kindergarten, to which a contribution is regularly 
 made. 
 
 Our home work has been for a Sunday-school in the 
 
1 78 Matiual of Missionary Methods 
 
 West to which toys, books and papers and money have been 
 sent each year. Of late our work for the Indians has been 
 studied, the children making scrap-books and patch-work 
 for their schools. We plan to have a social at which there 
 will be children dressed in Indian costume, and tepees from 
 which refreshments shall be served, and a program to show 
 what is being done among the Indians. 
 
 Our Sunday-school session is from quarter past twelve to 
 half past one, a half hour being given to the study of the 
 International lessons. Wi*h opening and closing exercises, 
 remarks by the superintendent, and the lesson, the hour and 
 a quarter is soon exhausted. Our Junior and Intermediate 
 departments meet together. There is no supplemental teach- 
 ing and there seems to be an aversion to any innovations. 
 
 Somewhat over a year ago a teacher who was the leader 
 of a missionary society of sixteen young ladies, all members 
 of the school, offered the services of this society as a Mis- 
 sionary Committee. Their first work consisted in marking 
 the quarterly Missionary Sunday by special exercises, par- 
 ticipated in by scholars drilled by members of the committee. 
 
 Before our next collection a mite box was given to each 
 class and by free-will offerings and earnings our contribu- 
 tion was more than doubled. 
 
 For ten j'ears we have had a missionary library and have 
 never succeeded in having it read. So the following plan was 
 adopted : 
 
 In the first place we felt that the books we had were too 
 advanced for those of Junior age, and so the Sunday-school 
 voted to enlarge its library by putting in the Juvenile Mis- 
 sionary Library. Four of these books were reserved for the 
 prizes in the reading contest. The remaining six were cov- 
 ered and listed for Junior readers or those from the ages 
 of ten to fifteen years. We already had twelve books for 
 those from fifteen and above. A committee of three mis- 
 sionary workers, all strangers to our Sunday-school, pre- 
 pared a list of ten questions on each of these books, which 
 was pasted in the front of the books. 
 
Foe Sunday-school Workers 179 
 
 Then announcement was made that a reward would be 
 given to the boy and girl of Junior age who should read 
 three books and answer most intelligently the questions in 
 the front of one of these books. Also a reward to the Senior 
 boy and girl who would fulfill the same conditions for their 
 library. Three months were given for the reading and there 
 were some simple rules regulating the contest. Thirty 
 entered into it — nineteen Juniors and eleven Seniors, and per- 
 sonal work will bring more. The Junior books are in such 
 demand that they are drawn before Sunday-school and one 
 boy who had said he "hated missionary reading," stayed 
 in on Saturday afternoon to answer the questions on "Heroes 
 of the South Seas," instead of playing ball as usual. 
 Another boy who drew one of Alger's books and "Uganda's 
 White Man of Work" on the same Sunday, said that the 
 latter beat the former all to pieces. The three who prepared 
 the questions are to be judges. 
 
 Our collections have been given alternately to our Foreign 
 and Home Boards. 
 
 Our school numbers about two hundred, seventy of this 
 number, perhaps, being Primary pupils. 
 
 Mrs. Georgia M. Root. 
 April 4, 1908. 
 
 SUNDAY-SCHOOL OF SAINT LUKE S PROTESTANT EPISCOPAL 
 
 CHURCH 
 
 SAINT JOHN, NEW BRUNSWICK, CANADA. 
 
 Special Features: Teachers urged to use Missionary illustrations 
 published by the Missionary Committee of the Canadian Church 
 — Use of charts, pictures, diagrams, etc. — Practical missionary 
 activities — Dedication of life to missionary service. 
 
 We hold our sessions at 2.30 P. M., for one hour. The 
 lessons used are the International, adapted to the Church 
 Seasons, as published by our Anglican Church in Canada. 
 
1 80 Manual of Missionary Methods 
 
 In the liigliest grades of our school, we conduct series of 
 studies in tlie Book of Acts with the purpose of teaching 
 Church polity and expansion with their present day applica- 
 tion to missions. We take advantage of every opportunity 
 to have returned missionaries address the school, we urge 
 our teachers to use missionary illustrations in their teaching, 
 these illustrations being furnished to us by the Missionary 
 Committee of our Canadian Church in the way of excerpts 
 from the missionary publications. Once a month we devote 
 all the offertory to missions, having on that Sunday a special 
 form of service for opening and closing the session, and a 
 ten-minute talk given the scholars by some one arranged for 
 by our Sunday-school Missionary Committee. 
 
 We decorate our walls with missionary charts, diagrams, 
 maps and pictures. We have letters regularly from those 
 missionaries who have gone from our own school, and these 
 are read from the desk. We have a number of clubs and 
 some of the classes are organized for the purpose of working 
 for these missionaries, making articles for use in the mission 
 hospitals and schools. We find that this helps much to put 
 missions in the concrete and clothe them with reality. 
 
 There is no division made between Home, Domestic and 
 Foreign work. All is considered as missions, and always the 
 principle that the Church exists solely for the purpose of 
 preaching the gospel in all the world is placed '\\\< the most 
 prominent place. 
 
 The result of our efforts in the missionary cause have been 
 that from a last place on the list missions have come to 
 occupy the first place in both Church and School, and best 
 of all never a year goes by that God does not come to us 
 and take at least one of our Sunday-school teachers for His 
 ivorh in the zi^ider field. 
 
 We plan to continue our definite mission work and have 
 pledged ourselves to double our contribution to missions this 
 year. 
 
 R. P. McKiM. 
 
For Sunday-school Workers l8l 
 
 ST. Stephen's pkotestant ei'iscopal sunday-school 
 
 LYNN, MASS. 
 
 Special Features: Missions taught by a specialist— Home work by 
 pupils. 
 
 The length of our Sunday-school session is one hour, with 
 forty-five minutes for the lesson. We use a series of lessons 
 of our own. Our suppleinental work is of two kinds, mem- 
 ory work and mission work. The mission work is con- 
 ducted by a special teacher, progressively, beginning with 
 the third grade Primary and running through five grades 
 of the Grammar and two of the High. The school is graded 
 like a day-school. The mission lesson is always supplemental 
 and never a substitution. Fifteen minutes is required for teach- 
 ing the lesson, which is largely biographical. The work is on 
 consecutive Sundays and runs through the entire year. In- 
 struction is given in the classes after the regular lesson, 
 all classes of the same grade meeting together while the 
 rest of the school is having its closing service in the church. 
 The special teacher does nothing else in the school but 
 teach missions. She is qualified, and well qualified, by natural 
 teaching ability and by knowledge of her subject. The 
 pupils do satisfactory home work, consisting of the repro- 
 duction of the story as she gives it. 
 
 • The pupils contribute to Foreign missions through the 
 Junior Auxiliary, which supports a day-school for girls in 
 China, and through the Sunday-school offerings, which sup- 
 port another day-school, also by Lenten offerings, which 
 go for general missions. 
 
 Both Home and Foreign missions are included in the course. 
 The work commends itself to pupils and teachers alike, the 
 pupils oftentimes expressing more interest in that part of 
 the work than in any other. We do indeed plan to con- 
 tinue missionary instruction in the school. 
 
 Ernest J. Dennen, 
 
 Rector, 
 April 9, 1908. . . 
 
1 82 Manual of Missionary Methods 
 
 FIRST PRESBYTERIAN SUNDAY-SCHOOU 
 TOPEKA, KANSAS. 
 Special Features: Use of text-books— Thorough preparation of teach- 
 ers — Home study by pupils and special assignments given them — 
 Large financial returns as a result of adequate instruction. 
 
 A systematic study of missions has recently been begun, 
 with most encouraging indications of enthusiasm and practical 
 results. "Missionary Studies for the Sunday-school," published 
 by The Sunday School Times Co., has been introduced as a 
 text-book, one copy being furnished to each family represented 
 in the Senior, Normal and Intermediate Departments. The 
 teachers of the Primary Department, but not the pupils, are 
 also provided with a copy, and all departments except the 
 Beginners' are engaged in the study. 
 
 The first lesson on "The Mountaineers" was assigned for 
 study on March 22d, replacing the Quarterly Review. The 
 entire study period of thirty minutes was given to it, and the 
 lesson was presented in each class by the teacher. 
 
 Much preparatory work was done to ensure the success of 
 the lesson. A teachers' dinner followed by a program, is held 
 monthly, with an average attendance of fifty. At the dinner 
 preceding March 22d, the superintendent conducted a model 
 lesson on the Mountain Whites, treating the teachers as a 
 class and using the missionary text-book. A list of books 
 bearing on this subject to be found in the city library was 
 placed upon the blackboard. 
 
 The text-books were distributed two weeks in advance and 
 pupils were asked to come prepared on the lesson. Many 
 teachers assigned special topics for papers and talks. 
 
 The results were most gratifying. From the Primary De- 
 partment up to the Brotherhood class, teachers reported that 
 classes were enthusiastically interested, and enjoyment of the 
 lesson was universal. 
 
 The ofifering the following week amounted to $46.51. Three 
 dollars and forty-nine cents were added by the teachers; $50 
 was sent to Harlan Institute, and the school felt a pride and 
 pleasure in knowing that it had done something definite for 
 the Mountain Whites. 
 
For Siaiday-scJiool Workers 183 
 
 The Easter egg coin cards provided by the Board for an 
 Easter offering for Foreign missions were distributed four 
 weeks before Easter. Their purpose was explained in a sen" 
 tence, but there was a careful refraining from any urging of 
 large offerings, the desire being to have the offering merely 
 register the increased missionary interest which the new knowl- 
 edge and the new plans are creating. These plans look rather 
 to the education of those who will compose the church of the 
 future, in permanent missionary zeal and sense of respon- 
 sibility, than to securing large, spasmodic gifts in the present 
 under special pressure. The Easter offering was $78, by far 
 the largest every received in the school. 
 
