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 r-TT 
 
 HOW TO USE 
 
 OUR TEXT-BOOK 
 
 omen ^orfeerg of 
 ([Orient 
 
 A HANDBOOK OF SUGGESTIONS 
 By Helen Barrett Montgomery 
 
 1918 
 
 Published by The Central Committee on 
 the United Study of Foreign Missions 
 West Medford, Mass. 
 
Digitized by the Internet Archive 
 in 2016 
 
 https://archive.org/details/howtouseourtextbOOmont 
 
GENERAL SUGGESTIONS. 
 
 In the four interdenominational Mission Study-Books 
 of the present year we have the best example so far, of 
 correlation. Each book discusses differing phases of one 
 subject: — the impact of the gospel upon industrial rela- 
 tions. Thus each book helps to drive home the impres- 
 sion of the others. Every one of these books ought to be 
 circulated in every church, as THE feature in the educa- 
 tional work of the year. The books are: 
 
 Women Workers of the Orient, Margaret Burton. 
 
 Ancient Peoples at New Tasks, Willard Price. 
 
 The Path of Labor, A Symposium. 
 
 The Gospel for a Working World, H. F. Ward. 
 
 The first two relate to the foreign, and the last two to 
 the home field of missions. The first and third deal more 
 particularly with women workers, the second and fourth 
 with the general field of missionary labor. 
 
 WAYS OF WORKING. — A set of the four books cost 
 $1.50 in paper, $2.20 in cloth. They may be obtained from 
 the book stores or ordered through the Missionary So- 
 cieties. There are many ways of using them. 
 
 1. THE BOOK CONTEST. If possible have two sets 
 of books, divide the membership into two teams, each 
 with a captain, and see which team will have the largest 
 number of books read, and the largest number of readers 
 who have read all four books. 
 
 2. Put the books in the Church Library and have in- 
 teresting questions about the books in each week’s order 
 of service so as to draw attention to them and secure 
 circulation. 
 
 3 
 
3. Get the pastor to preach a series of sermons using 
 the books as source material and calling attention to the 
 books from the pulpit. 
 
 4. Use striking quotations from the books in the 
 Church paper, and advertise the books in connection with 
 each issue. 
 
 5. See that a copy of each is sent to the boys at the 
 front. It would be a fine thing for some personal friends 
 to buy a book, read it, and write their autographs in it 
 before sending. 
 
 6. Get the Men’s Class to buy (2) and (4) and circu- 
 late them among the members, and later arrange for dis- 
 cussions in the Men’s Club. 
 
 7. Arrange two lecture courses each of six lectures 
 given by as many pastors. Let one course be based on 
 the two foreign books, the other on the two home books. 
 Let each person buying a course ticket (50 cents or $1.00) 
 be entitled to a copy of the text-book, the men being given 
 (2) or (4) and the women (1) or (3), depending upon the 
 course for which the tickets are issued. One course could 
 be given in the Fall, one during Lent. 
 
 If good committee work is done with thorough organi- 
 zation, — selling of tickets in advance and adequate prep- 
 aration on the part of the pastors — the course cannot fail. 
 Provision should be made for committees on maps, charts, 
 posters, etc., and hard work done on them by a big well 
 selected committee. If ENOUGH PEOPLE ARE EN- 
 LISTED to work for such a course the result will be seen 
 in the size of the audience. 
 
 8. Be sure to get the books into the public library. 
 Create a demand for them, ask for them individually and 
 through the local federation. Why not present a set to 
 the library if necessary to get t’nem in? 
 
 4 
 
9. Use the books to read aloud at the Red Cross 
 Circle and Sewing Societies. Select an interesting reader 
 who will choose her material judiciously. 
 
 10. Organize LITTLE reading circles of “Knitters” 
 who will meet at private houses to listen while some one 
 reads. 
 
 THE JUNIOR BOOKS. 
 
 We are fortunate this year in the children’s study-books. 
 Mrs. Norma Waterbury Thomas continues the fascinating 
 journeys of Jack and Janet. This time the twins visit the 
 Philippines. There are such splendid helps in the way of 
 pass-ports, sketch books, post-cards, maps, etc., that the 
 most inexperienced leader will have no difficulty in secur- 
 ing the eager co-operation of the boys and girls. 
 
 Miss Margaret Applegarth’s Jack of All Trades, the 
 Home Junior Book, is not less clever and stimulating. 
 Not only the Juniors but their parents will delight to 
 read both these books. 
 
 CHARTS. 
 
 Miss Thompson and Miss Bennett have prepared the 
 set of suggestive charts, reproduced in miniature in this 
 handbook. These may be easily enlarged, or if no one 
 is available who is competent to undertake this, patterns 
 may be obtained or the originals rented at a nominal 
 charge. The extensive use of charts cannot be too 
 strongly urged. Commandeer the high school students to 
 make them. 
 
 5 
 
SUGGESTED TITLES FOR PROGRAMS. 
 
 I. 
 
 ORIENTAL WOMEN OF TODAY AND WHAT 
 THEY ARE DOING. 
 
 1 . 
 
 2 . 
 
 3. 
 
 4. 
 
 5. 
 
 6 . 
 
 The Oriental Woman Keeps her House. 
 
 '• “ Works for Wages. 
 
 " " “ Sees New Light. 
 
 “ “ “ Becomes a Pioneer. 
 
 “ “ " Learns Public Spirit. 
 
 “ Trains for Leadership. 
 
 II. 
 
 THE NEW WOMANHOOD OF THE ORIENT. 
 
 1. House-Keepers and Home-Makers of the Orient. 
 
 2. Factory Work for Oriental Women. 
 
 3. The New Woman as the Orient Sees Her. 
 
 4 . Woman Pioneers in Oriental Lands. 
 
