MISSIONS I N RELIGIOUS E D U C M 1 I 0 i; an ail Ire os by REV UPEND JU HO' 1 ? PUPGUSQN General Soorotary of the New Jersey Sunday School Association ..At THE NORTH JERS7Y YOUNG PEOPLE* 7 MISSIONARY INSTITUTE, Newark, N.J., October rlf 1906. HR. FERGUSON; I deeply feel, Hr. Chain m and dear friends, ray in- adequacy a3 a spea ‘ker to 3uoh a topic as thin, or as a faotor in such a plan an this Missionary Institute exempli- fies, and I crave your pardon and the pardon of the leaders of this Institute if ay noma misconception of the function I was designed to aubaerv© or soma defect in my era ability to grasp the problems and present them to you, the plan of - i should at this point seem to .1 could vish also that I had the opportunity more fully to develop the thoughts that the theme has brought to me.. I think the topic MISSIONS IN RUL IGXOtF EDUCATION would probably embrace all forr-3 of religious education. TV- shall by common consent confine it at this time to such relij ious education as is or can be gotten through the Sunday-school. And the Sunday-school we shall understand to mean not that visiblo and Halted inatitutusiwhloh some of «a know, etrona in its i'.ood intentions and earnest efforts but weak in its 2 educational performance, able be claim on its record a more than fair share of the franchise of the congre- gation, but rather the atron , well-graded, capably equipped school and college of the local church, able to be tho Churches educational arm, iblo to cover the ground and do the work, and thorefore by historic pre- cedence and educational neoes3ity taking over and uni- fying with itself all that other educational work which is now in many cases being conducted under other leader- ships and by different and sometimes confliotin^ plans. That all the educational work of the Chu? 0 ^ ^ or tho same set of children and young people should be done in accordance with one ] lan, harmonius and mutually sup- porting, not by happy aocident but by wise and well-oon- aidered design, surely needs no elaborate proof as an abstract proposition. That it is not good, especially for our junior children to have then the object cf af- fectionate but competitive attention by two sets of teaching enthusiasts who seldom compare notes and whose impulses and plans of work come from wholly dis- tinct o enters of propagation, has been noted by many pastors and other friendly observers and lamented by many of the enthusiasts themselves. That the Sunday- school as the senior and the more comprehensive insti- tution is the one to take the lead and do the assimilat- ing when the time for assimilation is ripe may also J ;* :UI .Jtii'oaoR .... ■ :. : Sc critic*'! iil" lo nx: X$4t Wfe' L '* ,X '.-r i-V’ ,V«W» ><» «»** ' rjii ' ' r W X* CWO*i fW* . *• ;, ‘ u 0fc fe -* :,f ' '■■■ . .. .. - r ..;• >•• 5 ■■■■■■'•*■'■ - -il :; *at‘# S#'*'OW6tf»* »«*''"'• *’**< i-S. > • .. «.* . T/i ,Ji: 10 2 .CiU oi ■'■«.&.( '■ -<'••> >■!* { *" t * , s 1 v' 1 4B»V t«- - »«« »■ - _,-i - U > X » > ••**’ < ;;0 01 >■ 1 -r -,ii» ?t! .V«! *» »>' '' *;.V • ■ ■ ' ■ - •»* tfct - ; r-c: »«*»* »*•»■* •**••*»» ****** '■ J C f ,, woe .-it ,*>; • V <0 -'- v 5 ,. ,-:. *• . *• X S**l^ - ** 0 ~ r “ 8 '' : - 3 fairly be assumed ; but that the present is incon- venient and ill-fitting on the human diversity of operation ought to be maintained, as must ;oiy doc- trinaire attempt to enforce jur indict ion or to cook uniformity for uniformity* s sake, will I trust meet with equally unanimous approval. I think I feel about tho uniformity as Madame Roland felt about liberty, “Ho y or lines have been committed in her name !“ I have no sympathy with any plan for unifying things for the sake of anybody* a principle, but only for the sake of demonstrated increase of efficiency. Yet I cannot banish from my thought the vision of the Sun- day-school to be wherein all the teachin now done in it 3 classes, and all the training, culture, instruction, and fitting for wider servioe now confined and attempted in tho Senior and Junior young people* a Societies, Mis- sion Bands, Loyal Temperance Legions, Boys Brigades, and other plans for cultural work in the local church 3hall bine. In all our plans therefore for intro- ducing and developing missionary teaching in the Sunday- sohool, you will understand that I can be a party to no plan by which any distinct portion or element of the missionary teaching or training of the children and youth of the local church is to be definitely and pre- eminently oommitted to the Young People* a Society of Christian Endeavor, or to a society .jacked y the ?or,an*s Christian Temperance Union, or to a band affiliated with the denominational woman* s board of missions, or to 8 le » : ■■■:. ~vl h v :■ '& «'!,! ?.••> 30X33 -...-.Zil ■■■ •* •“*'• _ 00 ;. v , 1* , s«t ->i lsaXi^---',3 $ ,9S c. O aoifox: n-twi, (»»' "■ *>i !• “ . : 1 ■ ,‘OTtia iaat X jtaW* ' • i; i . as;'i sIsK «»W ft* tMwxv'U.:. 0 : .: «; fe. ; • -- . ; V ’ x “ 1 ' rj.flrtju mum *°* ® t: w '<«*• t/t**«*P iitl •■>«* 1 . _ ,a ..i , ok v.-irtrj-aS . ii • ^..edi «f o? * 'Of- »-* ■ i ,c»c^JUK> Afik t*»; ad * ' «' ,> s .. 3 , .v .oniirror w>« «***»? '« ' - ;, ai! tea :■«'<-! «•'* •* liari; lU '«£: .£;-a®i *» v ! ° •. '..-Vu •- ■*■-’• 7 •*• - i ’ V ' > - 0 , * - w-o I ' matt-"* lit ,i* ;■ o Jjmsjto =0 -*a**S'W^ t* **». ® t «** • . ' ‘ ■ l0ica * fc f: «Kf " vt dour < 'MKX *' * ■ e.;. t ***** * ot r0 .»»