 The pastor, superintendents and teachers are all heartily 
 enthusiastic over the systematic study of missions and its 
 results. They believe that such work as this in the Sunday- 
 schools of to-day, where the church of to-morrow is receiving 
 its ideals and standards of church duty, is going to do more 
 than anything else to secure a church loyal to its Master's 
 command to evangelize the world. 
 
 Helen Rolland Estey, 
 
 Superintendent. 
 
 III. THE SCHOOL IN THE SUBURBS OR COUNTRY- 
 
 the methodist episcopal sunday-school. 
 
 bellevue, pa. 
 
 Special Features: Use of text-books — Manual AA^ork — Vital prayer. 
 
 Our schooil begins at 9.30 and dismisses at 10.50 A. M. 
 We use the International lessons in all grades. 
 
 The Junior and Intermediate departments took up mis- 
 sions as supplemental work during the last quarter of the 
 year. We finished the quarter with a missionary rally on 
 Christmas Sunday. On this day we took the missionary 
 collection for the year and it was the largest in the history 
 of the school. We feel that this was the result of teaching 
 missions the quarter preceding. 
 
 In the Junior department the first-year pupils studied 
 Alaska and the second-year pupils Japan. 
 
1 84 Manual of Missionary Methods 
 
 In the Intermediate department we used "Coming Ameri- 
 cans," by Katherine Crowell, for the younger pupils, and 
 "Uganda's White Man of Work" for pupils from fourteen to 
 sixteen years of age. 
 
 We devoted the lirst twenty minutes of the lesson period 
 to the missionary study and then had the International lesson 
 taught briefly. In the Junior department the teachers taught 
 the missionary lesson and the superintendent taught the Inter- 
 national lesson from the desk. In the Intermediate department 
 the teacher taught both lessons. 
 
 The only preparation tliat the teachers had was that we 
 gave them the books with lesson helps a month ahead and 
 explained how we wanted the work done. 
 
 I taught "Uganda's White Man of Work" to a class of 
 girls during August and September, but was more fortunate 
 than the other teachers, because I had a class-room. We 
 used a map of the world, blackboard and note-book. The 
 girls willingly prepared a chapter for each Sunday ?nd all 
 took part in the class work. I asked each pupil to write for 
 me a story from the Bible that they thought should have 
 been left for Mutesa when Stanley left Uganda. 
 
 R. Jane Hammond, 
 SupennUndent Intermediate Department. 
 
 CANADIAN PRESBYTERIAN SUNDAY-SCHOOL 
 
 WESTON, ONTARIO. 
 
 Special Features: A splendid illustration of what can be done in a 
 small village Sunday-school of 100 scholars — Formerly no mis- 
 sionary interest; no\v, largely through leadership of the 
 Superintendent, the school believes that Missions is the essence 
 of the gospel, hence taught every Sunday — Frequent use of the 
 stereopticon — Results, united definite prayer; largely increased 
 gifts to specific work at home and abroad ; one of the former 
 teachers now a missionary in Africa and two young men in the 
 school will likely become ministers or missionaries. 
 
 Our school is only a village school with an average attend- 
 ance of 100, but it is alive to the great work that is to be 
 done. We were in debt and doing nothing outside of our- 
 selves. 
 
For Sunday-school Workers 185 
 
 Our first start in missions was at Christmas. The school 
 had always had a Christmas tree at considerable expense. 
 We had a talk with the scholars and told them how some of 
 the poor children in Toronto were destitute and did not have 
 even enough to eat. The scholars became interested at once, 
 so we decided to have a social instead of the tree. The 
 city missionary came out, we used the lantern illustrating the 
 great need in the city. The admission was any kind of food, 
 produce or clothing. A wagon load was sent into the city 
 mission ; it was a decided success, and this was the beginning 
 of missions in our 9chool. 
 
 From this small beginning we kept on increasing in mis- 
 sion work. Mite boxes were introduced, definite work planned, 
 Home Department started. An Adult Bible Class was or- 
 ganized by Mr. Sanderson, one of our teachers, who through 
 the mission work in our school became a volunteer for the 
 field, and is now in the Soudan mission in Africa. He is 
 entirely supported by the class, at the rate of four hundred 
 dollars per year, and all subscribed for three years. The 
 class is called the George Sanderson Bible Class. Monthly 
 letters are received from Mr. Sanderson, and a copy is sent 
 to each subscriber. 
 
 We give missionary instruction by doing practical and defi- 
 nite work. Tin mite boxes 3^x2^x1, are used every Sun- 
 day by the unorganized classes. Their use has not decreased 
 but increased the general offering of the school. The teacher 
 keeps the box and when filled gets another one, brings it to 
 the school every Sunday. At Christmas time it is part of 
 our entertainment, opening the boxes. The collections from 
 these boxes support our Mr. Jow, a native helper in Honan, 
 the balance going to help our Knox college student in our 
 Home field. Of course, there is the regular collection as well. 
 
 The young ladies' class have their own definite work, also 
 the young men's. The Adult Bible Class have their Mr. 
 Sanderson. The Home Department support a pupil at the 
 Pointe aux Trembles school in Quebec. 
 
 We find the lantern the most effective way to teach mis- 
 
1 86 Manual of Missionary Methods 
 
 sions in the school, as it impresses the lessons on the child's 
 mind that will never be forgotten. 
 
 We illustrate the lesson with a Bible picture. The mission 
 thought in the lesson, with a mission picture and story from 
 our own missionaries if possible. 
 
 We use missionary hymns at every opportunity, illustrated 
 with mission pictures from the Home and Foreign fields. 
 For instance, "Stand Up for Jesus" is illustrated with a photo 
 of our missionary, Mrs. Mitchell, with her girls of the mis- 
 sion school in Honan standing up for Christ. 
 
 Our scholars are now becoming so interested in missions 
 that we cannot give them too much missionary information. 
 
 Every Sunday in our school is a Mission Sunday. We don't 
 know how to teach in any other way. We take the word 
 mission to mean doing something outside of our school, help- 
 ing somebody, the gospel, spreading the good news. 
 
 Definite prayers for our own workers and the missionaries 
 of the fields of our church are offered up in the pulpit, Sun- 
 day-school, Adult Bible Class, in private and at the family 
 altar. 
 
 We are out of debt. The spiritual uplift that missions 
 have given to our own school and church cannot be estimated. 
 The definite work being done, especially the supporting of 
 Mr. Sanderson, has added new life to our church members. 
 Young men in the Adult class who never thought of offering 
 up a public prayer can now take part in meetings and pray. 
 From the missionary effort made in our school it is noticeable 
 that two more young men will likely give themselves to the 
 ministry or the Foreign field. 
 
 The Lantern Slide Department of the Presbyterian Church 
 in Canada, which supolies slides and lantern outfits at cost, 
 is an outgrowth of the missionary effort in our Sunday-school. 
 
 Frederick W. Moffat, 
 
 Superintendent. 
 
APPENDIX A 
 Programs and Orders of Service 
 
 For a Missionary Sunday in a Local Sunday-School. Illus- 
 trating the " Interpretative Method," — see Chapter V 
 
 This order is suggested where the regular Bible 
 lesson of the day is given a missionary interpretation. 
 Numbers 5, 6, 8 and 9 would not all be used on the 
 same Missionary Sunday, but one or two of them, as 
 advisable. All are introduced here simply to demon- 
 strate their general use and value. 
 
 The time basis on which this program has been pre- 
 pared allows a session of one hour and a quarter. If 
 more or less time is given, the program can be altered 
 correspondingly. 
 
 I. Opening Exercises. Twenty-five minutes. 
 
 1. Hymn. (One of general worship.) 
 
 2. Hymn. (One of missionary character.) 
 
 3. Invocation, closing with the Lord's Prayer. 
 
 4. Missionary Hymn, to be sung from memory, without 
 
 use of hymn-books. (Use something familiar.) 
 
 5. Map Drill. (Showing location of the mission work 
 
 of the denomination, using a missionary map of the 
 world.) 
 
 6. Letter from a Missionary. (Can be secured from the 
 
 denomination's Boards of Missions, if none other 
 
 187 
 
1 88 Matitial of Missionary Methods 
 
 is available. If the school has a share in the 
 support of any missionary, a letter from him should 
 be used. To be read by a member of the Missionary 
 Committee, or by some one appointed by the super- 
 intendent.) 
 
 7. Two Brief Prayers, (i. For Home Missions. 2. For 
 
 Foreign Missions.) Definite petitions for the topics 
 assigned in the Year Books of Prayer of Home and 
 Foreign Missions under the date this program is 
 used, and such other petitions as are advisable. To 
 be assigned beforehand, to permit adequate prepara- 
 tion. The prayers should not exceed one minute 
 each. 
 
 8. Recent items from the field, to be secured from the 
 
 religious press and from the regular bulletins and 
 literature issued by the Home and Foreign Boards. 
 (Should be given by a member of the Missionary 
 Committee, or by some one appointed by the super- 
 intendent. Attention should also be called to the 
 items on a bulletin-board at the door.) 
 
 9. Brief incident from a recent missionary book. (To be 
 
 told by a member of the Missionary Committee, or 
 by some one appointed by the superintendent.) Books 
 suggested are, "Uganda's White Man of Work," by 
 Mrs. S. L. Fahs ; "Topsy Turvy Land," by Zwemer ; 
 "Knights Who Fought the Dragon," by Leslie ; "My 
 Dogs in the Northland," by Young; "The Van- 
 guard." by Gale, and others of like character. The 
 first two are in the Juvenile Missionary Library, ten 
 volumes for $5, to be obtained from your denomina- 
 tional Board. 
 
 ID. Statement by Treasurer and Collection. Marking of 
 Class Books, etc. 
 
 II. Showing of Bibles. (Scholars who have brought their 
 Bibles with them are asked to hold them up.) 
 
For Snnday-scJiool Workers 189 
 
 12. Scripture Lesson. (Either the lesson for the day or 
 
 other selected passage having missionary signifi- 
 cance.) 
 
