v: ' i Tt i A \ V-j ' *!sasss£ ' r -v. , — r l; <#1. % , ( i’i ■ - r '''- ' e > $ n liiliiilliili •: ■ ■: ■■ ■ . • . . • • a , • .■; . ,•: . , !■■•-•-• v;- • - V.V >:■ '.>■■■; ■ ■ . . '■ ■ - V v.. .■ . ■ mmm;m . ■. ,, ,A•. > . • $r :v , ' . ■ © • yf ■ '■ :>:vv- >:V< V; ’ : ; :yr:yy mmycmm ■ ■ a m a Suggestions to Leaders for the Class Session Uganda’s White Man of Work N. B.—All correspondence should be directed to the Secretary in charge of mission study in your Mission Board or Society. See list on pages 50-51. 1907 YOUNG PEOPLE’S MISSIONARY MOVEMENT NEW YORK CONTENTS Page The Purpose of the Work. 5 Why Missionary Biography in the Sunday- school . 6 General Suggestions on the Course. 8 How Plan for a Lesson. 9 How Use the Helps. 12 Suggestions on Chapter 1. 12 Assignment of Home Work on Chapter II. 16 Suggestions on Chapter II. 16 Suggestions on Chapter III. 22 Assignment of Home Work on Chapter IV. 25 Suggestions on Chapter IV. 25 Assignment of Home Work on Chapter V. 27 Suggestions on Chapter V. 28 Assignment of Home Work on Chapter VI. 30 Suggestions on Chapter VI. 31 Assignment of Home Work on Chapter VII.... 33 Suggestions on Chapter VII. 33 Assignment of Home Work on Chapter VIII.... 36 Suggestions on Chapter VIII. 36 Assignment of Home Work on Chapter IX.... 40 Suggestions on Chapter IX. 40 Assignment of Home Work on Chapter X. 43 Suggestions on Chapter X. 43 Assignment of Home Work on Chapter XI. 46 Suggestions on Chapter XI. 46 Assignment of Home Work. 48 Suggestions on Chapter XII and Postlude. 48 List of Boards and Correspondents. 50,51 3 Digitized by the Internet Archive in 2018 with funding from Columbia University Libraries https://archive.org/details/suggestionstoleaOOunse UGANDA’S WHITE MAN OF WORK The Purpose of the Work Uganda’s White Man of Work has been written pri¬ marily with the thought of its being used as a text-book for a course of twelve studies to be undertaken by Sunday-school classes, Junior societies, and mission circles, in which the boys and girls are between the ages of twelve and sixteen years. Where this plan is not possible, the book may be put into the Sunday-school library and every boy and girl urged to read it, or it may be placed in the hands of all who are able to buy, and thus become a permanent asset in the libraries of many homes. The teachers will find it possible to use the book for supplementary lessons, in which case a part of the following suggestions will be found valua¬ ble. The suggestions, however, are given having in mind a small class or circle of boys and girls under adult leadership, which will meet weekly for twelve or thir¬ teen lessons. Where a Sunday-school is not willing to give a part or all of the time of its regular lesson to this study, the best plan would be to have the class meet during the week at the home of the leader or of some member. The aim of the course is not principally to teach facts about missions, or to arouse to the giving of more money to missionary work, or to lead boys and girls to decide that when they grow up they are going to be foreign missionaries. The aim is rather to present vividly and with much concrete detail the life of a 5 Uganda’s White Man of Work heroic, purposeful, Christian man, with the prayerful hope that boys and girls through becoming acquainted with such a character may catch the contagion of his Christlike spirit, and even while yet boys and girls may earnestly purpose to be something like “The White Man of Work” and like the Christ whom he lived to serve. Why Missionary Biography in the Sunday School? The introduction of a text of this kind into the Sunday-school is so new a feature for most schools that a word of explanation is in place. Normal boys and girls between the ages of twelve and sixteen want to read stories full of picturesque adventure, of hard¬ ship, and of heroic daring. They delight in the hero tale because to a con¬ siderable degree they are hero worshipers. Taking account of this natural instinct of early adolescence the better day-schools are teaching children history largely through stories of heroes and patriots. School histories are fast changing from the brief, dry compendiums of facts to rich, detailed stories of men and women who did wise and noble things. Professor E. L. Thorndike, a widely known authority in educational psychology, has said that: “for all of us the most efficient presentation of a moral principle is usually through a personal life, and for children that is almost the only way. They live morally by models far more than by rules. Boys can try to be like our national patriots who could hardly understand, and would soon forget a description of patriotism. ,, Many such biographical stories as these are found 6 Suggestions to Leaders in the Bible, and in them we may seek for the secret of the attractiveness and power of the Bible for chil¬ dren of this age. But why limit our boys and girls to a knowledge of religious men and women of Bible times? During the eighteen centuries since the Acts of the Apostles were written, many other men and women have lived whose characters have been excep¬ tionally heroic and whose service to their generations has been worthy of our study. Further, concerning the lives of a number of these more modern heroes of the Church we are able to find much more of interesting concrete detail than has been handed down to us concerning the ancient heroes of Bible times. What a marvelous story for boys Paul hints at when he writes: “In labors more abundantly, in prisons more abundantly, in stripes above measure, in deaths oft. Of the Jews five times received I forty stripes save one. Thrice was I beaten with rods, once was I stoned, thrice I suffered shipwreck, a night and a day have I been in the deep.” Would that the details had been preserved for us with which to fill in the pic¬ tures! We would then have a story of exciting stress and peril, whose hero was a man of holy purpose en¬ countering a long succession of hardships for the sake of his Lord. In many of the more modern heroes, how¬ ever, on the frontiers of the kingdom of God, can be found the rich, picturesque details of experience—true stories as exciting as fiction and saturated with godly purpose. Shall we in the Sunday-school deprive boys and girls of these stories of the heroes of the faith, while the day-school tells them of mythological heroes and the great characters of modern history? If the Sunday- 7 Uganda’s White Man of Work school does not give them these biographies, where will they learn them? Mr. Mackay’s life has been chosen for this course principally for three reasons. In the first place, through Mr. Mackay’s extended personal correspondence and that of his associates, many picturesque details in his life are available. In the second place, he worked among a primitive people who were simple in their thought and mode of life. Uganda problems are not beyond those of boys and girls. In the third place, Mr. Mackay was a mechanic, a man not primarily of thought but of deeds. His virtues are not hidden in a study, but shine out-of-doors where boys and girls live. His activities are also those of the adventurer, and on the whole his heroism and self-sacrifice are cut in large plain characters which boys and girls can read. General Suggestions on the Course A copy of Uganda's White Man of Work should be the personal property of each member of the class. A chapter should be assigned each week for reading at home, to be talked over when the class meets. The habit should also be begun of bringing a Bible each week to class so that the children may frequently look up related Bible passages. Success in leading a class in the study of this biogra¬ phy will depend much on the painstaking and prayerful preparation for the class hour on the part of the leader. Fruitful lessons are not usually the result of the mere inspiration of the moment, or of a fifteen- minute or half-hour preparation of the lesson. If a teacher is truly ambitious to do his best work for the 8 Suggestions to Leaders coming of the kingdom of God in the lives of the boys and girls he is leading, he should plan to spend, if possible, several hours in preparing for the lesson. Note-books with adjustable sheets should be pur¬ chased at the outset of the course and become the per¬ sonal property of each member of the class. The boys and girls may choose for themselves titles for their books and may build up tables of contents as the books are filled with stories, essays, Bible verses, pictures, and like material. The other hand work done may be kept together in some one place, and possibly at the close of the course the children may be persuaded to give both the books and the material made to the Sun¬ day-school for a permanent exhibit. How Plan for a Lesson Having read the chapter through for the lesson he wishes to prepare, the teacher should ask himself, What shall I aim to accomplish for these boys and girls during this class period? If he formulates his answer in a brief written statement, during all his planning for the lesson he will ever be reminded of the goal he is endeavoring to reach. The children too need to be given an aim for the recitation period. If at the opening of the class hour, the teacher says to his pupils, To-day we are going to do this or that, then they, too, at the very outset of the hour have an incentive for listening and thinking. Of course the children’s aim for the hour is seldom the same as that which the teacher has for his own guidance. The teacher’s aim may be to impress some abstract principle through a story, the pupil’s aim needs always to be concrete, attractive, and simple. 