•** tear e ei w ,*>**« a**** 11 * ,}1- to snoiKri.'i ':o ttaod 4< X. solSf.r:: r '~** » * 4 any other local end of the genor 1 agency different from the Sunday- school. The teach in. ork of the looal church must >e one. Wo may not nov see our way clear to make it one, but we oan no more rest in isolation and disunion than to Lincoln* n sapient vision this country could continue half clave anu half free# I have stated my views on this point thus clearly because this question is sure to emerge the moment we fairly attack the work of introducing missions into the Sunday-school, arid we ought not as serious workers to play the ostrich and hide our heads in the sand in the happy expectation that somehow or other this great question of jurisdiction is going to settle itself, but rather prepare by mutual conference and exchange of views for that readjustment of relation and function which all thoughtful observers must neceomrily see. I desire also before beginning hat I had designed to lay before you to call your attention to the inter- esting connection that exists between the problem of the field and the problem of the Sunday-school of the looal church generally. What the leaders are studying in large the local workers are necessarily meeting and having to faoc in email, hone© as I set before you to- night certain problems which I consider to bo the j rob- lemo of missionary education in the Sunday-school, prob- lems which must one by on© be met and faced by the strate- gists of missionary Sunday-school progress, I want you who I.-'vO g £u; 2 ftJfc fff • - a, _r .4*1 si* 'I- 4 * * V> X - - .-•* 1 o ja! '-. r.ox'v u*i£ ©xi in&. ■-*• > u** v.O Lfro X*j v j 0 X "T. fi i * « 0 vn*i M • r. rf*> • 4 jX.x; 3. (.iiv .i Olt .■ ore \Jftl £>' !"-• ^ ' i(iio C» A 0 "i o a n.fso i3tf JSK *8110 ' Ov' i JB8 «-» . ,1 0 * .11 * J i notate Vi 1:1ft; 'i fiiA OSStZL&hir 0 biOO ... i Q*rJ no \;m fkftls r& svi : xl X ( 1© 0 oiiii otui-'ood iowi : at io i'xo’v .•Xi'. * > #»/ ft .:_3 '* ! f J »’ ■ 4- » : •* 1 Digitized by the Internet Archive in 2016 r r 0 *r in,-iistetfv.i . J’ij/ft *10- L' ^ * * .X.i itoi . Q/2/i &££i'' •' ..1 , V • - - i- q , / &.#*?. 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VC 6 represent , not the Young People 'a Missionary Movement, or the Board, or denomination, or the mite society, . or the state union, ox your church, or any other largo affair, but are merely a worker in the local church sent here to get what you can to take back in practical form and introduce in your oym United circle — I desire that you shall join me tonight and all these others in an honest facing oi the problems that confront us all, large and snail, whoosale and retail workers, in at- tempting to introduce missions as a definite faotor in religious education* I wi ?h also before I leave the topic of the Sun- day-school to say — though it is hardly necessary for me to say, to any of my Sunday- school friends who may be here, that I believe in Sunday-school gradation. Not the old fashioned conception of the Sunday-school as a ohurch service do to sx:eak for the children and young people, or the half modernized conception of the Sun- da y-sohool that think3 of it as a room where the little children are gathered together back of certain devices most ironically called sound proof partitions and taught there by a company of people who regain in that particu- lar place whereas all the rest of the Sunday-school is a series of classes tributary to one superintendent and led by teachers who never change the individuals whom they are 3©t to teach until those individuals marry or otherwise leave the jurisdiction of the Sunday-school, for that conception I think we have fortunately outgrown and we are rapidly being borne on the current of Sunday-school ' :• 4 - ■ , • • t ' ' ' ojyxjcI yv.£ 10 ,tx x. *jm>T * > % nulm **&ii ,r ^- sLirurifo l^col -it tt>.? xcr< *%* 4 i&OXcO^X J.sjfc M.O*3d <*♦ 1*6 •< i'<>^ :r ' - &?fr2 •/ X — ^Cax'iO fiaJtoU / ••'O Ti.rcy />:* nr^'i i*x r/io-./uV.? sworii XX£ bn> ii\ r»g.- at: iuct iX/iiir MX ixl *Lv % j.Xjs JfiOtttflOO vfirw O'- . ©a a* k* I- jc,y..oy.«a oi * til 4--- :/*<»* « . . 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" A ' o' *r '1 r i tml it y~~X Ci J lit • misn lorn ry worker and an a 0 ©operator in >;ho -•• ork of bTin/yir-,, tfc< % to jjase » *afows and 4e a’ petition fwr -hioh X face the w&rlc, that ally *o ill* Sunday-seJu-ol ie graded in trx .-n any h* : iat - ver r o;e r.n * .C festive irt**' -.’notion of tsinaiondry mi oriole Ilov X bald that Va w-t; face to fttoc uith certain . rehleius# I r&o no at w: for* ultateXy e or rolled to da- - line the ; inJ Invitation th*. t< rrxe oxter ; “o rv. to go tip it-: Ziiva? B'iy for t o or- three days in. ailyana© of tlx V ..:v v!„; uisoicrx.xy oonfe *enoe you hnXv... u thoro h re loro of you - ere yrocant an > took part » Xt evolved a - t I . fin i\d 5i* ur.d ; ciho-U that has bocii ., V.i.dy * &dc the text '>©o&-~X tin.it it : r ■’— o.“ thin ainniou xy institute, a station* concern!!*?; nine- ion '=ry cdttouiicii in the fwidt y~-oh©cl in which it acta forth thr-'-o taeaeat 1* iiinuicn v;- : y in.: it motion X an epodr-ttnl part of rvXigimiw n- uc- t-ion no:. htnir' in include.' in t.h< onxriou- J “lift •• cv ru fu, yw.’. :. ■. ■ )> -// >;;.■ e-eu ,;•{: ' f • / ni -oion-iry atmoir'-hcxu uhrm?. lbc created in the Buneio y*f-ohfn i tixrouyf it or-'*hip t aeoct ioe; .o certain h ; <3 ? i : io at inna , and 2,. Tho aconoioo directly or indirectly affecting . y r /, **<«. ■ -;*m 4 • ttX s '&• w/« M* *iW^t f#*r . ■: , M ; i' i f * •■ ■ ■ 1 ’ * ‘ ‘ • " ’ ’ $& f* ^ &?• "*& ■';»>'■ : lejuf* wt **ti9D$ rv e* Mu a*** t***i ** ' ^;:«g ->.* «*# -*■ ;&i* tWM ** rr>^ l ^|*.&?3..' v r.Al »•?«• X- ‘ r t 5-0 , m: . , U f* <***• » *** *1* * 1 , ' U ' !: i>J ' ' “' -a : '■ iid«; art •*» c5r '" :: ' V*’ 5 ~ ;: * '•’ .., , ■ -i itf .1 «*••£*» *«** «t WW'- • *•’• ow • ■ x ' ' '■ - ' rt.-*.»J r..y# « v-irt'T «t t-.*4> ' «* »* • - f, <*<&&$- • 8 the Sunday-aohool should cooperate to develop the mis- oionary spirit , in various ways set forth ?