 5. Oriental Women in Community Tasks. 
 
 6. Education for Leadership in the Orient. 
 
 - III. 
 
 A STUDY OF ORIENTAL WOMANHOOD. 
 
 1. The Oriental Woman’s Home and How She Keeps 
 It 
 
 2. The Oriental Factory Girl, Her Disabilities and 
 Dangers. 
 
 3. What the Orient Thinks of the New Woman. 
 
 4. Oriental Women Who Dare to be Different. 
 
 5. Oriental Women and the Public Good. 
 
 6. Training the Leaders of the New Orient 
 
 6 
 
SUGGESTIONS FOR CHAPTER I. 
 
 A Good Bible reading would be to have each woman 
 present respond to roll call by the name of some woman 
 of the Bible telling in a word for what she was noted, 
 e. g., MIRIAM, a prophetess, who took care of her baby 
 brothers; DEBORAH, a war-like woman in a troubled 
 time; HANNAH, the mother of a great prophet. If 
 necessary have a committee ready to help the slothful by 
 preparing a list from the long category of Bible women. 
 In the list bring out the endless variety of their talents 
 and occupations. ) 
 
 Prov. 31, 10-31 is a good reading to show that the Bibli- 
 cal ideal of the Old Testament days even, was neither 
 cramped nor weak, but involved the elements of a wide 
 and sane culture. 
 
 This chapter may be effectively developed by five 
 women who impersonate the five divisions of the chapter. 
 If simple costumes can be secured the picturesqueness of 
 the presentation may be somewhat enhanced; but the vivid 
 presentation on the part of the speaker is the main thing. 
 
 The FIRST SPEAKER impersonates the Moslem home- 
 maker. She makes the following points: My home is 
 
 much simpler than yours, fewer rooms, much less furni- 
 ture, windows small and few, but my work is more 
 arduous because I have not the help of modem machin- 
 ery and inventions. I do as your great-grandmothers did 
 (mentioning tasks innumerated on pp. 12-14). When a mis- 
 sionary once asked me, “Can you read?” I answered, etc., 
 etc., (see p. 16). 
 
 “The dark shadow on my life is polygamy. My husband 
 nounce the fatal words, ‘I divorce thee,' and then I should 
 hat the legal right for any cause, or no cause, to pro- 
 
 7 
 
be sent back to my father’s house in disgrace and com- 
 pelled to leave my children in the ownership of their 
 father for another woman to bring up. This is my haunt- 
 ing fear by day and night. This is why I am so eager to 
 please, so servile.” 
 
 The SECOND SPEAKER impersonates the Indian 
 house-mother. She makes the following points: “My 
 
 work is not so hard as my Moslem Sisters, for caste 
 creates a sort of sub-division of labor. The weaver caste 
 makes the cloth for my family’s clothing, the leather caste 
 the shoes, the washerman caste do the laundry. If I am 
 very poor there is almost no housework to do in my little 
 mud house so I do coolie work in the field with my hus- 
 band. If I belong to the more comfortable caste people 
 my day is busy with an endless cycle of never varying 
 tasks so simple that my mind stagnates in the monotony 
 and limitation of my days. Let me give you a little idea, 
 (pp. 18-19). The terrible shadow on my life is three-fold: 
 Child marriage and motherhood, seclusion, perpetuzd 
 widow-hood, (expand these points). 
 
 The THIRD SPEAKER impersonates the Chinese 
 woman. She says, “As I have listened to my sister from 
 Moslem lands my daily tasks seemed very like hers, (tells 
 of her cooking, sewing, laundry and care of children). 
 They say that I am the poorest housekeeper of the Orient 
 (p. 20). Perhaps I am. If so I can tell you the reason. 
 It is these bound feet of mine. If you had spent your 
 girlhood never free from restless pain, if you had to stump 
 about in these aching pegs, you would lose your temper 
 and scold and sweep the dust under the bed, and get along 
 as easy as you could. Think of trying to do field work 
 as thousands of us do, hobbling or kneeling! (p. 23). In 
 spite of my handicap I am industrious. I carry on ever so 
 many industries inside m.y squalid house to help keep the 
 
 8 
 
many little mouths from starving, (p. 24). The dark 
 shadow on my life is just this physical and spiritual bond- 
 age. I live under the terror of unseen spirits. These 
 bound feet are the outward symbol of my fettered soul. 
 I’d like you to see a Chinese home such as an emanci- 
 pated Christian Chinese woman makes. Let me tell you 
 about some.” (pp. 26-27). 
 
 THE FOURTH SPEAKER impersonates the Japanese 
 woman, who says, “We are very proud of the daintiness 
 of our Japanese homes, (p. 29). We are proud too, that 
 Japanese women have more opportunities for education 
 and self-support than have any other Oriental women. To 
 be sure you will see our v/omen of the poorer people work- 
 ing side by side with their husbands in the rice fields (pp. 
 28-29) but will see women also in banks, offices, railway 
 stations, school-rooms, stores and factories. The shadow 
 on our lives is the age long teaching of SUBSER- 
 VIENCY. We are taught that our highest duty is com- 
 plete subordination to father, husband, son, older brother. 
 In fact that in order to pay family debts or help a brother 
 through college it may be necessary, and if so, it is not 
 wrong, to sell our bodies. This subordination has worked 
 into our souls; it has lowered the morad standards of 
 Japan; weakened her men, and harmed us no less. Only 
 the Christ in whom there is neither Jew nor Gentile, bond 
 nor free, male nor female, can free our land from this 
 blighting shadow.” 
 
