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 Peipsi 
 
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 MARGARET TYSON APPLEGARTH 
 
 AND 
 
 NELLIE PRESCOTT 
 
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... The... 
 
 Young China Hunters 
 
 BY 
 
 
 REV. ISAAC T. HEADLAND 
 
 In Paper, 20 Cents 
 
 In Cloth 
 
 Fifty Cents 
 
 Illustrated 
 
 With appendix giving Classics 
 for Girls and Classics for Boys 
 
 ill 
 
 Translated from the Chinese by Dr. Headland 
 
 A capital series of lessons on 
 China for older Juniors :: :: 
 
 ORDER FROM 
 
 ' Central Committee 
 United Study of Foreign Missions 
 HH West Medford. Mass. 
 
 f 
 
 e r 
 
MISSIONARY HELPS 
 
 FOR JUNIOR LEADERS AND 
 PRIMARY CLASS TEACHERS 
 
 BY 
 
 MARGARET TYSON APPLEGARTH 
 
 AND 
 
 NELLIE PRESCOTT 
 
 □ 
 
 CENTRAL COMMITTEE ON UNITED STUDY OF FOREIGN MISSIONS 
 
 WEST MEDFORD, MASS. 
 
Copyright, 1913, by 
 
 Central Committee on United Study of Foreign Missions 
 West Medford, Mass. 
 
Cable of Contents 
 
 PAGE 
 
 Chapter I.—Japan. 
 
 Flower Day ...... 5 
 
 A Village of Mite Boxes ... 9 
 
 Chapter II. —Korea. 
 
 A Visit to Wang Ken, Seoul, Korea . 19 
 
 Chapter III.— The Philippines. 
 
 Our Newest Cousins .... 27 
 
 Chapter IV. —Burma. 
 
 Little Scenes in Burma .... 38 
 
 Burman Bells ..... 43 
 
 Chapter V. —India. 
 
 An Elephant Ride . . . . . 51 
 
 What the Gospel Story Can Do . . 55 
 
 Chapter VI. —Africa. 
 
 Black Diamonds in Africa ... 62 
 
 Chapter VII. —Special Programs. 
 
 Easter—Jesus, the Light of the World . 73 
 
 Hospital Party ..... 78 
 
 Missionary Shower . . . . 82 
 
 Doll Shower ...... 84 
 
 A Fish Party ..... 85 
 
 Chapter VIII. —Posters; Invitations; 
 
 Mite Boxes 
 
 S7 
 
preface 
 
 The outlines and special exercises presented in this little 
 book are the result of the experience of the authors in their 
 work among children and young people. They are arranged 
 to be suggestive and not exhaustive in their treatment of any one 
 country, for it has been taken for granted that leaders will sup¬ 
 plement the material given by drawing upon their own store of 
 information and that supplied by the different denominational 
 Mission Boards. 
 
 If so desired the outlines can be readily adapted for use in a 
 Primary Department, by dividing any one of them into two or 
 three short lessons suitable to the Sunday School hour. For 
 instance, the Japanese boy might furnish material for one 
 lesson, the Japanese girl a second, and the religion a third. A 
 village of Mite Boxes could then follow as a special exercise at 
 the close of the study of Japan. 
 
 The authors, however, urge that leaders, in the use of the 
 outlines, bear in mind the fact that the play instinct is strong 
 in the heart of the Junior boy and girl, and that a free use of 
 the imagination makes the lessons more real and the children 
 of other lands nearer and dearer to the Juniors of America. 
 
 The Authors. 
 
Chapter I: Sapan 
 
 Lesson I. Flower Day 
 
 I. Introductory Helps for the Leader. 
 
 A. Something for the Juniors to find out. 
 
 1. What is the old name of Japan? 
 
 2. Over what country has Japan recently won 
 
 a great victory ? 
 
 3. What is the name of a mountain of Japan 
 
 that all the Japanese love? 
 
 B. Have a large, bare table ready in the front of 
 
 the room. As the lesson precedes, place 
 upon the table the various objects, so that 
 at last you have the table covered with 
 things that relate to Japan. 
 
 C . Groups of material to illustrate : — 
 
 1. The countrv. 
 
 %/ 
 
 a. Brown paper or cloth. 
 
 b. Green paper. 
 
 c. Bamboo trees (see Fig. 4). 
 
 2. The Japanese children. 
 
 a. Model of one or more houses (Fig. 1). 
 
 b. Pictures of jinrikishas. 
 
 c. A boy doll. 
 
 (1) Shoes (Fig. 5). 
 
 (2) Stockings. 
 
 ( 3 ) Japanese book (real or imaginary). 
 
 ( 4 ) Japanese pencil (small brush). 
 
6 
 
 OUTLINES FOR JUNIOR LEADERS 
 
 d . A girl doll. 
 
 (1) Rice bowl and chopsticks (skewers). 
 
 (2) Paper handkerchief (3 inches 
 square.) 
 
 (3) Very small Japanese doll. 
 
 3. Idols. 
 
 a . An image or picture of Buddha. 
 
 b. Incense (joss sticks). 
 
 D . A girl dressed in Japanese costume. 
 
 E. Lesson may be given by the leader, or dif¬ 
 
 ferent children may take the topics and 
 show the material, which is then placed 
 upon the table. 
 
 E, Flower day may be emphasized by having 
 real or paper flowers for decorations. For 
 instance, if the meeting is held in the fall, 
 hardy chrysanthemums might be used, or 
 maple leaves and one given to each child. 
 
 II. Development. 
 
 A. Leader explains where Japan is, how it is 
 
 reached, etc. Then she continues with 
 the following description or calls upon 
 different Juniors to take the topics. 
 
 B. The country. Tell of the absence of grass 
 
 (brown paper). Every blade is carefully 
 pulled up by the Japanese. Describe 
 the bright, green rice fields and the 
 bamboo trees. (Green paper and models 
 of trees.) 
 
JAPAN 
 
 7 
 
 C. The Japanese Children. 
 
 1. The houses in which they live (show 
 
 model). Note absence of paint, paper 
 instead of glass at the windows, soft mat¬ 
 tings on the floors, paper walls, sliding 
 doors. 
 
 2. The carriages in which they ride. Explain 
 
 that there are no horses in Japan. The 
 two-wheeled jinrikishas are pulled by 
 small men who run very fast. 
 
 3. Their dress, customs, etc. 
 
 a. Their names—the boy, Ono Chan ; the 
 girl, Toki San. 
 
 b. Speak of their black hair, slanting eyes, 
 loose dress. 
 
 c. Show the big pockets in sleeves of girl’s 
 kimono and her paper handkerchief. 
 
 d. Shoes—always left outside the door. 
 The stockings with special place for the 
 great toe. 
 
 e. Describe how they sit on the floor, sleep 
 on the floor, eat rice with chopsticks, 
 read from a book from back to front and 
 write with a brush. 
 
 f. Explain how older sister must spend 
 much time in caring for baby sister. 
 (Tie little doll on back of larger one.) 
 
 D . The Religion. 
 
 1. Worship of idols. 
 
 a . Show the image, place it on the table, 
 light incense before it. 
 
8 
 
 OUTLINES FOR JUNIOR LEADERS 
 
 b. Explain how the idol is worshiped by 
 having the girl in costume kneel before it 
 and bow her head to the ground. 
 
 2. Leader tells of idol in a temple in Tokyo, 
 Japan, that is made of wood and that has 
 been worn smooth by frequent rubbing by 
 sick people in the hope of being made 
 well. For instance, if they are troubled 
 with rheumatism in the knee, they rub 
 the knee of the god vigorously and then 
 their own knee. 
 
 E . Recitation by girl in costume. 
 
 I’m a Japanese girl, from Japan so far away, 
 
 I’ve a pretty, soft kimono and a lovely sash so gay. 
 
 But altho’ I look so cunning, I am really very sad— 
 
 Just listen while I tell you—it will make you far from glad. 
 
 In Japan we worship idols, which are made of stone and wood, 
 
 But all our praying to them never does us any good. 
 
 Some of them are very tiny—carved out bits of stone, 
 
 With ugly, cruel faces—not one bit like our own. 
 
 There are others, very big—far bigger than this room ; 
 
 And they stand in great, huge temples, with corners full of 
 gloom. 
 
 But do you think we love him, this idol cold and grim? 
 
 Of course we don’t, how can we, when we’re so afraid of 
 him! 
 
 O Juniors in America, you have a Saviour dear, 
 
 About whom Japanese folk would greatly love to hear! 
 
 Won’t you save your dimes and nickels, that to us you soon 
 may send 
 
 The glad and happy tidings of Jesus, your dear friend? 
 
JAPAN 
 
 9 
 
 III. Conclusion. 
 
 i . Brief summary by the leader. 
 
 2. Prayer that the children of Japan may not be 
 forgotten or their appeal be ignored by the 
 Juniors of ... . Church. 
 
 Lesson II. A Village of Mite Boxes 
 
 This exercise may be used for some special occa¬ 
 sion or may be supplementary to or incorporated 
 with the regular lesson on Japan, if the Juniors 
 have been given the mission boxes in the form of 
 Japanese houses, which can be obtained from some 
 of the mission rooms. 
 
 I. Preparations to be made by the Leader. 
 
 A. Large table covered, partly with brown 
 
 paper to represent absence of grass and 
 partly with green cr£pe paper to represent 
 rice fields. Avenue of pine trees (ever¬ 
 green tips stuck into empty spools which 
 have been stained dark green), leading up 
 to the idol, before whom incense is burn¬ 
 ing. Japanese house to represent rich 
 man’s home with garden in the rear, of 
 stones and plants. 
 
 B. Girl in Japanese costume with pretty Japanese 
 
 colored cards in the sleeves of her kimono 
 (obtained from Literature Departments of 
 different Boards at 20 cents a dozen). 
 
IO OUTLINES FOR JUNIOR LEADERS 
 
 C. Invitations (see Fig. io) sent to the Juniors 
 who are requested to bring their mission 
 boxes. 
 
 II. The Program. 
 
 A. Arrangement of the table is explained by the 
 
 leader. 
 
 B . To the music of a march played upon the 
 
 piano, the children come to the table, de¬ 
 positing their boxes anywhere they choose 
 (except in the rice fields) thus making, on 
 the table, a Japanese village, with many 
 of the houses huddled together and others 
 far apart (see Fig. n). 
 
 C. Song. To the tune of “ Home Sweet 
 
 Home ” or Luther’s “Away in a Manger,” 
 the following words, written on the black¬ 
 board, are sung by all the children :— 
 
 A Japanese village we now have made 
 
 With houses of cardboard and streets well laid. 
 
 Oh, Jesus, we pray Thee, that over the sea, 
 
 Real Japanese villages may learn of Thee. 
 
 We ask Thee to use the money we’ve brought 
 That Japanese children at once may be taught 
 The story of Jesus, our Saviour and Friend, 
 
 And that heathen idols may soon have an end. 
 
 D . Leader, by a few questions, finds that the 
 
 Juniors do not consider this a model vil¬ 
 lage and upon their suggestion, the girl in 
 costume removes the idol and the incense. 
 
JAPAN 
 
 13 
 
 E. To fill the vacant space and give the village 
 a more Christian aspect, a church or 
 schoolhouse may be built from a box of 
 wooden blocks. Now upon the table 
 there is a Christian Japanese village. 
 
 E. The girl in costume distributes the cards 
 which she has in her sleeves. 
 
 III. Conclusion. 
 
 Prayer that the money given may be used to 
 teach Japanese children the story of Jesus. 
 
 ' e , •. . ; : .• 
 
 Note. —The opening of the boxes may form a part of the 
 program, if the leader desires. 
 
 ^Directions for of MuStratibe Jttatenal 
 
 Note.— For cuts see pages 11, 12, 15, 16. 
 
 How to Make a Japanese House 
 
 Fig. i. This Japanese Mite Box is issued by 
 the Woman’s Baptist Foreign Missionary Society, 
 Ford Building, Boston, Mass. 
 
 Fig. 2 when completed will make a house similar 
 to the mite box houses, Fig. 1, only larger and 
 more elaborate. The leader will choose her own 
 measurements, but the completed house should be 
 at least six inches long. Use manila cardboard, 
 and cut in two pieces, Fig. 2 and Fig. 3. 
 