/hioh are inoro or loss interesting to those who have Lo do with these larger schemes* X have read this presentation with great interest and satisfaction. I most heartily approve of it so far ao it goes, but speaking ao a Sun- day-school man I am convinced that it does not begin to go far enough; in so me respects it fails to grasp the real crux of the problem. As I look at it, we have before us no fewer than seven problems to solve and we must address ourselves to the solving of them in more or less this order* I am not a stickler for the order, but I believe that as we r;rogres8 in the work of introducing missions into the Sunday-school we shall find ourselves face to face with these problems one by one. The first one is the problem that lay before this Conference at Silver Bay, and that is the problem of causality. In other words , by what agency and initia- tive are missions as a study to be brought into the Sunday- a chool* Now, you can look one another in the face, you may sing song® and pray psayers, and you can dream dreams and see visions as much as you please, but when you are through you must settle down to the question, Who is going to do the work of getting missions into the Sunday-school? B or - ,;r. -j:i$ qo£ov*r- ■> * swialaeqe tad ,swc?,-. a ax? 0 < ** c ovo * c 4 at^ac 4 *o.ff cooL U ai-i ^oni cioo ax; i «•*’• odt qpi.?nj oi alUS a «£•»<*&’« a«o *'* wtfiCl tOiiS on *OttI revIOL-./C Ul* X.U;.a ®Vf XOOJ < * C - r u “' ; . : ) ■' .' ; - -'■'■'■• ; ; " - J ■* 'io a» idiot «>*« “<>* *» J! .«•*»< &«*- *•«> o,* BO, as*,- wtf ,«W*KI Wt ** '^' r ' iaoiftv *°" C o ?' \ ', '<3>£i0i -\Ja- .•lifO V*'- Jtia snot: «t..i i,ai«»©o no **<* Blli 9 do you answor that question when yon seek to fling back responsibility into somebody* s face and get up and say it is the supcrint endont *3 business to put missions into the Sunday-school , ho is the leader of the work there; or turn around and aay no, it is the pastor, he is the di- vinely appointed, etc. , eto. Friends, we shall nor. got anywhere by talk or that description, Wq are not going to make progress- by seeking to put the blame Af inertia and inaotion upon somebody else, let us as wise strate- gists take counsel together and see whose business it is to do the work, or rather, in what respect is it my business to do this work, and who i the one next to m whom I could reach who is better able than I am to some special act that will result in getting missions into the Sunday- school. The problem of causality is before us. We must settle who is to take the initiative and go forward in this respect. How, under this head I can see two alternatives to choose between. On the one hand we nay relegate this \ ork of bringing missions into the Sunday-school to the mis- sionary enthusiasts of the congregation and of the field* It is lying in their hands at the present to a large cx- teiJ:. Some of my friends in New Yo~i who have been the fathers of the conferences called there of which the Young PeoplG*s Missionary Movement is the delightful and most efficient fruition, are at work trying to get missions into i.he Sunday-school. They a. ri lie question of causality by themselves taking the initia- tive. And so far as it is proper o me to be a critic 8 gaJzfi of Aooe trox no** r.oJJvvL : xcrrt::* Q - ■ •«?& c * v.* y '- : ’ ••■•'- 0 ■-‘Jii.c&x *m r! a * - ■:u •. :vy/.t i J xc ' aitf Vo t$w*al odi si x io:>:i-.:\- V . :u?* -i.o 3xi dr i i % 7.gHs- t ti X** « , .. ,.:qlTLO,<-:. li So X<- sSUtmi \t -id -s,;,j o; > \ ** :. x ifi affeft&fttf*; ei.cv' *oe •• k o a 4.eai£>;v ^ ^ ; *“'■ •$* ;x o.i .. • r .iVt* 1 •- i; " ; « • r " * •, ; >t rI «ix, x q i idov^rJsmQ odi- °' ! ' A< - • , ' " j '* • > r ' '~ x '•' . -.. c or. t*I £ or 1 : ?aecro%q 0ft j x£ 2ft.- >'-t %x * orir iloXH lo ocr^ :“0 . o* o; V ,- ■'•■ xx;. • : • • -- • - ‘ - • ' >- na :i , .. o;i p£T-* - T0 iJW . ' 10 of their actions, they are acting with great wisdom and discretion and v ith a most happy and encouraging measure of success. But shall missions always be in the hands of missionary workers an a thing to be brought into the Sunday- sohool? I forge e trouble if that status shall remain because it i ill be impossible for you as missionary workers to know all that there is to be kno'U of the strategy of the Gun day- school, and you are liable as specialists along another line to make come mistakes or at least to fail to grasp fully all the possibilities that you might secure. And on the other hand, and very much more significant than that, you are liable to have your motives irrrpugned and questioned and your efficiency marred thereby. There is a certain class of people vho will immediately say — I should not be surprised if some of them had spoken of it already — "These people are simply seeking to increase the money that is to pour into the treasuries of the missionary boards. I regret to say that the action of eccleciast ical bodies regard- ing ohe Sunday-school and missions has in time past looked very much too significant in this direction. I have said that so far as I ooul ' judge the "-ork of my own particular denominational council, that according to the resolutions of their Sunday-school committee as adopted by the various bodies one after another they seem to think that the efficiency of the Sunday-school is bound up in three great propositions: 1. The Sunday-school ohoulb cent r lout© liberally io all tas acards of the Church. a w&*to* ***** &****& '*£* '• 3 %nl: .-zijOVttv b&; X'VZ** ** 0: * B fi ' ’ *>«» 00**3S0a£& “ A>4 rM';rvTd JO Oj iflijft £ «* *tO**«W t*W»**®* Ki : tflM ^ 81,^-js $*nl-l ti d£d«ro£* eeaiol I ?X"c»Tfr. °^‘ ii » i; .rov so* 0 Xcai^ 0 (|mJt XJ1 v o*:ssx>9jKJ5 t t00rt$0«*{fibmr? 'TiJ lo X&Q**-** 1 3lLf rfQ 0l . n:jais~o.L a# CX/-. yllx/l q*£iy c. i.- • o$ ■ — -■ ' • . ' ^0,.; o* al * ** '{e^ni «••«***** - S«i‘ V . . .VX . ; 4* <&.*£ s^'.cl^ei to® Xpa4<« *••,. I . .. V 10 &4I : I ^ ** ** *«** ^ ^ : , t .