 II. Class Iiistniclioii. Thirty-five minutes. 
 
 13. Lesson Study in the Classes. (Giving missionary 
 
 treatment to the regular Bible lesson of the day.) 
 
 III. Closing Exercises. Fifteen minutes. 
 
 14. Silent prayer, followed by some one appointed to lead 
 
 in audible prayer. 
 
 a. That the lesson just studied may have the exact 
 
 effect that God desires. 
 
 b. That the remaining moments of this session may 
 
 be a time of real heart searching as to our pres- 
 ent duty towards world-wide evangelization. 
 
 15. Missionary Hymn. (Appropriate to the lesson.) 
 
 16. Review of the Lesson, bringing out its missionary 
 
 teaching. 
 
 17. Prayer. 
 
 18. Benediction. 
 
 Program for Sunday, March 22, 1908, Fifth Avenue Presby- 
 terian Sunday-school, New York City 
 
 Hymn, "God loved the world of sinners lost." 
 
 Prayer (special thanksgiving that Jesus, the Life and the 
 
 Light of men, has been revealed to us). 
 
 Hymn, "There's a wideness in God's mercy." 
 
 Scripture, selected verses from the Gospel of John, from 
 
 Isaiah, and from Zechariah. 
 
 JESUS, THE LIFE and the LIGHT OF MEN. 
 
 "For God so loved the world, that he gave his only begotten 
 Son, that whosoever believeth on him should not perish, but 
 have eternal life." 
 
1 90 Manual of Missionary Methods 
 
 "He that believeth on the Son hath eternal life: but he that 
 obeyeth not the Son shall not see life; but the wrath of God 
 abideth on him." 
 
 "And this is the judgment, that light is come into the world, 
 and men loved the darkness rather than light." 
 
 "Verily, verily, I say unto you. He that heareth my word, 
 and believeth him that sent me, hath eternal life, and cometh 
 not into judgment, but hath passed out of death into life." 
 
 "For as the Father hath life in himself, so gave he to the Son 
 also to have life in himself." 
 
 "In him was life; and the life was the light of men." 
 
 "I am the bread of life." 
 
 "I am the living bread which came down out of heaven; 
 if any man eat of this bread, he shall live for ever : and the 
 bread which I will give is my flesh, for the life of the world." 
 
 "I am the light of the world : he that followeth me shall not 
 walk in the darkness, but shall have the light of life." 
 
 "And nations shall come to thy light, and kings to the bright- 
 ness of thy rising." 
 
 "Lo, these shall come from far : and lo, these from the north 
 and from the west ; and these from the land of Sinim." 
 
 "And the Lord shall be king over all the earth ; in that day 
 there shall be one Lord, and his name one." 
 
 (Note. — These verses were mimeographed and a copy given 
 each scholar.) 
 
 Hymn, "Praise Him, Praise Him." 
 
 Fifteen minutes' supplemental work on China. 
 
 Thirty minutes for the Liternational lesson, which is review. 
 
 Prayer, including prayer topic suggested by one of t!ie 
 classes. 
 
 Hymn, "The Whole World Was Lost in the Darkness of 
 Sin." 
 
 Six-minute address on the land of China, using a map. 
 
 Recommendation of special books that will be of interest in 
 connection with Study 2 on China, and reference to the bul- 
 letin-board of the day, giving credit to the class that has 
 arranged it. 
 
For Sunday-school Workers 19T 
 
 Hymn, "Conquering now and still to conquer." 
 Benediction. 
 
 Program for Missionary Lesson, February 2, igo8, Central 
 Presbyterian Sunday-School, New York City. Subject, 
 Life of John Scudder 
 
 Opening exercises. Twenty minutes. 
 
 Scripture lesson, Matt. 15:29-31. 
 
 Hymns, "From Greenland's icy mountains" (because of 
 reference to India and Ceylon) ; "Christ for the world we 
 sing," "Hail to the Brightness of Zion's glad morning" (the 
 favorite missionary hymn of one of our teachers now in 
 India) ; "Fling out the banner" (the school missionary hymn, 
 decided on by vote of the scholars). 
 
 Lesson in classes. Thirty minutes. 
 
 Closing exercises, including address by Dr. Van Allen, medi- 
 cal missionary of the Congregational Board in India, who is 
 carrying on the work of Dr. Scudder in India. 
 
 Large wall map of India, showing mission stations. 
 
 Smaller maps, showing relative population of India and 
 other countries, by including all other countries in India whose 
 combined population is equal to India's population. 
 
 Chart showing comparative populations of large countries. 
 
 Chart showing how Americans spend their money. 
 
 Small chart on bulletin-board showing relative number of 
 physicians in United States and medical missionaries abroad. 
 
 Pictures illustrating medical work, and places where Dr. 
 Scudder worked. 
 
 Postals with messages from our missionary in India. 
 
 Items of general interest in India's missions. 
 
 Program for Missionary Sunday, Presbyterian Bible School, 
 "Westfield, N. J. 
 
 OUR MARCHING ORDERS : Go ye into all the world and 
 preach the gospel to every creature. Mark 16:15. 
 
192 Manual of Missionary Methods 
 
 PIANO PRELUDE. 
 
 ALL RISE AND ShWG:"The Morning Light." No. 327. 
 
 The morning light is breaking, 
 
 The darkness disappears ; 
 The sons of earth are waking 
 
 To penitential tears ; 
 Each breeze that sweeps the ocean 
 
 Brings tidings from afar, 
 Of nations in commotion, 
 
 Prepared for Zion's war. 
 
 Blest river of salvation, 
 
 Pursue thine onward way; 
 Flow thou to every nation, 
 Nor in thy richness stay ; 
 Stay not till all the lowly, 
 
 Triumnhant reach their home; 
 Stay not till all the holy 
 
 Proclaim, "The Lord is come !" 
 Prayer. 
 Scripture. 
 Hymn, Selected. 
 Missionary Topic. 
 Lesson Reading. 
 Offertory Prayer. 
 Lesson Period. 
 Hymn, Selected. 
 
 Secretary's and Treasurer's Reports. 
 Pastor's Message. 
 Closing Hymn. 
 
 Benediction, or Closing Sentences. 
 
 SuPT. — "The Lord watch between me and thee, when we are 
 absent one from another." 
 
 School. — "Let the words of my mouth, and the meditation of 
 my heart, he acceptable in thy sight, O Lord, my strength, and 
 my redeemer." Amen. 
 
For Sunday-school Workers 193 
 
 Program, Sunday, December 29, 1907, Olivet Memorial 
 Church, New York City. Fifty-second Anniversary of 
 the Missionary Association 
 
 1. Singing, "Once Again the Bells Are Ringing." 
 
 2. Bible answers to missionary questions. 
 Who are missionaries? 
 
 "We are ambassadors therefore on behalf of Christ, as 
 though God were entreating by us : we beseech you on behalf 
 of Christ, be ye reconciled to God." 
 
 Are there enough missionaries? 
 
 "The harvest indeed is plenteous, but the laborers are few." 
 
 What is our duty then? 
 
 "Pray ye therefore the Lord of the harvest, that he send 
 forth laborers into his harvest." 
 
 What IS the state of the heathen world? 
 
 "The dark places of the earth are full of the habitations of 
 cruelty." 
 
 What can take azvay its darkness? 
 
 "Therefore Jesus spake unto them, saying, I am the light of 
 the world : he that followeth me shall not walk in the dark- 
 ness, but shall have the light of life." 
 
 Why do they not worship the true God? 
 
 "How shall they believe in him whom they have not 
 heard? and how shall they hear without a preacher? and how 
 shall they preach, except they be sent?" 
 
 Do the heathen zvant the gospel? 
 
 "A vision appeared to Paul in the night : There was a man 
 of Macedonia standing, beseeching him, and saying, Come over 
 into Macedonia, and help us." 
 
 Have the gospel messages always bten gladly received by the 
 heathen? 
 
 "Some fell on rocky places .... others fell upon the 
 thorns .... and others fell upon the good ground." 
 
 Does God care for the heathen? 
 
 "Thus saith the Lord Jehovah, Behold, I will lift up my hand 
 to the nations." 
 
194 Manual of Missio7iajy Methods 
 
 Did Jesus come to save them? 
 
 "Other sheep I have, whicli are not of this fold : them also 
 I must bring." 
 
 Who arc sent to bring them in/ 
 
 "Ye shall be my witnesses unto the uttermost part of the 
 earth." 
 
 Who sends these z(.'it)iessesF 
 
 "Then said Jesus to them, As my father hath sent me, even 
 so send I you." 
 
 IVhat is the "great commission"? 
 
 "Go ye therefore, and make disciples of all the nations, bap- 
 tizing them into the name of the Father and of the Son and of 
 the Holy Spirit." 
 
 Who were the first missionaries? 
 
 "The Holy Spirit said. Separate me Barnabas and Saul for 
 the work whereunto I have called them." 
 
 Can children be missionaries? 
 
 "The Syrians had brought away captive out of the land of 
 Israel a little maiden; and she said unto her mistress, Would 
 that my lord were with the prophet that is in Samaria ! for he 
 would recover him." 
 
 Is there any danger in a missionary life? 
 
 "Ye shall be hated of all men for my name's sake." 
 
 What have missionaries suffered? 
 
 "They were stoned, they were sawn asunder, they were 
 tempted, they were slain with the sword ; they went about 
 . . . . destitute, afflicted, ill-treated." 
 
 Why did Jesus permit this? 
 
 "The disciple is not above his master, nor the servant above 
 his lord." 
 
 What help has Jesus promised? 
 
 "Lo, I am with you always, even unto the end of the world." 
 
 What have missionaries accomplished? 
 
 "The people that walked in darkness have seen a great light: 
 they that dwelt in the land of the shadow of death, upon them 
 hath the light shined." 
 
 Has Cod promised them success? 
 