9 Uganda’s White Man of Work Perhaps on no other one thing does successful teach¬ ing so much depend as upon the character of the ques¬ tions asked. Those inexperienced in teaching often suppose that adequate preparation for teaching a lesson has been made when the subject to be taught has been well organized under large topics with subheads. The helpful teacher, however, will feel that at this point his preparation is but half done. Important as it is to have clearly in mind just what is to be taught, it is equally important to know how it is to be taught. Thoughts cannot be retailed ready-made to boys and girls. Children must be made to think for themselves. Nor is it the teacher’s task merely to examine a pupil in order to measure what he has learned in his reading. The teacher’s task is by questioning to stimulate the child’s thought and reflection, to help him to compare one thing with another, to lead him to fill in with his imagination the pictures sketched in the lesson, and to feel with the characters portrayed. It is the teach¬ er’s privilege to lead the child unconsciously to draw his own moral, through expressing a genuine moral conviction which his reading and thought has devel¬ oped. Good questions can never be answered without an effort on the part of the child. Often they demand a choice between two points of view. They call for clear imaginings; they necessitate looking at an idea from different view-points; they put a child in the midst of a situation and lead him to express his feel¬ ings, and they encourage expressions of conviction, but never force them. Even experienced teachers do not attempt to formulate such questions in the presence of their classes. The practise is growing more and more prevalent among teachers of writing out at least the Suggestions to Leaders main questions for a lesson before attempting to teach. Frequently other methods besides questioning may be used to vivify the story in the minds of the children. The impersonating of some of the characters, even though the attempt be ever so crude, will enable the children to feel with the characters as perhaps nothing else will do. Drawing pictures on the blackboard and on paper, making the royal hill and Mutesa’s palace on the sand table, building Mackay’s house of clay or raffia, and modeling toy furniture and tools, making a map of Africa in papier-mache; work of this character will help to maintain interest and to lead the children to live over again the scenes of the story. Occasionally during the hour when the discussion on one phase of the subject has been completed, and especially at the close of the hour, the teacher should through a large question lead the children to sum¬ marize the discussion which has preceded. This will enable the class to follow easily the line of thought and to see clearly the relation between details and large thoughts. The moralizing should be done with great care. “Thou shalt not preach” has been called the Sunday- school teacher’s eleventh commandment. It will prob¬ ably be wiser to seek to emphasize but one religious truth in each lesson rather than a number. A skilful teacher will lead the child to draw his own conclusions from the story, and will not force him to think as an adult. The teacher’s opinion, if expressed at all, should be given as his own personal conviction for his own life, and the choice should be left with the child whether or not to make a similar application to him¬ self. It is here that the unseen power of prayer is Uganda’s White Man of Work most needed, that the Holy Spirit may constrain and impress in method and degree beyond all our human teaching. How Use the Helps In the helps on various lessons which follow, the suggested aim that may be stated to the class at the beginning of the hour and questions that may be asked the children are given in large type. In the small type will be found the helps intended for the teacher alone. These contain the aim suggested for the teacher to have in mind during the teaching of the lesson, also other thoughts which may be in the teacher’s mental background while questioning the children, and sug¬ gestions not made in the form in which they could be given directly to the children. The questions grouped in a single paragraph, it will be noted, deal with one large idea. It is not expected that any one class will do all the hand work and all the note-book work suggested. A number of different assignments are suggested that the teachers may choose those which appeal to them as best. If the plans are followed mechanically without adaptation to the particular situation in hand, or regard¬ less of other methods which might be more effective, these helps will fail in their purpose. Suggestions on Chapter I Children’s Aim: We will try to see how far we can go toward forming a just opinion of this black king. Teacher's Aim: To show the contrast between what Stanley taught Mutesa and Mutesa’s standards and beliefs, and thus by contrast to awaken an appreciation of Christ and his teachings. Suggestions to Leaders Suggested Questions What are the things one should consider when try¬ ing to form a just opinion of any one’s character? What did Jesus once say about how we may know a man’s character? What then should we talk over, to¬ day, in order to form an opinion of Mutesa? Whose opinions of him should we consider ? Any one’s character is judged by his acts, and when these are not well known, by the opinions others have of him. Jesus said, “By their fruits ye shall know them.” If the teacher desires, he may read Matt. vii. 16-18. I. What did Mutesa’s subjects think of him? Did they give their opinions of him as freely as we give our opinions of the ruler of our country? Why not? If we knew only what his subjects thought of him, what opinion would we have of Mutesa? II. What had the earlier travelers thought of Mutesa? III. Now let us talk over what Stanley has told us Mutesa did and what Stanley’s opinion of him was. How did Mutesa treat Stanley before he landed in Uganda? Tell the story of the embassy and the dream. What do you imagine Stanley thought of the king he was going to see? Let us see whether or not Stanley changed his opin¬ ion of Mutesa after his first reception on landing. What were the things about the way he was received which surprised him? What more did he learn about the king than he had known before landing? Had you been in Stanley’s place, would you have been at all afraid to go up to the capitol to see this king? Why? Why not? 13 Uganda’s White Man of Work Let us next see what impression Stanley got of Mutesa the day he first went to the palace. Did he notice anything unusual as he walked to the palace? What was it? Was the king’s house like most of those belonging to African kings? How was it different? What was Stanley’s opinion of Mutesa when he first saw him? At this first meeting what do you suppose Mutesa told Stanley? What do you suppose Stanley told Mutesa? Had you been in Stanley’s place, what would you have told him that first day? Was Mutesa interested in hearing such things? Why do you think he was? When Stanley walked back to his tent that day what do you suppose he thought of Mutesa? Do you think he was right in his opinion of him? Why? Why not? Now let us see if Stanley changed his mind as he stayed longer at Mutesa’s court. As the months passed, how often was he invited to the palace? What were some of the subjects he talked about? What did Mutesa seem most interested to hear about? How did Stanley discover that he was so eager to hear about the white man’s God ? Why did not Stanley talk sooner about the white man’s God? Why do you sup¬ pose he thought Mutesa might be “angry”? Let us see if we can discover the reason why Mutesa seemed so interested in hearing about the white man’s God. What had Mutesa long believed about a God? What do you think Stanley told him about the Chris¬ tian God which was different from the heathen God? To whom had Mutesa been accustomed to pray? How had he been accustomed to pray? Why did he pray? What do you think Stanley told him about praying which was different from what he was accustomed to? 14 Suggestions to Leaders Do you think Mutesa really wanted to learn to pray to the white man’s God ? Why do you think so ? What reasons can you think of why he might not have cared to do so? What other religion had Mutesa heard of before Stanley came? Did he think the Mohammedan reli¬ gion as good or not, as his heathen religion? When he heard about the Bible, which did he say was better, the Mohammedan book or the Bible? What reasons did he give for thinking so? Do you think his first reason was a good one ? His second ? What did Mutesa do to show that he wanted to learn more of the white man’s God? What did he have done to help every one remember the Bible stories? What did he promise? What did he ask for? Why did he call himself ‘‘blind” ? What then do you think were the reasons why Mutesa seemed so interested in the white man’s God? Did Stanley believe that Mutesa was in earnest in what he said? What makes you think so? Did Stan¬ ley say anything in his letters which shows what he thought of Mutesa? What did he say? Do you think Stanley would have done differently had he thought Mutesa was deceiving him? Do you think Stan¬ ley was right or wrong in his opinion of Mutesa? Why? Why not? Had you been a young man in England at that time, would you have favored send¬ ing some one to Mutesa to tell him about the white man’s God? Why? Why not? Having thought over the different things Mutesa did, the opinion his subjects had of him, what earlier travelers thought of him, and Stanley’s opinion of him, what is your opinion of Mutesa? 