 (1) The dotted lines indicate where the card- 
 
14 OUTLINES FOR JUNIOR LEADERS 
 
 board should be folded. A, B, C and D are flaps 
 which should be pasted under the side walls. E 
 and F are the two parts of an under roof, which are 
 to be sewed together through the eyelets. 
 
 (2) If you care to thatch the roof with brown 
 raffia, this outer roof need not be made. Otherwise, 
 cut the roof from cardboard, fold on dotted lines, 
 and paste A, B, C and D under the front sides of 
 the roof. Paste this outer roof on the roof of Fig. 
 2. Paint the woodwork brown, the lanterns in 
 bright colors, and paint the roof in brown streaks 
 in imitation of thatching. 
 
 To Make Bamboo Trees 
 
 Fig. 4. Very realistic trees of the Palm Family 
 may be made from different shades of green tissue 
 paper, cut in slashed leaves ; tie these leaves to¬ 
 gether, wind with a thread to form a narrow stem ; 
 this may be either tied to a twig or inserted in a 
 straw, such as are used at soda water fountains. 
 Stain the straw brown, and place it (or the twig) 
 in the hole of an empty spool, also stained brown. 
 
 The Japanese Shoe or Wooden Sandal 
 
 A fairly accurate model of Fig. 5 may be made 
 from heavy bright red cardboard. Cut Fig. 6 
 from the cardboard, punch eyelets at A, B and C. 
 Cut Fig. 7 from the same cardboard, color it black, 
 fold along the dotted lines, punch eyelets at A and 
 C. Place these eyelets A and C under corre¬ 
 sponding eyelets of Fig. 6. Run a piece of red 
 

INVITATION DESIGN 
 
 Fig. n 
 
JAPAN 
 
 17 
 
 ribbon from under A, arouyd and over B (another 
 piece of ribbon should be run up through B to tie 
 the first piece down) and then through C ; tie the 
 two ends at A and C together underneath the sandal. 
 Explain that when the sandal is worn the big toe 
 is divided from the others atB. Stockings are also 
 made with a division at the toes (like children’s 
 mittens), the large toe alone in one division. 
 
 A Japanese Pagoda 
 
 Fig. 8. A pagoda may easily be made and will 
 add to the interest of the lesson. A box, 18 x 4, 
 should be used; the sides and one end should be 
 painted black. Glue the lid to the box securely, 
 and also insert long black pins to fasten it. 
 
 Fig. 9. Cut two sets of A, B, C and D, using the 
 following measurements if your box is 18 x 4,—A, 
 inches ; B, 8 inches ; C, 10 inches ; D, 10 inches. 
 These measurements are for length only. In one 
 of the D pieces cut a doorway, lay the piece flat 
 against the box, mark the size of the door and cut 
 a similar opening in the box. Color each of the 8 
 pieces (on both sides, in order that it may not be so 
 apparent that only the front and back projections of 
 the pagoda are given) ; the upper part of each 
 story may be black, the shelving roofs a bright 
 copper green, the doorway a brilliant red and the 
 balls at the top of A, gilt. Fold A, B and C on 
 dotted lines. Glue the two Ds, one on the front 
 and one on the back side of the box ; then glue on 
 the Cs, the folded line of each shelving roof com- 
 
i8 
 
 OUTLINES FOR JUNIOR LEADERS 
 
 ing over the top of D ; fhen B, then A. Tie the 
 four balls of D together with a yellow string, thus 
 forming a dome over the top of the box, which has 
 been colored black. Markings in gilt on the dif¬ 
 ferent stories add to the heathenish effect. 
 
 Note. —Place an idol (or the outline of one in gilt) inside the 
 pagoda door. Small bells, such as come on baby rattles, may be 
 tied to the upper part of the doorway; these, the worshipers 
 (your Japanese dolls) ring to awaken the god when they come 
 to light the incense (joss sticks in spools). A simpler pagoda 
 may be made in two Hat pieces, cut like Fig. 8, with front and 
 back sides, each painted as described above. The beauty of the 
 shelving roofs is lost, however. 
 
Chapter II: Eorea 
 
 A Visit to Wang Ken, Seoul, Korea 
 
 I. Introductory Helps for the Leader. 
 
 A. Something for the Juniors to find out. 
 
 1. Where is Korea? 
 
 2. Why do the Japanese live in Korea? 
 
 3. Why was it called “The Hermit Nation”? 
 
 B. Arrange material on table, with brown cloth 
 
 or paper on it to represent the ground, so 
 that you have a simple Korean village or 
 portion of one. Leave an open space in 
 the center for the market place; no 
 definite paths or roads are necessary. 
 
 C. Material. 
 
 1. Doll dressed like Fig. 12. (Pictures of 
 
 Korean boy might be substituted.) 
 
 2. Models of Korean houses — walls of plaster 
 
 or dark brown and roof of raffia (see Fig. 
 13). On roof, fasten a few, bright red 
 balls to represent peppers drying in the 
 sun. 
 
 3. Dolls dressed to represent Korean man and 
 
 woman (Figs. 14 and 15). 
 
 (“National Geographic Magazine” for November, 1910, 
 contains fine, colored pictures of Korea and people. 
 
20 OUTLINES FOR JUNIOR LEADERS 
 
 D. Invitations—may be written on Korean pic¬ 
 ture post cards or typewritten. 
 
 To the Junior Society of .... Church. 
 
 Dear -:— 
 
 Ono Chan has just written me that you have been visiting 
 him in Japan. Now I do not live very far from Japan and I 
 should love to have you come to spend a day with me. I live 
 in Seoul, Korea; my name is Wang Ken, and I am a Chris¬ 
 tian boy. 
 
 Please come on-if you possibly can ana I will expect 
 
 you on the morning boat. 
 
 Your friend, 
 
 Wang Ken. 
 
 II. Development. 
 
 The lesson is given, in easy conversational style, 
 by the leader, who much of the time acts 
 as the mouth piece of the imaginary Wang 
 Ken. Use dolls and Korean village 
 wherever possible. 
 
 A. Introduction. 
 
 1. Children vote to accept kind invitation of 
 
 Wang Ken. 
 
 2. Leader explains how to get to Korea. 
 
 a. By train, across our country to San 
 Francisco. 
 
 b . By steamer to Yokohama and Nagasaki. 
 
 c. By ferry—one night—to Korea. 
 
 B. The Day with Wang Ken. 
 
 i. Introductions. Wang Ken meets his new 
 friends and a few moments are occupied 
 in comparing clothes, hair, eyes, etc., and 
 noting differences. 
 
KOREA 
 
 21 
 
 2. Wang Ken’s home. 
 
 a. Leader explains that Wang Ken wants 
 them to see where he lives. 
 
 b . Children pass up a street, unpaved, with¬ 
 out sidewalks and with a ditch along the 
 side for a sewer. 
 
 c. Exterior. House of mud or plaster with 
 thatched roof (show house). The red 
 objects on the roof are red peppers which 
 are placed there to dry. Note absence of 
 windows and chimneys. 
 
 d. Interior. Mud floor and walls, no chairs 
 or bed. A few dishes and what looks like 
 a small paddle. One of the boys asks 
 Wang Ken when he uses this, as he sees 
 no water near by. Wang Ken explains 
 that the paddle is what his mother irons 
 his clothes with, first ripping them to 
 pieces,—everyone thinks this a queer way 
 to iron ! 
 
 e. Some one asks how the house is warmed 
 and where the family sleeps. Wang Ken 
 takes them out of doors and shows them a 
 little hole close to the ground and explains 
 that a fire is made in there and the heat 
 passes through flues, all under the floor, 
 which, in this way ? is warmed. Then 
 this makes a very comfortable place on 
 which to sleep on a cold night. 
 
 3. Field Day sports. 
 
 a. Wang Ken hurries all the children off to 
 
22 
 
 OUTLINES FOR JUNIOR LEADERS 
 
 see the kite flying in a big field outside the 
 
 b. The kites—made of bright colors with 
 long streamers. On the strings of the 
 kites are tied broken bits of glass. 
 
 c. Children exclaim when they notice that 
 many of the people in the field, with kites, 
 are men; and some even quite old. 
 
 d . Explain that the real fun comes when the 
 kites are high in the air and each kite 
 flyer tries to cut the string of his neighbor 
 by means of the broken glass. As the 
 kites come down, one by one, the crest¬ 
 fallen owner picks up his property and 
 withdraws from the field. Call attention 
 to*a little boy who, in his excitement over 
 the sport, has thoughtlessly touched a 
 string and now his hands are bleeding. 
 Everyone congratulates the man who is 
 able to keep his string unbroken and his 
 kite flying. 
 
 4. The dinner at Wang Ken’s house. 
 
 a. The sports over, everyone returns to 
 Wang Ken’s home for dinner. 
 
 b. In the courtyard, in front of the house, 
 the children meet Wang Ken's father and 
 mother. Show dressed dolls or outlines 
 (Fig. 14) and call attention to father’s 
 long, glistening white coat and queer, 
 black stovepipe hat with band under 
 the chin, and his mother’s full white 
 skirts, short jacket and long cloak-like 
 covering over her head. 
 
KOREA 
 
 23 
 
 c. Leader describes how everyone sits upon 
 the ground and eats boiled rice served in 
 
 o 
 
 brass bowls, red peppers, turnips and 
 melons. Because Wang Ken has visitors, 
 the neighbors crowd around and watch 
 the meal through. 
 
 5. Visit, in the afternoon, to Wang Ken’s 
 church where service is to be held. 
 
 a. The building—a plain, square building 
 with a tiled roof. Inside it is like a barn 
 with a platform in front. There are no 
 chairs. A curtain divides the room length¬ 
 wise through the center. Explain that the 
 men sit on one side of the curtain and the 
 women on the other—never together. 
 There are shelves along the sides of the 
 building where the enormous hats of the 
 women are piled. 
 
 b. The service. Here the room should be 
 very quiet as the leader describes the 
 beautiful service—the singing of the old, 
 familiar tune with Korean words : 4 ‘ There 
 is a Fountain filled with Blood”; the 
 prayer by the Korean pastor, followed by 
 all in the audience, praying together, and 
 out loud, their own individual prayers. 
 It sounds like the murmuring of the tide 
 of a great ocean. Then there is a sermon 
 by the pastor to which everyone gives 
 good attention and occasionally some one 
 softly murmurs approval of what is said. 
 
 c. At the close, all the Korean women gather 
 
24 
 
 OUTLINES FOR JUNIOR LEADERS 
 
 about the American children, look closely 
 at their clothes, pat their hands gently and 
 smilingly tell them how glad they are to 
 see them. 
 
 C. The farewell to Wang Ken. The visit in 
 Korea is over and the children must take 
 their leave. Wang Ken, instead of say- 
 ing “good-by,” keeps repeating, accord¬ 
 ing to the custom of his country, “May 
 you go in the peace of God.” 
 
 III. Concluding Prayer for the Christian boys 
 and girls in Korea, that they may be true 
 and strong in the love of Jesus. 
 
 Btrectiottg for ®se of SUustratibe jWaterial 
 
 Note.— For cuts see page 25. 
 
 The Korean Boy 
 
 Fig. 12. For the Korean doll a Japanese doll 
 may be redressed in a clean white muslin suit 
 of short jacket tied around the waist and loose 
 trousers. His hair should be plaited in one or 
 two braids. This hair may be made of black em¬ 
 broidery silk. 
 
 Fig. 13. To make this Korean house cut two 
 pieces of brown cardboard in the shape of the 
 front of the . house. (To have a symmetrical 
 pattern, fold a large piece of paper; starting 
 
KOREAN BOY 
 
2 6 OUTLINES FOR JUNIOR LEADERS 
 
 from the fold draw one half the front, whatever 
 length you desire ; cut this drawing out, when open 
 it will be the correct pattern.) Paste these two 
 pieces to the front and back side of a shoe box, the 
 roofs should rise above the box, however, as they 
 are to be sewed together at A A A. Either thatch 
 the roof with equal lengths of brown raffia or paint 
 it in brownish streaks to represent thatching. Cut 
 a door and window. Paint the entire house brown, 
 unless you choose to cover it with moulding clay. 
 Set the house inside the lid of a dry-goods box, 
 which will form the fence. Either paint the yard 
 green or put in green blotting paper. 
 
