SUGGESTIONS TO LEADERS of Study Classes Using WORLD FRIENDSHIP, Inc. J. Lovell Murray BY RUTH ISABEL SEABURY MISSIONARY EDUCATION MOVEMENT 150 FIFTH AVENUE NEW YORK, N. Y. Order from Denominational Headquarters Price , Fifteen Cents FOREWORD World Friendship, Inc. is a thrilling presentation of the varied task of the modern missionary enterprise as it chal¬ lenges active, red-blooded young people today. It is worthy the study and effort of a leader who aims to give a new point of view and breadth of vision to the young people of his church. It is a vivid background in the recruiting of young people to Christian service in whatever vocation and whatever walk of life. There can be no better aim in the leaders mind than the aim obviously in the mind of the author of the book, which is: To present the missionary battlefield of the world as a place calling for all the ability, courage, daring, and special¬ ized training available in American young people today and\ to challenge those young people to hear and meet that call. These notes are offered with the desire that they may provide some suggestive hints to prospective leaders in work¬ ing out the study of the book. They should be adapted and changed to meet individual needs and individual groups and may serve merely as a point of departure in many instances for the plan which the leader may himself provide. Ruth Isabel Seabury Boston, Mass. August, 1921. THE USE OF THE BOOK World Friendship, Inc. will provide a splendid background for popular program meetings in the young women’s society or the young people’s society or the organized Sunday-school class. It will furnish interesting reading matter for a reading circle or even for a less organized group, for clubs, or per¬ haps a social gathering. Its most constructive use, however, will be as a textbook for study of world problems. It will help in planning the programs of a young people’s society if the program or missionary committee can turn itself into a study class. It will give them better preparation for the more popular programs and make the latter more interesting. 2 Any study class might well pass on its interest and information in one or two public meetings for the church or society as a whole. If a course of six rather than seven lessons exclusive of the organization meeting must be arranged, Chapters III and IV may be combined, but will of necessity be cut and there¬ fore lose much of their breadth of detail. If an eight weeks course can be managed, two meetings might be devoted to Chapter III. THE LEADER’S PREPARATION There are three chief features to the work which the leader must do or should do as preparation for the teaching of this book. In the first place, he must make himself as familiar as possible with the subject matter of the book and incidentally as much other background as he is able to cover, taking into account the fact that the average leader is a very busy person. Second, he must aim to understand his class. To do this, the more he knows them individually, as well as collectively, the better. Especially should he know their chief interests. In the small town church, this will be inevitable, but more dif¬ ficult of achievement in the large city group. Third, he must aim to keep his class in constant touch with his own devotional life, praying, himself, for the success of the class, for the carrying out of his aims as he formulates them day by day, and guiding the devotional service of the class to keep them too, in close touch with the Master whose work they are really studying. For the more definite preparation of the leader, the fol¬ lowing points might be noted: 1. Experience has shown that the leader will come more quickly to a grasp of his subject if he aims first to read the book through once without outlining, without making close notes, and without specific attention to detail. This will give him a glimpse of the bigness of the work as presented in the book and will show him the total sweep of the author’s pro¬ gress in a way he cannot get it if he deals with the subject 3 matter bit by bit. The second reading should, of course, fol¬ low soon after with a careful outline for each chapter to note its most important issues, the ones he should be most sure to record in the mind of his class. In this outline he must en¬ deavor to note, also, problems which are worthy of his class discussion. 2. After his second reading, the leader should go through his outline and rapidly through the chapters of the book to see, iirst, what he would regard as his chief aim for the course with his own pupils in mind and, second, what portion of that aim he can carry out in each chapter. The aims suggested in this pamphlet may not be all those to be achieved for some particular group, but may be suggestive of those the leader might choose for himself. Above all, any outline should be adaptable and flexible. 3. Plan the assignments well in advance so that in each session there may be no sense of panicky groping for a pos¬ sible question to give to the class. In this connection it should be said that the leader should work out a careful time schedule for each session, a portion of which should be definitely laid aside for the making of the assignment for the next day so that it may be clear and definite, and another portion for the devotional service. 4. In connection with the book as a whole and with each chapter thereof, there is available a large number of books and pamphlets bearing on the subject. Many of these are indicated in the book, and a reading list is included in this pamphlet. Many leaders will find it impossible to read through a large number of books. They should, if possible, however, make themselves familiar with the more important books, especially the denominational material. 5. For the leader’s devotional study, we would recom¬ mend especially The Meaning of Service by H. E. Fosdick or The Marks of a World Christian by D. J. Fleming. 4 SPECIAL SUGGESTIONS FOR THE CLASS SESSION 1. Try to select an airy, fairly large, attractive room for the use of the class. There is nothing which tends more to clear thinking and promptness in argument than the proper physical surroundings. 2. Get together a small library that the class in its free time may do as much reading as is possible. Some books may be borrowed of the mission boards of the denomination, many of them are obtainable in the public libraries or would be at a word of suggestion from the leader of the class, some will be in the church library, and others might be purchased by some of the members in cooperation. Number these carefully and choose a librarian from the class to be responsible for them. 3. If possible, select a secretary of the class to keep note of assignments, to record the attendance, and to follow up absent members, if this is desirable. 4. In the course of the session all the talents of the class should be in use. There may be some who would shine as ad¬ vertising agents, publicity men, chart makers and poster mak¬ ers far more than they would in talking or in the discussion of the class. If feasible, call for volunteers; otherwise appoint a poster and chart, or publicity and chart, committee. If a public meeting is to be arranged for, this committee should have charge of the advertising of it in an attractive way. For the sessions, as they develop, they should have charge of the preparation of charts and posters needed for advertising pur¬ poses or for fixing the subject matter of the chapters. 5. Make arrangements well in advance for the necessary equipment, such as maps, chart material, pencils, and paper, and, most important of all, blackboard and chalk. 