15 Uganda’s White Man of Work Assignment of Home Work on Chapter II This week each one of us will read at home Chapter II to find out what did happen after the letter was read. In talking over our opinion of Mutesa, we mentioned the fact that he had a couple of boys write down on board books some of the things Stanley taught them. Suppose each one of us, this week, make a board book like one of those the black boys made. What kind of boards shall we get? What shall we write with? What shall we write on the board books? Then we shall have a little Uganda library of our own. Perhaps some one in the class would like to imagine that he is Stanley and we will be Mutesa and his chiefs, and at the next meeting he will tell us a Bible story just as he thinks Stanley told it to Mutesa. In assigning the making of board books, the teacher should be careful to give clear and definite directions. The class should decide on one size for all the books. They can probably be made best from the sides of grocery boxes smoothed by the use of sandpaper. India ink or dark crayons would be good writing material. The boys and girls should be encouraged to choose for themselves the portions of Scripture for their own books. It will be more interesting, however, if they can decide while the class is together, in order that duplication may be avoided. Suggestions on Chapter II Review : At the opening of the hour let the class examine the board books, each one reading to the others what he has written on his own board. Concerning the board books, the teacher may ask some such questions as the following: What use do you think the Waganda made of these board books ? Which one of these books do you imagine the Waganda would like to read the oftenest at court? Why? 16 Suggestions to Leaders Where do you suppose they kept their books? Where would we keep ours? If one of the class is ready to take the part of Stanley and to tell a Bible story to Mutesa, arrange the class in a semi¬ circle, with Mutesa in the center, and the would-be Stanley in front. Before he begins his story, tell the king and his chiefs to be ready to ask questions about the story which Stanley must try to answer. If no one of the pupils volunteers to tell a Bible story, the teacher may suggest the Parable of the Talents. Matt. xxv. 14-30. The Lesson Proper Children’s Aim : We are going to see to-day how many different kinds of people started out to grant Mutesa’s request and just how much work each one who went had to do. Teacher's Aim : To show the value in Christian service of different kinds of talents. A map of Africa, showing Zanzibar, Victoria Lake, and Uganda, should be hung in front of the class and be referred to whenever in the course of the lesson it seems appropriate. Suggested Questions First let us name the different people who helped to grant Mutesa’s request, but who didn’t go. - will write these on the blackboard as they are named. The list may be about as follows: The Frenchman. The Newspaper Editor. The Missionary Secretaries. The business men. Those who gave—mothers, fathers, brothers, sisters. Let us go through the list one by one to see if we can think of any reasons why it might have been hard for these people to do as they did. Suppose you had been Stanley, would you have hesitated about writing 17 Uganda’s White Man of Work the letter asking for missionaries? Why? Did the Frenchman put himself out of the way at all to carry the letter for Stanley? Had you been the newspaper editor, would you have had any reason for wanting to omit that part of the letter in which Stanley asked for missionaries ? We all will imagine ourselves as missionary secre¬ taries. We will separate into two groups, and one group will be secretaries who favor the sending of missionaries to Uganda, and the other group will oppose it. Each group will try to convince the other side that they are in the wrong. Let us see how strong we can make each side of the argument. Why do you think it was hard for the secretaries to decide to make the effort to answer Mutesa’s request? The teacher should try to get the boys and girls to speak freely on the two sides of the question just as if they really were secretaries facing the issue, and he should himself re¬ frain from presenting arguments. The last question in the paragraph above is meant to call forth a summary of the discussion. Suppose you had been a well-to-do business man in Great Britain, able to give several thousand dollars toward the Uganda expedition, would you have given the money? Why? Why not? Who of you have ever said good-by to a brother who was to be gone from home for a long time? How did you feel about it? How did your mother feel? Do you think it was any harder for the brothers and sisters and mothers and fathers of these men to let them go? Why? Which of these different persons who helped but didn’t go, do you think did the hardest thing? Which would you prefer to have been? Why? Which one could 18 Suggestions to Leaders have negelected his part of the work, and it would have made no difference? How many of these people did missionary work? Let us make another list on the blackboard, showing the different kinds of men who went. Suppose they had all been preachers, could they have helped Mutesa more than this group could do? Suppose they had all been mechanics? Why was it better to have dif¬ ferent kinds of men? Were these the kinds of men Stanley had asked for in his letter (p. 5 of text-book) ? Which ones do you imagine he would have been es¬ pecially glad to learn were in the party? Do you think of any other kind of man Stanley might have wished to have go ? Why do you suppose there was no trained teacher in the party? The teacher may well summarize this, the first half of the discussion, by a question or two calling forth the number of kinds of people helping to grant Mutesa’s request. We have talked together of the different kinds of people who helped to grant Mutesa’s request. Now let us try to find out how much work the men who went had to do in getting ready for the journey. How many have ever gone camping for a week or more ? How busy were you the day before you started? What did you have to get ready? How did you divide up the work? Let us imagine ourselves as a party of missionaries living in Mackay’s time who are planning to go to Uganda and who have gone as far as Zanzibar. Let us try to figure out just what supplies we will have to take with us. For what sort of a journey must we plan? How long a distance must we march? How long is it likely 19 Uganda’s White Man of Work to take us? If we take supplies then to last six months, will that be sufficient? Why not? What things would we not be able to buy in Uganda? How many persons must we provide for? For how long a time had we better make provision? How could we buy more things if our supplies should run out? Let us then make another list on the blackboard of the different kinds of supplies we will need to take with us. The class had better figure on a two years’ stay in Uganda without fresh supplies. In case of necessity they might send back to Zanzibar, through an Arab or through one of their own party for fresh supplies, and if new recruits from Great Britain or America joined them, they would of course bring supplies for the whole party with them. The list on the blackboard should include the following: Personal property, food, cooking utensils, camping outfit, am¬ munition, medicine and doctors’ supplies, tools and money. Let the class decide just how many porters and servants they will need to take with them. Then divide up the work and make one member of the class responsible for figuring out just what kinds of food they must take and how much of each kind. Another may be responsible for the camping outfit, another for the articles to be used for money, etc. Let the making out of these lists in detail be the home work for the week; but five minutes of the class hour may well be spent in having the boys and girls ask questions about their lists. They should be led to think clearly and definitely about these supplies which have to be planned for. Each one should also make a list of the personal property which he wishes to take along with him, such as articles of clothing, books, writing paper, etc. They may be led to see the importance of making these lists carefully if asked what will happen if enough food or the right kinds are not taken, or if the money should run out, or the medicine, etc. How many people will suffer if such things are forgotten? Not only the one who forgets, but all the party, the people at home who have sent them, and the people in Uganda to whom they are going. If this form of home work does not seem advisable, the 20 Suggestions to Leaders teacher may ask the class to meet in his home during the week to prepare for the presentation of one or two scenes laid in the offices of the Church Missionary Society. In one scene the secretaries may be seated about the table. The presiding officer may read aloud that part of Stanley’s letter asking for missionaries and a discussion may follow some¬ thing like the one the class already engaged in when imagin¬ ing themselves as secretaries. Praying should not be imper¬ sonated, but the secretaries may make a decision to pray or heads may be bowed a moment in silence. The discussion should result in a decision to pray and to study Uganda. In a second scene, the secretaries may enter the office with magazines, pictures, books, etc., under their arms. These may be passed around and each secretary tell something of what he has learned and state the conclusion to which he has come about the expedition. They should agree on the amount of money needed and the smallest number of men who should be asked for and the kind wanted. Just as the seriousness of the undertaking is placed before them a letter-carrier may enter the room bringing a letter from the man who gave the first money. A few remarks may then be made showing how deeply the letter impresses them, and a letter to the news¬ papers can be planned for. A third scene may be the farewell scene, when the eight men of the party bid good-by to the secretaries and the secre¬ taries bid them Godspeed. Many classes will not be large enough to make this last scene possible. The discussion of the lesson proper should be closed by a few questions by way of summary and to suggest the im¬ portant religious truth the teacher has in mind to make vivid for the children. Such questions as the following may be helpful: Did these men who started out for Uganda under¬ take something easy or difficult? Suppose one of the men of the party had not liked the kind of work given him to do, and had neglected his share, what would have happened? Which one was really doing mis¬ sionary work, the man who bought the food, or the one 21 Uganda’s White Man of Work who bought the guns, or the one who managed the packing? For whom were they doing these things? How about the secretaries, the men who gave money, the sisters and mothers who made things for the mis¬ sionaries, were they doing missionary work? For whom were they doing these things? In our church who else does Christian work besides the preacher and the Sunday-school teachers? What sort of things may we do? The Father has made a great many different people in this world, and there are a great many kinds