 Note. —The houses in Korea are all one-storied—probably 
 to make it impossible to spy into another yard! 
 
 Wang Ken’s Father and Mother 
 
 Fig. 14 is Wang Ken’s father. He should wear 
 a loose white coat. Over the topknot on his head 
 he wears a queer black hat perched high up, rest¬ 
 ing on a crownless skullcap of black gauze, tied 
 tightly under his chin. A simple outline of this 
 figure could be made on cardboard. 
 
 Fig.IS is Wang Ken’s mother as she appears on 
 the street. She wears a very full skirt and a short 
 jacket, and over her for out-of-door wear she puts 
 a cloak with sleeves (in which she never puts her 
 arms) which covers her head and her face if she 
 wishes. 
 
Chapter III: <2£>ur JHetoest Cousins 
 
 The Filipinos 
 
 I. Preparatory Work. 
 
 A. Invitations and offering bags. 
 
 1. Invitations to be given out month previous 
 
 to meeting. 
 
 Dear American Cousin :— 
 
 Since your Uncle Sam is our uncle too, 
 
 We want to become acquainted with you, 
 
 So please fill this flag with nickels and dollars 
 And next month we’ll meet with you junior scholars. 
 
 Lovingly, 
 
 Your Newest Cousins. 
 
 2. Offering bags. Buy a quantity of Ameri¬ 
 
 can flags (5x3 inches). Fold each flag 
 in half, stitch three sides on a sewing 
 machine to form the bag and run a draw 
 string through the top. 
 
 B. Something for the Juniors to find out:— 
 
 1. Who these new cousins are. 
 
 2. When they became nieces and nephews of 
 
 our Uncle Sam. 
 
 3. Who first discovered them? When? 
 
28 OUTLINES FOR JUNIOR LEADERS 
 
 C. Material the leader will need. 
 
 1. Have a large table covered with blue paper 
 
 (cr£pe or tissue) to represent water. On 
 this lay pieces of heavy green cardboard 
 cut in the shape of the actual islands of 
 the Philippine group (see an atlas or 
 geography). Make the Island of Luzon 
 large enough to hold your model of a 
 Filipino hut, palm trees, etc. 
 
 2. Small Spanish boat (see Fig. 16). 
 
 3. American flag on a standard (small). 
 
 4. Filipino hut (see Fig. 18). 
 
 5. Palm trees (see Fig. 4). 
 
 6. Grains of rice and sugar. 
 
 7. Boy doll dressed as Filipino (see Fig. 20). 
 
 8. Bible, tied with cords. 
 
 II. Our Newest Cousins. 
 
 A. Question: Who discovered our cousins? 
 We did not find them ourselves, for it was 
 only a few years after Christopher 
 Columbus discovered the way to our own 
 land America, that another Spaniard, 
 Magellan, also certain that the world was 
 round, started from Spain across the 
 Atlantic, through the Straits of Magellan 
 (named for him) to the Pacific Ocean 
 (which he named). Tell of his adven¬ 
 tures. 
 
 1. His Discoveries (show ship). 
 
 a. In 1521, King Philip of Spain gave him 
 ships for his expedition. After reaching 
 
30 OUTLINES FOR JUNIOR LEADERS 
 
 the Pacific Ocean, food gave out, all his 
 sailors grew sick and would have died but 
 one glorious morning they saw an island 
 (place ship on “ ocean ” near an “ island ”) 
 with fruit trees, and landed. 
 
 b. The natives welcomed Magellan gladly at 
 all the islands,—he made them happy by 
 gifts of beads and toys. He named all 
 the islands “the Philippines,” in honor of 
 King Philip of Spain. 
 
 c. At one island, Cebu, he became a friend 
 of the King, who was baptized and became 
 a Catholic, whereupon a huge cross with 
 a crown was put up on a hill near the sea 
 to show that the King of Spain owned the 
 land. 
 
 2. The Result of Magellan’s Discoveries. 
 
 a. The Spaniards forced all the people on 
 the islands to become Roman Catholics at 
 King Philip’s command. 
 
 b. The Spaniards were exceedingly unfair to 
 the Filipinos in many ways; in 1898 
 Admiral Dewey sailed over, conquered 
 the Spaniards and made the Philippines 
 United States territory. (Place United 
 States flag on the islands.) 
 
 B. How our cousins feel toward the United 
 States. 
 
 1. Emphasize the fact that because the Fili¬ 
 pinos hated the cruel Spaniards who had 
 ruled them, they now distrust the United 
 
OUR NEWEST COUSINS 
 
 3 1 
 
 States and fear harm will come to them. 
 Tell how the women hide their babies 
 when a white man. appears because they 
 are afraid he may steal them or bewitch 
 them. 
 
 2. Our kind American missionaries have 
 opened the eyes of the people to see how 
 good the United States means to be to 
 them. 
 
 C. Take the Juniors on an imaginary trip to a 
 Philippine Island village, telling about 
 the numberless tropical trees, bamboo, 
 banana, cocoanut and palm trees (here 
 place the palm trees on Luzon) where 
 chattering monkeys scamper from tree to 
 tree. There are also great fields every¬ 
 where, sugar plantations (scatter sugar 
 over a small part of Luzon) and rice fields 
 (scatter rice over another small area). 
 
 1. The houses are built of bamboo, with 
 
 thatched roofs, usually raised from the 
 ground about six feet. Often very sudden 
 and terrible whirlwinds will blow the 
 houses down (place the hut among the 
 palm trees). The windows are of trans¬ 
 parent mother-of-pearl, the inner shells of 
 a certain kind of oyster, fitted into the 
 framework. 
 
 2. Our newest cousin : Juan. 
 
 a. His appearance,—brown skin, straight 
 black hair, no shoes, no stockings, thin 
 
32 OUTLINES FOR JUNIOR LEADERS 
 
 trousers and a loose shirt which hangs 
 outside, instead of being tucked in at the 
 waist. A rattan hat, made in the shape 
 of a cone, protects him from the sun. 
 
 b. His play is—fishing; going hunting in the 
 forest with his father ; capturing a monkey 
 to tame ; riding around on his father’s big 
 water buffalo. He especially loves this 
 buffalo, which is used (like a horse) to do 
 the work on the plantations. Every few 
 hours the big animal must have a drink 
 and walks right down into the water with 
 Juan on his back. Wild buffaloes are ex¬ 
 tremely dangerous and difficult to catch. 
 Sometimes Juan goes with his father on 
 an exciting buffalo hunt in the forests. 
 
 c. Juan has no school, but he learns from 
 his father how to 
 
 (1) Cut down bamboo trees and build a 
 new house. 
 
 (2) Climb the tall cocoanut trees with 
 their smooth trunks and get a juice, 
 called tuba, from a cut at the very top 
 of the tree. 
 
 3. Our Cousin’s Religion. 
 
 a. Question : What did Magellan’s Spanish 
 sailors force the Filipinos to become? 
 
 b. Explain that the priests who went to 
 teach the people about God, did not tell 
 the truth,—instead of telling how kind and 
 loving God was they scared the people 
 and tried to get money from them. The 
 
OUR NEWEST COUSINS 
 
 33 
 
 people were absolutely forbidden to read 
 the Bible on penalty of a large fine and 
 punishment. 
 
 c. Although Juan and his neighbors go to 
 a church and pray to our God, they know 
 nothing about Him or about Jesus as we 
 know it, and in their hearts they fear evil 
 spirits as the heathen do. (Illustrate this 
 fear of evil spirits.) 
 
 D. Opening the Bible for our Cousins. 
 
 1. Place a copy of the Bible, previously tied 
 
 with cord, on the Island of Luzon. Put 
 the doll, Juan, beside it. Begin asking 
 him various questions, in answer to which 
 he should sadly shake his head. Let the 
 Juniors suggest questions too. 
 
 a. “Juan, do you know what the first book 
 in the Bible is ? ” 
 
 b. “Well, you know the Lord’s Prayer, of 
 course, don’t you ? ” 
 
 c. “You have learned the Twenty-third 
 Psalm, haven’t you?” 
 
 d. “ How about the Ten Commandments? ” 
 
 e. “You know about Jesus, so can’t you 
 repeat the verse in which He said He 
 wanted all the children to come to Him?” 
 etc. 
 
 2. The leader should be familiar with her 
 
 denominational work in the Philippines 
 and at this point should tell some true 
 stories of what the missionaries have 
 
34 OUTLINES FOR JUNIOR LEADERS 
 
 done; but as there aren’t half enough 
 missionaries to go around, our little Juan 
 and all his village have not heard the 
 good news yet. What can Juniors do to 
 remedy this? Give ! 
 
 3. Have the Juniors march around the room 
 depositing their flags on the green islands 
 around the bound Bible. The leader 
 then should ask some boy who has a knife 
 to come forward to cut the cords. Then 
 she should ask what they would like 
 Juan to read first in his open Bible; let 
 them make their own suggestions. Open 
 at the passage, read it, and leave it open 
 before Juan. 
 
 III. Conclusion. 
 
 A. Song —some hymn about the Bible, such as 
 
 “Jesus loves me, this I know, for the 
 Bible tells me so,” or “ Praise God for the 
 Bible,” or “ I love to tell the Story.” 
 
 B. Prayer: that Junior boys and girls the 
 
 world over may give so generously that 
 all the Filipinos may have open Bibles 
 and teachers to explain about God’s 
 wonderful love. 
 
OUR NEWEST COUSINS 
 
 35 
 
 ©tmftons for Use of SUustratibe jfWaterial 
 
 Note. —For cuts see pages 29, 37. 
 
 Magellan’s Ship 
 
 Fig. 16. To make a symmetrical pattern for the 
 ship fold a piece of newspaper and draw one half 
 of the ship (see dotted line on Fig. 17) as large as 
 you may desire. Cut this out and then open the 
 correct pattern, lay it on a large piece of brown 
 cardboard, mark the outline and cut out. Fold at 
 XX. Sew A A and BB together. At C C curve 
 the sides of the ship out. Lay the vessel at this 
 point on the brown cardboard and trace with a 
 pencil the outline of the sides (outside). Cut this 
 outline, and lay it in the ship to form a deck. 
 Punch a hole in the deck for the mast to go through 
 and rest in a spool underneath the deck. Tack 
 this spool to the deck with a nail. Make the sail 
 from a piece of paper. 
 
 The Filipino Hut 
 
 Fig. 18. This Filipino hut is simple to make. 
 For a pattern cut one of the sides from paper, then 
 lay it on light brown cardboard and mark the out¬ 
 line four times, as in Fig. 19. Cut this out and fold 
 on dotted lines. B is a flap to be pasted under the 
 side it meets. Flaps marked A are to be sewed 
 together to form an under roof. Flaps marked C 
 are to be folded under and pasted to a floor to hold 
 
36 OUTLINES FOR JUNIOR LEADERS 
 
 it up in place, this floor to be made of a square 
 piece of brown cardboard. Sew equal lengths of 
 brown raffia to the roof to form the thatching. 
 
 The Filipino Boy 
 
 Fig. 20. For this Filipino doll use one of the 
 dolls dressed as a Hindu described in Fig. 29. 
 Redress it in a loose shirt and short trousers and 
 make a hat shaped like a cone as follows : Make a 
 good sized circle, cut it from A to B, move A B 
 over to A C and sew it there. Then take equal 
 lengths of yellow raffia and sew it down to the 
 hat. (Fig. 21.) 
 
/ 
 
Chapter IV: $5urma 
 
 Lesson I. Little Scenes in Burma 
 
 I. Introductory Suggestions for the Leader. 
 
 A. Something for the Boys and Girls to find 
 
 out. 
 
 1. Why is Burma called the “Land of 
 
 Pagodas”? 
 
 2. What beautiful jewel is found in Burma? 
 
 3. What valuable timber? 
 
 4. Why is it said that a stick, stuck in the 
 
 ground in Burma, will grow? 
 
 B. Material. A toy aeroplane (perhaps one of 
 
 the boys has one which he would be glad 
 to bring and manipulate). 
 
 A doll in Burman dress (Fig. 23). 
 
 A strip of yellowish brown paper 18 x 3 
 inches. On it make some Burmese char¬ 
 acters in black (Fig. 22). 
 
 Pictures of Adoniram Judson. 
 