For Sunday-scJiool Workers 195 
 
 "From the rising of the sun even unto the going down of the 
 same my name shall be great among the Gentiles." "As I 
 live, saith the Lord, to me every knee shall bow, and every 
 tongue shall confess to God." 
 
 What rczcard has Jesus promised? 
 
 "They that turn many to righteousness shall shine as the 
 stars forever and ever." 
 
 When -ivil! iiiissiojis end? 
 
 "The gospel of the kingdom shall be preached in the whole 
 world for a testimony unto all the nations ; and then shall the 
 end come." 
 
 What zi'ill then be the state of the zvorld? 
 
 "The earth shall be filled with the knowledge of the glory of 
 God, as the waters cover the sea." 
 
 3. Thanksgiving and Prayer. 
 
 4. Brief Report of Treasurer. 
 
 5. Report of Nominating Committee and Election of Offi- 
 cers for 1908. 
 
 6. Singing, "Now Be the Gospel Banner." 
 
 7. Responsive Service. — Bringing gifts to Jesus. 
 
 Leader. — Now when Jesus was born in Bethlehem of Judea 
 in the days of Herod the king, behold. Wise-men from the 
 east came to Jerusalem. 
 
 School. — Saying. Where is he that is born King of the 
 Jews? for we saw his star in the east, and are come to worship 
 him. 
 
 Leader. — And he sent them to Bethlehem, and said. Go and 
 search out exactly concerning the young child ; and when ye 
 have found him, bring me word, that I may also come and 
 worship him. 
 
 School.— And they, having heard the king, went their way; 
 and lo, the star, which they saw in the east, went before them, 
 till it came and stood over where the young child was. 
 
 Leader. — And when they saw the star, they rejoiced with 
 exceeding great joy. 
 
 School. — And they came into the house and saw the young 
 child with Mary his mother, and fell down, and worshipped 
 
196 Manual of Missionary Methods 
 
 him : and opening their treasures, they presented imto him gifts, 
 gold and frankincense and myrrli. 
 
 All. — The kings of Tarshish and of the isles shall render 
 trii)ute, the kings of Sheba and Seba shall offer gifts. Yea, 
 all kings shall fall down before him : all nations shall serve 
 him. 
 
 Leader. — What will most please Jesus? 
 
 Seliool. — "Son, daughter, give me thy heart." 
 
 Leader. — Every loving act is giving to Jesus. 
 
 School. — If we have no gold, frankincense or myrrh, have 
 we not the water of life? 
 
 All. — Whosoever shall give to drink unto one of these little 
 ones a cup of cold water only, in the name of a disciple, verily 
 I say unto you he shall in no wise lose his reward. Inasmuch 
 as ye did it unto one of these my brethren even these least, 
 ye did it unto me. 
 
 8. Singing, "As With Gladness Men of Old." 
 
 9. Offering. 
 
 10. Great Words from Great Pioneer Missionaries, i. Wil- 
 liam Carey. 2. Adoniram Judson. 3. David Brainerd. 
 4. Robert Morrison. 5. David Livingstone. 
 
 11. Address on Mission Work in Korea. The Rev. Ernest 
 F. Hall. 
 
 12. Singing, "Shall We Whose Souls Are Lighted." 
 
 13. Closing Words. 
 
 14. Singing, "The Whole Wide World for Jesus !" 
 
 Benediction. 
 
 Monday, December the twenty-third, was the seven- 
 tieth birthday of our fine old missionary, Rev. G. S. 
 Jones, of Hendersonville, North CaroHna, and a tele- 
 grain was sent to him, conveying congratulations and 
 good wishes from Olivet Sunday-school. We have 
 helped to support Mr. Jones for over twenty-five years. 
 
APPENDIX B 
 A Missionary Equipment and its Cost 
 
 As it is necessary for a workman to have tools, so 
 must the Missionary Committee if results are to be 
 obtained. Because his tools cost something, the work- 
 man is not deterred from securing them, for without 
 them his ability and skill remain unutilized. Nor 
 should the Missionary Committee in any Sunday-school 
 be deterred from setting to work because a certain 
 outlay of money is necessary for equipment. Certain 
 things are absolutely indispensable for the maintenance 
 of the church life in any locality, and when once the 
 church fully realizes its pressing obligation to fulfil 
 the command of Christ regarding world-wide evan- 
 gelization, then the work of the Missionary Committee 
 in the Sunday-school will be regarded as fundamental 
 to the church's very existence and growth. Until the 
 church at large awakes to the fact that much more 
 money must be spent on the educational side of her 
 work, and equips her Sunday-schools for efftcient 
 service, there will be little accomplished in the extension 
 of the Kingdom. 
 
 After all, the cost of a missionary equipment with 
 which to begin is not at all excessive. For $5, or even 
 less, a good start can be made. If more money is 
 available, additional supplies can be secured. Indicated 
 below are certain things that are valuable for general 
 197 
 
198 Manual of Missionary Methods 
 
 and department equipment, and the approximate cost 
 of the material. 
 
 General Equipment * 
 For Superintendents, Teachers and Missionary Committees 
 
 Holding the Ropes, by Belle M. Brain $1.00 
 
 A book of inspiration and exceedingly suggestive 
 as to plans and method's for missionary work. 
 Missions in the Sunday-school, illustrated, by Martha 
 
 B. Hixson, cloth .50 
 
 paper 35 
 
 A manual of methods. Explains in detail plans 
 and methods. 
 Leaders in Conference, illustrated, by Katharine R. 
 
 Crowell .30 
 
 Some of the topics discussed are : Missions and 
 the Sunday-school, What to do on Sunday after- 
 noons, Practical work. Constructive work, Needed 
 helps and where to get them, Giving; Leader's In- 
 terchange, Games. 
 How to Interest Children in Missions, by Katharine R. 
 
 Crowell 03 
 
 This leaflet shows a Band Leader how to present 
 missionary topics so as to win her members to the 
 true spirit of missions. It is filled with helpful sug- 
 gestions for work. 
 Boy's Congress of Missions, illustrated, by Emma 
 
 Emilie Koehler .50 
 
 Sunday-schools and Missions, by Dr. John F. Goucher, 
 
 (Pamphlet) .05 
 
 Creating a Missionary Atmosphere in tlie Sunday- 
 school, by George H. Trull (Pamphlet) .02 
 
 1 Bonks will be supplied at the published price by denominational publishing 
 houses or Mission Boards. 
 
For Sunday-school Workers 1 99 
 
 Report of Conference at Silver Bay, 1906 .50 
 
 For the School Proper 
 
 Bulletin Board, about 20x24 inches, larger if desired. 
 Should be stained to correspond with woodwork 
 at entrance to the Sunday-school. Can be made 
 by some of the boys. Approximate cost .50 
 
 Set of Six Charts, 36x40 inches, published by the Young 
 
 People's Missionary Movement. Edges Bound. . 1.25 
 Edges bound, wood roller top and bottom, 2.00 
 See pp. 243-245. 
 
 Home Mission Mottoes, set of ten, paper .15 
 
 See page 137. cardboard ... .75 
 
 Missionary Mottoes, No. i, set of six famous sayings, 
 home and foreign, beautifully lithographed in 
 blue, red and gold on imitation parchment paper. 
 See pages 252, 253. Very artistic, per set .50 
 
 Large Missionary Map of the World, 12x7 feet 3.50 
 
 Set of Six Colored Maps, showing all mission stations 
 of the Presbyterian Church ; 40x26 inches. 
 
 Paper, per set of six .50 
 
 Mounted on muslin, set of six 2.00 
 
 Juvenile Missionary Library. Ten selected volumes. . . 5.00 
 For list see Appendix C. 
 
 Year Books of Prayer for Home and Foreign Missions. 
 Published by the denominations and to be se- 
 cured from their respective headquarters. Prices 
 vary. 
 
 Prayer Cycle for Sunday-schools (Presbyterian Board). 
 
 Per hundred .15 
 
 Envelopes for Systematic Giving. Per thousand, post- 
 paid 75 
 
 Marking Outfit for making signs and charts. Rubber 
 letters, ilA inches high, mounted on wood, ink 
 pads, ink, etc., outfit complete, express charges 
 extra 3.75 
 
200 Manual of Missionary Methods 
 
 Order from Millard & Co., 12 East i6th Street, New 
 York, or from any large stationery store. 
 
 Cabinet for Curios. Approximately 5.00 
 
 Can be made by some handy boy for much less. 
 The Denominational Missionary Magazines for chil- 
 dren and young people. Subscription prices on 
 application at offices of publication. 
 
 Pictures and Stereopticon Slides 
 
 The pictures can be used to advantage in all grades 
 up to and in some schools including Senior, for 
 illustrating scrap-books and note-books. 
 Orient and Perry Pictures, 6j4x8 inches, on all mission 
 
 fields, each .01 
 
 Catalogues of former can be obtained from the Lit- 
 erature Department, 800 Ford Building, Boston, 
 Mass. ; of latter, Maiden, Mass. 
 People and Places on the Foreign Mission Field No. 3. 
 Pictures of life and homes in all of our fields 
 
 (Presbyterian) .10 
 
 United Study Pictures .25 
 
 Sets of 25 pictures, illustrating: 
 
 Rex Christus (China). 
 
 Gloria Christi (All Mission Fields). 
 
 The Nearer and Farther East (Moslem World). 
 
 The Golden Key (Latin Lands). 
 
 Japan Picture Cards (per set of 12) .20 
 
 Description of picture on reverse side. 
 Japanese and Chinese Post Cards, beautifully colored. 
 
 each .02 
 
 dozen .20 
 
 Set of 8 Post Cards on Island World 15 
 
 Post Cards in Black and White, each .01 
 
 dozen .06 
 Stereopticon Lantern Slides, covering all the principal 
 fields of both Home and Foreign Missions, to- 
 gether with accompanying lectures, may be rented 
 
For Sjinday-school Workers 20I 
 
 from denominational headquarters. Rental 
 charges in addition to expressage both ways, 
 about 1.50 
 
 Graded Material 
 Cradle Roll 
 
 Enrolment Card for Little Light Bearers .05 
 
 An attractive illustrated card for name and birth- 
 day of the baby, enrolling him among the Little 
 Light Bearers. 
 Little Light Bearers' Twentieth Century Record Book. . .05 
 
 A book for keeping records. 
 