of work to be done, and He wants everybody to do his share in a kindly spirit in order to help somebody else in some way. Suggestions on Chapter III Review : If the lists of supplies have been made, they may be read and criticised by the class. If any preparation has been made to present one of the special scenes it may be done, if convenient, at the opening of the hour. The Lesson Proper Children's Aim : We will talk over to-day, Mackay’s two big undertakings told about in Chapter III, and we will decide what we think of the way Mackay did his work. Teacher's Aim : To lead the children to see that Mackay needed to be resourceful, and that being a Christian made him better able to do his work well. Suggested Questions I. Would you rather undertake the building of a road in this country or in Africa? Why? Give all the reasons you can think of. In which climate is it easier to do hard work? What are the dangers in a tropical climate, as in that part of 22 Suggestions to Leaders central Africa? How long did Mackay have his men work in one day ? In what part of the day ? Was he wise or not? Why? In which country would you probably have to do the lost cutting down of trees and bushes? Tell us about the thickest woods you have ever seen. What would be the difference between that and an African jungle? What were the difficulties connected with building a road through a jungle? Had you been one of Mackay’s working gang, could you have had any reason to be afraid while working in a jungle? What other sorts of places did they come to where it was especially difficult to build a road? What did they do when they came to a swamp ? A mountain ? A river? Were the bridges Mackay built like those one sees in this country? In what ways were they different? Why? What did Mackay have to do for his workmen which a boss in this country would not expect to do? Which tools do you suppose the workmen found hardest to learn to use? Why? Were they quick about learn¬ ing? How did he plan for their food and pay? What did he do for them when they became sick? Let us then name all the different trades Mackay needed to know something of in order to build this road. What is your opinion of the way he did these different kinds of work? How do you explain the fact that he knew so much about so many kinds of work ? II. Let us now talk over the difficulties connected with traveling with oxen and carts, and decide what we think of the way Mackay did this piece of work. Do you think Mackay was wise in the time he chose for starting on this journey? What is the longest 23 Uganda’s White Man of Work period of rain you have ever known? What was the condition of the country roads about the end of that time? How did you and everybody else feel? Were things as bad as or worse than this when Mackay started with his oxen and men ? In what ways were they worse ? How much progress was he able to make in the rain? What were some of the things which happened be¬ cause it was so wet? Why then did he start? Do 1 you think he did the best thing he could have done ? The teacher may suggest to the children that during such rainy seasons, the African fever is most likely to attack one, especially when one is not leading an active life. Activity is one of the best preventives of the African fever. Who have ever seen a team* of oxen? Which do you imagine you would rather drive, a team of oxen or a team of horses? What do you think are probably the disadvantages in driving .oxen? Did Mackay’s oxen work as well as most oxen do which have been accustomed to drawing carts? Why not? How do you suppose an untrained ox would act? What did Mackay think was the hardest thing he h$d to do? Why do you imagine it was so hard to train the men to drive? What were some of the dif¬ ficult things these drivers had to learn to do? What were some of the mistakes they made ? How did Mackay cross rivers with carts and oxen? What better plan can you think of? What other difficulties did he meet with, not connected with the climate, his workmen, or his oxen? How did the tsetse fly hinder their traveling? What was the result? Had you been in Mackay’s place, how would * In Africa from eight to sixteen oxen compose a team or span • 24 Suggestions to Leaders you have felt at the time so many oxen had died that the carts had to be abandoned? How did Mackay feel about it? Did the natives living along the road help or hinder them in their traveling? What did they do? Do you think Mackay could have prevented this? Ho'w? What then were the great difficulties Mackay found in his first attempt to travel with oxen ? What is your opinion of the way he met these difficulties? Let us name again all the different kinds of work Mackay did while building the road or traveling with the oxen and carts. Which of these pieces of work would you have enjoyed doing? What things would have annoyed you? How often do you imagine Mackay lost his temper? Why do you think he did not become discouraged, give up his work, and go back home? What Bible verses can you recall which he might have thought of and which would make him determined to persevere? (“I can do all things in him that strengtheneth me.” Phil. iv. 13.) Assignment of Home Work on Chapter IV The reading of Chapter IV. It may be well for the chil¬ dren to write in their note-books the Bible verses chosen as those which might have kept Mackay determined to persevere. Those who are able to draw may be encouraged to illustrate the chapter with drawings of oxen and carts, or of some of the tools used in building the road. Or they may find pictures in old magazines which may be pasted in their note-books, to serve as illustrations of the chapter. It may seem an appropriate time for the children to draw a map of Africa in their note-books, showing Uganda, the lake, and the journey already made from Zanzibar. Suggestions on Chapter IV Children's Aim : We are going to try to decide Uganda’s White Man of Work whether or not Mutesa treated these missionaries in the way they deserved. Teacher’s Aim : To lead the children to feel that God gives men strength to do unselfish service. Suggested Questions I. Let us first discuss how Mutesa treated the missionaries. What did Mutesa do for them while they were still on their journey? What do you suppose the white men thought of Mutesa by the time they had received the second letter? How did Mutesa have the white men treated when they first landed? Did he treat Stanley any better when he landed? What presents did he give them? Were these more or less than Stanley was given? What reason can you give for his not giving these men as much as Stanley ? Tell the story of how Mutesa and his courtiers re¬ ceived the missionaries in his palace. What do you think the missionaries said to each other when they went home after this first reception? How do you suppose they thought they would be treated the next morning? What did he mean by saying his heart was “bad”? Were the missionaries surprised or disappointed the next time they went to the palace? Tell the story of what Mutesa did that afternoon. What do you imagine the missionaries said to each other as they went home that evening? Was Mackay, when he reached Uganda, received with as much honor as the other missionaries? Why? What then do you think of the way Mutesa treated 26 Suggestions to Leaders the missionaries ? Do you think Mutesa received the missionaries as royally as Stanley expected he would? The teacher will note what Stanley prophesied on pages 5 and 6 of text-book. II. What did the missionaries do for Mutesa? The asking of this one question should lead the children to tell what the missionaries sacrificed in leaving their homes, and in some cases their wives, children, and parents. They should tell how the missionaries lacked the comforts of well cooked food, of shelter, of books and magazines, etc., during their long journey; of their sickness, of their dangers, of the death of six of the party, and of the hard work they had to do in that trying climate. If the large question does not bring out these answers, the teacher should ask smaller ques¬ tions so that the children themselves will name over many of the hardships of the journey. It may perhaps be well to make a list on the blackboard of the items given by the children. How then do you think these white men deserved to be treated by Mutesa? Did he treat them so? Why not? Is Mutesa the sort of a man for whom you would be willing to leave your home and go thousands of miles away and suffer the things Mackay suffered? What sort of a man would you be willing to do it for? How do you explain the fact that these white men were willing to do so much for Mutesa? The teacher may suggest what Paul had in mind when he said, “I can do all things in him that strengtheneth me.’' Assignment of Home Work on Chapter V Possible hand work in addition to reading the chapter. 1. Drawing of a picture of Mutesa’s palace. 2. Making a model of a grass fence. Corn-stalks may be used for the posts and hay instead of reed grass. In cities raffia probably will be more easily obtainable and pine boards split into sticks a half inch thick may be used for posts. 