 C. Preliminary explanations by leader. 
 
 1. Location of Burma, method of reaching the 
 
 country, etc. 
 
 2. General characteristics. 
 
 a. Climate. Excessive heat, making um¬ 
 brellas and pith hats a necessity. 
 
BURMA 
 
 39 
 
 b. Country. Beautiful, green fields, good 
 English roads, handsome trees and lovely 
 bright red and yellow flowers. 
 
 c. Animals. Queer, little scrawny horses, 
 big crows, water buffaloes, elephants, 
 green parrots and beautiful blue birds. 
 
 d. The houses. Often only of plaster or 
 mud, with straw roofs, if the people are 
 poor. If wealthy, of plaster, often two 
 stories high. 
 
 e. The people. Show doll, and speak of 
 bright colors used—-flowers, jewelry, etc. 
 Faces never covered; women never shut 
 away from sunshine and other people. 
 
 II. The Ride in the Aeroplane —as the quick¬ 
 est way by which to see many interesting 
 things. 
 
 A. The Irrawady River. There are plenty of 
 big fields along by the river where the 
 aeroplane can land, so a stop will be 
 made here, and a walk taken to the edge 
 of this beautiful river that runs through 
 Burma from north to south for more than 
 nine hundred miles. 
 
 i. Describe the scene, many people in the 
 water. 
 
 a . One taking a bath. 
 
 b. Some washing clothes. 
 
 c. Others cleaning vegetables for dinner. 
 
 d. Little children playing and swimming. 
 
40 OUTLINES FOR JUNIOR LEADERS 
 
 e. Woman with a brass jar, filling it with 
 water, balancing it on her head, and 
 walking away to her home. 
 
 2. Point out the fact that people are in the 
 habit of doing all these things in the open, 
 and are not particular about having dif¬ 
 ferent water for different duties. 
 
 B. The Monastery Library. After a ride of 
 twenty-five miles a stop is made at Hen- 
 zada, where some priests live in a dark, 
 old monastery. The visit is made to see 
 what a Burman library is like. 
 
 1. Call forth from children a description of an 
 
 American library, with its big windows 
 and walls lined with books. 
 
 2. Take them up a dark, winding stairway to 
 
 a closed, dusty room, lighted only by 
 one window. Make the children see a 
 big, bare room, the walls lined with what 
 appear to be closets with wooden doors. 
 
 3. Ask the priest where the books are, and he 
 
 will open one of the big closets and take 
 out long strips of yellowish paper, cov¬ 
 ered with queer looking black characters. 
 Explain to the children that these are 
 Burman books, the only kind the Bur¬ 
 mese have, and that very few ever read 
 them. 
 
 4. Make the point that the people do not read 
 
 or know all the wonderful things found in 
 books. 
 
 > 
 
BURMA 
 
 4 1 
 
 C. The Village. Again a stop is made—this 
 time at a village that has a very queer 
 name, Aung Pen Lei, but a very thrilling 
 story connected with it. 
 
 1. Describe the poor little village, the rough, 
 
 winding paths for roads ; the rude huts of 
 straw often raised five or six feet above 
 the ground on stilts; the dogs, cows, 
 goats and hens; the dirty men, women 
 and children. 
 
 2. Now point out a house which can be seen 
 
 a little apart from the others and sur¬ 
 rounded by trees. It is a very small, 
 one-room chapel or church with a thatch 
 roof. 
 
 3. Tell the story of how this house came to be 
 
 built. Once upon a time a man left our 
 dear United States and went to Burma 
 to tell the people about Jesus. There 
 was a wicked king ruling in that country. 
 He took this man, threw him into prison, 
 and kept him there for nine months. Fi¬ 
 nally the man escaped, and afterward 
 lived many years in Burma. The people 
 learned to love him, and later many gave 
 their hearts to Jesus because of him. 
 Now this chapel has been built right on 
 the spot where the prison stood, and men 
 and women go there to praise God and 
 thank him for sending to them this man, 
 whose name was Adoniram Judson. 
 (Show his picture.) 
 
42 OUTLINES FOR JUNIOR LEADERS 
 
 D . The School. The last stop of the aeroplane 
 is at Mandalay. 
 
 1. Here there is a Christian school for Burman 
 
 girls. Through the open door can be 
 seen rows and rows of little girls in bright 
 skirts and white jackets, who look slyly 
 at us out of the corners of their bright 
 eyes. 
 
 2. The Lesson in English. Upon entering 
 
 the room it is found that the girls are 
 studying the English language, somewhat 
 after this fashion. (This dialogue could 
 well be taken by several of the boys and 
 girls, in costume or not.) 
 
 Teacher: “ Ma Mo, you may close the 
 door. MahYu,what has Ma Mo done?” 
 
 Mali Yu: “Ma Mo is ... is close the 
 door.” 
 
 Teacher: “That is wrong? Ma Mary, 
 what has Ma Mo done?” 
 
 Ma Mary: “ Ma Mo has closed the door.” 
 
 Teacher: “ That is right. You may stand 
 in the chair. Mah Yu, what is Ma Mary 
 doing ? ” 
 
 Mah Yu: “ Ma Mary is ... is stand 
 chair.” 
 
 Teacher: “ No. Ma Mo, you may answer.” 
 
 Ma Mo: “ Ma Mary is stand . . . ing on 
 the chair,” etc. 
 
 3. Now the school lessons are over, and 
 
 the girls stand to repeat together in their 
 own language the Twenty-third Psalm. 
 
BURMA 
 
 43 
 
 They begin to sing, and, oh joy ! how 
 sweet and familiar the song they sing. 
 The Junior Society sings : — 
 
 “ I think when I read that sweet story of old, 
 
 How Jesus came down among men,” etc. 
 
 III. Conclusion. 
 
 A. Farewell to the beautiful country of Burma. 
 
 B. Thankfulness in the hearts of the children 
 
 that some of the Burman boys and girls 
 know that song about Jesus, who died to 
 save them. But why were so few singing 
 it? We wonder. 
 
 C. Prayer for the boys and girls of Burma. 
 
 Lesson II. Burman Bells 
 
 This lesson might be substituted for the foregoing one on 
 Burma. It would form a very attractive Christmas Exercise. 
 
 I. Suggestions for the Leader. 
 
 A. Material needed. 
 
 An image of Buddha (from Mission Rooms. 
 It can be modelled from clay if one has 
 a supply and is in the habit of using it). 
 A few flowers (real or artificial). 
 
 A piece of yellow or gold colored paper, joss 
 sticks. 
 
 A doll in Burman dress (Fig. 23). 
 
44 OUTLINES FOR JUNIOR LEADERS 
 
 B. Invitations—written on the back of the 
 
 Burman temple bells (Fig. 24). These 
 could be sent or given to the Juniors. 
 If the exercise is used at Christmas, 
 some of these yellow bells could be 
 used, with our own familiar red ones, to 
 decorate the room. 
 
 C. A child in costume. Costume could be pro¬ 
 
 cured from Methodist or Baptist Mission 
 Rooms or easily made. Use bright calico 
 for the skirt, a strip two yards around. 
 Do not gather or put into a band. Draw 
 it tight in back and tuck all the fullness 
 in the front. The jacket may be white 
 or figured, loose, more like a short 
 kimono. A bright colored scarf is 
 thrown about the shoulders, the ends be¬ 
 ing uneven, and flowers are put in the 
 hair, which is dressed high on the head. 
 
 D. Poems from “The Missionary Speaker” 
 
 (American Baptist Foreign Missionary 
 Society, Boston) might be introduced in¬ 
 to the program, pp. 104, 105: “The 
 Burman Girl’s Lament,” “The Burman 
 Girl’s Joy.” 
 
 II. Program. 
 
 A. Leader explains that the yellow temple bells 
 of brass ring in all the temples of Burma, 
 with a soft and gentle tinkle, calling the 
 people to worship. What is it that they 
 worship and how do they do it ? Let us see. 
 
BURMA 
 
 45 
 
 B. A workshop in a Burman village. 
 
 1. Men are sitting upon the ground. The 
 
 shop has a roof overhead and is open in 
 front. There are blocks of wood all 
 around. 
 
 a. They chip away at the block until a head 
 takes shape, then a neck, shoulders, arms 
 and hands. Eyes, ears, etc., are made 
 with the sharp knife. 
 
 b. They cover it with gold leaf or white 
 paint. 
 
 c. Then they place it upright in the front of 
 the shop for sale. 
 
 2. What have these men made? Did they 
 
 make it with their hands? Ask other 
 questions to bring out the point that the 
 idol is of wood and made with man’s 
 hands. 
 
 C. A temple, where Buddha sits amid flowers 
 
 and incense. 
 
 1. Notice his sitting posture, his calm expres¬ 
 
 sion of face. 
 
 2. H ave children compare their ears with his, 
 
 the lobes touch his shoulders. 
 
 3. Call attention to his fingers—all of the 
 
 same length. Tell the story of how a 
 Burman mother looks at her baby’s 
 hands, hoping that her child will be the 
 new, promised Buddha. 
 
 D. The Worship of Buddha. The incidents 
 
 have been actually witnessed in Burman 
 
4 6 OUTLINES FOR JUNIOR LEADERS 
 
 temples. The image of Buddha should 
 be placed upon a table and the incense 
 lighted before him. Have some one, 
 unseen, ring some little tinkling bell 
 during this part of the exercise and during 
 the song. 
 
 1. Child in costume comes forward. The 
 
 leader asks her to worship the idol by 
 using the Burman formula : Pu Ya' Shi 
 Kok The child kneels before the idol 
 and offering her flowers, bows with her 
 head to the ground. She withdraws. 
 a. Question Juniors as to the efficacy of the 
 offering, likelihood of an answer to the 
 prayer. 
 
 2. Same child, described as too poor to bring 
 
 any other offering, comes forward to the 
 idol with a glass of water. She throws 
 it over him, kneels and bows her head to 
 the ground. 
 
 a . Again draw from the children their 
 opinions in regard to this kind of offering. 
 Does the god have pity on the child 
 because she is so poor? 
 
 3. Child with sick baby (doll) in her arms, 
 
 stops to buy five rupees ($1.50) worth of 
 gold paper (yellow paper) and then 
 advances to the god. She sticks the gold 
 leaf on the hand of Buddha and kneels 
 before him—all this in the hope that the 
 baby will be made well. 
 a . See that the Juniors understand all her 
 movements. 
 
BURMA 47 
 
 b. Talk with them about this method of 
 healing the sick. 
 
 c. Does the idol pity the little, sick baby ? 
 Will he heal? Can he heal? 
 
 E. Song. To the music of the old hymn: 
 “ Saviour, like a Shepherd lead us,” all 
 the Juniors unite in singing the following 
 words which have been written on the 
 blackboard:— 
 
 Hear the Burman bells a-ringing 
 In the temples where they swing, 
 
 As they call the dark skinned children 
 From their play, to idols grim. 
 
 Burman Bells 
 Temple Bells 
 
 Listen to their ding, dong, ding. 
 
 Saviour, dear, we pray that Burma’s 
 Temple bells may ring for Thee, 
 
 And the idols be forgotten 
 While the children worship Thee. 
 
 Burman Bells 
 Temple Bells 
 
 Ring for Jesus, loud and clear. 
 
 III. Conclusion. 
 
 A. Repeat together, God’s first commandment. 
 
 B . Prayer that the idols may be thrown away 
 
 and the people worship the true God. 
 
 Note on Burma. 
 
 The children may be interested in the Burmese version of 
 “Thirty days hath September,” etc.,— 
 
 “Ka, kha, ga, gha, nga, Taninla 
 Sa, hsa, za, zha, nya, Ainga 
 Ta, tha, da dha, na, Sanay,” etc. 
 
4 8 
 
 OUTLINES FOR JUNIOR LEADERS 
 
 This refers to days of the week and not to months, how¬ 
 ever, for Burmans divide their alphabet among the days of 
 the week, and a child born on Taninla (Monday) must have 
 a name beginning with K, G or N, and when he is old enough 
 to go to the pagodas, the nature of the offering he carries is 
 determined by the day of his birth, for each day is under the 
 protection or subject to the fury of some animal, e. g ., the 
 tiger rules Monday ; the lion, Tuesday ; the elephant, Wednes¬ 
 day ; the rat, Thursday; the guinea pig, Friday; the dragon, 
 Saturday ; and a weird combination of bird and beast rules 
 Sunday. 
 