 Primary Department 
 
 Instruction in this department should be largely by use of 
 
 objects, stories and pictures., 
 
 For Teachers. 
 
 Missionary Object Lessons, each set 1.50 
 
 Sets on Japan, Africa and American Indians. 
 Material for ten or twelve lessons. Deal with 
 home life, occupations, worship, etc. Have descrip- 
 tive manual. 
 
 Missionary Chalk Talks .10 
 
 Twelve five-minute missionary lessons, with sug- 
 gested blackboard illustrations. 
 
 The Great Big World or A Missionary Walk in the 
 
 Zoo, by Agnes M. Batty .70 
 
 Illustrated by Lillian Stevenson. A capital book, 
 whetting the appetite for much more information 
 than is given. 
 
 Children in Blue and What They Do, by Florence I. 
 
 Codrington .60 
 
 Describes in a most attractive way child-life in 
 China. 
 
 Sunshine Stories from Many Lands, by Lucy J. Scott. . .15 
 
 Sand Tray. Approximately 2.00 
 
202 Mamial of Missionary Methods 
 
 Some Chinese Characters .75 
 
 Set of seven Chinese rag dolls to be cut out and 
 stuffed with cotton. Accompanying story in ten 
 chapters. 
 
 For Scholars. 
 
 To be used in the class or at home. 
 
 The Missionary Painting Book. Notes by Eleanor F. 
 
 Fox .40 
 
 Pictures Worth Painting. Notes by E. G. Hodge .40 
 
 Contain missionary pictures to be colored by 
 children. Descriptive story accompanies each pic- 
 ture. 
 
 Yd San and His Friends. Very attractive Chinese pic- 
 tures for tracing .10 
 
 An Indian Family, by Dr. Charlotte S. Vines .60 
 
 A game for painting and cutting out, familiarizing 
 the children with conditions of village life in India. 
 
 A Chinese Street, by A. Blanche Cooper .75 
 
 For painting and cutting out figures that portray 
 life in a Chinese city. 
 
 Junior Department 
 
 The use of note-books to be illustrated with pictures is 
 heartily recommended. See page 200 for available pictures. 
 For Class Use. 
 Missionary Studies for the Sunday-school, First, Second and 
 
 Third Series. Edited by George H. Trull. Each series 
 
 treats both Home and Foreign Missions. 
 First Series. Six studies complete in one 
 
 volume. 
 
 The Mountaineers of the South. 
 
 Foreigners in the United States. 
 
 William Carey, Educator — India. 
 
 David Livingstone, Explorer — Africa. 
 
 John G. Paton, Evangelist — The New Hebrides. 
 
 John K. Mackenzie, Physician — China. 
 
For Sunday-school Workers 203 
 
 Second Series. Ten studies complete in one volume. 
 Great Missionaries to the Red Men: 
 John Eliot. 
 David Brainerd. 
 Marcus Whitman. 
 Egerton R. Young. 
 Great Missionaries in the Dark Continent: 
 The Land of Africa. 
 Robert Moflfat. 
 Samuel Adjai Crowther. 
 David Livingstone. 
 Alexander M. Mackay. 
 Modern Africa. 
 Third Series. Ten studies complete in one volume. 
 
 Illustrated. 
 Our Responsibility for the Immigrants in our Midst. 
 Where They Come From and Why They Come. 
 Foreigners in Our Cities. 
 Foreigners Mining, Lumbering and Farming. 
 Immigration a Menace and a Mission. 
 Our Responsibility for India's Millions. 
 The Land and the People of India. 
 History and Religions. 
 William Carey — Literary Work. 
 Adoniram Judson^Evangelistic Work. 
 John Scudder — Medical Work. 
 Alexander Duff — Educational Work. 
 Single copies, any series, 20 cents, postpaid ; ten copies, 15 
 cents each, not postpaid; fifty copies, 10 cents each, not post- 
 paid. 
 The Junior Books by Katherine- R. Crowell. 
 
 China for Juniors $0.10 
 
 Coming Americans .25 
 
 Japan for Juniors .20 
 
 Africa for Juniors, cloth .35 
 
 paper 25 
 
 Five ways to use Africa for Juniors .03 
 
204 Matiual of Missionary Methods 
 
 Alaska for Juniors .25 
 
 Great Voyages and What Came of Them, cloth 35 
 
 paper 25 
 
 Leader's Supplement .02 
 
 Picture Postals illustrating "Great Voyages." (Set of 
 
 eight) 15 
 
 Pioneers .25 
 
 A Cruise of the Island World, by May Leavis .20 
 
 In Circles of Light, by Mrs. O. W. Scott .20 
 
 A study for Juniors of the triumphs of missions. 
 
 Springs in the Desert .20 
 
 A study of Mohammedan lands. 
 Child Life in Mission Lands, by R. E. Diflfendorfer, 
 
 cloth .50 
 
 paper . 35 
 
 The Golden Key, by Mary Potter Angell .20 
 
 Describes a trip in an airship to South America, 
 Mexico and Papal Europe. 
 
 Puzzle Map, accompanying The Golden Key .50 
 
 Trip Tickets, accompanying The Golden Key, two for .01 
 
 The Orient Picture Stories .10 
 
 Each story accompanied by the 10 pictures it de- 
 scribes. 
 
 The stories are 
 Idols and Idolatry. 
 What a Missionary Does. 
 Up and Down the Congo River. 
 Little Folks of Far Away Lands. 
 Scenes in Sunny India. 
 When the Mission School Bell Rings. 
 While these are published by the Baptist Board and 
 deal chiefly with Baptist work, they can be adapted 
 for use in schools of other denominations. 
 
 Picture Puzzle. The South Gate at Shanghai 20 
 
 Overcoming the Dragon, by Lucy Sturgis, cloth .50 
 
 paper 35 
 
 Lessons dealing with China. 
 
For Sunday-school Workers 205 
 
 For Platform Use. 
 
 The Missionary Speaker .25 
 
 Compiled by James Mudge, D, D. 250 selections 
 suitable for recitations. 
 
 Missionary Exercises Nos. i, 2, 3, and 4, each .30 
 
 Responsive Readings, Dialogues, Selections in prose 
 and poetry, arranged by Woman's Foreign Mission- 
 ary Society of the Presbyterian Church. 
 
 Exercises, Selections and Suggestions .15 
 
 Compiled from the Missions Dayspring, by the 
 Woman's Board of Missions, Congregational House, 
 Boston, Mass. 
 
 Intermediate Department 
 
 For Class Use. 
 
 Missionary Studies for the Sunday-school. First, Sec- 
 ond and Third Series. Edited by George H. 
 Trull. Chapter headings and prices of each 
 Series listed under "Junior Department." The 
 books for Junior and Intermediate Grades are 
 the same. Some schools may prefer to use the 
 Senior Grade for the older Intermediates. 
 
 Uganda's White Man of Work, by Mrs. S. L. Fahs, 
 
 cloth . .50 
 
 paper 35 
 
 A thrilling biography of Alexander M. Mackay. 
 Written especially for boys and girls 12 to 16 years 
 of age. 
 
 Helps for the Teacher to accompany it .05 
 
 Under Marching Orders, by Ethel D. Hubbard, cloth, .50 
 
 paper, .35 
 The Life of Mary P. Gamewell, Missionary to 
 China. 
 
 Helps for the Teachers .05 
 
 Stereoscopes and Stereograph Pictures. The Young 
 People's Missionary Movement publishes a set of 
 
2o6 Matiual of Missionary Methods 
 
 i6 pictures on China. Sets on other countries are 
 
 to be issued. Stereoscopes, each .75 
 
 Complete sets of pictures, per set ,. . . .75 
 
 For Platform Use. 
 
 Missionary Programs No. 2 .75 
 
 Set of 6 Large Pictures, 25x30 inches, for platform use 
 Subjects : 
 
 Foreign — The dog that preached a missionary ser- 
 mon. Burmah. 
 
 A missionary at a wayside shrine. Japan. 
 A Chinese Student. China. 
 Home — Indians and the Typewriter. 
 An Italian rag picker's home. 
 Boys of the street. 
 Full descriptive matter accompanies the pictures, furnishing 
 basis for a missionary talk. 
 
 Missionary Programs No. 3 .75 
 
 Set of 6 Large Pictures, 25x30 inches. Accom- 
 panied by printed stories. 
 Subjects : — 
 
 Foreign — Kim Chang Sik, First Christian Preacher 
 in Korea. 
 
 Mohammedan Women. 
 
 John G. Paton, Missionary to the New Hebrides, "The 
 King of the Cannibals." 
 Home — How the Sea Otter Helped to Bring the 
 Gospel to the Great Northwest. 
 A Cabin Home in the Mountains. 
 Why the Immigrants Come. 
 
 Missionary Speaker. It- • 1 
 
 ,,. . . f ror particulars see 
 
 Missionary Exercises. V ^ • x^ 
 
 „. . o 1 i.- J c 1- \ Junior Departinent. 
 
 Exercises, Selections and Suggestions ) ■' 
 
 ,_ „ , , . ( Contain terse, striking out- 
 Talks on Africa. ,. ... .,, , .. 
 _ ,, „, . lines, with illustrations, ex- 
 Talks on China. n i. j- r ^.i 
 
 i cellent diagrams for the 
 
 Talks on India, ui 1 u j 1 •* *• 
 
 blackboard and recitations 
 
 Talks on Egypt. ^^^ ^^^^^^^^^ 
 
 each 
 •25 
 
For Siinday-scliool Workers 207 
 
 Senior Department 
 
 For Class Use. 
 