3. The model of a Uganda hut may be made of straw or 27 Uganda’s White Man of Work raffia and pasted over a soft pasteboard frame. Or it may be made simply out of manila paper. Suggestions on Chapter V Review : Examine the hand work done by the children dur¬ ing the week. Have them look for the good points in each other’s work. The Lesson Proper Children's Aim: We will try to find out just what the missionaries accomplished during the first two years in Uganda. Teacher’s Aim : To show some of the things involved in being a Christian, through showing what Mackay and his companions taught the Waganda. Suggested Questions Suppose you and one or two companions should go as missionaries to some country where missionaries had never been, what would you try to accomplish dur¬ ing the first two years? Which of these things did Mackay and his companions do in the first two years? For the sake of their own health and comfort what did the missionaries build? What other buildings did they put up on these premises which were neces¬ sary, if they were to do the work they wanted to do? Through further questioning the teacher may lead the chil¬ dren to tell what sort of a house the missionaries built, about its location, its furniture, the yard, the garden, the banana plants, etc. The teacher may well ask further questions about the probable character of the schoolhouse, workshop, and dispensary. What more was it necessary for the missionaries to accomplish before the Waganda would be willing to let the missionaries teach them? How did the white men do this? 28 Suggestions to Leaders The missionaries must gain the friendship of the Waganda and lead them not to be afraid of them. The way they did this should be drawn from the class. What use did the missionaries make of the school- house ? Let the children imagine what this Waganda school was like, how the pupils studied and recited, what they read, etc. Ask them why the missionaries wanted them to learn how to read. In addition to teaching the Waganda to read, Mackay tried to teach them three important thoughts about how they ought to live: 1. That Christian men should be not idle but useful men. 2 . That to buy and sell human beings as slaves is wicked. 3. That a man cannot be a Christian and a heathen at the same time, for a man who is a Christian tries to do the sort of things Jesus did. These three points the teacher should have in mind when asking the following questions; and, as the three answers are drawn from the children, they may be written in the above brief form on the blackboard. What use did Mackay make of his workshop ? Why was it that he worked so hard with his tools ? What was the difference between the way the Waganda thought about work and the way the missionaries thought of it? Suppose Mackay had become impatient when he saw so many hoes and hatchets heaped in front of his shop, what would have been the result? In what other way, besides working himself, did Mackay try to teach them that work was honorable, and the thing a Christian ought to do? What then did Mackay try to teach the Waganda about work? (Let this be written on the board.) If the Waganda did not work, who did? What then did Mackay teach them about having slaves? Tell the 29 Uganda’s White Man of Work story of Mackay’s first conversation on the subject of slavery at court? Tell the story of what he said some days later at court. For what reasons then did Mackay say it was wrong to own slaves? Long before Mackay came, when Stanley was in Uganda, Mutesa himself said why it was that a Christian refused to buy slaves (p. 18 of text-book). What was the reason he gave? Which of these reasons do you think is the strongest reason why slavery is wrong? What then was it that Mackay tried to teach about slavery? (Let this be written on the board.) What strange request did Mutesa make of Mackay one day which surprised him? Why did the request for baptism surprise Mackay? What do you think Mutesa thought it meant to be a Christian? What was wrong with his idea? How on one Sabbath some time before this had Mackay tried to teach Mutesa that he could not be a Christian and a heathen at the same time? Tell the parable he told. What did he tell Mutesa the parable meant? What then did Mackay teach Mutesa about what it meant to be a Christian? Summary: The three points may be erased and the teacher may ask the children to tell what the missionaries had done during the first two years in Uganda, and what they had tried to teach. If they had been in Mackay’s place would they have been encouraged or discouraged about the future? Why? Assignment of Home Work on Chapter VI The reading of Chapter VI to see if things in Uganda con¬ tinued as well as they began. The children may make in their note-books or on a sand table, a plan of the missionaries’ headquarters. Or draw a picture of their hut, and of the table. The boys and girls may also write in their note-books a list of the things the mission¬ aries accomplished the first two years. If there are one or two 30 Suggestions to Leaders in the class who are bright enough, the teacher may suggest to them that they imagine themselves asMackay talking to Mutesa at court, and have them write out a talk on some other subject than those given in the chapter. The teacher may suggest a Bible passage on which the talk may be based, such as the story of the Good Samaritan, or of the prodigal son, Jesus healing some sick man, or the twenty-third Psalm. Let the children also imagine the questions Mutesa might ask and the remarks he might make on hearing the story. Suggestions on Chapter VI Review : Have the note-books or other hand work presented and criticised, and if one of the class is ready to give the im¬ aginary talk between Mackay and Mutesa, let him do so before the class. The Lesson Proper Children's Aim : We will try to find out why it was so hard for Mutesa to decide whether to be a Christian or a heathen. Teacher's Aim : To prepare the way for a definite appeal to the boys and girls for a decision to become Christians, the appeal itself to be made later. Suggested Questions I. First let us give the reasons why Mutesa might prefer to remain a heathen rather than to become a Christian. How much longer had Mutesa heard about the hea¬ then than about the Christian religion? Had any of the Waganda ever become Christians? Who were the people that were trying to persuade Mutesa to remain a heathen ? What did his mother and wives do? How much difference did it make to Mutesa what his mother or wives thought? Why? What did the chiefs do which showed that they were anxious for Mutesa to remain a heathen? How much depended for Mutesa on the friendship of the chiefs? 3i Uganda’s White Man of Work What other enemies would Mutesa have made by becoming a Christian? If the wizards were made angry how would the people in general feel? How did these wizards make the people fear them? Tell how the great wizard of the lake looked and acted when some one wanted to consult him? Suppose Mutesa had become a Christian, and soon after there had been an epidemic of fever in the country, who would have been blamed? Suppose there had been war and Mutesa had been defeated, who would have been blamed? Did Mutesa’s illness make it easier or harder for him to become a Christian? Whose treatment of his disease did he like best, the wizard’s or the mission¬ ary’s? Why? What changes in his way of ruling his people would Mutesa have to make if he were to become a Christian ? Being a heathen how did he treat his subjects? Would it be easy or hard to make the change? What changes in his way of living would he have to make if he were to become a Christian? Do you think it would be easier for him to live as a heathen or Christian? What other religion had Mutesa heard of besides the heathen and Christian religions ? What did he think of the Mohammedan religion? Do you think Mutesa was sincere when he said he was bewildered and knew not which to follow? Why? What then were some of the reasons why it was hard for Mutesa to become a Christian? II. Having given some of the reasons why Mutesa might prefer to stay a heathen, let us see what reasons can be thought of why he might want to become a Christian. 32 * Suggestions to Leaders Let the teacher draw from the pupils if possible, their own ideas of why the Christian life might be attractive to hinu Let them also tell some of the arguments Mackay used in try¬ ing to persuade him not to receive the wizard but to follow Jesus. Had they been in Mackay’s place what more might they have said to Mutesa? Does it seem to you strange or not, then, that Mutesa decided as he did? Why? Do you wish he had decided differently? Why? What did he lose by choosing as_ he did? What did he gain? Was it harder or easier for him to decide to be a Christian than it would be for us? Why do you think so? What are some of the reasons that make it hard for you to decide to become Christians? What are some of the reasons why you should like to become Christians ? Assignment of Home Work on Chapter VII The reading of Chapter VII to find out how Mutesa next surprised the missionaries. In their note-books the children may write out the reasons, pro and con, why it was hard for Mutesa to decide whether to be a heathen or a Christian. Another assignment may consist in having one or two of the class look up several of the Bible stories about wizards referred to in the chapter and in having them told to the class at the following session. One or two scenes for special presentation may appeal to the teacher more strongly, such as a messenger from Mutesa beseeching the wizard to go to Uganda to heal the king. The boys and girls would enjoy building the wizard’s tent out of sticks and wrapping-paper, and making charms of various kinds to hang about it. Suggestions on Chapter VII Review : Let some one read from his note-book the rea¬ sons, pro and con, which made it hard for Mutesa to decide whether or not to be a Christian. The rest of the class may add other reasons which the one member has not given. If the 33 Uganda’s White Man of Work impersonation has been prepared, let it be given before the rest of the class or let one of the wizard stories be told. The Lesson Proper Children's Aim: We are going to discuss ways in which Mr. Mackay and Mr. O’Flaherty differed from the Arabs. Teacher's Aim : To lead the children to appreciate some of the salient features of the Christian life so lacking in Mohammedanism. Suggested Questions Let us name all the ways we can in which the mis¬ sionaries and the Arabs differed. 1. How did the Arabs and the missionaries differ in the purposes for which they came to Uganda? What did Mutesa once say was the reason why the Arabs had come to Uganda (p. 17) ? What had the mission¬ aries told Mutesa was the reason for their coming to Uganda (p. 130) ? 2. Who were the richer—the Arabs or the mis¬ sionaries (pp. 146, 147) ? In what did the Arabs’ riches consist? What wealth did the missionaries have ? Which would you rather have, the wealth of the Arabs or that of the missionaries? 