 Directions for 5Hse of Mustratibe Jtlaterial 
 
 Note. —For cuts see page 49. 
 
 A Burman Book 
 
 Fig. 22. This figure gives an idea of some 
 Burman characters, chosen at random. On vour 
 18 x 3 strip of brown paper repeat these characters 
 until you have filled all the space. 
 
 A Burman Doll 
 
 Fig. 23. A black-haired, dark-eyed doll should 
 be used to represent the Burman girl. Pile her 
 hair high on her head, leaving one end hanging 
 out, as in the drawing. Decorate with an artificial 
 flower. The skirt should be made of striped ma¬ 
 terial, red or pink, sew the ends together with 
 stripes going around the skirt, not up and down. 
 Put the skirt on the doll, draw it tight in back, 
 pinning all the fullness in the front. A loose white 
 
Fig. 23 Fig. 22 
 
 
5 ° 
 
 OUTLINES FOR JUNIOR LEADERS 
 
 jacket with flowing sleeves and a bright silk scarf 
 thrown round the shoulders (one end should be 
 longer than the other) will complete the costume. 
 
 A Burman Bell 
 
 Fig. 24. The outline of this Burman bell can be 
 traced on thin paper and then the bells cut from 
 yellow cardboard. On the reverse side, write an 
 invitation to the meeting, giving time and place. 
 If preferred, the following lines might be used :— 
 
 Please come on-next to hear 
 
 About this yellow bell so dear 
 That far away in Burma swings 
 And softly, in a temple, rings. 
 
Chapter V: 3tabta 
 
 Lesson I. An Elephant Ride 
 
 I. Suggestions for the Leader. 
 
 A. Something for the Boys and Girls to find out. 
 
 1. How many people live in India? 
 
 2. Who rules India? 
 
 3. What happened in 1857? 
 
 4. What was the Durbar? 
 
 B. Material. A set of papier-mache jungle ani¬ 
 
 mals, elephant, lion, etc. (Often found 
 at Five and Ten Cent Stores.) 
 
 A poor man’s hut (Fig. 26). 
 
 Rich man’s house (Fig. 27). 
 
 Three dolls (Figs. 28, 29). 
 
 Model of a well, made of stones or clay. 
 Pictures of Pundita Ramabai. 
 
 C. Invitations (Fig. 25). 
 
 & 
 
 D. Introduction. 
 
 1. Give name of country and its location. 
 
 2. Describe mounting of an elephant: The 
 
 elephant kneels and the passengers climb 
 upon his back, by means of a short ladder. 
 
 3. Leader conducts the lesson as though she 
 
 were the guide and points out the interest¬ 
 ing things along the way. 
 
52 OUTLINES FOR JUNIOR LEADERS 
 
 II. The Elephant Ride. 
 
 A. The country. Call attention to the dry and 
 
 parched ground, brown grass, the cloud¬ 
 less sky and the intense heat. Take the 
 path through a jungle and show animals 
 found there. Speak of large trees, heavy 
 vines, etc. 
 
 B . A village. Suggest that all dismount and 
 
 stroll up the main street. 
 
 1. Poor man’s hut—use model. 
 
 2. Roadside shrine gaudily painted, with an 
 
 ugly god inside. 
 
 3. Rich man’s house. Call attention to zenana 
 
 and dwell upon its use—the place where 
 the women and children live. 
 
 C. The People. 
 
 1. In general—dark-skinned, with straight 
 
 black hair, brown eyes. 
 
 2. The children. 
 
 a. The boys (show doll). 
 
 (1) Speak of his loose dress, his big tur¬ 
 ban, which he always wears, his bare feet, 
 etc. 
 
 (2) Give him the name of Nursai. 
 
 b. The girls (show two dolls). 
 
 (1) The high-caste doll, Salala by name. 
 («) Call attention to her dress, her 
 jewelry, etc. 
 
 (2) The widow, Naveena by name. 
 
 (a) Always dressed in white, more or 
 less clean. 
 
 (b) Without any jewelry—head shaved. 
 
INDIA 
 
 53 
 
 (3) Make clear the meaning of caste. 
 
 (a) Refer to caste mark on the fore¬ 
 head of Salala. 
 
 (/;) Describe briefly the life of an out¬ 
 cast or a widow. 
 
 (c) Explain that the people are really 
 oppressed by these iron-bound rules of 
 caste. 
 
 D. Intermission. While elephants rest, describe 
 the life that these three children—Nursai, 
 Salala, Naveena—lead. 
 
 1. Their homes—refer again to models. 
 
 2. Their food—curry, rice, bananas, sugar 
 
 cane. 
 
 The rice is rolled into little balls and 
 tossed into the mouth. The fingers are 
 always washed, when the meal is finished, 
 with water from a brass bowl. 
 
 3. Their play—the simple games of childhood 
 
 —for the first few years, then the girls are 
 forced to remain in the zenanas. 
 
 4. Their religion—the worship of idols. 
 
 B. Pundita Ramabai. The last stop on the ele¬ 
 phant ride is at the home of Ramabai. 
 Introduce her to the Juniors by means of 
 her picture. Tell them a little of her 
 story. 
 
 1. Her childhood (show Salala). 
 
 a . Her kind father. 
 
 b. Her education. 
 
54 OUTLINES FOR JUNIOR LEADERS 
 
 2. Marriage and widowhood (using Naveena 
 
 to illustrate). 
 
 3. Visit to England and America. 
 
 a. Describe how Jesus came into her life. 
 
 4. Her work among the girls of India. 
 
 a. Their life at Kedgaon. 
 
 b. Tell about the ten wells (show model) 
 which she has built that her fields and 
 children may have water in the dry season. 
 She has named them for the fruits of the 
 Spirit. Gal. v. 22, 23. 
 
 c. Dwell upon the fact that many of these 
 girls learn to love Jesus. 
 
 5. Have the children understand that Ramabai 
 
 is still living and that they may think of 
 her and pray for her. 
 
 III. Conclusion. A short prayer for the boys 
 and girls of India and for Pundita Rama¬ 
 bai in her useful and loving work for her 
 people and her Saviour. 
 
 <Efje Pest £§>f)e iJtteto 
 
 There was a little Hindu girl, 
 
 She was about so tall ( measuring ), 
 
 Each morning she had rice to eat, 
 
 But didn’t eat it all. 
 
 O no ! she took a little out, 
 
 About so much, I think {holding out hand), 
 And gave it to a wooden god 
 That couldn’t eat nor drink. 
 
INDIA 
 
 55 
 
 She laid it down before his face, 
 
 And said a little prayer (clasping hands) ; 
 
 The idol could not see nor hear, 
 
 For her he did not care. 
 
 She did the very best she knew, 
 
 ’Twas what her mother taught her; 
 
 She thought the idol old and grim 
 Could help her little daughter. 
 
 I want that little Hindu girl 
 
 To love our Lord in glory {looking up), 
 
 And I’ll do all I can to help 
 Send her “the old, old story.” 
 
 —From The Missionary Speaker. 
 
 “Jesus EotieS ifle” 
 
 (In Telugu) 
 
 Yesu nan-nu pre-mis-tu 
 Tan-na Yod-da pil-che-nu. 
 Dan-ni Sat-ya Veda-mu 
 Na-ku by-lu-par-tsu-nu. 
 
 Chorus : 
 
 Yesu pre-min-tsu-nu; 
 Nan-nu prk-min-tsu-nu. 
 Nin-nu pre-min-tsu-nu; 
 Ma-Veda chep-pe-nu. 
 
 Lesson II. What the Gospel Story Can Do 
 
 I. Suggestions for the Leader. 
 
 A. Preparations. 
 
 1. An idol on a little stand with incense burn¬ 
 
 ing before it. 
 
 2. Two girls in costume. For the first girl 
 
 six yards of yellow or pink cheese cloth 
 
5 6 OUTLINES FOR JUNIOR LEADERS 
 
 for a sari, a bright colored, short sleeved 
 jacket, rings, bracelets, chains, earrings, 
 a nose ring (a bead fastened at her nose 
 with a bit of court plaster), a conspicuous 
 caste mark on her forehead (made with 
 colored chalk), and rings, a bell or some¬ 
 thing on her ankle that will tinkle. For 
 second child, a widow, six yards of white 
 cheese cloth, a white waist. Sari should 
 be kept over her head as her head is sup¬ 
 posed to be shaved. No ornaments of 
 any kind. Flowers or a wreath for each 
 child. 
 
 3. Rehearsal—fifteen minutes is all that is 
 needed to make this exercise pass oft' 
 smoothly. The two girls will very quickly 
 catch the idea which the leader wishes to 
 bring out. 
 
 II. Dialogue. 
 
 A. The two girls enter, with sad, sober faces, 
 
 walk up to the idol, offer their flowers, 
 and bow themselves to the ground before 
 it. They turn and salaam to the audience 
 (place right hand to the forehead, repeat¬ 
 ing the word “ salaam”). 
 
 B. The leader calls attention to their clothes, 
 
 jewels, caste marks, etc. She asks if they 
 understand English and they shake their 
 heads. She invites them to be seated and 
 offers them chairs, but they sit down on 
 the floor. 
 
INDIA 
 
 57 
 
 C. To emphasize the influence of caste, the 
 
 leader asks the first girl, by means of 
 signs, to hand a book to the widow. 
 The girl throws it at the feet of the widow. 
 The widow is made to sit on the floor, as 
 though sick by the roadside. The first 
 girl passes by, with cold, proud expres¬ 
 sion on her face. The leader turns to the 
 children of the audience and asks : 4 4 What 
 can be done with these Hindu children 
 who bow down to idols and who have no 
 love for each other? ” A Junior suggests 
 that they be sent to school. 
 
 D. The two girls are led from the room and the 
 
 leader describes a mission school. (She 
 will find plenty of material in the litera¬ 
 ture of her own denominational Mission 
 Board.) The girls return with bright, 
 happy faces, needless jewelry and caste 
 marks having been removed. Again they 
 salaam. The Juniors respond. 
 
 E. Conversation between leader and two girls. 
 
 Leader: 44 Do you speak English, now?” 
 
 Girls: “Yes, we do.” 
 
 Leader: “Can you write?” 
 
 The first girl takes a crayon and writes on the 
 blackboard: “God is love.” 
 
 Leader: 44 Can you read?” and hands the 
 girl a Bible. 
 
 Girl reads: 44 Suffer little children to come 
 unto Me for of such is the Kingdom of 
 Heaven.” 
 
58 
 
 OUTLINES FOR JUNIOR LEADERS 
 
 Leader then repeats part of exercise under C, 
 in regard to influence of caste. The first 
 girl now gives the book into the hands of 
 the second. She puts her arm around 
 the girl, sick by the roadside, and helps 
 her to rise. 
 
 Leader: “You love each other then?” 
 
 Girls clasp hands. 
 
 Leader: “Whom else have you learned to 
 love?” 
 
 Girls: “Jesus.” 
 
 Leader: “ Why ? ” 
 
 Girls: “ Because He died to save us.” 
 
 Leader: “Can you not sing for us—some¬ 
 thing you learned at the Mission School.” 
 
 Girls with hands clasped sing in English or 
 Telugu (p. 55),— 
 
 “Jesus loves me, this I know 
 For the Bible tells me so.” 
 
 III. A march is played on the piano and the mem¬ 
 
 bers of the Society form in line. As they 
 pass one of their number holding a basket, 
 they drop in their envelopes. 
 
 IV. Conclusion. Prayer that the love of Jesus 
 
 Christ may work its wonderful transfor¬ 
 mation in the lives of all the boys and 
 girls of India. 
 

 Fig. 27 
 
6o 
 
 OUTLINES FOR JUNIOR LEADERS 
 
 ©trectiong for Sfge of Mugfratibe Jflaterial 
 
 Note. —For cuts see page 59. 
 
 An Indian Elephant 
 
 Fig. 25. Trace outline on thin paper and then 
 cut elephants from gray cardboard. 
 
 On one side write :— 
 
 Good for one continuous ride 
 Upon my back, so true and tried 
 Thro’ Indian fields and jungles, too, 
 
 Where I, with many friends abide. 
 