 Servants of the King, by Robert E. Speer, cloth .50 
 
 paper 35 
 
 Eleven biographical sketches of Home and Foreign 
 missionaries. Written to inspire to similar life- 
 work. 
 
 Helps for Teacher .05 
 
 Missionary Studies for the Sunday-school. First, Sec- 
 ond and Third Series. Edited by George H. 
 Trull. Tl.e First Series is the same for all 
 grades. The Second and Third Series contain 
 the same chapters as those listed under "Junior 
 Department," but the treatment is adapted for 
 older scholars. Prices same as those noted under 
 "Junior Department." 
 
 For platform Use. 
 
 Missionary Programs No. 2. ") For particulars see Interme- 
 
 Missionary Programs No. 3. j diate Department 
 
 The Missionary Speaker. "^ t- • 1 
 
 ,,. . „ . I P'or particulars see 
 
 Missionary Exercises. v ^ . ^ 
 
 -c- ■ c 1 .■ J c .■ \ Junior Department. 
 
 Exercises, Selections and Suggestions. ) 
 
 Talks on Africa. ") For particulars see Intermediate 
 
 Talks on China. j Department. 
 
 Adult and Home Departments 
 
 1. Into All the World. A general survey of missions, by 
 
 Amos R. Wells. 
 
 2. The Price of Africa (Biographical). By S. Earl Taylor. 
 
 3. Daybreak in the Dark Continent. A study of Africa, by 
 
 W. S. Naylor. 
 
 4. Princely Men in the Heavenly Kingdom (China). Bio- 
 
 graphical. By Harlan P. Beach. 
 5- The Uplift of China. By Arthur H. Smith. 
 
 6. The Christian Conquest of India. By James M. Thoburn. 
 
 7. Sunrise in the Sunrise Kingdom. A study of Japan, by J. 
 
 H. De Forest. 
 
2o8 Manual of Missionary Methods 
 
 8. The Moslem World. By S. M. Zwemer. 
 
 9. The Why and How of Foreign Missions. By Dr. Arthur 
 
 J. Brown. 
 
 10. South America — Its Missionary Problem. By Bishop T. B. 
 
 Neely. 
 
 11. Korea in Transition. By James S. Gale. 
 
 12. Heroes of the Cross in America. Biographical, by Don 
 
 O. Shelton. 
 
 13. Aliens or Americans? A study of Immigration, by How- 
 
 ard B. Grose. 
 
 14. The Challenge of the City. A study of the City and its 
 
 Problems, by Josiah Strong. 
 
 15. The Frontier. By Dr. Ward Piatt. 
 
 16. The Upward Path: The Evolution of a Race (Negro). 
 
 By Mary Helm. 
 
 17. Advance in the Antilles. A study of Cuba and Porto 
 
 Rico, by Howard B. Grose. 
 
 Any of the above books may be obtained from denomina- 
 tional headquarters at 35 cents in paper ; 50 cents in cloth. 
 
 If more advanced text-books are desired the following are 
 recommended : 
 
 Via Christi. A study of missions before Carey, by Louise M. 
 
 Hodgkins. 
 Lux Christi. A study of missions in India, by Caroline A. 
 
 Mason. 
 Rex Christus. A study of missions in China. By Arthur H. 
 
 Smith. 
 Dux Christus. A study of missions in Japan, by W. E. Griffis. 
 Christus Liberator. Ay study of missions in Africa, by Ellen 
 
 C. Parsons. 
 Christus Redemptor. A study of the Island World, by Helen 
 
 B. Montgomery. 
 Gloria Christi. The achievement of missions, by Mrs. Anna 
 
 R. B. Lindsay. 
 
For Sunday-school Workers 209 
 
 The Nearer and Farther East. A study of the Moslem World, 
 
 by S. M. Zwemer and A. J. Brown. 
 The Gospel in Latin Lands. South America, Mexico and 
 
 Papal Europe, by F. E. Clark. 
 Price of the above, 30 cents in paper ; 50 cents cloth. 
 
 Additional Home Mission Study Courses : 
 Under Our Flag, by Alice M. Guernsey. 
 The Burden of the City, by Isabelle Horton. 
 Indian and Spanish Neighbors, by Julia H. Johnston. 
 The Incoming Millions, by Howard B. Grose. 
 Citizens of To-morrow, by Alice M. Guernsey. 
 The Call of the Waters. By Katherine R. Crowell. 
 From Darkness to Light. By Mary Helm. 
 
 Price, paper, 30 cents ; cloth, 50 cents. 
 
APPENDIX C 
 
 Graded Books for Sunday-school Libraries 
 
 (These may be ordered from the denoniiuational publishing 
 
 houses, or from The Sunday School Times Company, 
 
 1031 Walnut Street, Philadelphia) 
 
 For Readers 8 to 12 
 
 Andrews, Jane. 
 
 Each and all. 
 
 Seven Little Sisters. Ginn 
 
 & Co., 50C each. 
 Ballard, Susan. 
 
 Fairy Tales From Far Japan. 
 
 Kevell, 7SC. 
 Batty, Agnes M. 
 
 The Great Big World. For 
 
 sale by Foreign Missions Li- 
 brary, 156 sth Ave., N. Y., 70c. 
 Barnes, Anna M. 
 
 Carmio, The Little Mexican 
 
 Indian Captive. American 
 
 Baptist Publication Society, 
 
 75c. 
 
 Tatong, Tlie Little Slave. 
 
 Presbyterian Committee of 
 
 Publication, $1.25. 
 Brain, Belle M. 
 
 All about Japan. Revell, 
 
 $1.00 net. 
 
 Adventures with Four-footed 
 
 Folk. Revell, $1.00 net. 
 Brown. C. C. 
 
 Children of China. (A. & F.) 
 
 Oliphant, is. 6d. 
 Bunker. .Xlonzo. 
 
 Soo Thah. Revell, $1.00 net. 
 Codington, Florence J. 
 
 Children in Blue and What 
 
 They Do. For sale by For- 
 eign Missions Library. 156 5th 
 
 Ave., N. Y., 60c net. 
 Crowell, Katherine R. 
 
 .\frica for Juniors, 20c. 
 
 .Alaska for Tuniors, 20c. 
 
 China for Juniors, loc. 
 
 Coming Americans, 25c. 
 
 Japan for Juniors, 20c. 
 
 The Pioneers, 20c. 
 
 Grent N'ovatres, 2cc. 
 
 Willett Press, New York. 
 
 210 
 
 Fair America. Geo. A. Doran 
 Co., $2.00. 
 Davis, J. A. 
 
 Choh Lin, The Chinese Boy 
 Who Became a Preacher. 
 Presbyterian Board of Publi- 
 cation, $1.00. 
 
 The Chinese Slave Girl. 
 Presbyterian Board of Pub- 
 lication, 75c. 
 
 DiFFENDORFER, R. E. 
 
 Child Life in Mission Lands. 
 Methodist Book Concern, 
 paper, 25c; cloth, soc. 
 
 FoRBUSH, Wm. Byron. 
 
 Pomiuk. Pilgrim Press, 75c. 
 
 George, Marian M. 
 
 Little Journeys to Cuba and 
 Porto Rico; A Little Jour- 
 ney to Alaska and Canada. 
 Flanagan. 50c each. 
 
 Grinnell, Geo. Bird. 
 
 Jack Among the Indians; and 
 Jack, The Young Ranchman. 
 Stokes, $i.2i; each. 
 
 Harris, Joel Chandler. 
 
 Uncle Remus. .Xppleton, $2.00. 
 
 Headland, Isaac Taylor. 
 
 Chinese Boy and Girl (games). 
 Revell, $1.00. 
 
 HoLcoMB, Helen H. 
 
 Bits About India. Presby- 
 terian Board of Publication, 
 $1.00. 
 
 Kelmar, Janet H. 
 
 The Story of Chalmers of 
 New Guinea Dutton, soc. 
 Children of India. (A. & F.) 
 Oliphant, is. 6d. 
 Little People Everywhere Ser- 
 ies (Mexico, Japan, Russia, 
 etc.). Little Brown & Co., 
 6sc each. 
 
For Sunday-school Workers 
 
 211 
 
 Lambuth, D. 
 
 Child Life in Our Mission 
 Fields. Barbee & Smith, 
 
 $1.00. 
 
 Lang, Jeanie. 
 
 The Story of General Gor- 
 don. Dutton, soc. 
 LovETT, Richard. 
 
 James Gilmour and His Boys. 
 
 Revell, $1.00. 
 MuLLER, Mary. 
 
 Little Children of the Snow. 
 
 Flanagan, 350. 
 Paget, Klma K. 
 
 The Story of Bishop Patte- 
 
 son. Dutton, 50c net. 
 Paton, James. 
 
 'I'he Story of John G. Paton. 
 
 Armstrong, $1.00. 
 Pike, H. Lee M. 
 
 Our Little Korean Cousin. 
 
 L. C. Page & Co., 6oc. 
 Pyrnelle, Mrs. L. C. 
 
 Diddie, Dumps and Tot. Har- 
 per's, 60c. 
 Scott, Lucy Jameson. 
 
 Twelve Little Pilgrims Who 
 
 Stayed at Home. Revell, 
 
 $1.00 net. 
 Smith, M. E. 
 
 Eskimo Stories. Rand, $1.00. 
 
 Sturgis, Lucy C. 
 
 Overcoming the Dragon 
 
 (China). Domestic and For- 
 eign JNIissionary Society, P. E. 
 
 Church. Cloth, 50c; paper, 
 
 3SC. 
 Wade, Mary H. 
 
 Our Little Eskimo Cousin. 
 
 Our Little Cuban Cousin. 
 
 Our Little Indian Cousin. 
 
 Our Little Porto Rican Cousin. 
 
 Our Little Norwegian Cousin. 
 
 Our Little German Cousin. 
 
 Our Little Italian Cousin. 
 
 Our Little Russian Cousin. 
 
 L. C. Page & Co., 6oc each. 
 Young, E. R. 
 
 By Canoe and Dog I'rain. 
 