6. Make as definite use as possible of the members of the class in each session. Aim for and lead up to a thorough discussion of the most important points of the chapter and of the problems suggested in the assignment. Whenever pos¬ sible, leave the way open for questions, as these may occur to various members. If early in the study the leader finds that: the class will not so respond, it will be well to introduce the \ S question box with the written question. In the earlier sessions give time for silent prayer on the topics suggested, but before the last few sessions of the class, many should be willing to take part in sentence or even longer prayers for definite themes. 7. World Friendship, Inc. will go over the heads of the class and produce in them no desire to help unless by this course some definite suggestions are given of possible ways in which young people can help today. For this it is very im¬ portant that the work of their own denomination should be brought vitally home to them. Keep in touch with the secre¬ tary of your denomination for this purpose. Enroll your class, that the denominational helps may be put in your hands. The denominational surveys and the lists of missionaries should in particular be on hand and, wherever possible, contact made with actual names and personalities on the mission field as their representatives. 8. The leader will find useful in planning for the class The Mission Study Class Leader by T. H. P. Sailer, published by the Missionary Education Movement but available at all denominational missionary headquarters. ORGANIZATION MEETING The organization meeting should be as informal as pos¬ sible and should not take one of the precious sessions of the class itself. If there is a Church School of Missions, this will probably be provided for already in a general introductory ses¬ sion but, in the case of a regular study class, it may be feasible to introduce an extra social gathering with approximately half an hour for the real business of the class. The purpose of this meeting is two-fold,— first, to save the time of the regular ses¬ sions by doing away with the necessary business, and, second, to provide a closer feeling of comradeship and an easier give and take between the leader and members of the class. The program of the meeting, aside from the social part of it, should run along the following lines: 1. The business of the meeting should be carried out; namely, the appointment of a secretary and a librarian, a poster committee (unless one has already been at work), and the 6 statement on the part of the leader that, if the class is to conduct a public meeting, the whole group must be collecting suitable material for it and the secretary charged with the duty of keeping a permanent record of such material as the class may select for its public presentation. 2. Explanation should be made by the leader of the fact that the class is a cooperative attempt rather than a lecture course and that the plan of the class should be for free discus¬ sion. 3. An introduction to the book should be given in not less than fifteen minutes, making the presentation as spicy and attractive as possible. Read, or have someone read, in a spirited manner but without oratorical finish the introduction of the book “Personally Conducted,” reading only up to the last paragraph on page 8. Draw from the class their impressions from the reading, which will probably be that modern mis¬ sionary work is far broader than they had supposed. Get them to list and take down on the blackboard the types of missionary activity they have discovered,—.Mr. Murray gives fourteen. Check up their general impression to see if the points they make coincide with Mr. Murray’s in the last paragraph. Vary the presentation as seems best to arouse the most pos¬ sible interest before the opening session. 4. Make the assignments for Chapter I. 5. Close with a brief devotional service calling for God’s blessing on the class and asking for his presence in the progress of the study. Assignments for Chapter I In this, as in all subsequent assignments, the leader will pre-suppose the reading of the chapter to be studied. Give out the following questions to be answered: 1. What is the chief conclusion which one arrives at from reading Section I, “Calling the Doctor” ? 2. What is the chief conclusion brought out by Section II, “Reclaiming the Body”? 3. Be prepared to discuss the following question:—If you were a doctor in China today, confronted with the great needs 7 outlined in this book and apparently hopeless of ever ac¬ complishing more than a drop in the bucket, to what other great means would you turn and what methods would you use for accomplishing your end? 4. What is done in America and in your community for the blind, deaf, insane, etc.? Special Assignments 1. Have some one person provide statements showing the contrast between the forces of healing in the Orient and in the United States. This may be taken from one or two books indicated under Chapter I in the book list or from the Interchurch Survey or from other material. 2. Have someone else be prepared to report on what his own denomination is doing in the line of medical work, how many doctors are supported by that denomination on the field, how many hospitals, nurses, dispensaries, etc. 3. Have someone prepared with an impersonation of some foreign doctor. For this purpose the life of Mary Stone might be used (See Notable Women of Modern China by Margaret Burton). SESSION ONE The World's Health Aim. To present as a challenge the world's physical need and the small, though growing, accomplishment so far made in I meeting that overwhelming need; and to bring this challengei down as definitely as possible to the young people in this group. Outline briefly on the board the main points, with their chief sub-heads, which should be considered in Chapter I. These will fall roughly under the following main topics: I. The Need in Non-Christian Lands II. Steps in progress of medical work III. Preventive medicine IV. Training leaders V. Setting new standards If possible, build this outline, letting the class make it and elaborating and discussing each point as it is added to the out- 8 line. Be sure to put the outline on the board. The assignment questions will fall logically under the topics to which they be¬ long. Assignment 3 should be considered under topics III and IV, to both of which it refers. The last two special assign¬ ments come properly at the end as examples of the author’s “sum in multiplication” and as a challenge to the young people to service. Unless the constructive outline has taken too long (be sure to make each point plain), there will be an opportunity at the end to discuss this topic: “Is our denomination doing its full duty in the sections in which it is at work to relieve physical distress and check wastage?” Give the class or a research committee this problem to be worked out in the next few weeks (be sure to call for it later) : “Our denomination spends on its medical work. dollars. This has to be invested in.countries for a population of. How should it best be administered and how much would it take to provide adequate medical work there?” After giving the assignments below, read Matthew 25 : 34-40. Follow this with the closing paragraph of Chapter I, reciting rather than reading, “And there came unto him, etc.” Lead the class in prayer for doctors of our denomination abroad, individually if possible, for the people among whom they are working, and for the people of our churches and for us, our¬ selves, that we may fit into this problem. Introduce the assignments with an easy transition from the previous discussion. Among other things we have considered famine relief. Ask the class why this is the doctor’s job. Go into the causes of famine, going into the need of great agricul¬ tural production and pointing out that most of these countries have plenty of production area and sufficient fertility if rightly utilized. Assignments for Chapter II 1. Give eight reasons why the missionary must tackle the labor situation. 