 The Poor Man’s Hut 
 
 Fig 26. To make the poor man’s hut, take a 
 box that is almost square, cut a doorway, and then 
 lay gray moulding clay on the box, pressing it 
 flat. A foundation overhanging roof may be 
 shaped from cardboard somewhat as roof for 
 Japanese house was made (see Fig. 3). On this 
 roof sew brown raffia, cut in equal lengths—this 
 makes a very realistic thatched roof. Put a goat 
 and some little clay bowls in the house. 
 
 The Rich Man’s House 
 
 Pig. 27. Make the high-caste man’s house out 
 of a white shoe box ; cut the veranda pillars along 
 one side ; at A A, half way across the inside of the 
 box put in a partition wall, with doors and win¬ 
 dows. At the back, B, paint the zenana windows 
 where the women are confined behind the closed 
 
INDIA 
 
 6 1 
 
 shutters. The roof should be shaped from terra 
 cotta colored cardboard. (For pattern see Fig. 3). 
 Place palm trees (see Fig. 4) and artificial flowers 
 in spools around the house. 
 
 Hindu Dolls 
 
 Figs. 28, 29. American Indian rag dolls may 
 be bought (three if possible) and redressed to rep¬ 
 resent Hindus. 
 
 The high-caste girl doll should wear a tight- 
 fitting jacket of some bright color, many jewels and 
 gay necklaces (fasten a few gorgeous beads to her 
 nose for a nose ring !), and a little invisible belt in 
 which the skirt effect of the sari may be tucked. 
 Make the sari as follows : take a long piece of 
 bright material (cheesecloth is best), lay over half 
 of it in plaits, tuck these plaits inside the belt to 
 form the skirt. Pass the remaining length of the 
 sari over the left shoulder and either under or over 
 the right shoulder, where it may either hang free 
 or be brought up over the head as in Fig. 28. 
 
 The widow, or out-caste doll, should wear a white 
 sari only, no jacket, no jewels, no hair. 
 
 The Hindu boy doll should wear a white turban, 
 a tight jacket and loose draped trousers—both the 
 jacket and trousers being bright colored. 
 
Chapter VI: iBtacfe Utamonbs tn Africa 
 
 I. Preliminary Work. 
 
 A. Something for the boys and girls to find out. 
 
 1. Where the principal diamond mines are? 
 
 2. What makes a diamond so valuable? 
 
 3. How are diamonds mined? 
 
 4. What is the “ face” of a diamond? 
 
 B. Material the leader will need. 
 
 1. African huts (see Fig. 30). 
 
 2. Palm trees (see Fig. 4). 
 
 3. Toy lions (Five and TenCent Store). 
 
 4. Fetishes (a small feather tied to a string; 
 
 also a wooden idol). 
 
 5. Black dolls (Five and Ten Cent Store). 
 
 6. Shells. To represent cowry shells, the 
 
 African money. 
 
 7. Outline maps of Africa cut from black card¬ 
 
 board (Fig. 32L 
 
 8. Picture of David Livingstone. 
 
 9. Tom-tom—a round wooden box, the open 
 
 end covered with a piece of oiled paper. 
 
 10. Kotla—a pile of stones or pebbles, charred 
 matches and small piece of flame-colored 
 paper. 
 
 II. Introduction. 
 
 Question the Juniors about their “ finds,” then 
 show a diamond, and ask what makes it 
 
BLACK DIAMONDS IN AFRICA 63 
 
 so beautiful. Because it shines; it re¬ 
 flects the light; it gleams with all the 
 colors of the rainbow; it is gay and 
 bright, etc. When the diamond was dug 
 up, however, it was covered with an 
 opaque crust, dingy and dull and un¬ 
 lovely, and it was only as the miner re¬ 
 moved the disfiguring layers that little by 
 little the “faces” thus exposed caught 
 the light and became brilliant. 
 
 Tell the Juniors that your story is about a 
 miner, who found some “black” diamonds 
 in Africa, jewels so unlovely that the 
 world thought he was crazy to risk his 
 life to obtain them, encrusted as they were 
 with sin and fear and wickedness; but 
 after he had removed the crust, their 
 “faces ” glowed with the reflected bright¬ 
 ness of the Light of the World, and they 
 became as precious as any jewels God 
 has ! 
 
 III. The Black Diamonds at Home. 
 
 A. An African kraal or village. 
 
 1. Place a large sheet of green paper on the 
 
 table ; on this lay the thatched huts, the 
 palm trees, the kotla or communal cook¬ 
 ing place. Around this build a wall of 
 either twigs or blocks. 
 
 2. Amplify the details of village life. That 
 
 these kraals are built in clearings in the 
 
OUTLINES FOR JUNIOR LEADERS 
 
 jungle forest, where monkeys and poison¬ 
 ous snakes and wild beasts live,—the 
 village wall is a protection against these. 
 The chief lives in the hut nearest the 
 kotla, where the men of the tribe gather 
 for a “palaver” after a hunt or a battle; 
 the women work in the fields, planting 
 and reaping ; etc. 
 
 B. The Black Diamonds themselves. 
 
 Show the dolls. Explain that they need 
 few clothes because their home is very 
 near the Equator. The men daub their 
 bodies with paint and braid their hair in 
 fantastic fashion ; the women wear all the 
 jewelry they can get—-anklets, nose rings, 
 earrings, lip rings, great copper rings 
 around their necks. One thing they all 
 wear—a queer-looking object tied to a 
 string and hung around their necks (some¬ 
 times a stick, a pebble, a bone, a claw, a 
 feather) ; what can it be? 
 
 C. Their religion. 
 
 1. This religion is really a superstition, a fear 
 
 of evil spirits in the air, wind, water or 
 trees,—spirits which will wreak harm, 
 every ripple of water or rustle of leaves 
 may presage evil. (Have one of the 
 dolls start on a trip into the jungle; a 
 bird sings, the doll trembles, clutches at 
 the fetish, and then walks on.) 
 
 2. The only safeguards against these spirits 
 
BLACK DIAMONDS IN AFRICA 65 
 
 are the fetishes—the charms worn around 
 their necks, which have been blessed by 
 the witch doctor. The Family Fetish is 
 an idol, fantastically carved, which wards 
 off evil from the hut. Offerings and 
 prayer are made to the idol, but the wily 
 old witch doctor is usually sly enough to 
 sneak off with the offerings ! 
 
 . This witch doctor is the most important 
 man in the village, except the chief. He 
 lives in a hut apart from everyone else ; 
 he is solemn and mysterious, and chants 
 awe-inspiring words. He has three 
 functions : 
 
 a. Rain Maker. When there is no rain he 
 receives an offering of an ox or a goat, 
 which he sacrifices, afterwards burying 
 the bones. Rain is expected to fall at 
 once. Sometimes it does ! When it fails 
 to come, he can always plead that evil 
 spirits were too malignant. 
 
 b. Priest. As such, he blesses the fetishes, 
 and wears queer little packages tied to 
 rings all over his body, which are sup¬ 
 posed to possess the power of working 
 miracles. 
 
 c. Medicine Man. Sometimes he will give 
 herbs to the sick, but as the Africans be¬ 
 lieve that sickness is possession by evil 
 spirits, which have entered the sick person 
 because some one has bewitched him or 
 her, the safest cure is to call the witch 
 
66 OUTLINES FOR JUNIOR LEADERS 
 
 doctor to find the perpetrator of the deed. 
 He dashes up, wearing a hideous cos¬ 
 tume ; he dances wildly around ; he foams 
 at the mouth ; he and everyone else get 
 into a terrible frenzy, in the midst of 
 which he “ smells out” the victim, who is 
 made to go through some ordeal, such as 
 drinking deadly poison, plunging hands 
 into boiling water, picking up blazing 
 wood. If the victim comes through the 
 ordeal unharmed, he or she is innocent, 
 otherwise death by dreadful torture is 
 inevitable. 
 
 D. Slavery. 
 
 Almost everyone in the African kraal owns 
 slaves, even slaves own slaves. The 
 masters treat their slaves like animals, 
 using them cruelly, selling them in ex¬ 
 change for anything they want. Some¬ 
 times traders descend upon a village, burn 
 it, capture all the people, chain them to¬ 
 gether with heavy irons and lead them 
 away to sell. Cowry shells are used for 
 money, but if a man has no shells and 
 wants to buy a few beads, he sells his 
 daughter in exchange. 
 
 E. Summing up. 
 
 i. Question the Juniors about what has en¬ 
 crusted these Black Diamonds : 
 a. Ignorance of their own value—otherwise 
 they would not sell or make slaves of each 
 other. 
 
BLACK DIAMONDS IN AFRICA 67 
 
 b. Ignorance of the world—otherwise they 
 would not fear the air, water, etc. 
 
 2. 'What kind of work will the miner have? 
 
 Easy or hard? Why? Will it pay? 
 
 3. Show black map of Africa and give the 
 
 three reasons why it is black : 
 
 a. Unexplored. Africa, until the nineteenth 
 century, was the one continent whose vast 
 interior was geographically unknown. 
 Amplify : Desert of Sahara known, Egypt, 
 etc., also Southern Africa, Cape of Good 
 Hope, but no white man had ever pene¬ 
 trated the dangerous depths of the jungle 
 forests. 
 
 b. Dark people. Africa is the one conti¬ 
 nent whose population is composed almost 
 entirely of dark-skinned peoples. 
 
 c. Religion. Africa is the one continent 
 whose native religion is with sacred 
 writings,—“the blackness of darkness” 
 indeed ! 
 
 IV. The Miners. 
 
 A. The story of the first Black Diamond Miner, 
 David Livingstone. 
 
 1. Boyhood. Any encyclopedia or short form 
 of Livingstone’s life will give stories of 
 interest to the Juniors, showing how the 
 little Scotch boy of Blantyre, Scotland, 
 although he lived in a poor tenement and 
 had to work all day in a factory and go 
 to school at night, was yet being trained 
 
68 
 
 OUTLINES FOR JUNIOR LEADERS 
 
 by God-fearing and God-loving parents 
 into a youth eager to be of service to God. 
 Tell how he heard Dr. Moffat, of Africa, 
 speak of standing on a hill near his African 
 home, where he could see the smoke of a 
 thousand villages where no missionary 
 had ever been, and beyond them, thou¬ 
 sands more without a knowledge of Christ. 
 These godless villages were Livingstone’s 
 call to Africa. 
 
 2. David Livingstone in Africa: His Discov¬ 
 eries. After a six-months’ journey in a 
 sailing vessel he reached Africa and went 
 to Kuruman (see map), Dr. Moffat’s 
 home, studied the language and then set 
 out to visit those thousand villages which 
 had never heard of Christ. 
 a. What Livingstone considers his greatest 
 work. 
 
 (i) Helping the people in the villages. 
 (< a ) Invariably as he approached a 
 village a tom-tom would sound wildly 
 (illustrate), and the men of the tribe 
 with spears in their hands would march 
 fiercely out to meet this first white man 
 they had ever seen. Livingstone 
 usually offered them presents—gay 
 beads or gaudy handkerchiefs, and 
 after winning them over he would 
 settle down to help them. 
 
 (b) This help took various forms: 
 once he went with the warriors to fight 
 
BLACK DIAMONDS IN AFRICA 
 
 6 9 
 
 some lions that were working havoc 
 with the village cattle, one of the lions 
 sprang on him, crushed his arm and 
 crippled it. Another time, in a village 
 of the “tribe of the Alligator,” a 
 dreadful drought caused all the crops 
 to shrivel and die, the rivers also dried 
 up and the witch doctor could not 
 “ make rain.” Livingstone taught 
 them to build a canal; and then, that 
 supply being exhausted, he set out on 
 a long journey, sometimes traveling in 
 an ox wagon, sometimes in a ham¬ 
 mock carried by the black men, 
 sometimes in canoes on the Zambesi 
 River—to find a home for these de¬ 
 voted men. 
 
 (2) Gaining their love; leading them 
 to God. 
 
 (3) Helping to abolish slavery, by 
 buying a boat to carry merchandise across 
 the lakes so that slaves would no longer 
 be needed, and also by opening trading 
 centers. 
 
 b. What the world considered Livingstone’s 
 greatest work: his geographical discov¬ 
 eries in the interior of Africa—Victoria 
 Falls, etc. (Explain.) 
 