 When these representations have finished, let some one 
 mention the good points in the life of the Oriental 
 woman that we should hope might not be lost. FIRST, 
 SIMPLICITY, contrast this with our luxury and accumu- 
 lation of needless articles of furniture and decoration in 
 our homes. SECOND, INDUSTRY. There is no deli- 
 catessen store around the comer, no shop for ready-made 
 
 9 
 
clothing so the Oriental woman busies herself to provide 
 for the needs of her family. She is of real use, not an 
 idle ornament. If she learns to live the life of. the so- 
 called “society woman” whose main business is amuse- 
 ment, she will learn it from the West. There is a good 
 opportunity here for spirited presentation or discussion of 
 the blessing of industry, and of the temptation which 
 comes to many a woman of this age to put amusement 
 first, simply because she can buy almost all that her fam- 
 ily needs ready made. Women can never help to remake 
 the world until they remodel their attitude toward work. 
 
 Such remarks as, “She has married very well; she won’t 
 need to lift a finger”; “I’m awfully rushed, been to a card 
 club every afternoon this week and three luncheons and 
 as many teas last week” are outward symptoms of a false 
 attitude toward life which sees nothing disgraceful in hav- 
 ing no continuous useful occupation that makes the same 
 relentless demands for industry, attention, plodding reg- 
 ularity and devotion that a man’s business makes in him. 
 The Oriental woman’s spirit of devotion to her family 
 duties is something so precious that we must help her 
 never to lose it. THIRD, PRIDE IN HER JOB. It 
 never occurs to the Oriental woman that there is any- 
 thing higher or more important than bringing up a fam- 
 ily. She is not troubled with “ingrowing individuality” 
 and has no rebellious pain because she has to waste her 
 superb power on a work so menial and inferior as doing 
 the most essential thing in the world, home-building. The 
 only trade that she alone can carry on does not to her 
 seem inferior to other trades which she can perhaps do 
 half as well as men can. 
 
 The next speaker should sum up the very great needs 
 of the Oriental woman, needs that only Christian women 
 can supply. If preferred this topic could be given by 
 
 10 
 
several women, each one presenting one point. (1) HER 
 ILLITERACY : Ninety-nine out of a hundred, in some 
 lands nine hundred and ninety-nine out of a thousand, of 
 these mothers are absolutely illiterate; trying to discharge 
 their great task without any of the helps that come to an 
 educated woman. (2) HER LACK OF TRAINING: 
 Her housekeeping is a matter of tradition, and ‘rule of 
 thumb’ for which she has no scientific preparation or 
 helps. There is no one to instruct her in the correct care 
 of infants, hence the heart-breaking waste of infant life. 
 (3) HER LACK OF COMRADESHIP AND SOCIAL 
 INTERCOURSE: She is shut in to her immediate fam- 
 ily for the most part, in some cases is absolutely confined 
 within the walls of her own house. This makes for stagna- 
 tion and bad temper. (4) SHE HAS A LOW OPINION 
 OF HER OWN POWERS AND CHARACTER: Her in- 
 feriority is universally believed, a contempt of her ability 
 is in the air, the belief in her innate impurity and need of 
 guardianship is widespread. The difficulty of attaining 
 high character under these circumstances is enormous. 
 
 (5) SHE HAS NO PERSONAL FREEDOM, BUT RE- 
 GARDS HERSELF AND IS REGARDED AS A DE- 
 PENDANT, one to be given things, not one who earns. 
 
 (6) SHE HAS NO HOPE OF PERSONAL IM- 
 MORTALITY, but faces the loss of her little ones with 
 dull, hopeless grief. No light from the other world has 
 ever come to give her hope of a blessed reunion. (7) SHE 
 HAS NO KNOWLEDGE OF HER FATHER GOD who 
 loves her and hears her prayers. She knows no Saviour 
 from Sin, she has no Bible to tell her of God and the Soul. 
 We have all these things which she lacks and the ability 
 to share them with her. 
 
 The last speaker should give in her own words the mat- 
 ter found on pp. 35-37 showing the vital importance of 
 missionary help to this shut-in and undeveloped vast ma- 
 jority of all the women who live. 
 
 11 
 
ILLUSTRATIVE POSSIBILITIES. 
 
 It would be easy from the pages of the illustrated mag- 
 azines to make charts or scrap books containing pictures 
 of the costumes, houses, furnishings and children of the 
 Oriental women. Old numbers of the NATIONAL GEO- 
 GRAPHIC MAGAZINE have a wealth of pictorial mate- 
 rial. It is possible that by writing to the publishers at 
 Washington, D. C., copies of former numbers containing 
 pictures desired might be obtained. One number of the 
 magazine sells for 25 cents (double numbers 50 cents) and 
 often contains hundreds of pictures. 
 
 Boys and girls might be interested to make models of 
 Hindu, Mohammedan or Chinese houses from pictures, or 
 even to attempt a little village on a sand table. 
 
 In most places there are Oriental garments which could 
 be secured for display. 
 
 Perhaps pictures of very beautiful Oriental women 
 might be collected and used to make a picture gallery to 
 illustrate the charm and fascination of these Oriental sis- 
 ters of ours. 
 
 CHAPTER II. 
 
 The program based on chapter two might well take the 
 form of a questionnaire. Miss Burton’s questions on pp. 
 78 and 79 should be carefully assigned in writing to twenty 
 women, and each woman made to understand that she is 
 solely responsible for her particular question. Those to 
 answer the question should be seated together facing the 
 Society. In small Societies it might be possible to bring 
 in those not members to help in the program by assigning 
 a question and also helping to find the answer. If each 
 member of the Society has a copy of the text-book (the 
 best arrangement) then each woman should be expected 
 
 12 
 
to find her own answer to the question. The Chairman 
 of the committee must know every answer and be pre- 
 pared to help Mrs. Ready-to-Fail. An even better form 
 of questionnaire would be to divide the Society into two 
 or more teams which met before-hand to prepare for the 
 fray and then let the teams “spell down” to see which 
 one had the most women who knew the most answers to 
 the questions. 
 