2. In attempting this, what three methods can he best use or must he use? 9 3. Be prepared to discuss the following questions:—If you went as a missionary into central India where there were within a small radius one million people living in rural communities in some two hundred and fifty villages, where the soil was very productive, where the climate allows an agricultural year of twelve months, but where famine has been the rule for years without count, how would you go to work to solve the problem, and why would you have to solve it before you could do any evangelistic work ? Special Assignments Make a choice, as indicated in the note to Session II, of two or three of the following five problems: 1. Read “Preachers of the Plow” from Ancient Peoples at New Tasks by Willard Price, and give a five-minute report on the topic. 2. Read “Economic and Industrial Changes” from New Life Currents in China by Mary Ninde Gamewell, and give a ten-minute report on this special problem. 3. Let two people work up a report on the industrial problems of Japan, using any of the reference books assigned on this chapter in the book list. 4. Have someone prepared to outline the industrial work of our de¬ nomination with any special features of particular interest in con¬ nection with this chapter. A girl’s class will be especially inter¬ ested in the following problem, and it should be selected in pref¬ erence to some of the others. 5. Have some one girl make a study of home economics as taught on the mission field under your own denomination. This may be chiefly done through leaflet material descriptive of the work of the schools. Assignment for the Poster Committee Design a poster on the subject: “The Industrial Develop¬ ment of Japan,” in cooperation with the two people who are working up Assignment 3; or plan a chart presenting the ma¬ terial in Section III, “Two Blades for One,” of Chapter II of World Friendship, Inc. 10 SESSION TWO In Factory and Field Aim. (1) To make the class consider in choosing their life in¬ vestment, where this has not already been settled, the possibility of meeting the great human need abroad with their own spe¬ cialized type of ability whatever this may be. (2) To give a new glimpse of some varieties of missionary service hitherto seldom considered, and their own possible help in this line even without enlistment overseas. At the end of this chapter, the job of the industrial mis¬ sionary should look like a very definite one and one worthy of the highest respect. In considering this chapter, do not take up in any detail the introductory section. This might better be left for later developments as indicated in a subsequent session. Assign¬ ments 1 and 3 should receive the first consideration. The eight reasons which make it imperative that the mis¬ sionary should tackle the labor situation are outlined by the author most efTectively in the paragraphs beginning, “It is the missionary's business." Before the session begins, have the blackboard ready with that heading at the top, “It is the mis¬ sionary's business," and then get from the class their eight an¬ swers to the question. There is an infinite variety of illustra¬ tive material available on this chapter and the more the leader can have in reserve, the better. There is danger, however, in multiplying instances and examples and in losing points. Call for the report of special assignments after this discussion. The three methods to be used in tackling this question of industry are incidental training through providing industries as they are needed, training in the graded schools to make education practical, and technical instruction. It will be well to take some one example of each of these methods that they may be clearly understood. If this example can be taken from the work of the denomination to which the class belongs, so much the better. Each of the denominational boards has leaflets regarding industrial work being done by 11 its missionaries—the Presbyterian board has a splendid new pamphlet called “With Hammer and Hand”; the Congrega¬ tional board one called “The Work of Their Hands”; etc. Introduce Assignment 3 following the discussion of the first method—that of the general missionary. Note: The special assignments have been chosen to provide for in¬ dividual needs of varying communities. For example: If yours is a small town or rural community, your class will naturally be more in¬ terested in the agricultural problems. The industrial ones can be con¬ sidered in general discussion, but all the light available should be brought upon this question of farming. Choose, therefore, the problems that will relate to that. If, on the other hand, yours is an industrial community with factories, etc., the other problems might better be chosen. In a community where neither is the rule, one of each might be used. Before considering Section IV, which is a problem in it¬ self and which is worthy of discussion, get the report of the chart and poster committee, though, if this has been connected with the assignment, it may be given in connection with the special assignment. Section IV, “Smokestacks on the Skyline” should be given careful consideration, with Special assignment 3 emphasized as an example of it. There is one sentence in this section which will need to be elaborated,—“He does not welcome all that comes along with it.” Call the attention of the class to the fact that America has been an increasingly industrial nation and that her indus¬ trial problems have developed over a period of more than a hundred years, that the industrial development of many of these mission lands, notably Japan, is a matter of twenty-five or thirty years, and that her problems have been dropped upon the nation almost over night. Help them to list some of the evils that go with rapid industrial progress—underpaying, too long hours, occupational diseases, bad living conditions, im¬ moral social relations, etc.—and consider how the missionary may help to solve them. The leader should familiarize him¬ self with Sidney Gulick’s Working Women of Japan, Chapter IX, which is definitely concerned with some of these problems and their solution. The people who have been working up the problem of Japan will already have been considering this and their report might be postponed until this moment. 12 Before giving the assignments for Chapter III, read from the Bible, Matthew 7, 17-20, which is the motto of Hatano of Ayabe and the foundation upon which he built a Christian business in Japan. Follow it with prayer on the four definite themes:— 1. That Christianity may become the recognized prin¬ ciple in our country as in these non-Christian lands; 2. That to the leaders in government may come a new vision of the need of making Christian the conditions under which labor is carried on; 3. For the missionaries of our denomination whom we know by name; 4. That we may see this great call for the man who is able to “sweep a floor to the glory of God,” and that, whatever our bit may be, we may do it for this cause and in His name. After the assignments have been made, the last section, which the author has quoted from “Industrial Education Among Primitive Peoples,” and which sounds the call for the industrial missionary, is worthy of reading aloud and might be introduced at this time. Assignments for Chapter III 1. Have the class make a topical outline for Chapter III. 2. What are the three tendencies to progress in education on the mission field, and why is the opportunity for educa¬ tion in the Orient today greater than it has been at any time in the last fifty years? What is the Lovedale method of education ? 