^,x *00 IcodZZ-V ; & *> *'"* Vl> . : * * 'i« li t- a vilxn »ut*CT a- V4, 4©tf - - ii 0iL':>(X~nii :Mt to sortoi&m* fclfci **** 04 f;eta . V 4 ..X SOl.xX i*xS. IV 0 -too .. iooiioc~x- ; ■ ~ !Vi ‘ • * , r;'jVL..y „.i; ! 10 &iv. ^ X.u; a 11 3, T ie oat ©oh ism whi as the hirst orioal embodiment of the faith of t&at par— t icui ir cion or in at ion, 3, It should buy all its Sunday-school goods at t h y do noia in at i onal 3 tore. And just so long as we allow ourselves to be o aught in that particular culdesac wo are going to oe very slow in the progress with which we push missions into the iay-school, We must purify ourselves from any self-seeking in the matter, W© not even be thought of as wishing all Sunday- school orkers to be desirous of developing a missionary spirit in the Sun- ohief end and aim. Once ire can stand upon the completely disinterested platform of desiring th© Christian culture of the child for the child's sake, of wishing that his own soul may grow, and may grov; through the assimilation of missionary nutriment and the development of a missionary spirit in hie heart for his sake and for the sake of that r ork ^hereunto Christ has called all individually, whatever may harden to the missionary cause that we love thereby, until we can get upon that platform, which is the Sunday-school's true platform, we are liable to question as to the c on- plot e purity of our Sunday-school motives as intro- ducers of missionary ma i into the Sunday— sol ... , Therefore I offer as the other alternative to this that Sunday- echo o 1 workers and missionary workers shall get together and jointly seek to cau: o missions to be introduced into the Sunday- school ; that the missionary • jiife -szUimSzo - '■ A ‘ . . C. • : ' r ^ noil* w r ;*< 1 . n i T'i&V A • . • ; •' '■ - • • ' : , i .. 5 . ■ • e a.t ,..*»*UKr “ '•• ' j ■ . ^ ... « r lo «S»OV.J-6->i Kl -CJJO - Xo: * % r / £ > i- x ^ ■ -- » .UiU) ■ ./ •-- - • - » '•' % w^#v^f »- 4 v ? lE , UG i •' * «' *. - iv.i*e I dl •io'i: fertx ‘ IC * -c ? 1 _ V 'C ■ "• -, ■■' ... o$ ax r-v U--n' ° r J - l *' £/> O' - - 1 W f . „ r-v. ••..-+ •. .1 - 6 > - , .,. . . - Mt vs- ~o de« -v >••• •*-*“ j . >ji' fftiOfc J.ifc/i S <*'•■';«»«> i*“ ' 3x3 - . v # K 12 workers shall wait upon the Sunday-school people for a verdict as to how far missions aro needed in the Sunday-school, and that the Sunday-school ”-oi’>. ore shall return the compliment by going to the mission- ary workers and respect fully scouring from the* that wealth of missionary material of which they are the proper purveyors to the ends and for the needs of the Sunday-school and its great curriculum and abilities as the chief contributing and of the causality of this reform. Let us seek together not as missionary workers but as missionary Sunday-school workers and as Sunday- school missionary workers to get missions into the Sunday-sohool , and lot us then both in the field and in the local church not be found as missionary people trying to split the Bunday-scho 1 in the interest of aions. Others are trying to do that for other re- forms and we do not wish to be found in that company. Sunday- Let us go into the school as Sunday- school 1 orkers, take a class if you please, do something that will enable U3 to qualify from the Sunday-school point of view. Then let us bring in our olass all we can bring from the missionary treasuries of suggestion, stimulus, and information. Seoondly, we have the problem of interest, which educationally at least is fundamental. How shall we make the Church want to bring missions into the Sunday- school and the teachers and pupils want to study them? For lack of the study of that problem, one great reform in our public school system has sadly halted, and that sx M) eX^oo. X ata- ; .Ifst/S U -X.- ' Mi» at ru «* J,ari ° } * fi " ► , t O' l:>Ofir,e-v -of ii) ■:& i>- < i0 ' *"’•• ' '•” ' -noisoi: o ■ o ;c i»«*U Hp>» ^ fc( » mti Wt yttv-'M* tiOft *«* «•*«* r “ (« lo . B *« «tt* avl S«* f.t«® «« 01 •MifOWE “ e - £i>T '" wt#iXi;c fti . t ,** <*i if ~ *■'» « £o ' • e.fe OC5 TI "., 0 i-..=i:a .-a £«U'?'i o«f to: *WB*e ■- '■* . . ' IP '1 - s ■ - ;0 ® ... ■ ' ^ uriKv. , iaeif. -'ai "0 .K-x. .'•>•: ; w» avorf ov .’rlfflocafs 5 t f, v £ £*£<> It- * ■ ., ; , Ior „,f ol„i «'W> <* ** *»* * °- Ua «u/ « «» te«* d** «** *“* A Oi ° S tm m ■: * .Xi: « ^ «*»«* £ U ° “ J; 13 is the reform ofsoientifio temperance instruction in the public school-. I had something to do some years ago with the work of introducing in New Jersey a scien- tific temperance instruction law under the initiative of that able legislative general, Mri. Mary H. Hunt, now deceased, and from the little I have seen of the work- ings of that law I fellow that had Mrs. Hunt and her fellow counselors studied more carefully the interests of the public school people, had thejy been rilling to sacrifice a few pages per textbook and a few hours i per week and month in order to get a proposition on which their public school friends could unite, had they gone farther than to revise textbooks and make sure of their scientific experiments and mount their guns against Professor Atwater and other disturbers of their peace, they would have had very much greater success in their most noble ana laudable endeavor. And we mis -ionary people seeking to bring missions into the Sunday-school must remember that the first thing we have to do is to create a seeking and a desire on the part of the people who are to take it in. And if we cannot put missions to our Sunday-school friends as an interesting and de- sirable thing wc would do well to wait, to stand, to go back and reconsider and let the thing lie on the table as long as may be necessary for our enterprise to equip itself with this necessary characteristic. We r.u r .;t make missions interesting. Now how that is to be done is a long and a most oomplex story. We will refer this particular problem i; ta,. - ft . £W<* « .