 Methodist Book Concern, 
 
 $1.25. 
 
 Oowikapun. Methodist Book 
 
 Concern, $1.00. 
 
 My Dogs in the Northland. 
 
 Revell, $1.25. 
 
 Stories from Indian Wigwams 
 
 and Northern Campfires. 
 
 Methodist Book Concern, 
 
 $1.25. 
 Zvvemer, S. M. 
 
 Topsy Turvy Land. Revell, 
 
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2 12 
 
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214 
 
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 215 
 
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 China and America To-day. 
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 Missionary Principles and 
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2l6 
 
 Manual of Missionary Methods 
 
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 Life of Adoniram Judson. 
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 Knights Who Fought Tlie 
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 Effective Missionary Methods. 
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For Sunday-school Workers 
 
 217 
 
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 Boys' Congress of Missions. 
 
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 Missionary Methods for Mis- 
 
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 Mission Problems and Mis- 
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 N'edder, Henry Clay. 
 
 Christian Epoch Makers. 
 
 -American Baptist Publication 
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2l8 
 
 Matmal of Missionary Methods 
 
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 The Challenge to Christian 
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 Students and the Modern Mis- 
 
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 Two Thousand Years of Mis- 
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 Missions and Apostles of Medi- 
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 Missions and Modern His- 
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 Thompson, Augustus C. 
 
 Protestant Missions; Their 
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 Thompson, Chas. L. 
 
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 Warneck, Gustav. 
 
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 Introduction to the Studv of 
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 Kellogg, S. H. 
 
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 Le(;ge, James. 
 
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 Fetichism in West Africa. 
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234 
 
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236 
 
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 Harford-Battersby — Pilkington 
 of Uganda, $1.50. 
 
 Headland — Chinese Heroes, net, 
 $1.00. 
 
 Mason — The Little Green God, 
 75c. 
 
 Maxwell — The Bishop's Con- 
 version, $1.50. 
 
 McAllister — A Lone Woman in 
 Africa, $1.00. 
 
 Penrose — Opportunities in the 
 Path of the Great Physician, 
 net, $1.00. 
 
 Price — The Cry Heard, $1.00. 
 
 Several — The Picket Line of 
 Missions, 50c. 
 
 Several — Protestant Missions in 
 South America, net, soc. 
 
 Puddefoot — The Minute Man on 
 the Frontier, $1.25. 
 
 Thoburn — My Missionary Ap- 
 prenticeship, $1.20. 
 
 Young — By Canoe and Dog 
 Train, $1.25. 
 
APPENDIX D 
 Chart and Diagram Material 
 
 THE PERIOD FOR MISSIONARY TRAINING 
 
 ^ 
 
 I? 
 
 17 
 
 I|S 
 
 19 
 
 1? 
 
 |21 
 22 
 23 
 
 11 
 lO 
 
 Affe Of Greatest 
 Religious Interest 
 
 IS 
 
 ip 
 
 20 
 
 21 
 2& 
 
 23 
 
 Age Of Conversion 
 
 239 
 
240 Matiual of Missionary Methods 
 
 w; 
 
 miLE VAST CONTINENTS 
 ARE SHROUDED IN AL 
 MOST VTTER DARKNESS.AND 
 HUNDREDS OF-MILLIONSSUE 
 PER THE HOrIrORS OFHEMH 
 ENISM ■M^ANDOFIS 
 
 LAM.THE BURlDEN OF PROOF 
 RESTS ON YOlfiv TO SHOW 
 THAT THE CIRillf CVMSTAN 
 CES IN WHICH COD HAS FLAG 
 ED YOV WERE MEANT BY GOD 
 TO KEEP YOV OVT OF THE 
 FOREIGN FIELD 
 
 L^AJ 
 
 The challenge to Christian youth of the late ton 
 Keith-Falconer, missionary to Arabia 
 
For Siinday-scJiool Workers 241 
 
 THE EVANGELIZATION DF THE WORLD IN THIS GENERATION 
 
 ^^ iooao fs^uirad Co C»an^el,ia the V/9Hi 
 
 MEN ENOUGH 
 
 MONEY ENOUGH 
 
 WE CAN DO IT IF WE WILL 
 
242 
 
 Manual of Missionary Methods 
 
For Smiday-school Workers 243 
 
 Missions the Thermometer of the Church 
 
 BOItINC 
 
 HOT _ 
 BLOOD HEAT |I 
 
 WAPM 
 LUKEWARM 
 
 COOL 
 
 COLD 
 FREEZING 
 
 ZERO 
 
 K 
 
 The Ideal Church. Always Abounding- 
 in the Work of the Lord. 
 
 Prays and Longs for Members to Go. 
 Missionary Sermons Most Popular. 
 Gifts for Foreign Missions Equal to or 
 in Excess of Self-Support. Mightily 
 Used of God Everywhere. 
 
 Prays Earnestly. Gives Freely to 
 Missions. Living Link or Share in 
 Station. A Power in the Local 
 Community. 
 
 Deepening Interest in Missions. No 
 Apologies. Studies the Fields and 
 Forces. Evangelistic Passion Growing. 
 
 Assents to Missionary Teaching. Little 
 Action. Apologizes for Missionary 
 Offering. 
 
 Thinks Charity Begins at Home and 
 Ends There.' Not Much Charity at 
 Home Either. 
 
 Callous about the Heathen and about 
 Everybody Else. 
 
 Thinks Missions a Huge Mistake. 
 
 /CSSG] 
 
 V 
 
 Opposes and Criticizes Missions. 
 
 in Spiritual Gifts. 
 
 Dead 
 
 Where Does the Thermometer Stand 
 in Your Church and School? 
 
244 
 
 Manual of Missionary Methods 
 
 
 1907 
 
 
 MismartWatsof 
 
 WOHEING 
 
 EVANGELISTIC 
 
 EDUCATIONAL 
 
 MEDICAL 
 
 Gotpel Meetingi 
 
 Village SchooU 
 
 Itinerating 
 
 Buaar Ptreachinc 
 
 Training Schools 
 
 Introducing Sanitation 
 
 Itinerating 
 
 Night Schools 
 
 Dispensaries 
 
 PerwnJ Work 
 
 Boarding Schools 
 
 Hospitals 
 
 Organizng 
 
 Kindergartens 
 
 Destroying power of witch 
 
 Oapel Prvftcbing 
 
 Primary Schools 
 
 doctors and medicine men 
 
 Training Native Hdpen 
 
 Intermediate SchooU 
 
 Unbinding the feet 
 
 Ba>le Distribution 
 
 High Schools 
 
 Opium Refuges 
 
 Bible Reading 
 Sunday Schools 
 Zenana Work 
 Einvorth League* 
 
 CoUeges 
 
 Care of Lepers 
 
 Theological Seminaries 
 
 PHILANTHROPIC 
 
 UTERARYAND 
 
 Famine Relief 
 
 Aiding Wdows and Orphans 
 
 Assisting the Blind 
 
 Freeing Slaves 
 
 Abolishing Human Sacrifice 
 
 Abolishing Self Torture 
 
 Temperance Reform 
 
 Young Men's Christian Asso- 
 ciation 
 
 PUBUCATION 
 
 Bible Translation 
 
 Hymn Translation 
 
 General Translation Work 
 
 Newspapers 
 
 Magazines 
 
 Sunday School Papers 
 
 Sunday School Lesson Helps 
 
 INDUSTRIE. 
 
 Manual Training 
 Agricultural Training 
 Blacksmithing 
 Metal Work 
 
 EXPLORATION 
 
 Domestic Science 
 Lace Work 
 
 Other Bible Helps 
 Tracts 
 
 
 Strategic Points 
 
 Linen Dravm Work 
 
 Religious Books 
 
 Mission Boundaries 
 
 Weaving 
 
 School Text-Books 
 
 Healthy Mission Stations 
 
 Basket-Making 
 
 Reports 
 
 Influential Communities 
 
For Sitnday-sdioot Workers 
 
 245 
 
 Percentage of Increase in 
 Members and Probationers 
 IN Three Harvest Fields 1907 
 
 Korea 
 .833 
 
 Philippine Is. 
 .385 
 
 ? 
 
 United States 
 .017 
 
 j^ 
 
 1807 
 
 INCREASE 
 
 m ethodis t e piscopa l 
 
 United States 3.036.687 52.406 
 Philippine Is. 20.678 5.754 
 
 Korea 
 
 M^mODtST VEAB BOOK, IM9 
 
 23.455 10.665 
 
246 
 
 Manual of Missioyiary Methods 
 
 Comparative Populations 
 
 WITH Ratio of 
 Protestant Communicants 
 
 Chinese Empiru 
 438.000.000 
 
 United States 
 86.000.000 
 
 . 
 
 
 
 India 
 294.000.000 
 
 
 
 
 
 Africa 
 157.000.000 
 
 
 Protestant 
 C ommunicant s 
 
 21.000.000 
 136.000 
 498.000 
 360.000 
 
 Country 
 
 United States 
 Chinese Empire 
 India 
 Africa 
 
 Ratio 
 
 1in4 
 1 IN 3.220 
 I IN 590 
 1 IN 436 
 
For Sunday-scliool Workers 247 
 
 Population of the 
 
 United States and the 
 
 rest of the world 
 
 POPULATION OF UNITED STATES 
 
 POPULATION OF REST OF WORLD 
 
 _ ^ 86.429,000 
 __ 1.354,221.000 
 
248 Manual of Missionary Methods 
 
 Expenditures of the 
 Methodist Episcopal Church 
 FOR Home and Foreign Work 
 
 HOME $30,422,157 
 
 FOREIGN $2,189,939 
 
 1907 
 
 > OF F09eiQN MISSIONS. W.EXA. 
 
For Sunday-school W^or/^crs 
 
 249 
 
 THE COMPARATIVE SIZE AND 
 LATITUDE OF CHINA PROPER 
 
250 Manual of Missionary MclJiods 
 
 DOES CHINA NEED MORE LIGHT? 
 