 B. Other Miners. 
 
 [Send to jour own Board for stories of jour denominational 
 work.] 
 
70 OUTLINES FOR JUNIOR LEADERS 
 
 V. Conclusion. 
 
 A. What can we do to help the Black Diamonds ? 
 
 Distribute small black outlines of Africa 
 each with an envelope attached (see Fig. 
 32, p. 71). Actual diamonds vary in 
 price from $1 up to thousands of dollars; 
 if we can afford to pay so much for finery 
 to decorate ourselves, how many black 
 diamonds can the Juniors afford to add to 
 Jesus’ jewels? (The envelopes should be 
 returned full at the next meeting.) 
 
 B . Song: “When He cometh, when He 
 
 cometh to make up his jewels.” 
 
 C. Prayer: that the “faces” of all the little 
 
 black diamonds may be turned toward 
 Jesus ; that the miner-missionaries may 
 be strong and helpful ; that more boys 
 may have a vision of the thousands of 
 villages without Christ. 
 
 directions for ©Se of HHlustratibc Jflafertal 
 
 Note.— For cuts see page 71. 
 
 The African Hut 
 
 Fig* 30. For this little round hut cut out a 
 straight piece of cardboard (see Fig. 31) as long as 
 you desire. Make it into a circle by lapping and 
 pasting one end over another. Cut a round door¬ 
 way. Cover the whole wall with moulding clay, 
 
_Fi_R_jl_R__ 
 
 I A _J 
 
 43 | 
 
 . "3at- 
 
72 OUTLINES FOR JUNIOR LEADERS 
 
 pressed flat. Points A are to be glued to the roof, 
 which should be made as follows : make the under 
 roof cone-shaped (in the same manner as for Fil¬ 
 ipino boy’s hat, see Fig. 21) to which equal lengths 
 of brown raffia should be sewed. 
 
 % 
 
 The African Offering Envelope 
 
 Fig. 32. Cut from black cardboard and paste a 
 white envelope at the top. 
 
Chapter VII: Special programs! 
 
 Jesus, the Light of the World 
 
 (Especially appropriate for Easter Sunday ) 
 
 A. Purpose— To impress upon the minds of the 
 
 children that to Jesus Christ, we owe all 
 that we count dearest and most precious 
 in life. Even with a limited supply of 
 objects, the contrast in the lesson can be 
 made very vivid. If all the objects sug¬ 
 gested, cannot be obtained, others may be 
 substituted and some might be omitted. 
 In a child’s collection of toys much en¬ 
 tirely appropriate material may be found. 
 The active imaginations of the children 
 will be of great assistance, especially if the 
 material is not all that could be desired. 
 
 B. Material. 
 
 I. Invitations—to be given out the Sunday 
 previous :— 
 
 Dear -:— 
 
 We are going to have the loveliest Easter Exercises on 
 Sunday (date), at twelve o’clock, to which we hope you and 
 your mother can surely come. Won’t you see how many 
 quarters and dimes and nickels (and dollars, too) you can 
 pack into this envelope? 
 
 Lovingly, 
 
74 
 
 OUTLINES FOR JUNIOR LEADERS 
 
 II. Offering envelopes. With invitation give a 
 little plain envelope or one on which has 
 been written or printed :— 
 
 A little from a far-away shore 
 girl 
 
 Urges you please, to give more and more. 
 
 So bring this back Easter with money inside 
 To help tell the gospel o’er all the world wide. 
 
 III. A large table covered with dark green cloth 
 
 to represent grass and divided through the 
 center, by a wall built of blocks. 
 
 IV. Remaining material given under program. 
 
 C. Program. 
 
 I. The heathen village. 
 
 1. Explain to the children that, on one side of 
 
 the wall, a village is to be built. 
 
 2. Have children watch as the following objects 
 
 are placed on the table, the teacher ex¬ 
 plaining them as she works :— 
 
 a. Heavy brown paper or blotting paper cut 
 to represent winding, irregular paths. 
 
 b. Trees—sprays of leaves stuck into empty 
 spools which have been stained a dark 
 color. A mass of leaves at one place to 
 represent the jungle. 
 
 c. A mud hut with thatched roof (see Fig. 
 26). 
 
 d. Animals (pictures cut from magazines 
 mounted on cardboard and cut out will 
 serve—bend two legs outward and two 
 
SPECIAL PROGRAMS 
 
 75 
 
 legs inward to enable the animals to 
 stand). Place goat in the house, cow 
 near by, lion, etc., in the jungle. 
 
 e. Temple (see Fig. 8). 
 
 f. Idol (any one of those used in previous 
 lessons will do). Place it in the temple 
 and burn incense (joss sticks) before it. 
 
 g. A few bright streamers tied to tree near 
 the house, to keep the evil spirits away. 
 
 k. Dolls—of other lessons. 
 
 (1) One with face covered. 
 
 (2) An Indian (Hindu) man doll. 
 
 (3) One or two naked dolls to represent 
 Africans. 
 
 3. Show, with dolls, how man walks to the 
 
 temple, wife following. They prostrate 
 themselves before the idol. Another doll 
 lies under a tree, ill, and nobody takes 
 care of it. The man doll eats his dinner 
 out of a little bowl and his wife waits until 
 he finishes, then eats what is left. Make 
 all of these points clearly so that children 
 understand. 
 
 4. Ask the children if they would like to live 
 
 in this village. Nobody wants to. When 
 pressed for reasons they will tell you that 
 they do not like the home life, the idol, etc. 
 II. The Christian village. Explain that as no¬ 
 body wishes to live in the heathen village, 
 another one will be built on the other side 
 of the wall. 
 
 1. With explanations, place the following :— 
 
7 6 OUTLINES FOR JUNIOR LEADERS 
 
 a. Brown blotting paper wide and straight 
 for a street. 
 
 b. Trees on either side of street. 
 
 c. House (see Fig. 34), set back from street, 
 a few trees and flowers in front. 
 
 d. Church (see Fig. 33). 
 
 e . Two dolls (man and wife) (Five and Ten 
 Cent Store). 
 
 f. A few small books, a small copy of New 
 Testament and a bit of folded newspaper. 
 
 2. Show, with two dolls sitting under trees 
 
 how they can read and enjoy books. 
 Have the children tell you what would be 
 done if one should be taken sick. Set a 
 little table under the trees and place dolls 
 at it in chairs, showing how they would 
 eat together. Side by side, have the dolls 
 walk up to the church and the children 
 will tell how they will sit together inside. 
 The copy of the New Testament should 
 be taken, by the dolls, to the church. 
 
 3. Ask the children if they are willing to live 
 
 in this village and you will find that every¬ 
 body wants to. 
 
 III. Point of the lesson. Explain clearly and 
 carefully that the great difference in the 
 villages lies in the fact that the first is 
 without Christ, the second, with him. 
 Help the children to see that the things 
 that we prize the most highly—education, 
 home, love, church, Bible—are ours be¬ 
 cause we live in a Christian land. Jesus 
 
SPECIAL PROGRAMS 
 
 77 
 
 is like a bright light in a very dark room. 
 Repeat to the children and have them 
 learn, John viii. 12. 
 
 “I am the light of the world; he that followeth 
 Me shall not walk in darkness but shall have the 
 light of life.” 
 
 IV. Offering. Place basket or box in the heathen 
 
 village and have children march up and 
 place envelope in it. 
 
 V. Prayer ; of thanksgiving for Jesus Christ and 
 
 of desire to help all those who do not yet 
 know about him. 
 
 ©{rations; for Use of Sllustrattoe jftlaterial 
 
 Note.— For cuts see page 79. 
 
 The Christian Church 
 
 Fig. 33. Make this church from gray cardboard 
 and paste to a box so it will stand. Cut the door 
 so it will swing out and in. The rose-window 
 should be colored. 
 
 The American Home 
 
 Fig. 34. Cut from cardboard, color blinds 
 green, roof red. Paste to a box so that it will 
 stand alone. 
 
78 
 
 OUTLINES FOR JUNIOR LEADERS 
 
 ^ ^o^pttal ^ $artp 
 
 The Denominational Boards are continually re¬ 
 ceiving lists of hospital supply needs from medical 
 missionaries, as such high prices must be paid for 
 these supplies in the Far East. One society or 
 school might not be able to give enough to fill a 
 box, but they could get a few dollars’ worth, and 
 this, sent on to your Board Rooms and added to 
 other supplies will be a real help. Home-made 
 rolled bandages are also extremely useful, and it 
 might be possible to have the girls cut bandages 
 and the boys roll them. Five dollars will buy a 
 large number of supplies,—seventy-five assorted 
 rolls of Red Cross bandages, several large rolls of 
 absorbent cotton and gauze. Besides this, jars of 
 white vaseline come at ten cents apiece and small 
 packages of absorbent cotton in convenient sizes at 
 five and also at ten cents. There is no reason why 
 the children should not work for the money to buy 
 the articles which you suggest to them. 
 
 The day of the party, have several girls dressed 
 as trained nurses, in aprons and caps, and several 
 of the boys as doctors with thermometers and medi- „ 
 cine cases. There should also be children dressed 
 in costume,—one from India, one from China, one 
 from Korea, one from Japan and a nurse to tell the 
 story of an absent African (see p. 65 for African 
 customs). 
 
 Have all the doctors sit around a table, looking 
 very grave and serious, and the nurses stand near 
 by. One of the doctors will then arise and say 
 
Fig. 36 
 
 DESIGN FOR COVER 
 
 E AW 
 
 □ . 
 
 .□ 
 
 
 11 IT TT 
 
 
 an 
 
 in. 
 
 
 II 11 U . 
 
 3*f 
 
 Fig. 38 
 
 SUGGESTION FOR INSIDE 
 PAGE 
 
8o 
 
 OUTLINES FOR JUNIOR LEADERS 
 
 that a very unfair distribution of medical aid in the 
 world has come to his notice, and one of the nurses 
 will bring to him a chart which reads :— 
 
 New York City (proper). 
 
 3,500 physicians for 1,500,000 persons. 
 
 1 physician for every 500 persons. 
 
 United States. 
 
 225,000 physicians for 90,000,000 persons. 
 
 1 physician for every 400 persons. 
 
 Non - Christian Wor Id. 
 
 800 physicians for 1,000,000,000 persons. 
 
 1 physician for every 1,250,000 persons. 
 
 The doctor will then ask them how much one 
 physician can do for one million persons and all 
 the doctors will shake their heads sadly ! Then 
 another doctor says he would like to see some of 
 the people from heathen lands, to see how they get 
 along without physicians, so one of the nurses is 
 dispatched to India, leaves the room and returns 
 bringing the Hindu girl, who will tell some of 
 these facts in her own words: “In India people 
 earn so little money that they are nearly always 
 hungry when they lie down at night. Two cents 
 a day is not much for a whole family to live on ! 
 This hunger makes them weak and often sick, too, 
 because they drink bad water; for in one pool peo¬ 
 ple will bathe their bodies, wash their clothes, rinse 
 their dishes and vegetables and drink the water. 
 When they have bad fevers, and are burning hot 
 
SPECIAL PROGRAMS 
 
 81 
 
 and delirious, instead of keeping the sick person 
 cool and quiet, fanning the flies away, etc., the 
 family calls in all the neighbors, who bring tin 
 pans and drums, and all night long they yell and 
 beat the drums around the sick person. Why do 
 they do this? Because they believe it is an evil 
 spirit that makes the man or woman so ill and they 
 want to scare it out.” 
 
 The doctors should all shake their heads again 
 in a very sad way, and one of them should say 
 that they need doctors in India badly, very badly 
 indeed. 
 
 Then another nurse is sent to China, leaves the 
 room, returning with a Chinese boy, who, in his 
 own words, will tell these facts: “In China, 
 when a man has a pain in his legs he goes to a 
 square where there is a big brass mule, and he 
 rubs his sore leg against a leg of the mule, hoping 
 the pain will leave his leg and go into that of the 
 mule. Or if he has a sore eye, he will rub his eye 
 against the mule’s eye, etc.” (If you care to have 
 a longer talk consult “Murdered Millions,” pub¬ 
 lished for fifteen cents by the Medical Missionary 
 Record, 118 East 45th Street, New York City.) 
 