*&* *U . . :c . . 01 -.• »* - ' ; xt«t ■ a ...»•«« ■ *--•* . . ... r.rv.,u 7 -J . .. av '’Wa: t t . ?X i. o' - .:• ox ' u **" w ' ed 7 j. . . -~ l ; - ■‘•ti : 'i. ^(XO-U'UX to . 04 , a r: ,.C. : n *.>> - i • J •' - ^ ' k " '■•' at; * * a.,o *j tads 4i **ot, fr:* ^ ^ ' * c * . , . . . . ■ - > •■ Oi- '. ■',. ■ " 1 " y '- : :C { j* Lx ' f - v *< »*■■' 1 ' e * ;;u: ' . zma l ri^. -v X- •/ ^ : 15 ten minutes on missions. What i.hen .re you going to say to those mother that let their children go to Sunday-school and expect then back for dinner if the school meets at noon. What are you -oing to say to the pastor when the school meets at half past nin% and has groat difficulty to meet as early as that and church begins at half past ten, and the fathers would rise in their graves if it was proposed, to make it begin at quarter to eleven. You have thus particular local issues to face and you have got to settle them, and though they may not seem to be important to you, they are very important indeed to the people whom they may concern. Those young ladies for instance are only waiting until the cell rings in order that they may take that walk. That walk may not be im- portant to you but have pot reckoned with them and if you cut that walk off completely you are going to lose some of these people and the school oan*t teach them missions or anything else. Therefore we are face to face with this problem of substitution and we might as well settle it at the beginning as to have to settle it by default at the end. The conditions vary, just a few have been suggested, but the most important ques- tion, the one we might as well meet right now is this question. Shall missionary lessons be alternative with Bible lessons, shall we put out some of our Bible teach- ing in order to bring some missionary teaching in? Nov-, there you are. On the one hand rc have people vho ill say, No the Bible is the textbook ox the Sunday-school e , 8' 5 0 -Mi 'l •« OOJf - Of <**•<::; t"*ct , J .UiStfto-,- «tf 0 * rn:* ioa ; 1 S-4# -ate* «l a* M*» *» U#flf S^Jx^ *1* ax! > ■ ■ ■ c c:..i <»••: a" **C -"j, 7 »!»ai nlr» t .Ki *0 rj ' 3f . t^tu. m is aaitvvitw:* to (At' o*t ••• i ml ■ a ,..u -i -von It*, .’os: UOf ^ ^ » 0 £.: , r-Ui ■; * tfails etf :C c 'ii.-OTif j- .: X- •« :: .-oi360B:> *„•< tat vtt&z** *«»»•• a* mm - 0J ** tx9 "■* > nl 16 and such it must remain and we cannot consider a proposition to lay it oy for one Sunday a month or ior three months and put in missionary lessons in- stead. Others will say, we will teach Biolo lessons with a missionary twist to an :• we •, 1 j.1 bring mis- sionary illustrations but we will not take out the Bible 1 os. won and put a missionary lose, on in its place. That would be doing an injury to the word I honor the sincerity of those people and I greatly honor their love for the word of God, but I would as a friend of the Bible rescue the Bible from what I doom such a false position* I would have it rost in the Sunday-school upon a more substantial foundation than tradition and custom and doctrine. I " r ould have the Bible there because we cannot got anything else that is so good for the purposes for which we wish to us*e it, and I would have it stand upon its merits and fight its way alone and upon such merits I predict that when the issue has b en joined with the most perfect freedom, when the Bible has been treated exactly as they are treating it in the practise Sunday-school over there under the shadow of Teachers College in New York, where they have emancipated themselves from any precon- the ceived idea as to what is right thing to teach and are ..rimenting with the life of John G, Pat on in the place of liny » lessons. When the Bible has emerged from the grasp of the experimenter y;e shall find it holding the most important place in the- curriculum • £ , > £ 0*u\j •'» ‘ liifi HJU wftl/Si i . <-0^-1 ft ••* ’ U xCr fjc. . ..; '•• oao toX .0 ^ V - o nci J , *-o©£ '/s MX -xk* f ii' A- •. - -*TtL< v i iVM XXJtfT. B'10/i m. I - ■ . r x0 ,i ... * t\ i- r ; ..it ‘ ’ \y. Auoxuf-'i-u; < - • - > . . • i ' ; b - - ** . ' ' '' I Slid , Ox) iC jDt- i'nij *1 Ol wV-’X f X jlli i .'T v.! ... . • . sz^&t utcl i.i -.iiv-.iL&sa ovox :: I - J ; '- . . • cl r ' • i r.x -■ - ■ li v --- Monaco ^ wti'*oe>i rcwfc e-^xC; 3 ^iy o* jifciv oft oi it?* zc .. 's€?P- ' ‘P- -J ' .. * •“ >c ~r • * ti i' ':- 0-5 Xv ■ 0 .,r i-.lS ‘ O’ ^ ' •’ ^ - a-.; £tfA -.' 0 .- * v .‘X St*. ' os 3 * X i-vxoo t ' ^ ■ --• • -- 1 ' ■ 13 . J> V- {* e - h \c ~:ii %$ -Hu 7 C..X'.i7*UC:0 3i Of - l;tl-; 4 iCSl JVO® . i'JJ' giXX^X 17 of the Sunday- school, tho uni ue textbook with \hioh w e oannot dispense. But on the other hand I believe that if we release oursolves from reoonoej>t ions along this line and are serene in our confidence in the word of God and in our ov/n position as lover of it and believers in its divinity and its unique position and power — if in this position we consider this problem as free men with that freedom which is the essence of edu- cation in every place and every time, we will find that vo are simply orking out the Bible to its logical con- clusion when we introduce lessons based upon the prin- ciples that we had to go to the Bible to learn and that grow out of the history of the situations which the Bible was V7ritten to teach and to transmit to us. In other words, when we have taken the life of John G. Pat on, if you please, or any other appropriate missionary material, and have addressed ourselves for any particular three months to the study of that on its merits as scholarly material and v-ith no attempt to coalesce this particular material with some other assigned and appointed Bible material or Bible course, we will find that we will simply have worked out the problems that the Bible set for ua. We shall be at ill studying the Bible as exempli- fied in the life and the teaching of Johng G. Baton, and we shall come back to a more definite study of the Bible fraught with a spiritual power and clarified of vision as to the orkings of the Bible such as wo did not have be- fore, In other , I foresee the oo of such a ' •• ' :: 0 - r; '> ■u S. •> £»£ it jj ;• o ; - xi: > £ •• L ‘' •’ .fTojfejJ : >oq ’ jI: \ttiiivJU -tfi xu itettr.