3. Did the Arabs and the missionaries have the same ideas about the things which were right to do and the things which were wrong? What were some of the things which the Arabs thought were wrong which the missionaries did? What were some of the things which the missionaries thought were wrong which the Arabs did? 4. Were the Arabs and the missionaries alike in their truthfulness? Tell some of the things which the 34 Suggestions to Leaders Mohammedans said which were not true? Tell the stories they told which were not true. What makes you think that Mackay and O’Flaherty told the truth? 5. In praying, were the Arabs and the missionaries alike or different? What sort of a God did the Arabs think of when they prayed? What sort of a God did the missionaries think of? On what occasions did the Mohammedans pray? Why? When do you think the missionaries prayed? Why? How did the mission¬ aries pray? (a) How did the Arabs pray ? What then were the differences between the prayers of the mis¬ sionaries and the prayers of the Arabs? (b) How would you rather pray, like the Arabs or like the mis¬ sionaries? Chapter VII tells us of a prayer Mackay wrote in his journal (p. 153). What did he pray for? What do you suppose the Arabs usually prayed for? Can you imagine the Arabs praying for a white man? Why not? Whom else have you ever heard of who prayed for his enemies? (c) Tell the story, (d) How did Jesus teach us to treat our enemies? (a) Show how the missionaries prayed quietly any time during the day when they wanted to whisper to the Father, or when they needed to be strengthened for the work before them. Show that their praying was not formal, just five times a day, but any time, and that they prayed because they wanted to talk to their loving Father and not because they were com¬ manded to pray by a priest. (b) Lead the children to tell of the formalities through which the Arabs went when praying and the simple expression of a wish to God which was the prayer of the missionaries. (c) The stories of Jesus and Stephen praying for their ene¬ mies should be recalled. (d) The children may read these verses : Matt. v. 43-45* It may be well for the teacher to write on the blackboard from time to time a brief statement of the points on which 35 Uganda’s White Man of Work the Arabs and the missionaries differed, and when the dis¬ cussion has been completed he may erase what he has written and ask the children to give the points which have been made. It may be well also for the teacher to ask the boys and girls which of them are Christians, whether they think they are as different from the Mohammedans as Mackay and O’Fla¬ herty, and in which of the five points they believe they are like Mackay, and in which they are most like the Arabs, and who do they want to be like, the Arabs or the missionaries. Assignment of Home Work on Chapter VIII The reading of Chapter VIII to find out who of the Wa- ganda decided they were going to be like the white men. The children may be asked to write in their note-books a short essay on “How Mohammedans Pray and How Christians Pray.” They may be able to find in magazines pictures of Moham¬ medans which can be pasted in their note-books or copied. Suggestions on Chapter VIII Review : Have two or three essays on prayer read to the class. The children may be asked, whether at any time during the week they had to choose whether they would be like the Mohammedans or like the Christians. Ask them to tell about it and how they decided. Tpie Lesson Proper Children's Aim: We will try to decide just what it meant to the Waganda to become Christians. We will talk over the different ones who became Christians and see what change was made in their lives when they be¬ came Christians. Teacher’s Aim : To awaken a new and definite purpose or to strengthen an old purpose on the part of the children to be¬ come Christians. Suggested Questions Suppose you had been able to visit Mr. Mackay and 36 Suggestions to Leaders Mr. O’Flaherty in Uganda, what Christian Waganda would you have wanted to meet? The names of the different Christians mentioned by the children should be written on the blackboard. Now let us imagine ourselves as these people, A- may be Sembera, B-, Philipo, etc. We will imagine we are having a little meeting in Philipo’s hut, and that we have with us a few others who are not Christians. Each Christian is going to stand up and tell the others what it means to be a Christian, why he changed his religion, and the difference it makes in his life. The teacher may help the boys and girls to find the pages in which the story is told of the particular person each is representing. Let the class be quiet three or four minutes while each one studies out what he will say. Then appoint one as leader of the meeting and ask him to speak himself and afterward call on the others to speak. The teacher may well step aside and seem to cease directing the class. If this plan seems too difficult, the following questions may help to call forth a discussion of the subject for the hour: We will first talk about Sembera to decide what change was made in him by becoming a Christian. What words did Sembera use in his letter to show that he wanted to become a Christian? What do you think he meant by saying that he believed the words of Jesus Christ? Do you think he was right in saying that that is what it means to be a Christian? What did he do after he became a Christian, which he would never have done before? Let us now talk about the chief whose picture is given in the book (p. 159). What did it mean to him to become a Christian? Let us see what it meant to the wizard to become a Christian. What was the way in which the wizard told 37 Uganda’s White Man of Work Mr. O’Flaherty that he wanted to be a Christian (p. 160) ? What did he mean by saying “I will follow Jesus and learn his ways”? What did he do at the time to show that he was in earnest? Do you think it was easier or harder for the wizard to become a Chris¬ tian than for the average man in Uganda? Why? How did this wizard at the time try to influence others to become Christians? Let us study Mwira. What did he do before he decided to become a Christian, in order that he might know what Jesus taught? What do you suppose were some of the questions he asked the missionary as he taught him in the evening? Do you think he was a Christian when he left the missionaries’ home? What did he do that makes you think so? Do you think that his wife became a Christian? Do you think a Chris¬ tian is like a man climbing in a mountainous country? Why? What difference did Mwira’s becoming a Chris¬ tian make in. the things he enjoyed? What do you imagine he enjoyed while he was a heathen? What did he say he enjoyed after he became a Christian (p. 169) ? What were some of the things which Philipo did as a Christian which he would not have done as a heathen? If he had been a heathen what do you think he would have done when Mutesa ordered everybody to pray to the Mohammedan God? Why do you think so? Why did he disobey the king after he had become a Chris¬ tian? Was this hard or easy? As a heathen what do you think he would have done when he heard the mis¬ sionaries slandered? What made him do as he did? Did he ever forget that he was a Christian? What did he do that makes you think so? 38 Suggestions to Leaders Do you believe that his wife Sarah became a Chris¬ tian? How was she different from a heathen woman? Do you think Sarah was right in saying to Philipo’s brothers, that the Christians were more closely related to Philipo than his own brothers? Do you think that all Christians should be like brothers and sisters? Why? Were any graves made in Uganda besides Philipo’s which you would like to have visited? Do you think that this Christian man, who died of the plague, felt like the heathen did when they died? What do you think was the difference? Thinking, then, of these different Christians about whom we have talked, tell us what it meant for the Waganda to become Christians? What difference did it make in their characters and in the things they did? Did they gain anything? What? Did they lose any¬ thing? What? Who else in Uganda had been given the opportunity to choose whether or not to be a Chris¬ tian and had chosen against it? Why had he chosen as he did? Did Mutesa’s decision make it harder or easier for these men to decide to become Christians? Why? Had you been a boy in Uganda at that time, which way do you think you would have decided? What makes you think so? Time should be left at the close of the hour for a more personal conversation with the boys and girls about what it would mean to them to become Christians. Lead them to discover for themselves the issues involved in their choosing, and to see the need of the choice. The teacher may then be able to ask them for a definite decision. If quiet and seclusion are possible, it will be a rare opportunity for the teacher to ask the children to kneel together and to lead them to pray aloud, asking for the Father’s personal help and forgiveness. 39 Uganda’s White Man of Work Those who already believe themselves to be Christians should be the first to lead in sentence prayers. Assignment of Home Work on Chapter IX The reading of the next chapter to find out how Mackay came to be called the “White Man of Work.” The children may be asked to write short papers on “What it meant to the Waganda to become Christians” or “What it means to any one to become a Christian.” If there are two boys in the class clever enough, one may impersonate Mwira and one Mr. O’Flaherty. The scene will be in Mr. O’Flaherty’s house. The missionary will be telling Mwira some part of the story of Jesus. The teacher may assist in deciding what portion of the story of Jesus may be chosen. It may be the story of Jesus’s birth, or some one of his mira¬ cles, or of the calling of his disciples, or of his death and res¬ urrection. Let one boy study the story chosen and let him tell it well. Let the other boy think out a number of questions which he imagines Mwira might have asked Mr. O’Flaherty. Having done this preparatory work, let the boys meet some¬ where during the week, with the teacher, and attempt the dialogue. The teacher will probably have to help the would- be missionary in answering the inquirer’s questions. If this impersonation is successfully done in the presence of the class it may be profitable to have it done before the whole Sunday-school at the closing exercises the following Sabbath, with a few words of explanation given by the teacher or superintendent. Suggestions on Chapter IX Review : Have one or two of the essays on “What it means to be a Christian” read to the class and questions asked. Have the imaginary dialogue between Mwira and Mr. O’Fla¬ herty given, and ask the class to decide whether or not to ask permission of the superintendent to have it given before the entire Sunday-school. The Lesson Proper Children's Aim: We will see how many different kinds of work Mackay and his companions did. 40 Suggestions to Leaders Teacher's Aim : To show the possibility for Christian serv¬ ice in many commonplace ways. Suggested Questions What different kinds of work did Mackay and his companions do in order to make use of the land Mutesa had given them? 1. They prepared much of the land for cultivation. 