 The Korean child will tell how people in his or 
 her land suffer from cholera, which, they think, is 
 an evil spirit or wind in the body, and the only way 
 to cure it is to put very long needles into the body 
 to let the spirit out! They also put up big, glar¬ 
 ing, ugly pictures to scare away the evil cholera 
 spirits. 
 
 In Japan they go to the temple and buy a piece 
 
82 
 
 OUTLINES FOR JUNIOR LEADERS 
 
 of paper with a prayer for the recovery of the sick 
 written on it, they put the paper in their mouths, 
 chew it until it is a little wet wad and then throw it 
 at the big stone idol. If the paper sticks to the 
 idol, they believe the idol will answer the prayer 
 and the sick person recover. 
 
 The African customs will be found on page 65. 
 
 The leader will then tell in a few words what a 
 beautiful work the medical missionary is doing, 
 healing these sick people and telling them about 
 Jesus, too. After this the children should bring 
 forward their gifts and the leader tell who is to 
 receive them. Then bandages may be cut and 
 rolled and refreshments served by the nurses. 
 Each child should receive a little pill bottle full of 
 small, round, colored candies from the doctor’s 
 medicine case. 
 
 “ JfWts&tonarp IMjotoer” 
 
 A. Invitations or Poster. 
 
 Make a drawing of an open umbrella (adver¬ 
 tisements will be useful here), color the 
 umbrella black and underneath it print 
 the following :— 
 
 Rain or shine 
 You are cordially invited 
 to a 
 
 Missionary Shower 
 to which you are requested to bring 
 (mention article desired, also time, and place). 
 
SPECIAL PROGRAMS 
 
 83 
 
 B. Articles Missionaries Need. 
 
 Pencils, erasers, rubber bands, pens, crayons, 
 post cards (used and unused), all kinds 
 of pins, thread, thimbles, scissors, guest 
 towels, etc. [The Rooms can give you 
 fuller needs.] 
 
 C. For the Party. 
 
 Tie a big umbrella to the back of a chair, and 
 fasten a gift (wrapped up) to each of the 
 points of the umbrella. Perhaps some one 
 could sing that pretty little spring song, 
 “ It is not raining rain to me, it’s raining 
 violets.” After the song have first a boy 
 and then a girl sit in the chair under the 
 umbrella and reach up to guess by the 
 “feel” what a parcel contains. The 
 formula should be: “It is not raining 
 rain to me, it’s raining .... ’’(mentions 
 guess). Then opens package to see if the 
 guess was correct. After every boy and 
 girl has had a turn at guessing, let them 
 sit around you on the floor as you sit 
 under the umbrella and tell them about 
 the missionary to whom the presents are 
 going. 
 
 Close by singing: “There shall be 
 showers of blessings.” 
 
8 4 
 
 OUTLINES FOR JUNIOR LEADERS 
 
 “©oil Softer” 
 
 or 
 
 “The-Old-Woman-Who-Lived-in-a-Shoe-Party” 
 
 A. Girls’ work before the party—to dress as 
 
 many dolls as you are able to provide. 
 Have each doll dressed in simple wash 
 clothes that will button and unbutton. 
 
 B. Boys’ work before the party—to buy toys 
 
 such as may be found at a Five and Ten 
 Cent Store,—sail boats, tops, wagons, 
 marbles, slates, etc. 
 
 C. Invitations to the Party. 
 
 These should be cut in the form of shoes, out 
 of manila cardboard (see Fig. 36), on the 
 back of which write :— 
 
 There was an old woman who lived in this shoe 
 I don’t see her children around, though, do you? 
 
 But come to the party we’re going to give, 
 
 And then you will see them as sure as you live! 
 
 (Date of party.) 
 
 (Place.) 
 
 D. The Party Itself. 
 
 Make a giant shoe by covering a clothes 
 basket with gray or tan lining material; 
 make a huge buckle. In this shoe have 
 one of the girls sit, dressed as the “ Old 
 Woman,’ 5 in shawl, apron, cap, mitts, etc. 
 Have the dolls hanging over the edge of 
 the shoe, with the toys interspersed. The 
 Juniors should vote on the various excel¬ 
 lencies of the dolls, after which let the 
 
SPECIAL PROGRAMS 
 
 85 
 
 “ Old Woman ” tell them where their 
 gifts are going, telling a Christmas story 
 —see Christmas numbers of “ Every- 
 land,” 1910 and 1911. 
 
 Fig. 36: a pattern of the “ shoe invitations.” 
 Each shoe should be at least four inches long and 
 about two and a half inches high. 
 
 Note. —To reach the Far East by Christmas, boxes should 
 be shipped the last of July. 
 
 “S Jfisf) $artp ” 
 
 (To follow a contest of sides to win new members.) 
 
 A. Divide the members into two groups of Fish¬ 
 
 ermen—the Blue Fishers and the Gold 
 Fishers. Distribute to each side fishes 
 cut from blue and yellow cardboard, on 
 which they are to write the names of the 
 new “ fish” they have caught. 
 
 B . The losing side should assist you in arranging 
 
 for the party. Send out invitations written 
 on cardboard fishes : — 
 
 All we fishers, both gold and blue, 
 
 Hope that you surely will be on view 
 At a party we’re giving at our Fish Pond, 
 
 A place of which we’re all so fond! 
 
 (Place.) 
 
 (Date.) 
 
 C. Various ideas for the party suggest themselves. 
 1. Short talk to new •“ fishes,” telling them why 
 
 they were caught, etc. 
 
86 
 
 OUTLINES FOR JUNIOR LEADERS 
 
 2. Tell about Fish Day in Japan, really called 
 
 Boys’ Day, May 5th of every year, when 
 
 great lash balloons are displayed outside 
 
 every house where there is one or more 
 
 %/ 
 
 sons. Make some of these fishes, and tell 
 more about boys in Japan. 
 
 3. Have a fish pond in one corner, surrounded 
 
 by a screen ; let the children fish with a 
 rod for such “bites” (wrapped in green 
 tissue paper), as a stick of candy, a few 
 peanuts, etc. The Five and ^Ten Cent 
 Store will offer many good suggestions. 
 The attraction will lie in unwrapping the 
 mysterious “ bite ” ! 
 
 ®be Jftstf) pook 
 
 An attractive book may be made by putting 
 heavy sheets of manila paper, 9 x 12, between 
 heavy boards of a deep yellow cardboard, fastened 
 together by ribbons or rings. For designs for 
 cover and pages see Figures 37 and 38. Some ex¬ 
 planation of the name might be put on the first 
 page, as :— 
 
 When I was very little I used to sit and wish 
 
 That I was big like Father and could only catch a fish, 
 
 But now that I am older I have a better plan, 
 
 I shall “catch” for our society every child I can! 
 
 This kind of fish can be my friends— 
 
 Real fish serve only carnal ends! 
 
 I hope that I shall have a catch 
 That every member’ll try to match. 
 
 Keep the book on a table with pen and ink for 
 the children to sign. 
 
Chapter VIII: posters, 3nbitattons anb 
 
 JWtte t^oxes 
 
 Making Posters and Invitations 
 
 Never say you “ simply can’t,” until you try! 
 Even your queer-looking results will arouse interest 
 among the Juniors who are far from critical, and if 
 you try long enough you will become positively 
 fascinated at your latent abilities and will never 
 regret either time or efforts. Everyone knows that 
 the two chief joys of a “ Party ” lie in receiving a 
 mysterious invitation suggestive of what is to hap¬ 
 pen, and then in returning home the proud posses¬ 
 sor of some little souvenir! Make use of this 
 knowledge in winning and holding your boys and 
 
 A search through magazine advertisements, 
 book catalogues (which any bookseller will gladly 
 furnish gratis), time tables issued by Railroads and 
 Ocean Steamship Companies (especially the Pacific 
 routes) and circus announcements (these are 
 invaluable! The gorgeous animals are just what 
 you need for your Indian and African jungles), 
 will bring to light much material which you can 
 use both for posters and for lessons. 
 
 Colored cardboard of all shades is much more 
 attractive to boys and girls than white, and the 
 price is the same. A gay little card plus a quaint 
 little drawing, plus a jingle will catch their eyes 
 
88 
 
 OUTLINES FOR JUNIOR LEADERS 
 
 and hearts invariably, no matter if the drawing is 
 not flawless or the jingle well-rhymed ! 
 
 Make all the lines of your drawings as simple as 
 possible—in this way each line counts and has its 
 own meaning. The following invitations (also 
 posters, as you like) are simply suggestive; any 
 of the drawings given in the lessons could be 
 adapted to your needs, e. g., you could make 
 charming Japanese invitations by cutting out some 
 Japanese houses from cardboard, or big black 
 Korean hats cut from cardboard for Korea, etc. 
 
 & <P>urst Poofe 
 
 Figs. 39, 40. It is a good idea to have a record 
 of attendance at your meetings, and if this is kept 
 by the children themselves, it may prove an incen¬ 
 tive to continued coming. An attractive guest 
 book can be made of heavy sheets of manila paper, 
 9x12, put between heavy boards of a deep yellow 
 cardboard, fastened together by ribbons or rings. 
 One page will probably be large enough to receive 
 the names of twenty-five children. To make each 
 page attractive, a simple drawing illustrative of 
 the subject of the meeting may be placed along 
 one side of the sheet, and painted in colors harmon¬ 
 izing with the tone of the manila paper. 
 
 Have the book on a table by the door, together 
 with pen and ink and blotter, and request each 
 child to sign before he leaves. 
 
Fig. 40 
 
9 ° 
 
 OUTLINES FOR JUNIOR LEADERS 
 
 Jffltte xe* 
 
 If your Board issues no mite boxes which are 
 adaptable to your needs, very attractive ones may 
 be made on the order of the new candy box favors 
 sold in such stores as Huyler’s, made by pasting 
 two similar figures on either side of a small narrow 
 box. You can procure as many dozen of boxes as 
 you may need from a box factory (or from stores), 
 cut a coin-hole at the top, paste on the figures, and 
 the box is ready ! The following suggestions are 
 given, but pagodas, figures in costume, houses, 
 flags, etc., are ail good. Use very heavy white 
 cardboard. 
 
 Also, coin envelopes glued to one side of figures, 
 temples, etc. (as in lesson on Africa), are attractive 
 and individual to the country studied. 
 
 Chinese Mite Box 
 
 Color the gown bright blue, the face yellowish- 
 pink. 
 
 Lantern Mite Box 
 
 Color the lanterns in different gay colors. When 
 these are collected they may be strung on heavy 
 cords around the room, like real lanterns,—in their 
 own way they will send out the light! 
 
 Easter Mite Box 
 
 This lily box would be most appropriate for an 
 Easter offering. Color the leaves and base green. 
 
I 
 
If you aren t there 
 There'll be a vacant chair 
 
 On 
 
 (date) 
 
 (place) 
 
 
 Tie a ribbon round your thumb. 
 So you won t forget to come 
 On 
 (date) 
 
 (place) 
 
 NOTE.—Insert a piece of baby 
 ribbon through slits in the invita¬ 
 tion card ! 
 
9 6 
 
 OUTLINES FOR JUNIOR LEADERS 
 
 A Buddha Box 
 
 This Buddha is the Burman mite box. On the 
 side of the box could be written :— 
 
 This dreadful old idol so ugly and grim 
 Is Buddha—aren’t you afraid of him? 
 
 Do fill up this box with very great speed 
 For our loving Jesus the Burmans all need. 
 
 Christmas Tree Mite Box 
 
 Color the tree green and the trunk brown. 
 
 Jfints 
 
TURKEY 
 
 : ,V • - 
 
 ■ ? 
 
 A STUDY FOR JUNIORS 
 
 BY 
 
 t MARY PRESTON 
 
 Anticipating the need of a study- 
 book for the older Juniors the 
 Central Committee has asked Miss 
 Preston to prepare this study on 
 
 111 TURKEY 
 
 where the American Board has a 
 remarkable record of missionary 
 work. ^5^:,.,'- 
 
 Since all the world is wondering 
 about conditions in Turkey to-day 
 it will be of great interest to Juniors 
 and Leaders to take up the Study 
 this year. - ^ 
 
 PRICE, Paper 
 
 25 CENTS 
 
 Order from your own Mission Board 
 
 gas* 
 
 FRANK WOOD, PRINTER, BOSTON