-iiJtf i3 QvlO«r& C . t .. i ^.ixl -:ic > 0 " -4t£ " ■ ~ of-tf ;io.c : jj bfj tlk: f iitfa. ol eotfretffrnx jw • /neiMfl' ■ I ■ . , ■ .. ... •££•;. i£«ji a* 3fi ****** ?Jt m SMii* i i; • ;>a '- l * i ' 1 ■ ». 0 nwi»<-c r -.7 o :!•-• ••’ -•'•'• 0 °* ■ 18 time ae that and though I gladly agree that thin is a position where v/o must he persuaded in our own minds , yet X say as a Sunday- school man and an a teacher of the Bide in the Sunday-school and not 0.3 a teacher of missions in any indefinite or unooncerted way — I say that I want to see missionary instruction in the Sunday-school and when it it is brought into the Sunday-school I want to see it brought in on its merifca and ”by your leave” of nobody. I want to see it go in and oe given a fair place and an honest trial. I don * t want to 3 ee it go in with the handicap of having to fight for its existence, with the permit that these missions bo experimentally taught for a little while provided they are under the caption of 3 one particular Bible lessons. That ion*t a fair trial} it isn*t fair to you as missionary workers. It will fail. You oannot ’in* Hot until we have not a franchise, not until there is a place made for the Bible in the Sunday-school and by a definite acceptance of some program of substitution y the briiging in of missionary material and the laying to one side of some other material that previously occupied this ground are we going to give missionary instruction a decent ohanoe. I believe it has es ocial value a? a substance for char- acter uilding in the Sunday-school • Fourth, we have the problem that will immediately emerge as soon as we face this third problem, the problem of correlation. Missions having found its ] lace along side the other lines of study, how shall these be made one? That is one of the high educational problems of the day* Our public school friend--, by no ibuu h ve com- ax tu* r i fa $a:.t \i -t V> X rf.xw/Idf Lio a; * :»Oiie> -* 0 ./3 £ cm' \i t X J-X BKoXt/,^ lo 1. i.r: ox ,t-r. *ti eXoXV • X h-iC v v t .!■• *>r noon ■ > bjrjnile ini xu : ; : rfvi'-: v J&ax Xo-.-c- djjx’s ■■■'Xu r-d ao.t - oati ; : £'■•• '■ '■ . ■ 1 • •• ' ■ • * • r - • • '• '• . » - •- t\H.t tSx oa-s;:/ os-xi-:* 4 •d *u: XjUdw Son »©.dii5>f >-*- •>. 30 ;; 004 o'Xiu'lafv & Vas X -'X-i ."d $UUV • 0 ft ■ Biit ! S 2 *.. ■ 0 <• /I .^O'.. • '-’' - - ; £;.1C£. Vo OJjl $>fiO 0 :■ v ;»tXT*’X Vfcx. Jddtf'dosi; n-x: ...V 4 ?£ bmio- 1 % fixxid XoXrfuoor:- nq irftj XjLi? :>'*** . p? 90*., ; ::.•£/». 4 - ■ V V i-ii. ' .. . O XX.V ti &■'■- ’ ■ ■■ - , ✓ yXoS^X &n;ii :. Cd V: .1 //. it v ex ft'. > vft. ^v' t i: v i-oo * faf- i.iOXi add t i«j :*©'«. t. V‘ S-tiV/ ooxX t'S- 4ic- -• ox 3$: • • - oi : oo 0^41 XX.'Ui's *4»ji . v -rio io ^o/siX 'xeiW 3.'.: txd» • •aoX; X . -BoXltfbt?! 0 4^ oai. 'to fcX •- * * 19 plotcly solved it with regard to seoular instruction. They are progre sivifely working to correlate one study with another ®o that the boy ahull not have to have a gr amnar cell in hia brain and an arithmet io cola along aide of it, and between these two a great gulf fizod, but he shall learn his grammar, and arithmetic, and language., and history and all hie other disciplines and studies as on- common enterprise, W« will . .. to oclv that problem in regard to mice ior::; and Bi.se study, I earnestly hope we 'ill postpone our efforts to correlate missionary instruction and Bible instruction until after wo have got the franchise of vhioh I have just spoken. Borne of the propositions on this blue paper of the Conference* strife me as a vicious attempt to work out correlation before itution. They want us to give "the missionary treatment of such lessons of the International or other series as are dearly mi; ion ry in spirit or content*. Wei. , I sin- cerely hope that will be done, out it is the merest dror> in the bucket as compared v;ith what is to be done with the real problem . We oan*t do it in any parenthetic sort of way. This problem ill be here to be solved when we shall have some missionary instruction and Bible instruc- tion, and then we shall need tp work out correlation. But it io too early to )rk on that problem now. Fifth, vs will have the problem of standardization. Ho v! oon the general piano outlined and forms of missionary teaching be so simplified and standardized as to so suooepti b le of adoption and operation in the little aohocla. Yon .. .. ♦ The Statement of the Conference on Ilia.. ions in ho Sunday- o oh oo . . i; j itni -.0? 'i >* 'tori \Lti la, w :tr •»-• - ’C ^- J; 2 j. -./• • --• ■ x*-- ■■'■ ' ••- iflff# *»&***> x n 1C ->/■ ip ;e ;jc f\ru' «l iiir ^ »JtdC A'u 5 X !- .. • • . - : ' w ~' " ■ ; J # . . -■'■■■ • <•’• . J ' " • - ;• I,*} . .. r: 1. - 1 , -•' “*■ \" to t . . . - ' - '- • ax; t j i <■■ ■ ' ■- ■ •' *•' ■■' . ;.i* .: %o i. :~.ai ' • ->1 - c ' .... • •/- ■ - • - 1 - ' ' ' ' , 1 ' • ■ J 0 : i • J J - 4 - ~ . vx it.: . /. !■- : X : ro -X' ^1 J ; ' : - '■ . 