2. They planted and cared for maize, millet, wheat, sweet potatoes, tomatoes, beans, peas, coffee trees, plantain trees, cotton, and sugar-cane. 3. They raised chickens, oxen, and goats. 4. They built a brick oven for bread-baking. 5. They cooked meals, even baking bread. 6. They made flour, soap, sugar, and molasses. 7. They wove cloth from the cotton raised on the land. The teacher through questioning can probably draw out all of these answers from the class. It would be well to write the list on the blackboard, classifying in some such way as sug¬ gested in order that the children may better appreciate the large variety of labor demanded. After the kinds of work have been named the teacher may assist the class in reflecting on them, by asking a few questions such as the following: Why did Mackay sow wheat? Why did he set out plantains? Why grow cotton? Why raise cattle? Why make sugar? Why soap? Which of these dif¬ ferent kinds of work would you know how to do? Where do you think Mackay learned to do these things? What other kinds of work did Mackay do ? Why did he build a new house? What different trades did he have to know in order to build a house ? What sort of a house did he build? Was he free to build just the kind he wanted? Why not? What did the Waganda think of the house? Did the house help or hinder their work ? How ? What more did Mackay do in order to keep the white 41 Uganda’s White Man of Work men from sickness? How much was the well needed? How did Mackay know where to find water? Suppose he had failed, what would the Waganda have thought? What did they say when the water was pumped? Did Mutesa see Mackay do any of these different kinds of work? Why not? What then did Mackay do at court where Mutesa could see him? Why did Mackay do these things for the king? What impres¬ sion do you think it made on Mutesa? What piece of work did Mackay do which Mutesa directly asked him to do? For what reason was the making of a coffin a harder piece of work than Mackay thought it would be when he began it? What were some of the things he did in connection therewith that seemed wonderful to the Waganda? , Do you think Mackay tried hard to please the king? What were some of the little things he did that make you think so? Did Mackay believe in this pompous way of burying a person’s body? Why not? Why then did he work so hard and take such pains with Namasole? What other kinds of work did Mackay do in order to help the Waganda? What did he teach the Wa¬ ganda? What different things did he have to do when printing? Do you suppose that translating the Bible into the language of Uganda was hard or easy? Why? Name, then, as many as you can of the different kinds of work Mackay did? How do you account for the fact that he knew how to do so many different kinds of work? Which of these different kinds of work could he do with his good clothes on or without soiling his hands? How do you account for his being willing to do so much hard, dirty work? Do you think that he was serving Christ or not when he was shovel- 42 Suggestions to Leaders ing dirt out of the well? Was he serving Christ when he milked the goats? When he took care of the chick¬ ens ? When he was making soap ? When plastering the house? Is every one who takes care of chickens, or who makes soap, or cooks, or who plows, serving Christ? Why not? Do you think Christ was more pleased to see Mackay making bread or to see him teaching the Bible to Mutesa? Are you able to serve Christ now when you can’t teach a Sunday-school class, or lead a prayer-meeting o'r be a preacher? How? Assignment of Home Work on Chapter X The reading of Chapter X to find out who were the three heroes and who was the boy-tyrant and what they did. Perhaps the children would like to find out how to do some of the different kinds of work which Mackay did, which they do not know how to do. One may want to find out how bread is made, another how sugar is made, another flour. Some in the class may want to draw a picture of the home Mackay built. Some one may want to find a picture of a plantain or banana plant or tree and draw it in his note¬ book, learning at the same time the different ways in which the plantain fruit is used. Another may find a picture of a coffee tree and draw it. There is such a variety in the pos¬ sible hand work that each member of the class may be given some particular work as his own which he may do for the benefit of the rest of the class, proving again that there are many ways in which we can be helpful and serve Christ. Suggestions on Chapter X Review: Perhaps five minutes will be, spent in examining the hand work of the members of the class. Try to make each one who has done anything well feel that he has given something worth while to the rest of the class. The Lesson Proper Children’s Aim: We will try to decide who the heroes were, and what they did that made them heroes. 43 Uganda's White Man of Work Teacher's Aim : To impress the importance of loyalty to Christ. Suggested Questions First let us name those told about in this chapter whom we would call heroes. We will first talk of the missionaries and see what they did that was heroic. We will study the times when they were in danger and decide what we think of the way they acted. When did the missionaries first believe their lives were in danger? What did they fear would happen on the death of Mutesa? What did Mr. O’Flaherty and Mr. Ashe do on hearing of Mutesa’s death? What else might they have done? Which do you think was the best? What did Mackay do? Was he wise in doing what he did? Did these three men act at this time as heroes or cowards? When was the next occasion in which their lives were in danger ? What did they do when first attacked by the mob? How else might the mission¬ aries have acted? Which was the more heroic under the circumstances? When the katikiro refused their request what did they do ? What did they do on reach¬ ing home after having been left by the mob? For whom do you think they were praying at this time, for themselves or some one else? What more can you think of that they might have done for the Waganda Chris¬ tians? Considering the entire story of Mujasi’s attack and the capture of the Christian boys, do you think the missionaries acted as heroes or not? Why? How account for their being so calm in the face of possible death ? Let us talk of the three boys and see to what extent they were heroes. Tell the story of how they were 44 Suggestions to Leaders treated by the mob on the way to the place of the burn¬ ing. How would you expect them to feel on hearing these taunts? How would they have been justified in acting? How did they act? How do you account for their singing in the presence of so angry a mob? Let us see how they acted when the heathen men took up their knives to kill them? How did Seru- wanga act? What did Kakumba do? What did Lugalama do ? Do you think of any way by which they might have saved their lives? What? Why did they not do this ? What do you think the different men in the mob thought of the three prisoners? Do you think you would have done as they did if you had been in their place? Why? Why not? Who else was there in the crowd who was in danger of his life? Why was his life in danger? What do you think were Kidza’s feelings as he watched the three boys put to death? How do you think he felt when Mujasi turned and looked at him? What is your opinion of the way he answered? Would you or would you not consider Kidza as great a hero as the three boys who were killed? Why? Does the story remind you of any stories told in the Bible of how men were put to death because they were Christians? What stories do you recall of men and women living since Bible times who were put to death because they were Christians? The story of Stephen may be recalled (Acts vi. 7-60). The teacher might also speak of the martyrs during the Reforma¬ tion in England and on the Continent, and of the massacres in China in 1900. What Christians do you know whom you could call heroes? What are some of the difficult things which 45 Uganda’s White Man of Work we ought to 1 do in our every-day life if we are true Christians ? The teacher may write on the blackboard, Wanted— Heroic Christians, who will 1 . 2 . 3 . 4 . 5 . The girls and boys may fill in the blanks. The teacher should guide them so that the blanks will be filled in with statements about things all children can do. The teacher may have the childen read Matt. x. 32, 33 and Luke ix. 26. Assignment of Home Work on Chapter XI The reading of Chapter XI to find out how others of the Christians acted in the face of death. The children may be asked to learn Bible verses suggested above and to write them in their note-books with a few sentences to explain their connection with the story. Some one may prepare to tell the story of Stephen’s martyrdom. Suggestions on Chapter XI Children's Aim : We are going to find out how much the Christians and the missionaries in Uganda helped each other in time of danger. Teacher’s Aim : To show the place for mutual helpfulness among Christians. Suggested Questions I. How did the missionaries help the black Chris¬ tians? How did they plan so that the Christians could get along without them if they were killed? 1. What else did they do for the Waganda which the black men could not have done for themselves? 