3. Be prepared to discuss the following points:—In the de¬ velopment of education in mission lands the boarding-school is in most cases about the first feature introduced. Give some reason why this is so. What do you consider the chief problem of education in mission lands today? Special Assignments 1. Have someone prepared to report on the types of education carried on by your denomination in mission lands. 2. Have some girl prepared to report on one of the higher institutions, called the Union Colleges for Women. There are splendid report leaflets, some of which are listed in the book list in this pamphlet. 13 3. This chapter will not he complete without some dramatic presenta¬ tion because of its many picturesque features. The dialogue be¬ tween the missionary in India and his pupil might be dramatized, prepared for informally in advance by two members, or it might be given as a general assignment to the whole class and worked up informally on the spot. The Lovedale method might also be dramatized but this will require a committee of three to work it up. SESSION THREE Gateways to the Mind Aim. To show the strategic importance of education in the missionary's program and Christian education in the program of the nations; to make vital a great need and a great work. Spend the first few moments of the session on the out¬ lines which have been prepared in answer to the first assign¬ ment, bringing out, without too great delay, however, for de¬ tailed criticism about outlines, the main points of the chapter, which are, of course, the great service made by education as a help to the progress of Christianity, and the contribution of education to the life of the nations. Call for answers to Assignment 2 and consider the three great tendencies today; viz., 1. A new point of view toward the education of women; 2. A new desire for specialized education, especially in the line of technical and practical education; and 3. A tendency toward less overlapping effected by more union enterprises, thus strengthening the whole educational machinery. The points at the end of the chapter in Section V, “The Opportunity of the Hour,” are well worth considering since they show why these questions must be faced immediately. Save them, however, for the last thing and consider them in connection with Special assignment i. In connection with the first part of Assignment 2, however, bring out Special assignment 2 , which will serve to illustrate the need of higher education for women and what can be accomplished thereby. It will also illustrate the tendency to union 14 enterprise and the greater efficiency thus secured. There is no more thrilling example of missionary progress than the Love- dale enterprise. Be prepared to spend some moments on that. If it is dramatized, it might be done in pantomime, or semi¬ project form, or even in living pictures, using as episodes the two paragraphs at the bottom of page 82, Stewart the boy; the material on page 84 showing the extent of the Lovedale plant; the episode at the top of page 85; and finish with a brief read¬ ing of the Lovedale story on pages 86 and 87. The story of Stewart of Lovedale would come best of all, however, in a group of three scenes as a part of any public session worked up by the class and will thus take nothing from the precious moments of the study class itself. In a Church School of Mis¬ sions, these episodes would be a splendid contribution from the young people’s class. Beside the assignments and the questions for discussion which they raise, there are five points easily overlooked in reading and of great interest to us. 1. Page 70. It is worthy of note and will remove any smug feeling of superiority in us Anglo-Saxon Christians that the greatest contribution to Christianity may yet come from these Oriental nations for whom we are now working. 2. Page 70, paragraph 6, will answer the old criticism that all this education is apart from the purpose of Christ that we should evangelize the world. 3. Page 77, first paragraph. A woman said recently to the author of this pamphlet, “Of course you call them col¬ leges, but, after all, these people don’t learn much, do they?” Lest there be some lingering thought of this type in the minds of the class, it would be well to dwell on this point made by Mr. Murray. 4. Page 73. Not all our young people understand this phase of mission work. They might well consider the ques¬ tion, Why should we introduce athletics and clean sport into the school life of mission lands? 5. Page 78. Be sure that your young people, especially if students themselves, realize all the specialists in education needed today. 15 The one most necessary point to be faced squarely is whether our denominational standard is high enough and whether we are doing our utmost to meet the great “Oppor¬ tunity of the Hour.” The contact with the assignment for Chapter IV can easily be made from the author’s suggestion on page 80, among the agencies which the missionary must use outside of school life. Revert to this fact, perhaps leading up to it with the question, “If you were starting a school in America, what would be the first thing you would have to have?” You may need to follow this with the second and third according as they answer “people,” “building,” “books,” etc. Of course the thing for which you are aiming is “books.” Ask what they would need on the mission field in starting a school. Given a school building with no books in it in this country, where will they turn ? What will they do on the mission field where there are no bookstores ? What will they do in case they are pioneer¬ ing and no one has ever written the language down? This will give you the necessary approach for the assignment for Chapter IV. After making the assignments read Proverbs 3: 13-20 and John 10: 10 and offer prayer for the students of the world, for the teachers, for some of the individual educators of your de¬ nomination, for the students of America that they may hear the call for more educators abroad, for the members of the class, including yourself, that they may see their own part in meeting the need of this year. Assignments for Chapter IV, Be prepared to discuss the following questions: 1. Should the missionary attempt to make a written language for people without one, or will he be wiser to stick to Eng¬ lish and conduct all educational enterprises in that language ? 2. Why has the missionary any connection with so-called secular literature; why is not his task of literary production limited to the Bible and religious books? 3. Some of the boards have considered the necessity in view of their financial crises of cutting down some one feature of 16 their work. How would you advise missionaries, charged with the production of literature, to reduce their activities? Which, if any, of the four sections connected with getting the printed page to the public would you advise them to omit ? 4. In almost every mission field some one person at least is as¬ signed for literary work. Give in your own words six rea¬ sons for the importance of literature to justify his assign¬ ment. Special Assignments 1. Assign to some one person the duty of securing some of the material regarding Christian literature for Oriental nations (see the book list for the address to which he may go for this help), and ask him to make as interesting and bright a presentation as possible. 