20 missionary people; and some of your friend3 here that hail from New York City, if you imagine that ohe typical Sunday- school of tno nation i3 a school of 250 members, I wish I could have brought you with me to the County Sunday- school oon/ention from hioh I have hastened to this meeting and lot you hear the report from the ninoty-sdven schools. I do not believe that jo many as twenty of them had as many as one hundred members all told. The bulk of the Sunday-schools arc schools of from thirty, to forty, to fifty monbors, and they have to solve their problems right where they are, and nothing exasperates these workers more than to have some plan of solution of a difficulty laid before them, a solution that would be easy in a school of 500 members, a perfectly organised phalanx as it stands before them. When you are working with a big school you can solve the pro )lcms in seme such way as this. I imagine the report of somebody on one of those problems. He says, "We had this thing to do. We thought it over and just appointed a committee of five and they met and worked the tning out and laid out a plan. We had i, mimeographed and submitted it to the teachers. We went down to 156 Fifth Avenue (or to some ether headquarters) and got what they had and divided it up among the Le, e o . , find so on. " / That is all very pretty, but what are you going to do with tne Sunday-school that meets in the little aistriot school house with only three or four teachers, here this is not an educational impetus or ideal within fifteen miles of you, where this not a man or woman, pastor, teacher, or even a public school teacher who knows he*- to get at the v - Jit v.‘ &.1 - J - r ) '-*a£ i;t»t x t v^iO > 4 toT *^JC r.o .4 : "4 ts;>cC , ; '3 . :■■■ few -;i •- • u <- t * . t , , , WJ .;• .of. ... ;. -.a; -... : > . • •■.'*' .... • it*:. ..tf c-C 0 '' Pi. ■ ... tax.-:’ ® { re. .. ^£ss -liiiSfe '■ - ' -■ o? 0^ , .. . ':• ~ ■- • " •• • " : " bf~ : . \ ,U0 ■•■ i v J 1. i . 3' .'(>■!. . V'pfcv ^JU- . -l* tro..; * :. , *j?f rr . tswte*. ■> tfoV io ?>w£i ^Xno rUiw or uoxf Xv ;oi •.. ->if ..v:v :■.■:.■* . r •• * o <«* ^ i otic aiiS- ft 21 work or how to work out the problem. You can 1 t sake progress in that most important aroa o x our field until you standardize, until your plan gets down out of the air onto paper, worked out aftor experimenting in the large churches md Sunday- schools. That i.. he , God is calling qoa of you to go forward* We want people who will not be afraid to do things because nobody yet has got up and said he tried that, but we want people who will make experience for others to follow. When it has been worked out in some of the large churches, when it has be on taken up in all the County and State Conven- tions, hen it has got into the cheap tracts and plans, nice little clean-cut proposit ions, things that a persons of limited educational experience can get hold of and work out, when after many experiments with expensive literature ana material we steadily work ourselves down to the ten cent and fifteen cent proposit ion, when the material foundation becomes a Garfield and Mark Hopkins affair, simply log bet eon, simply a question ox per- sonality and influence, then your plana are in fair way to be introduced into the country Sunday-schools, that fount of development and progress, that never failing urn from which the best teachers ox your city churches are continually being poured, that source, that mountain brook the beginning of the rivers of church activity which we in the later stages of their development .V ♦ C . ;! V 0 or! 1 ”> - 7 Loll ' T j : :l : r ;■ ■ tU t £ 9tJ\ \C . i- 1 • jo: - ' - " t 33JU/z* .w. .. *« , ■ - • - - ■■•j - ... »ni*vn - VvT.i i . ni i il i Ovfii Jo- . t a£o.£u t .-/v I-..:-; J :c-aiiui.o • I. ■. .u c* 4 ' \ : - 4 • J J » «J : vXj 3«.^ £7 II * -IX CTiT 'Jji . o . ioi*< oo ■ /: ya • t * ic r4, i . \iv <■'*■ ■**' U ~o t?4 ! -.p iYi.-ii- . o 4i ioO'td 23 reap, and which e must rover forget or leave out of our sy: .pa thy •n: ; our calculations. No . then copes the sixth problem and that is the P rodl or of teaching efficiency} ttlltli. yl. -nr for intro- ducing missionary instruction into the Sunday-school in the world are not going to avail unless we have teachcrr who can ork them out properly in presenting then to the children. That ia a oig eu-ject. I ill therefore leave it on the table for us to solve and settle later, merely pausing to say that t ith the plan of having the teacher continue ith the class year after year will not develop teaching efficiency, and I therefore call upon you an Sunday-school teachers to brin in thie great reform, sc that our t oahhers will be appointed to their ork from year to year .ith the distinct under standing that they arc : ,oiny to be transferred to another class •hen that class outgrows the grade in which the teacher ;i. rolling at present. In the seventh and last place we have the problem of utilization. T 7hat end', do we propose to secure through the introduction of missionary teaching in the Sunday-school and by -.-hat methods? There v.e arc. What are we going to do when we gel missionary instruc- tion into the Sunday-school, Thai; in the pro" Ion I want to leave i ith you as an inspiration for further conference and discussion. As I intimated at the outset, the old fashioned idea of this thing was that we only got twenty dollars . ' < j ; ijto\ vzt X'. w r.J i'(i 4 . t . . , : 7 • ' -v :;n. . . ■ ' • . .. .'. 1 ' T t •• ; . ’ n. lXo v. ■ v!