 This Chapter gives an admirable opportunity to cor- 
 relate with the Home Mission Study, and where condi- 
 tions permitted, it might be wise to introduce the reading 
 of the Factory Chapters of the Home text-books as sup- 
 plementary reading. At any rate it is important that the 
 women have their attention called to “ANCIENT PEO- 
 PLES AT NEW TASKS,” the general Foreign text-book, 
 particularly Chapter II, “Land of Cherry Blossoms and 
 Smoke Stacks.” If other than the questionnaire treatment 
 is decided upon it would seem wise to concentrate upon 
 the factory conditions in Japan, with special reference to 
 WOMEN factory operatives, because of all Oriental 
 countries Japan is farthest along in the industrial revolu- 
 tion. 
 
 If such a presentation were decided upon the following 
 outline might prove helpful: 
 
 I. Bible readings emphasizing the demand of the Bible 
 for social justice, and God’s championship of the working 
 people. 
 
 The following are only a few out of many passages 
 that might be cited: Lev., XIX, 13-15; Deut., XXIV, 14- 
 15; Job, XXIV, 4-10; XXXI, 16-22; Psa., X, 2-10; 
 LXXXII, 2-4; Prov., XIV, 20, 21, 31; XXX, 14; Eccl., V, 
 8; Isa., I, 10-18; III, 14-15; XXXIII, 13-16; Jer., XVII, 
 10-11; XXII, 1-3, 13-17; Amos., II, 6-8; IV. 1-2; V, 7-15, 21- 
 
 13 
 
24; VI, 1-6; Hab., II, 6-4; Zech., VIII, 16-17; Matt., 
 XXIII, 14; James II, Rev., XVIII, 4-20. 
 
 If possible have the references mimeographed so that 
 each member can look them all up at her leisure and get 
 the cumulative effect. 
 
 Do not make the reading long. Select a few telling 
 verses and have them read impressively. 
 
 II. A DISCUSSION OF THE INDUSTRIAL REV- 
 OLUTION. Show how less than one hundred years ago 
 in England, France, Germany and America manufacture 
 which for ages had been done by hand processes, began to 
 be done in big factories by machinery. How the indepen- 
 dent craftsman became an “operative” in a factory where 
 he did not own the tools of his labor but worked for 
 wages. Show how this change began to revolutionize 
 social life by drawing people together in great cities, mak- 
 ing commodities cheaper so that multitudes could enjoy 
 them, multiplied the production of the individual worker 
 many fold, led to tremendous increase of wealth and lux- 
 ury. Show along-side with the very great gains the at- 
 tendant evils, e. g., destroyed personal relations between 
 employer and employed, led to extreme sub-division of 
 labor with resultant monotony, mechanical toil, loss of 
 spirit and intelligence, kept the worker from knowing 
 about anything more than a fraction of the thing he made, 
 led to awful struggles between capital and labor, and the 
 loss of democratic unity of the state and community. As 
 a final result of the discussion leave the impression that 
 the Industrial Revolution was inevitable, is bound to be 
 universal, and can be made a great blessing to mankind. 
 The machine which at first seemed to be the enemy to 
 the worker can be made, and is, his best friend. When 
 we have learned how to run the big mechanism which the 
 genius of man has created it will be our true servant to 
 
 14 
 
release mankind from the necessity of unremitting toil in 
 order to earn the daily bread. 
 
 Some such brief review is needed if the Industrial Rev- 
 olution now beginning to affect the Orient is to be appre- 
 ciated in its true significance. Follow this paper or ad- 
 dress which has shown how both the East and West are 
 part of one great fabric of civilization and how neither 
 can continue to prosper unless the other does, by 
 
 III. — A BRIEF SURVEY OF INDUSTRIAL.CONDI- 
 TIONS AMONG WOMEN IN MOSLEM LANDS, 
 INDIA AND CHINA, (pp. 45-54). 
 
 Show that in all these lands the conditions, even exag- 
 gerated, that prevailed in western lands from the begin- 
 ning of factory production until a very recent time are 
 found in all their cruelty and menace. These are (1) Child 
 labor, (2) long hours, (3) unsanitary surroundings, (4) 
 low wages. Discuss the effect that such conditions have 
 upon the physical and moral welfare of the nation. 
 
 IV. DISCUSSION: What factors are the same and 
 what different in Christian and non-Christian Industrial 
 Problems. THE SAME, (1) Desire for gain, (2) com- 
 petitive production and sale, (3) lack of imagination to 
 realize how the other fellow feels, (4) class pride and 
 prejudice, (5) inferior work and workers, (6) loafing on 
 the job, (7) cruelty and oppression. 
 
 DIFFERENT— 
 
 Christian Countries. 
 
 Public opinion strong 
 Factory Law comparatively 
 powerful 
 
 Social ideals high 
 Education widely diffused 
 
 i 
 
 Non-Christian. 
 
 Public opinion weak 
 Factory Law non-existent 
 or weak 
 
 Social ideals low 
 Education possession o f 
 small number 
 
 15 
 
Christian philosophy o f 
 childhood 
 
 Monogamy the ideal 
 
 The Church a power 
 
 Biblical teachings diffused 
 Ideals of civil liberty 
 
 Childhood universally mis- 
 prised 
 
 Polygamy universally tol- 
 erated 
 
 The Church non-existent or 
 feeble 
 
 Bible teachings unknown 
 
 Ideals of despotism 
 
 Some such contrast will show that if conditions are as 
 bad as we know them to be in spite of education, Chris- 
 tian ideals, advanced legal systems, and the whole impact 
 of western civilization, they will become infinitely worse 
 in the unsocialized, un Christianized Orient. Nothing can 
 save the working people from exploitation except a strong 
 transforming contact with Christian ideals. 
 