2. Ask the chart and poster committee to provide a very telling chart showing the work already done and the unfinished task in Section I, “Producing the World’s Best Seller.” 3. Have some young woman, if possible, present the cause of the million and a half children with nothing to read but one little magazine. 4. Charge one person or a team of two with finding out from some publisher in America what he considers the best seller of this past year and, if possible, how many copies of the book have been sold. A sympathetic bookstore proprietor may provide the team with this information or some one of the publishers’ maga¬ zines, or they may go direct to the publishing house. In contrast to it use the fact that thirty-five million copies of the entire Bible or parts of it were put into circulation during the year 1919. Whatever figure they reach on the best seller of the year, it is doubtful if they even approach this total. SESSION FOUR The Romance of the Printed Page Aim. To present to our young people this somewhat new venture in missionary work as a large and necessary part of the machine which carries the Word of Christ to many lands; to make this field, also, a real call to young people of the church in America. The subject matter of this chapter offers a rich variety of material. The business of literature is chiefly interde- 17 nominational but needs the help of every denomination. Consider the work of the literature committees in greater detail than the author is able to. For this purpose, use the reports of the members who have been given special assignments. The leader will need to provide all the ma¬ terial for these assignments well in advance, collecting as many as possible of the magazines. In general it should be said that the whole subject of Bible translation should be considered by itself as a whole, either before or after the “fifty-seven varieties” of literature. In a class of young people, there will be no more tell¬ ing point than that made, almost in passing, on page 102. A group of young women will hate to think of the increas¬ ing line of girl students in the Orient with absolutely noth¬ ing to read aside from their Bibles, except an impure and trashy collection of European literature and one such Christian book as Pilgrim's Progress. They will feel a strong tie of sympathy and will not wonder that the litera¬ ture committees feel the necessity of providing a decent literature for the women and girls of the Orient. The young man student, with plenty of technical literature on engineering, handicraft for boys, and a variety of boys’ books since the time he could first read, will feel the need of these many thousands of students abroad with nothing to give them even half a chance in following either their vocations or their hobbies. The literature offered by the literature committees should without question, be made much of in this class, and the posters used for evangelistic work in all China, if they can be obtained, will make a tremendously telling appeal. There is one other point which should carefully be made and that is the tremendous handicap of language which faces the missionary. In this connection one great step of progress is the achievement of the phonetic script in China which brings a language of five thousand characters down to an alphabet of some thirty-nine. Do not leave this presentation to any special assignment. Take it up your¬ self, making use of the references in the booklist and ob- 18 taining, if possible, a copy of the new alphabet to show to the class. The chief point in the whole chapter is summed up in one sentence of the author: “The Christian literature al¬ ready on the ground is efficient but not sufficient.” The most telling climax will be made in the author’s closing sentence, lest it should have slipped by the mem¬ bers of the class in reading the chapter. Give it to them yourself. “The lands that are waiting for Christ are wait¬ ing for literature and for the men and women who in God’s own time can produce it.” Read Mark 16: 15-20 and Acts 2:5-11, 38-42 and offer prayer for the millions of people who have not yet been given the Bible in their own language in any form; espe¬ cially for the seven hundred tribes of Africa whose language has not even been reduced to writing; for the three hundred and forty-four groups of people, whole nations, each with a different tongue, still waiting for the complete Bible; for the nine million Chinese boys and girls who have never seen a picture book; for the students around the world needing but not receiving literature; for the students of America with the gift for literary work, that they may catch the vision and come to meet the need. Assignments for Chapter V Introduce these assignments with the material included by the author on page 113 and the first paragraph on page 114. Get from the class some of the types of missionary work (see Mr. Murray’s list,—stenographers, carpenters, builders, etc.) not hitherto mentioned in our discussions. Show how evangelism is the task of every missionary and what is meant by the evangelistic or general missionary and, if possible, make the class see the advantage of call¬ ing him “general” rather than “evangelistic.” Ask the class to be prepared to discuss the following points: 19 1. In view of the present trend toward specialization, what is the function of and why is it necessary to have a gen¬ eral missionary? 2. What is the general missionary’s three-fold task? 3. Why may we fairly say that, next to planting the first seed of Christianity from which the church may develop, the missionary’s next most important task is training the native leadership? 4. What is the advantage of union enterprise in training pastors for the foreign field? 5. If you were a woman missionary in a district where no one had ever taught the women before, what would you consider your first opportunity and how would you carry out a program of reaching the women? 6. If you went as a traveller to an unreached district of China where there had never been a Christian before, and you realized their eagerness to hear the news, what would you tell the people and what would be the first thing you would want to do for them (supposing, of course, that you have one native who can interpret for you) ? Special Assignments 1. Choose for this chapter a debating team, or rather two opposing teams, of not more than three on a side, better still two on a side. Give them as a subject for debate this question. Resolved : That the need for general missionaries is past. Allow each member three or five minutes for his first presentation and one or three minutes, for his rebuttal. The leader will certainly need to assist in the offering of material for their consideration and may need to assist in the framing of argument; but, if possible, this should not be done. Announce this subject in the presence of the class so that they may be thinking of it. 2. Give to some one person the task of finding out how many gen¬ eral missionaries there are in each mission of your denomination and if possible, what the work of the general missionary is. 3. As an alternative subject for debate to the one given above, this might be used: Resolved : That the missionary should aim for greater independence on the part of the native church. This subject, while it is a vital one, will be harder to develop because of lack of available material in most cases. 