-. ( y.r ' .. c 7 _ i o 33 from the Sunday- school now an;! wo v ant to rat fifty! The pastor comes down to his church and cays the con- ference apportioned so much to our church and ao much of that has got to he raised in the Sunday-school . Let us introduce missions because that will mfeke them better V giving machines for the benefit of our conference, of our hoard, We repudiate that lot, ideal. Perish the thought of raisin.;-; t.iy money at the result of this work' I * If you take such a position as that you absolutely tie ; your hands and gag your mouth for any efficient work. As the teaohex goes before his boys and girls they understand the inter eatedaoss of his words and if they think t ha Jr either you *rc going to use that money your- self or that somebody is going to give you the credit for the large amount of money you have gotten them to give you MMI off path* There is no thoroughfare that way* Nor are we primarily working for the development of a missionary spirit for missionary ends. It is a great enu out it is time the Sunday- school arose to a sense of iis duty to train people who among their other Christian graces shall abOUJ ie grace of mi sm. But if we go into the Sunday-school as missionary workers to seek to raise ouch a spirit question of self-interest will arise again. We are working intelligently for the development of missionary enthusiasm on the part of tile people, though our real end in view, as I think I have airoaay intimated, is the culture of Christian character. For that ve teach God* 3 word. For that ??e bring the ♦ -T/'i'RJi8 $>4? coil • j: v>e bxu; jitw&o :k.i j a 5 %o4mnt ^rl ■ -• -.- r ‘- — . ■•. • ±>j.. . \ :• ; :ni -.i. 16 - -<• ii J 3C S-LoZ^lkta SOtbOt jrii ttU lo * fioo ~uc 2tO fril <3/160 8 fit XOx «6AM9S® ^XUVi^ . .... • .- 'i 3 A ft ;.£ xanom tpla §1*1 u->v sjs aojfctffctacj .-. itogr* *.tl ♦ 'O . i •_. . - ; t r i: ,’Bii i^o- cirl ©xoled cu^ x^oacj* ;i*-j =A /->n: , 'o* c.xxl o .ffeabatfnt.se . J; cu. •■• 1 :xt. .j •* .•- - - ci- oexf o gnJtc i ©1/ uov .... j..tf t otf l | ‘Ock • tf A* xc \i- : . . .... 0- .. v ;e L. vj&£ fc.fitf ’ioi tixior ^liS-: . . m t v ii . v ; ■ /. - .. -0 i-£. c . >; »«pX 0 Lc.Oiioe.-x » o±i j&i i I i a-. . i«f. t v St. .. > ■• . xfj j ton ci ’ ii tv >.)v vo .,. ii: . ■ .. ... V. . . : : V. sy * <"■ -i ii tC 1 1 J i “Vile- - ii 0 s • . . 5.i‘j .’• r • ;:rv it.ee . . o . ..a- ox :;c -.. . i . . * I .:...:• >fltf I,i . ' • J - v .. ■ v ! : 34 Bible and adapt it appropriate to the conceptions of little o' . on. And age by ago a Ion itfc the principles ox the Bible we bring then the living principles and truths of -..lira ions and missionary workers, the principles of the semont on the mount, and the tenth chapter of Matthew* a g ccvel, and the fourteenth of John’s, as exem- plified in the marvelous careers of .r.en and women whom we f nor and love, and in the development of the causes and movement that ve delight to recount, to exhibit, to illustrate and to have a part in. It is therefore the ideal of the mind of Jam Christ for Hh.ich to strive. Hfe oelieve that missions are a part of the mind of Christ, that the great commission in an integral portion of his gospel, and we seek tc form this in the lives of our boys and _,irla. How, by what methods are these to be brought about? Tht missionary conference at Silver Bay has suggested so; '6. They i sd supplemental lessen instruction. I believe in supplementary lessons as the necessary link between the International lee cor. or one lessen *cr all the Sunday- school and those graded lessons which are coming some day and which we are going tc have by International sanction. In the meantime I *• ould urge independence on tae part of every one of you as Sunday- school workers. I knoi not mat you are going to cay in beginning, I know not what you have determined upon in this Institute, but for myself I cl im as a Sunday-school worker freedom to consider first the needs of the children •I>t; Z'Knno r . .» / T .c X? fcac aCetiS ... i- I ' !;f. iv tv XI ■ r*i Mi:2t or r ' U. ' K ' • i • : i : . f . ' , . ’ ••'. .:0 ;■ *r. o **yo ; V/*J zAf €i X , ■ 37 w^feulov ' *;-.n *■::■ «?orr , -io r < -v . ; c ‘ x :< j'iC:r . it mO\er. ■ : rtr.n ; ' i X . ; . • : • . . . ' r:. X . ' ! ' . if ’ D T, r ' j t i ?Jrif o icl r'corr Unvote! >1 •• o&v: J: i-r? • rtf no c eiVil &?*$ xk atite .no: e;> ..’$3 s . . le • :• . t Swzjti i 0 * . &<. ;.' jrutf v if /oii.rcr .: ,;i ^ * '■ X v ■ ■■£. • Y.Ci •; ■ ?. - 30 v'- . 1 •; i: i - . X . • .. . 0 ' k- ki . 1 :‘ 0 . aC'K.-- X r '-' r, o /•:' ; . 1 jCXj " :C ■ !.' ao •!.* I ' Jo "• te i. £ •3 v r r'c:!;.: ;• 7 - i-.i rx* , • • .Coe-" -v*. v ijO atf* vci r. 1 - 3 o' : "1 r. ; 0 \i -it- . J i . XO oflO V . .© O v • !. > t,C‘ .. ai. ' ; •, v . . .. ■.■■■. - :\i :x \\f *■ j filer.: m.(l c;o\ U e. . i . 26 . I am teaching, and secondarily the needs of our board, or the International Lesson system, or any other sub- sidiary subject for w ich my loyalty may >e asked. I have no brief against the International Lessons Co;j ittee or any other sot of lessons, but I rant to teach those children the things they need to learn and I am going to r, tudy that problem, and when I see that any certain bit of missionary instruction can profitably be introduced for a certain portion of the course, I am going to bring the matter before our committee and we are going to have it in our Sunday- school on it w own merits. We will try it and if it does not work we will take it out and put back v hat we had before or something else. I would move that we seek the best in missionary material and that we claim for that in our own councils in the local Sun- day-school a place and a hearing and a trial, and then that we do our best to give that trial a successful termination, and to make the missionary teaching har- monious with our other teaching, definite and effective in its presentation, centered in the character and per- ! sonality of Jesus Christ our Lord, And may he bless every effort and may he make this cause which we represent to ahoun in success to hie own glory for the saving of souls and the development of his kingdom. Hotc : — An informal poll of the meeting showed 15 superin- tendents, 14 departmental superintendent o , and 150 touchers . p r w c , . u « For lack of time, the speaker evidently did not read more or less extended portions of his manuscript covering the sixth and seventh problems. . « r J % '0 UK . * ,.r 0 ■- %o f ... ijt-.I :&$ ♦, i i' j; jj”tc a%'„x? 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