 Show the consequences to the West if our workers 
 must compete with those of an unChristianized Orient. 
 
 Folio v/ing these general considerations give a study of 
 factory conditions as they are actually developing in 
 Japan. This makes the best possible concrete illustration 
 of the positions already taken. On p. 55 is an opportunity 
 to make a telling chart from the material given in the 
 first paragraph. The proud position of the United States 
 there shown is due to the fact that we come nearer than 
 does any other nation to paying a wage adequate to sup- 
 port a family. Wherever wages are low the tendency is for 
 the wife and children to be forced into the factory to help 
 maintain family life. The state pays a big bill of dam- 
 ages for this in juvenile crime and infant mortality. In 
 showing this chart urge the women to stand by organiza- 
 tions like the Child Labor and Consumer’s League which 
 seek to protect women and children. Discuss the ter- 
 rible menace to the morale of Japan contained in these 
 16 
 
figures. She is burning up her future in the lives of these 
 young girls. 
 
 A party of travelers could present these facts, one 
 speaking of the prison-like dormitories, another of the 
 long hours, another the menace to health and morality, 
 another of the wrecks that emerge. 
 
 A paper summarizing the points made in ANCIENT 
 PEOPLES AT NEV/ TASKS, Chapter II, might well 
 follow. In this chapter Mr. Price shows the futility of all 
 this waste of good human material, and proves that even 
 in a financial way it is short-sighted and ruinous for a 
 nation to permit overwork and underpay. The facts he 
 gives on pp. 45-52 are eloquent and instructive to us at 
 home as well as for Japan. We need to learn that high 
 wages may actually, and usually do, mean a low labor 
 cost, and that low wages are the costliest things in the 
 world since all society has to pay up in ill-health, immor- 
 ality and decadence for that which the employer refused 
 to pay. 
 
 The closing number of the program should tie up the 
 whole question to missionary activities. On pp. 76-77 of 
 the text-book and pp. 54-58 of Mr. Price’s book there is 
 an array of significant facts; but the most eloquent proof 
 that Foreign Missions help these millions of helpless toil- 
 ers is the action of Christian employers like those noted 
 on pp. 67-70, and on pp. 56-58 of Mr. Price’s book. The 
 Shanghai Press is another illustration, and still others 
 may be found in the files of THE MISSIONARY RE- 
 VIEW OF THE WORLD. 
 
 CHAPTER III. 
 
 “Is woman’s life a sphere, or like man’s, a path?” might 
 well be the question prefaced to this chapter. After gen- 
 erations in which the spherical conception seemed defi- 
 
 17 
 
nitely to triumph the minds of man-kind are again on the 
 march, and to the women of the world there are opening 
 ever broadening horizons. 
 
 The best starting point from which to take a view of 
 this inspiring fact is the Bible, where we find the origin 
 of the conceptions that are finally to bring women as fel- 
 low heirs with their brethren within the kingdoms of 
 books and culture, learning and liberty, government and 
 religion. From every one of these realms, during most 
 of the history of the race, women have been, as a sex, 
 excluded. Education was not for her, or individual free- 
 dom of choice, or self-possession, or equality in religion 
 or social intercourse or equality before the law, or a 
 share in government. Whose hand set the doors so long 
 shut ajar? The hand of Jesus, the Redeemer. 
 
 The story of Mary and Martha (Luke X, 38-42), of the 
 Women of Samaria, (John IV), (his disciples were sur- 
 prised that he talked with a woman), the resurrection 
 commission to the v/omen (Mark XVI, 1-8); Gal. Ill, 
 26-29; Rom. XVI with its many messages of comrade- 
 ship and commendation to women are all evidences of 
 the position given to women in the New Testament. 
 The story of the blessing of the children by the Saviour 
 and of the nativity itself have been mighty influences 
 at work in the heart of humanity for the elevation of 
 both mother and child. 
 
 An interesting way to develop this Chapter would be 
 by a symposium in which both men and women tell 
 what they are doing to broaden and deepen the opportu- 
 nities of Oriental women. If men cannot be secured to 
 help make this a unique program which could be pre- 
 sented before the Church, then women can take the 
 parts of men. 
 
 The first to report is the Mohammedan gentleman. 
 He presents the facts given on pp. 81-85, partly as his 
 18 
 
own experience and in part as coming under his obser- 
 vation, all in an easy conversational way. This is much 
 better than if the facts of the text-book are literally set 
 forth. 
 
 A Mohammedan lady follows to tell how the women 
 are helping, pp. 85-92. If she could be dressed in cos- 
 tume it would be effective. Let her glean the most in- 
 teresting items from the portions covered and tell them 
 with feeling in her own words. 
 