20 SESSION FIVE Planters Extraordinary Aim. To make thrilling and interesting and of supreme im¬ portance the task of the general missionary. Open the session with the reading of Hebrews XI: 8- 10, 13-16 and follow with prayer for the pioneer mission¬ ary as he exists today and for every type of missionary in every field; for every Christian in America, and particular^ for us in this class that we may open our eyes to see our friends in other lands, to know them and understand them, and put out the hand of brotherhood to them; and that to missionaries going out now may be given the courage and faith of Abraham as they go to an unknown land. If the debate on the first topic is being used, it will provide the answer to Assignment 1. Proceed at once in that case to the debate. If the second debate topic is being used, open the session with the discussion of Assignment 1, fitting in the debate in connection with the missionary’s most important task; namely, the training of native leaders. Let the class decide the debate first on the merits of the debate, and second on the merits of the question. If this second debate is not used, the leader might well develop the following points. They should be taken into- his own consideration in any event. 1. The aim of missionary activity is to develop a strong native Christian church. At any point where this has been done and where there is no longer need for guid¬ ance and help on the part of the missionaries, America and other mission countries will joyfully withdraw. This has been done in one or two instances already. 2. In order to provide such a strong native church, native leadership is the first requirement and this means development to a sense of responsibility. The only way to produce this is to share responsibility from the beginning. This has been the aim of many of the missionary boards,— 21 to place the natives as early as possible in positions of importance in mission work. As the work advances, the responsibility increases, until in the end the missionary becomes counselor, advisor, and friend, chiefly concerned with aiding the native church in the development and train¬ ing of its own leadership. 3. There is one great danger,—that responsibility may be given too fast before the training is complete. Be sure to bring out in this chapter one or two of the fine stories available of the general missionary as a pioneer, an organizer and a trainer of Christian men. Some of the references in the book list will be useful for this purpose. The report of the Interchurch World Movement will show some of the unoccupied territories and lands not now sufficiently developed. This should be in the hands of the leader, if possible, and will serve as an aid when the person reporting on Special assignment 2 is showing what your denomination has done. There should be at least one fine story from the literature which your denomination can furnish you which will be helpful in this chapter. Assignment for Chapter VI The leader might well lead up to the assignments with the first paragraph of Chapter VI. As an assignment make use of the project method, reverting to the material at the beginning of Chapter II and the splendid material in Chapter VI. 1. Ask the class to be prepared to convince a man who does not believe in foreign missions. Tell them that you will have someone present who will need just this con¬ vincing and who will answer their arguments and that they will therefore need to be very careful in the prepara¬ tion of their arguments. Note:—This assignment will depend on the spirit of the class at the time this chapter is reached. If they are not in sympathy with the study of foreign missions up to date, and the leader is feeling that the course has failed, this assignment will be an unfortunate one to give. 22 2. The one other general assignment needed will be a dis¬ cussion question as follows: Why may the missionary sometimes be called a disturber, and why is this an ac¬ cusation of which we may be proud? Special Assignments 1. Have someone prepared to show what your denomination has done in the line of social service, so-called. The leaflets available from your denominational headquarters should be used for this purpose. 2. Have someone else ready with a story of some one missionary who may be called a servant of society in the sense used by Mr. Murray in this chapter, and have him or her prepared in three to five minutes to tell the story. If this material is not available, use instead one of the references in the booklist. SESSION SIX Servants of Society Aim. To develop a new feeling of admiration for the mission¬ ary in his growing influence and growing opportunities; to compel the devotion of the members of the class in the oppor¬ tunity of working with Christ for these very needy people. Read Matthew 5:43-48, or some other reference of similar import. Lead the class in prayer for the mission¬ ary at work in the service of society, that to him may be given wisdom, courage, tact, and a burning eagerness to help others; for the needy people everywhere in the world whose ideals of womanhood and childlife and service to humanity are not yet sufficient to make them help them¬ selves, that to them, through the missionary, may come a new glimpse of Christ in the world. Before taking up the subject matter of the chapter in itself, introduce your project as outlined in the assignment. If it is possible, have some person of whom you are sure impersonate the non-believer in foreign missions. It will need to be someone already unshakable in his belief, since argument is a dangerous thing for the person who holds the argument. The pastor, if he is a missionary pastor, or some woman from the missionary society might do it. Be sure, however, that she is one who will make intelligent use of arguments produced by the class rather than depend¬ ing entirely upon prejudice and repetition of the same re¬ mark. The argument will usually divide itself into two divisions, first, that foreign missions are not necessary since other people are perfectly satisfied, and second, that missionaries “do not go at it in the right way, anyhow,” that they do not preach a social gospel (see page 39, top of the page). Be sure to rest the burden of proof on the class, not on the impersonator; in other words, be sure that your victim does not take too much of the time in presenting her theories. If you cannot find anyone else whom you con¬ sider trustworthy for the task, do the impersonation your¬ self. Be sure to remember and to help your class remem¬ ber that most active disbelief in foreign missions rests with past prejudice and a wrong picture of the missionary’s tasks and personality. Mr. Murray gives the arguments which the class should use in the reference outside this chapter and the chapter itself. The class will need no other material. When the argument has progressed to a place where it drags, bring it to a close; at most do not let it go on for more than fifteen minutes. This argument will perhaps have covered much of the material in the chapter. You will need to pick up the threads however, to make the real point of the chapter. In the closing discussion call for Assignment 2 which will bring out Section V of the chapter. In general, follow this outline of main points: 1. The missionary must face certain great evils and contend against them. 2. He must contend against the great weakness of every land where Christ is not Master and where the Ser¬ mon on the Mount with its stress on unselfish service is not the ideal; namely, the weakness or disregard of individ¬ ual value. 3. He has developed to meet these obstacles a great program of social service following much of the technique 24 and most of the scientific purpose of the modern social service expert in this country. 