 NATIVE CHRISTIANB ISISiS 
 
 aCALE ivWOOOXKl 
 
For Sjindaj'-school Workers 
 
 251 
 
 Growth Of Protestant 
 
 Communicants In China^^ 
 
 The Relative Increase Is Shown 
 By Height Of Spires 
 
 1842 I860 1876 
 
252 
 
 Manual of Missionary Methods 
 
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 Wall Mottoes, No. i," i5X'22 inches, on imitation parchment paper, lithographed 
 in blue, red, and gold ; set of six, 50 cents. To be obtained from any of the 
 denominational mission boards. 
 
For Sunday-school Workers 
 
 253 
 
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254 Manual of Missionary Methods 
 
 A CENTum OF Progress 
 In Cma 
 
 1807 1907 
 
 
 One ProloUnt Miuionary 
 
 More than 3,000 Protestant Missionaries. 
 
 
 Not one Protestant G)nverl 
 
 More than 150,000 Protestant G>mmunk:ants. 
 Estimated. 
 
 
 Bible Unknown. 
 
 the Government schools in some of the 
 Provinces. 
 
 
 No HospitaU. 
 
 More than 300 Hospitals. 
 
 
 Opium Trade Unmolested. 
 
 Use of Opium to be Abolished in ten 
 years. 
 
 
 Fool-binding general among Chinese womea 
 
 Fool-binding custom under the ban of the 
 Empress. 
 
 
 Western Leanung Unknown. 
 
 New system of education established in each 
 of the 18 Provinces. 
 
 
 No Daily Newspapers. 
 
 Daily Newspapers in every important city. 
 
 
 No Railroads. 
 
 9,000 Miles in operation or construction. 
 
 
For Sunday-school Workers 
 
 255 
 
 ILLITERACY OF CHINA 
 
 Five PerCentOf The Men Can Read 
 
 ■:::i:::i:::i:::i:::i::ii::iiqi:i:::i 
 i:::i:::i::ii:::i:::i:::i::n:i:i:::i 
 
 ■:i:i:::i:::i:::b:::i:::i:::i:i:i:::i 
 ■:::i:::i:::i:::i:::i:::i:::i:i:i:::i 
 
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256 
 
 ]\Tamicil of Missionary Methods 
 
 The Religions of Africa 
 
 ^^^m^^^mm^Mm^mm^^^^^ 
 
 HEATHEN 97.000.000 
 
 
 CHRISTIAN 
 
 9,000.000 
 
 MOHAMMEDAN 51.000.000 
 
For Sunday-school Workers 
 
 2S7 
 
 TOTAL POPUATION OF 
 NEW YORK CITY 8,487^02 
 
 T.Ik* Ttncmtnt H»ai( Ptpulatisn •! N«w V«fJi 
 II graatcr tb*B th« tsi«l PepBUtlaB •( any ana 
 at tka following Statca: Ocargla, Iowa, Tann> 
 catca. Wttcaoaln. 
 
258 
 
 Manual of Missionary Methods 
 
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For Sunday-school Workers 
 
 259 
 
 Charts published in 1904 by the Young People's Missionary 
 Movement, and for sale by the Denominational Boards. The 
 set of six on this and the following pages, printed on paper 
 wiih wood at top and bottom, $2.00. 
 
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 261 
 
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262 Ma?mal of Missionary Methods 
 
 Percentage of Illiteracy 
 OF Negro Population 
 OF Southern Stat es 
 
 OVER 10 YEARS OLO 
 
 1890 1900 
 
 MISSISSIPPI ^60 8 49 1 
 
 SO CAROLINA 641 52 8 
 
 LOUISIANA ^72 1 611 
 
 GEORGIA 67 3 524 
 
 ALABAMA 69 1 57 4 
 
 FLORIDA 505 384 
 
 VIRGINIA 57 2 446 
 
 NO CAROLINA 60 1 47 6 
 
 DI9T OF COLUMBIA 35.0 243 
 
 ARKANSAS ^53 6 43 
 
 TENNESSEE 54 2 4 1 6 
 
 TEXAS ^ 52 2 38 2 
 
 us. CENSUS. 1900 
 
For Sunday-school Workers 
 
 263 
 
 Proportion of 
 
 Negro *->White Population 
 
 IN Southern States 
 
 STATE POPULATION 
 
 PERCENTAGE 
 NEGRO WHITE 
 
 MISSISSIPPI 1,551.270 
 
 SHI^^^HI ililill 
 
 SO. CAROLINA 1,340,316 
 
 SSa^HHHI 
 
 LOUISIANA 1.381.625 
 
 ElS^^^i fl'"' ^2.9 
 
 GEORGIA 2,216,331 
 
 ALABAMA 1,826, 697 
 
 2^mii j^ 54j_^ 
 
 FLORIDA 528. 542 
 
 EE!^^H».' ....,:..-,... 56.3, 
 
 
 
 VIRGINIA 1,854,184 
 
 B^^^H !i" ' '' ^'il 
 
 
 
 NO. CAROLINA- 1,893. 810 
 
 DIST. OF COLUMBIA- - 278. 718 
 
 Bm \\r--'u:^^ 
 
 
 
 ARNANSAS 1,311,564 
 
 ED^I W --'"::■ ^*-4 
 
 
 
 TENNESSEE ^ . 2, 020, 6 1 6 
 
 EH ill!:;: ' ■'■■':'""7ca 
 
 
 
 TEXAS 3,048,710 
 
 tfTfll III III iiiliiiiililllllllllllillfl 
 
 U. S. CENSUS, UOO 
 
264 
 
 Manual of Missionary Methods 
 
 Proportiono^White Persons 
 
 OF Foreign Parentage 
 
 OF so States 
 
 10 YEARS OF AGE AND OVER 
 WHO CANNOT SPEAK ENGLISH 
 
 NEW MEXICO 
 
 ARIZONA 
 
 TEXAS 
 
 FLORIDA 
 
 NEW HAMPSHIRE 
 
 
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 2 
 
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 1 
 
 
 
 
 
 
 
 
 MAINE 
 
 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 PENNSYLVANIA 
 
 
 
 
 
 
 
 
 
 
 RHODE ISLAND 
 
 
 
 
 
 
 
 
 
 
 WISCONSIN 
 
 
 
 
 
 
 
 
 
 
 SOUTH DAKOTA 
 
 
 
 
 
 
 
 
 
 
 MINNESOTA 
 
 
 
 
 I 
 
 
 
 
 
 
 CONNETICUT 
 
 
 
 
 1 
 
 
 
 
 
 
 NEW YORK 
 
 
 
 
 
 
 
 
 LOUISIANA 
 
 
 
 
 
 
 
 
 NEW JERSEY 
 
 
 
 
 
 
 
 
 WYOMING 
 
 
 
 
 
 
 
 
 WEST VIRGINIA 
 
 
 
 
 
 
 
 
 MASSACHUSETTS 
 
 
 
 ■ 
 
 ILLINOIS 
 
 
 
 i 
 
 U S CENSUS INO 
 
For Sunday-school Workers 265 
 
 Proportion of Population 
 IN THE United States 
 
 DWELLING IN CITIES OF 
 
 8.000 OR MORE INHABITANTS 
 
 FROM 1790 TO ISOOj 
 
 URIAH =- BL/kCK SEGMENTS OF CIRCLES 
 
 1790 1800 1810 1820 1830 
 1840 1850 1860 1870 
 
 22.S7% 29.20% 33% 
 
 1880 1890 1800 
 
266 
 
 Manual of Missionary Methods 
 
 Constituents of 
 THE Population of Cities 
 
 OF MORE than 
 
 200.000 Inhabitants 
 
 278, 718 
 SOB, 957 
 204, 731 
 1. 293. 697 
 287. 104 
 325. 902 
 575. 238 
 321. 616 
 202. 718 
 246. 070 
 206. 433 
 560. 892 
 352,387 
 342,782 
 381, 768 
 285.704 
 3, 437, 202 
 1. 698. 575 
 285. 315 
 
 WASHINGTON 
 
 BALTIMORE 
 
 LOUISVILLE 
 
 PHILADELPHIA 
 
 NEW ORLEANS 
 
 CINCINNATI 
 
 ST. LOUIS 
 
 PITTSBURG 
 
 MINNEAPOLIS 
 
 NEWARK 
 
 JERSEY CITY 
 
 BOSTON 
 
 BUFFALO 
 
 SAN FRANCISCO 
 
 CLEVELAND 
 
 DETROIT 
 
 NEW YORK 
 
 CHICAGO 
 
 MILWAUKEE 
 
 PER CENT 
 10 20 30 40 50 60 
 
 70 80 90 100 
 
 I MATIVE WWTC Of NATIVE PARENTS ||||||{||||||| NATIVE WHITE OF FORDGN PARENTS 
 ^^ rOREICN WHITE [ [ CHINESE AND .JAPANESE fjH NECRO 
 
 U.S. CENSUS. t»00 
 
For Sunday-school Workers 
 
 267 
 
 Average per Member 
 
 FOR 
 
 Foreign Missions in isos 
 
 DENOMINATIONS AVERAGE PER MEMBER IN UNITED STATES 
 
 
 IN AMERICA ^^^HH^^ I.QOO 
 
 AM. BOARD i^^^HHH -1 QC 
 
 ^H^H 1 17 
 
 U.S.A.NO. ^^^Hi 1.Ui3 
 
 ^^^ QC 
 
 EPISCOPAL ■■■ •09 
 
 BAPTIST ■■■§ TF 1 Q 
 NORTHERN JJ^^H ./IS 
 
 METHODIST ^^m CQ 
 EPISCOPAL ^IH • D 
 
 METH. EPIS. ^B AC 
 SOUTH ^H • ^9 
 
 BAPTIST ■ '1 aO 
 SOUTHERN ■ -199 
 
Princeton Theological Seminary Libraries 
 
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