 In similar fashion the man of India, pp. 92-101, and 
 the women of India, pp. 101-109 report changes coming 
 so rapidly in India; the Chinese man, pp. 116-112, and 
 the Chinese woman, pp. 112-114. The reports of the 
 Japanese man and woman are so briefly sketched in the 
 text-book that they need supplementing from other sources 
 if they were to be at all in proportion to the other 
 reports. This could be easily done as there is an abun- 
 dance of material. Sidney Gulick, “WORKING WOMEN 
 OF JAPAN; Nitobe, THE JAPANESE NATION, p. 
 159; Faunce, SOCIAL ASPECTS OF FOREIGN MIS- 
 SIONS, pp. 179-181; Eddy, NEW ERA IN ASIA, 
 pp. 36-55, numerous leaflets issued by mission boards. 
 After this group have briefly presented their evidence 
 of changing ideals on the part of both the men and the 
 women of the Orient an interesting discussion may be 
 held on the following topic: 
 
 WHAT IS THE MOST IMPORTANT CHANGE 
 THAT SEEMS IMPENDING IN THE LIFE OF THE 
 ORIENTAL WOMAN? The first speaker selects EDU- 
 CATION, and shows how strong is the tide setting toward 
 education and how inevitably education will remedy many 
 evils. The second mentions ABOLITION OF CRAMP- 
 ING CUSTOMS, such as the veil, the bound foot, con- 
 cubinage, enforced widowhood and child marriage, con- 
 
 19 
 
tending that the radical removal of these abuses is neces- 
 sary before there can be growing personal life. The third 
 mentions FREER INTERCOURSE OUTSIDE THEIR 
 IMMEDIATE FAMILIES and instances the purdah 
 clubs and other associations of women in India as show- 
 ing what women can do if permitted to co-operate with 
 other women. Since the first speaker has the strongest 
 case it might be wise to rearrange the order here given 
 lo as to allow her to speak last. 
 
 The final number on the program should be an earaeit 
 talk based on pp. 117-119, the aim being to show that these 
 changes are due directly to the educational influence of 
 missionary institutions, the example of missionary homes, 
 and the widespread penetration of the Orient by the prin- 
 ciples of Jesus. In these principles alone are found abso- 
 lute religious equality for men and women, civil liberty, 
 and social purity. 
 
 CHAPTER IV. 
 
 Bible Reading, Jer. 1, 1-10. 
 
 The natural shrinking of inexperience in facing untried 
 tasks; the call of the pioneer, both destructive and con- 
 structive; necessity to tear down the false and the out- 
 worn before the new and the true can be up-built. God 
 always enables those whom He calls. 
 
 The Chairman introduces the topic by making the fol- 
 lowing points: 
 
 We are to study in this Chapter the story of the women 
 who are blazing new trails for their sisters to follow. 
 Whenever any one, man or woman, leaves the beaten 
 track and starts off to discover a new way criticism must 
 be expected and opposition and difficulties. The price must 
 be paid in suffering. 
 
 20 
 
Quotes fifth stanza of Lowell’s poem, “Masaccio.” 
 Those who come after in the paths find them easy be- 
 cause accustomed, made easy by those brave pioneers of 
 the spirit who have shown the way. Laura E. Richards 
 has beautifully expressed it in THE GOLDEN WIN- 
 DOW in her brief parable entitled “The Desert.” 
 
 What paths can we think of that we find smooth today 
 but our mother’s found thorny, and who are some of the 
 trail makers who blazed the way for us? As the presid- 
 ing officer reaches this point in her little speech several 
 women must be prepared to mention the names of women 
 such as Mary Lyon, in the path of higher education; 
 Elizabeth Blackall, in medicine; Elizabeth Fry, in philan- 
 thropy; Florence Nightingale, trained nursing; Susan B. 
 Anthony, suffrage, etc., etc. 
 
 Today’s lesson deals v/ith that part of the world in 
 which it is exceedingly difficult for a woman to earn her 
 living independently, outside her own home. But we 
 shall find that already there are cases of the Oriental 
 woman in business. (Introduces first speaker). The first 
 speaker gathers together the instances of the woman in 
 business, pp. 125-130. Madame Hirooka of Japan is per- 
 haps the outstanding figure among them, and supplemen- 
 tary material noted elsewhere should be included. 
 
 The second speaker discusses the Oriental woman as 
 teacher. A chart on which the number of women 
 teachers in each country is given should be prepared, or 
 the number written on the blackboard. 
 
 WOMEN TEACHERS IN THE ORIENT. 
 
 Persia No government normal schools 
 
 Turkey 143 normal students 
 
 Egypt 2 normal schools 
 
 21 
 
India 1,250 women teachers 
 
 China No statistics given 
 
 Japan 30,000 women teachers 
 
 Total population Women teachers all told cannot eX' 
 about 800,000,000 cced 40,000 
 
 One woman teacher to each 20,000 of the population. 
 United States, population 100,000,000; women teachers, 
 520,000; one woman teacher to each 192 of the population. 
 With only one-eighth the population, the United States 
 has thirteen times as many women teachers. 
 
 Such a chart clearly explained will make a deep im- 
 pression regarding the educational famine among Oriental 
 women. 
 
 After presenting the chart place upon the blackboard 
 the names of some famous women teachers: 
 
 Lena Sorabji of India. 
 
 Lilavati Singh of India. 
 
 Ramabai of India. 
 
 Ume Tsuda of Japan. 
 
 Leaflets giving additional details are listed elsewhere. 
 
 The speaker presenting the women writers can make a 
 fascinating sketch. She may begin by calling to mind 
 the odium and ridicule that attached itself to the woman 
 writer less than a century ago in England and America, 
 and instance the splendid way in which women have 
 added their contribution to English literature. This is 
 followed by brief vivid pen pictures of several of the 
 writers mentioned. 
 
 Halideh Hanoum is the outstanding Moslem woman. 
 The term ‘Hanoum’ simply means Madame. It follows 
 the surname as does the similar term “San” in Japanese 
 and the “bai” affixed to an Indian woman’s name. Salih 
 
 22 
 
is the married surname of this gifted woman who is 
 however, usually spoken of by her maiden name, Halideh. 
 
 The sketch of Sarojini Naidu should be given by one 
 who can read or recite effectively the quotation from her 
 poems given on page 146. 
 