4. H-e works through four chief methods: education, survey, relief, and legislation. He is indeed a world citizen. Prince Ito is not the only national leader who has seen the value and appreciated the service of these servants of society. The leader’s preparation for this chapter will be in¬ complete without reading The Empire of the Disinterested, which is the report of one of the greatest social service experts in this country just returned from a trip to survey conditions in other lands. If your class is sufficiently advanced and not too young, it will be a good thing to put in their hands. There are other valuable references noted in the booklist. No introduction is necessary for the assignments for Chapter VII which fits naturally to the consideration of Chapter VI. For as we consider how the missionary works to produce a Christian law and order in other lands, we are constantly brought to a regrettable understanding of our own shortcomings as a nation. With this Mr. Murray deals in Chapter VII. Assignments for Chapter VII 1. Looked at from a selfish standpoint, why must America concern herself with the safety and welfare of the world? 2. What would you say to the visiting Chinese student in our midst who calls your attention to the fact that he has been led to think that America is a Christian coun¬ try and that some of the things he has been seeing are hardly Christian and that he, therefore, concludes that his own religion, even though it does not satisfy him, must be as good as Christianity? 3. Can you think of any ways that your particular group or church can help in making our Oriental guests feel at home and in a Christian land? 4. Why must the Christian church concern itself with com¬ merce in order to complete its missionary task? 25 5. Suggest things which your particular group can do to¬ ward “welding the world”? Special Assignments 1. A good special assignment for this chapter is in the nature of research. Pick out for it four people of whom you can be sure that they will make a definite effort to secure the material desired. Give to the first team this question: Approximately how many foreign students are there in your community? If there are none, give this question: Approximately how many foreign citizens are there in your community and, of those, how many come from the so-called mission countries like India, Africa, the Islands of the Sea, Latin America, China, Japan and the Near East? What is being done by way of making foreign students feel welcome in this country and by way of making American the foreigners in our midst who are not here temporarily? Be prepared to criticize the methods used and to find some way, if possible, in which this class can help. 2. To the second team give the task of searching the daily press for items which might be considered as determined by or indicative of our foreign polic 3 r ; matters which might be damaging to our nation in the eyes of foreign peoples; and any particular matters which they would consider need changing to make the press more Christian and less given to propaganda. SESSION SEVEN Welding the World Aim. To bring home to each member of the class a definite and specific part of world friendship as resting on hwn and. calling for his Christian spirit of service. It is not necessary to give an outline for this chapter, since Mr. Murray’s outline is the best to use, falling as it does under four main topics with a definite number of sub- topics for each. There are certain points, however, that need to be gained for each. The impression to be gained from Section I, “Setting Our House in Order,” should be chiefly one of a task to be done. Lead the class to consider whether we, not in the vague sense of America as a whole or the church at large, but whether we personally, as members of the class, have something to answer for. Do we give serious attention to world problems or do we consider these 26 things as too deep to be thought of? Do we try to be intel¬ ligent on world problems? Mr. Murray makes the point that the Orientals and Latin Americans hear of our less favorable aspects and generalize from the few examples of less desirable Americans with whom they come in con¬ tact. Do we not do the same? Are we as individuals prone to judge China and the Chinese from the perhaps ignorant and slovenly Chinese laundrymen in our district ? Of the whole chapter, the part offering the most speci¬ fic opportunity for service to the class as a whole is Section II, “Receiving Guests from Other Lands.” Before taking up the question at all after having disposed of Section I, call for the report of the team working up Special assign¬ ment 1. This will give the class a basis for the further discussion of the topic. Then discuss Assignment 2. As¬ signment 3 is the logical conclusion for the whole section. Point out the fact that often these Orientals feel not so much lack of justice as a lack of sympathetic and Christian understanding on the part of Christian hosts and hostesses. The writer of this pamphlet would quote from personal knowledge two examples. A Chinese girl, who had been studying six years in this country, said to a warmly inter¬ ested American friend, “But, you see, you people treat us only as curiosities. You never make us friends.” Inquiry brought out the fact that in six years no American girl in preparatory school or college had ever entertained her in her home and that she had never eaten a meal or spent a night with a Christian American family. Second, a Chinese man, who had been through college and technical school in America as a brilliant student, a representative athlete and a polished gentleman, said to an American, “In my student experiences young Americans have asked me to drink with them, smoke with them, gamble with them, contend with them, play with them and go to all kinds of questionable and unquestionable places with them, but not one of them has ever invited me to do the two things I most expected— to break bread with them in their homes or to go with them to their churches.” 27 Is there a possible indictment here for your particular class or a possible opportunity for the future? The chal¬ lenge of Section III, “Dealing as Christians with Other Nations,” is one of opportunity for something to do. Raise the question with the class, “What can we do to Christian¬ ize our foreign policy, our public press, and our commercial relations?” The discussion will bring out one chief thing that can be done, the development of an intelligence based on a knowledge of conditions—an intelligence which shall result, when our individual attitude becomes a collective one, in a changed public opinion and reformed legislation through the influence of our votes. Show the fallacy of the time-worn statement, “My vote or my opinion does not amount to much. I am only one among a great many.” Several minutes should be spent emphasizing the question asked in Assignment 4. The answer to Assignment 5 is pro¬ vided throughout the whole discussion as the class considers definite ways of helping and various specific suggestions follow. The report of Special assignment 2 should come in in connection with Section III. Section IV contains the best possible set of answers to the argument often heard, that instead of attending to foreign nations we should make the United States and Canada Christian first. Assignment 1 will fit into this discussion. It is well worth considering, as it will give the class ammunition for possible future contacts with preju¬ diced people. The whole motto of this chapter might be “The world needs friends; let’s be friends.” The last and unnumbered section, “God Giveth the Increase,” reflects the spirit of the whole book. Like the opening paragraphs of the book, this will lose unless given in the words of the author. There would be no more fitting ending for