46 Suggestions to Leaders 2. Why do you suppose the missionaries did not leave the Waganda when they were in such danger? Whose safety do you suppose they cared most for, the Waganda’s or their own? What did they do that makes you think so? 3. Not being able to see the Christians or to talk with them, in what way did they try to encourage them ? What did they write in a letter that would help the Waganda Christians to be loyal? Of what letters in the Bible does this letter remind you? (1) The missionaries had native leaders or elders elected and these they trained and taught, that they in turn might teach the other Christians. (2) Being relieved during these times of persecution from much of their regular work, the missionaries were able to give more time to translating and printing new portions of the Bible. (3) Let the children recall how the missionaries were think¬ ing of the safety of the black Christians, how they had warned them to keep away from the mission, and how at the risk of their own lives they pleaded for them with Mwanga; and how they were continually praying that their black friends might prove faithful and be spared, if that were God’s will. II. Next, how did the black Christians help the missionaries? How did the Waganda Christians show that they cared for the safety of the missionaries? Besides warning the missionaries of danger, what else do you suppose the Waganda Christians told them from time to time which encouraged the missionaries? How do you suppose the missionaries felt after Samweli’s visit? How do you suppose they felt when they heard how the thirty-two Christians prayed who were burned together? How do you suppose they felt when they heard about Roberto’s refusing to shoot the execu¬ tioners? 47 Uganda’s White Man of Work III. How did the Waganda Christians help each other ? How did they try to keep in touch with each other? What do you imagine they did when they met in each other’s homes? What do you imagine they told each other ? What different things do you imagine they prayed about? What do you imagine were some of the Bible verses and stories they liked to hear read at such times? Do you think the story of Roberto’s death made them more or less determined to be faithful Christians ? The Church of our country to-day is much larger than in Uganda. Do you think there is as much opportunity for Christians here to help each other as for the Chris¬ tians in Uganda to help one another? Who are the leaders of our church? What are they doing for us? What can we do for them? How can we help each other ? Assignment of Home Work The reading of the rest of the book to see why the white man of work had to lay down his tools. Suggestions on Chapter XII and Postlude The Lesson Proper Children's Aim: We will cast up accounts to see whether or not it all paid. Teacher's Aim : To lead the children to recognize that the best investment of life is in service to others under the leader¬ ship of Jesus Christ. It is suggested that on the blackboard or on paper the class should make debit and credit columns. On the debit side the children may show what it cost to meet Mutesa’s request to come to Uganda. On the credit side let them make a list showing what was gained by it. After these lists have been carefully made some of the following questions may be asked 48 Suggestions to Leaders in order to induce a thoughtful consideration of the things involved and to lead to the formation of vital convictions. Suggested Questions What made it cost so much to go to Uganda? If the people in Great Britain and the missionaries who started for Uganda had known of the difficulties which they would meet with, do you think they would have tried to grant Mutesa’s request? Do you think they ought to have tried to do so? Suppose Mutesa had never asked for missionaries, do you think that mission¬ aries should have gone to Uganda? Why? Why not? If you had been living in England at the time Stanley’s letter appeared, what share in the enterprise would you like to have had? Why? Do you think of any coun¬ tries now where the people have heard almost nothing about the Christian religion and who are asking for missionaries ? What do you think about sending mis¬ sionaries where the people have not asked for them? What part do you expect to have in such work ? Do you think Mackay’s life would have counted for more had he stayed in Germany? Do you consider his life a success? Why? In what ways would you like your life to be like Mackay’s? If another week can be devoted to the course it may be well by way of review to have a series of scenes presented. A simple plan would be to have each member of the class given one story from the book to re-read at home and to tell well to the others in the class. The teacher may direct a conversation on the part of the children in which they will compare Mackay with other heroes, Biblical or not, about whom they have read. 49 Uganda’s White Man of Work LIST OF MISSION BOARDS AND CORRESPONDENTS (Revised to April i, 1907) Inasmuch as the publishing business of the Young People’s Missionary Movement is conducted in behalf of the Foreign and Home Mission Boards of the United States and Canada, the Movement conducts no retail business, but directs all orders to the Mission Boards. Orders for literature on foreign or home missions should be addressed to the secretaries representing those organizations, who are prepared to furnish special helps to leaders of mission study classes and to other missionary workers. If the address of the secretary of the foreign or home mission board or society of your denomination is not included below, orders may be sent to the Young People’s Missionary Movement, but in no case will the Movement fill orders from persons who belong to the Churches indicated in the list. All persons ordering directly from the Young People’s Missionary Movement are required to indicate their denomina¬ tion when ordering. Advent Christian. —American Advent Mission Society, Rev. A. H. Davis, 160 Warren Street, Boston, Mass. Associate Reformed Presbyterian. —Young People’s Christian Union, Miss Lillian Morrison, 306 East Broad Street, Statesville, N. C. Baptist. —American Baptist Home Mission Society, Rev. H. B. Grose, 312 Fourth Avenue, New York City. American Baptist Missionary Union (Foreign), Rev. F. P. Haggard, 15 Ashburton Place, Boston, Mass. Foreign Mission Board of the Southern Baptist Convention, Rev. T. B. Ray, 1103 Main Street, Richmond, Va. (Correspondence con¬ cerning both foreign and home missions.) Brethren. —The Brethren General Missionary and Tract Committee, Mr. Galen B. Royer, Elgin, Ill. Christian. —The Mission Board of the Christian Church; Foreign Mis¬ sion Secretary, Rev. M. T. Morrill; Home Mission Secretary, Rev. O. W. Powers; Lock Box 416, Dayton, Ohio. Congregational. —American Board of Commissioners for Foreign Mis¬ sions, Mr. Harry Wade Hicks, 14 Beacon Street, Boston, Mass. The Congregational Home Missionary Society, Rev. H. C. Herring, 287 Fourth Avenue, New York City. Disciples of Christ. —Foreign Christian Missionary Society, Rev. S. J. Corey, Box 884, Cincinnati, Ohio. The American Christian Missionary Society, Young People’s De¬ partment, Miss Sarah Bird Dorman, Y. M. C. A. Building, Cincinnati, Ohio. Evangelical Association. —Missionary Society of the Evangelical Association, Rev. L. H. Seager, 1903 Woodland Avenue, S. E., Cleve¬ land, Ohio. Free Baptist. —General Conference of Free Baptists, Mr. Harry S. Myers, Hillsdale, Mich. Suggestions to Leaders Methodist Episcopal. —Young People’s Missionary Department of the Methodist Episcopal Church, 150 Fifth Avenue, New York City. (Representing the Board of Foreign Missions and the Board of Home Missions and Church Extension.) Methodist Episcopal, South. —Young People’s Department of the Board of Missions of the Methodist Episcopal Church, South, Rev. Ed. F. Cook, 810 Broadway, Nashville, Tenn. (Correspondence con¬ cerning both foreign and home missions.) Protestant Episcopal. —The Domestic and Foreign Missionary Society of the Protestant Episcopal Church in U. S. A., Rev. Everett P. Smith, 281 Fourth Avenue, New York City. Presbyterian. —Educational Department, The Board of Foreign Mis¬ sions of the Presbyterian Church in the U. S. A., Dr. T. H. P. Sailer, 156 Fifth Avenue, New York City. The Board of Home Missions of the Presbyterian Church in the U. S. A., Mr. Von Ogden Vogt, 156 Fifth Avenue, New York City. Executive Committee of Foreign Missions of the Presbyterian Church in the United States, South, Literature Department, Rev. H. F. Williams, Chamber Commerce Building, Nashville, Tenn. General Assembly’s Home Missions of the Presbyterian Church in the United States, South, Rev. S. L. Morris, Drawer H., Atlanta, Ga. Reformed. —Department of Young People’s Work of the Missionary Boards of the Reformed Church in America, Mr. H. A. Kinports, 25 East Twenty-second Street, New York City. Board of Foreign Missions, Reformed Church in the United States, Rev. A. R. Bartholomew, 1306 Arch Street, Philadelphia, Pa. United Brethren. —Foreign Missionary Society of the United Brethren in Christ, Rev. J. Edgar Knipp, 1004 United Brethren Building, Dayton, Ohio. Home Missionary Society of the United Brethren in Christ, Miss Lyda B. Wiggim, 904 United Brethren Building, Dayton, Ohio. United Presbyterian. —The Board of Foreign Missions of the United Presbyterian Church of North America, Mr. Earl D. Miller, 921 Wither¬ spoon Building, Philadelphia, Pa. CANADIAN BOARDS Baptist. —The Foreign Mission Board of the Baptist Convention of Ontario and Quebec, Rev. J. G. Brown, 177 Albany Avenue, Toronto, Ontario. Church of England. —The Missionary Society of the Church of Eng¬ land in Canada, Rev. Canon Tucker, 43 Confederation Life Building, Toronto, Ontario. Congregational. —Canada Congregational Foreign Missionary Stociety, Rev. T. B. Hyde, 64 Isabella Street, Toronto, Ontario. Methodist. —Young People’s Forward Movement, The Methodist Church Department of Missions, Rev. F. C. Stephenson, 33 Richmond Street West, Toronto, Ontario. Presbyterian. —Presbyterian Church in Canada, Foreign Mission Com¬ mittee, Rev. R. P. Mackay, 89 Confederation Life Building, Toronto. Ontario. THE BURKE LIBRARY UNION THEOLOGICAL SEMINARY 50139207 f^a/V Africa. IJo <\nd