 The next speaker presents the women physicians of the 
 Orient. Here is an opportunity for another chart or dia- 
 gram. In the United States there is one physician to 
 every 600 people; in the Orient as a whole there is not 
 one physician to every million, and it is a favored locality 
 indeed which has one to 60,000. Now women, because of 
 the conventions and prejudices of Oriental life, are the 
 most terrible sufferers through this medical lack, for most 
 of those doctors are men, and most Oriental women are 
 not permitted to be attended by male physicians. Hence 
 the basic importance of the woman physician. 
 
 After bringing out the facts mentioned in the text-book 
 regarding the need, it would be well to fix the personality 
 of several very remarkable Chinese women physicians. 
 Those who are mentioned on p. 156. See list of leaflets. 
 
 The trained nurse, too, should not be forgotten, as her 
 education is one of the most important enterprises of our 
 missionary hospitals. Call special attention to the work 
 of Japanese Red Cross nurses, p. 159-160. 
 
 The paragraph about the Oriental woman lawyer is not 
 long, but should at least be mentioned. The Miss Sorabji 
 alluded to is one of a remarkable family of sisters, two of 
 v/hom are mentioned on pp. 134 and 135. She was made 
 the legal guardian of the young heiresses who were 
 orphaned and needed the protection of the government 
 lest unscrupulous relatives robbed them of their fortunes. 
 Several years ago Miss Sorabji had about three hundred 
 of these young girls under her protection. 
 
 Since the story of Ramabai has been so often presented 
 it would be better in discussing the Oriental woman in 
 
 23 
 
social service and philanthropy to mention Miss Kap- 
 rielian and Mrs. Cheo as examples of what hundreds of 
 others are undertaking. 
 
 The loveliest section of the whole Chapter is the ac- 
 count of two Christian Social Experiments, since here we 
 get a glimpse of the spirit which Oriental women have 
 seen “tabernacled among them” and have longed to ex- 
 hibit in their own lives. Let the meeting close with a 
 sympathetic presentation of the work of Miss Bullard in 
 India and Miss Bonnell in China, pp. 164-166. 
 
 CHAPTER V. 
 
 Where there is difficulty in securing time in which to 
 give six programs on the book. Chapter V may be com- 
 bined with Chapter IV, but if, as is to be desired, there 
 are to be six programs this is one which can be treated 
 in a somewhat different manner from the others. Let the 
 patriotic note be dominant — if possible have flag decora- 
 tions of many nations. Let America receive the women 
 of other lauids. If America can be clad in her splendid 
 draperies of the red, white and blue, and seated on a 
 raised platform, the presentation can be carried on in a 
 more effective way. If possible have the women of the 
 nations in costume and let each carry her own flag. 
 
 AMERICA. “In these wonderful and terrible days of 
 war all women are going to a stem but glorious school. 
 To our private loves we are adding the great love of com- 
 munity and country. To our personal “busy nesses” and 
 undertakings we are adding the concern for public welfare. 
 To our work for home we are adding our toil for others. 
 Never can we go back again within the pleasant palings 
 of our white fence of conventions and custom where we 
 
 24 
 
sat contented if our own were safe and sheltered. We have 
 shared in the warfare for the common good. We have 
 learned the dear love of comrades in a cause. We are 
 eager to learn more perfectly the art of co-operating to- 
 gether for the welfare of the whole.” 
 
 HERALD. “Spirit of America, there stand waiting at 
 your door women from other lands who bring you greet- 
 ings. Shall I give them speech with you?” 
 
 AMERICA. “Summon them. Herald, perhaps they too 
 have been to this great and terrible school.” 
 
 HERALD leads forward Persia, and announces her by 
 name. 
 
 PERSIA. “We, the women of Persia, have awakened 
 from a long sleep behind the barred seclusion of our 
 homes. Patriotism drove us from them in the blood- 
 stained days of the revolution. We stripped our jewels from 
 our arms and sent them to the National Assembly, say- 
 ing, ‘We are women and cannot fight, but these we give 
 to our country.’ During the darkest days when Russia’s 
 terrible ultimatum threatened the very existence of our 
 nation’s life, and the National Assembly seemed likely to 
 yield since there were neither men nor arms nor funds 
 with which to resist the ruthless demands of the despotic 
 Russian government, we, the women of Persia, broke from 
 the seclusion of our homes, three hundred of the veiled 
 women of the harems, marched to the Assembly and de- 
 manded admission. We tore the veils from our faces and 
 told the astonished deputies that with our own hands 
 would we kill our husbands and sons if they betrayed their 
 country by surrender. 
 
 “Alas, our sacrifice of womanly dignity was in vain, 
 the foe triumphed over prostrate Persia, but we have never 
 
 23 
 
gone back into the old careless, selfish life. Schools, even 
 schools for girls, we are establishing that we, the women 
 of Persia, may learn how to rebuild her free and strong.” 
 
 The herald leads Persia to the right of the platform 
 and brings in Turkey, whom she introduces. 
 
 TURKEY. “Turkish women too, are learning to work 
 together in many practical ways. We were the mes- 
 sengers who carried important state papers from 
 harem to harem during the days of the Revolution; since 
 no Moslem woman may ever be searched, we best could 
 carry on this difficult work. In a great mass meeting of 
 ten thousand women, — think of it, a women’s mass meet- 
 ing in Turkey! — we raised funds for the campaign against 
 Adrianople. 
 
 “Since the Revolution we have organized a great So- 
 ciety in which we study English in order that we may 
 be able to translate English books into Turkish for the 
 help of the women of Turkey. There is another organi- 
 zation in Constantinople which has set very practical aims 
 for itself. They are quite ambitious too. Let me read 
 the seven aims, (p. 173). I know that you will agree 
 with me that some big reforms will be easier for us to 
 bring about than the reform in dress, but the veil simply 
 has to go! We, too, are most anxious to see schools for 
 girls established.” 
 