the class as a whole than this, which may well be read to the class in whole or in part. Precede it with the reading of Romans 10:11-16 and Matthew 28:18-20. Fol¬ low it with a brief prayer for America, for the world that needs friends, and for us in our class that the lesson of this book may strike home and that w T e may see what our job is. 28 Bibliography The following books are useful as a general background for the leader or for use in connection with all chapters. Titles starred are of particular value or are needed for a specific assignment. Where publisher’s name and address is omitted, orders should be sent to denominational headquarters. *The Social Aspects of Foreign Missions. W. H. P. Faunce. Read especially Chapters 4-8. Almost indispensable as a leader’s refer¬ ence book. The Why and How of Foreign Missions. A. J. Brown. Cloth, 75 cents; paper, 50 cents. World Reconstruction Papers. Second Series. Student Volunteer Move¬ ment, 25 Madison Avenue, New York. One pamphlet on each phase of the foreign mission problem. The Christian Movement in the Japanese Empire. Committee of Reference and Counsel, 25 Madison Avenue, New York. An annual volume of report for all the Japan missions. Contains valuable material. See latest issue. China Mission Year Book. Same address as above. An annual volume of report for all the China missions. Contains valuable material. See latest issue, 1919. Magazines *Atlantic Monthly. May 1921, “The Modern Missionary” by H. S. Bliss. 8 Arlington Street, Boston, Mass. Missionary Review of the World. 156 Fifth Avenue, New York. 25 cents a copy; $2.50 a year. Every number contains material on some phase of this subject. International Review of Missions. 25 Madison Avenue, New York. Quarterly. 75 cents a copy; $2.50 a year. Full of excellent material. In most public libraries. Asia. Asia Publishing Company, 627 Lexington Avenue, New York. 35 cents a copy; $3.50 a year. In bookstores, news-stands, and public libraries. Picture and other material excellent. National Geographic Magazine. Washington, D. C. See pictures and current items. 50 cents a copy; $4.00 a year. *Make full use of your denominational magazines. Consult also The World Survey (foreign volume). Library edition, $1.00; Handy Volume Edition, 50 cents. For special use with Chapter I. Christian Missions and Social Progress. J. S. Dennis, pp. 376-400. Fleming H. Revell Company, New York. $2.50. *Social Aspects of Foreign Missions, pp. 131-138, 204-208. New Life Currents in China. Mary Ninde Gamewell. Chaps. 2, 3, 4. Cloth, 75 cents; paper, 50 cents. 29 Breaking Down Chinese Walls. Osgood. Revell. $1.00. *Notable Women of Modern China. Margaret Burton Revell $1.50. *The Crusade of Compassion. Central Committee for the United Study of Foreign Missions, West Medford, Mass. Foreign Magic. Jean Carter Cochran. $1.50. Dr. Apricot of Heaven Below. DeGruche. Marshall Brothers, London. Shepard of Aintab. Alice Shepard Riggs. Cloth, 75 cents; paper^ 50 cents. Ministers of Mercy. James H. Franklin. Cloth, 75 cents; paper, 50 cents. Magazine articles Missionary Review of the World. June 1921, “A Doctor’s Experi¬ ence in West Africa”; August 1921, “Pioneering Among Tibetans.” National Geographic Magazine. September 1921. “Life Among the People of Eastern Tibet.” Chapter II *Social Aspects of Foreign Missions, pp. 78, 79, 93, 94, 141-162. *Ancient Peoples at New Tasks. Willard Price. Chaps. 2, 3, 4, 5. Cloth, 75 cents; paper, 50 cents. *New Life Currents in China. Women Workers of the Orient. Margaret Burton. Central Com¬ mittee, West Medford, Mass. * Working Women of Japan. Sydney L. Gulick. Chaps. 2, 3, 4, 9. 50 cents. The Gospel and the Plow. Sam Higginbottom. Macmillan Comuanv New York. $1.25. My Life and Times. Cyrus Hamlin. Pilgrim Press, 14 Beacon Street, Boston. Uganda's White Man of Work. iSophia L. Fahs. Cloth, 75 cents; paper, 50 cents. Magazine articles Student Volunteer Movement Bulletin. May 1920, pp. 31-32. 25 Madison Avenue, New York. 50 cents a year. Missionary Review of the World, August 1921, “Soil Culture and Chapter III Soul Culture in Burma.” ^Social Aspects of Foreign Missions. pp. 72, 73, 116-131. Educational Missions. Barton. Student Volunteer Movement. 75 cents. Education of Women in India. Cowan. Revell. $1.50. Education of Women in China. Burton. Revell. $1.50. Joseph Hardy Neesima. Davis. Revell. $1.00 Student Witnesses for Christ. S. Ralph Harlow. Association Press. 90 cents. 30 *Stewart of Lovedale. Wells. Revell. $1.50. Life of Isabella Thoburn. J. M. Thoburn. Methodist Book Concern, 150 Fifth Avenue, New York. $1.25. Magazine articles Missionary Review of the World. June 1921, ‘Women Who Are Transforming the Orient; July 1921, pp. 513, 543-547, 548-551. Chapter IV *Social Aspects of Foreign Missions, pp. 104-116. Bible and Missions. Montgomery. pp. 107-114, 205-220. Central Committee. 40 cents. Comrades in Service. Margaret Burton, ipp. 165-177. Cloth, 75 cents; paper, 50 cents. The Moffats. Ethel Daniels Hubbard. Cloth, 75 cents; paper, 50 cents. Magazine articles Missionary Review of the World. May 1921, “Christian Literature for the Orient”; July 1921, “China’s Newest Thing in A. B. C’s.” (Article and specimen poster) There is an abundance of material in pamphlet and leaflet form helpful on this chapter. Write to both the following addresses, allow¬ ing at least two months for the second: (1) Your denominational headquarters or your representative on the Committee for Christian Literature for Oriental Women will supply free literature and lend posters. Address Miss Alice M. Kyle, Secretary, 14 Beacon Street, Boston. (2) J. E. Lobenstine, Secretary China Council of Christian Litera¬ ture, Shanghai, China. Chapter V *Social Aspects of Foreign Missions, pp. 105-190, 214-224, 267-277. The Christian Ministry Overseas. Frank Wl. Bible. World Recon¬ struction Papers. Second Series. Student Volunteer Movement. Mary Slessor of Calabar. Livingstone. George H. Doran Company, New York. $2.00. Captain Bickel of the Inland Sea. Harrington. Revell. $2.00. Magazine articles Missionary Review of the World. May 1921, “F. S. Arnot’s Mis¬ sionary Adventures”; August 1921, “A Filipino Fisher for Souls.” Chapter VI *Social Aspects of Foreign Missions, pp. 162-181, 242-246. Christian Missions and Social Progress, pp. 106-108, 116, 125-130, 136-139, 140-147. The Modern Call of Missions. Dennis. Chaps. 3, 4, 5, 6, 13. Revell. $1.50. 31 Servants of the King. Robert E. Speer. Cloth, 75 cents; paper, 50 cents. Livingstone the Pathfinder. Basil Mathews. Cloth, $1.00; paper, 75 cents. Henry Martyn. George Smith. Revell. Under Marching Orders. Ethel Hubbard. Story of Mary Porter Gamewell. 50 cents. Princely Men in the Heavenly Kingdom. Harlan P. Beach. Chapter on Robert Mlorrison. American Board, 14 Beacon Street, Boston. Some Great Leaders in the World Movement. Robert E. Speer. Chapter on William Carey. Revell. $1.25. *The World Empire of the Disinterested. Woods. Envelope Series. American Board, 14 Beacon Street, Boston. Magazine articles Missionary Review of the World. April 1921, “Can the Japanese be Christians”; May 1921, “Fighting Gambling Dens in Canton.” Chapter VII *Social Aspects of Foreign Missions, pp. 198-202, 281-286. The Kingdom and the Nations. Eric M. North. Chap. 6. Central Committee. 50 cents. Some By-Products of Missions. Headland. Wesleyan Methodist Publishing Society, Syracuse, New York. $1.50. Government, Travel, Science, Music, Art, Peace, and Religion. Magazine articles Missionary Review of the World, May 1921, “The Oriental and the Church in America”; “Can the Japanese be Christians, II” (A group of interesting biographies) See current magazines regarding foreign policy, etc. 32