 HERALD leads Turkish lady to a place beside Persia 
 and presents INDIA. As each country is presented Amer- 
 ica should say a gracious word of welcome. 
 
 INDIA. “In far away India where live one-fifth of all 
 the women of the globe, we too have felt a new stir of 
 life. I cannot better express it than in the words of our 
 gifted poet, Sarojini Naidu. (Quotes from last paragraph 
 of p. 174). 
 
 26 
 
“We are even attending public meetings and addressing 
 mixed audiences of men and women to urge the passage 
 of a bill for the protection of minor girls. Even our 
 ladies of highest rank, who cannot come out from their 
 strict seclusion, have met together in the palace of Lady 
 Alishah, five thousand of them, to affirm their patriotism 
 and loyalty to the Empire. 
 
 “We have proved that some of us can vote at municipal 
 elections, and now and then one of our number has 
 been appointed to civil office. But it is the sacrifices of 
 the war which have drawn us together out of our isolated 
 lives as never before. In our great cities Hindu, Moham- 
 medan, Parsee and Christian women are meeting to- 
 gether to sew for the Red Cross, women who never had 
 any intercourse with those of another faith before. 
 
 “We are learning to face our country’s problems to- 
 gether as we meet in clubs and conference. We are urg- 
 ing the education of our girls upon the government, we 
 are meeting to protest against gambling and kindred vices. 
 
 “I cannot tell you of the social service clubs that are 
 springing up in cities like Bombay and Lahore. You can- 
 not overestimate the importance of these to us. (Quotes 
 Mrs. Fleming, p. 182). 
 
 “In closing let me quote what one of our leading In- 
 dian women, Mrs. Ranade of Bombay’s big club, THE 
 SEVA SEDAN, has said in a recent speech to widows. 
 (Quotes from p. 185). This shows you how great a spirit 
 is moving India’s women.” 
 
 The Chinese lady after being presented, as were the 
 others, says: 
 
 “I come to you with greetings from the women of the 
 vast Republic of China. For centuries we have had bound 
 feet and bound minds and been dubbed ‘The creatures of 
 the inner apartment,’ but the Revolution blew open our 
 
 27 
 
doors like a mighty hurricane. We did not know what 
 the love of country meant until we learned it in those 
 great days. We held meetings where we poured out our 
 jewels for the common cause. We organized benefit per- 
 formances, we made house to house visits, we sewed on 
 Red Cross garments. 
 
 “Dr. Chang, one of our women physicians, organized a 
 little volunteer group of us and proceeded to the Hankow 
 battlefield where she operated and we worked on the open 
 battlefield for the wounded and hungry men, often hungry 
 ourselves. 
 
 “We have organized anti-foot binding societies under 
 the inspiration of the missionaries, and are pressing to do 
 away with this foolish, harmful custom. We have held 
 meetings to protect against opium and the cigarette evil 
 which unscrupulous Americans are trying to foist upon 
 us. We are even dreaming of political rights, some of 
 us. I am most proud, however, to tell you of the Social 
 Service League of Changsha, as that is the finest expres- 
 sion of our new spirit of co-operation, (quotes from p. 192- 
 196, briefly). 
 
 “You in a Christian country can have little concep- 
 tion of the depth of our need for this sort of service. One 
 of the members of the Shanghai League said, (quotes 
 from p. 197-198).” 
 
 JAPAN, upon being introduced, says: “That the love 
 of country is the greatest of all virtues has long been bred 
 in our very bones; so perhaps it was to be expected that 
 we women of Japan should eagerly co-operate for the 
 common good. During the war with Russia we met every 
 train load of soldiers on their way to the front. School 
 girls gave up dessert to swell the war fund, rolled 
 bandages and prepared comfort bags. We have a Red 
 Cross Ladies’ Nursing Association with ten thousand 
 28 
 
members, and five hundred thousand in the Women’s 
 Patriotic League. The purpose of the league is to give 
 help to wounded soldiers. 
 
 “We are very proud over the record of our W. C. T. U. 
 modeled after yours in America. We have five thousand 
 members, publish two magazines, and conduct a Rescue 
 Home.” 
 
 After Japan has made her ceremonial bow and joined 
 her sisters at the right, AMERICA says: 
 
 “We have listened with delight to the story of what 
 you are accomplishing, and I am wondering if you also 
 have an organization of which we in America are very 
 proud, I mean the Young Woman’s Christian Associa- 
 tion?” 
 
 CHINA, JAPAN AND INDIA, speaking together, 
 “Indeed we have.” 
 
 INDIA. “We have strong associations in some of our 
 great cities like Madras, Bombay and Calcutta and the 
 work is quite like your own.” 
 
 CHINA. “The Young Woman’s Christian Association 
 cannot establish local associations fast enough to meet the 
 demand. Chinese women form the Boards of Directors, 
 and solicit funds quite as you do in America. Then the 
 Bible study and Evangelistic work among the women stu- 
 dents is really wonderful.” 
 
 JAPAN. “We have a national secretary. Miss Michi 
 Kawai, one of the most gifted and consecrated women in 
 Japan. Our students think the Y. W. C. A. summer con- 
 ferences are just as wonderful as your girls think North- 
 field.” 
 
 AMERICA. “In the name of all these Christian women 
 here assembled I thank you for the cheer which your 
 
reports have brought us, and I ask you to join with us 
 in the great hymn in which all women everywhere can 
 unite to bring in the Kingdom of Love and Light.” 
 
 All sing “We’ve a Story to Tell to the Nations.” 
 
 CHAPTER VI. 
 
 The sixth Chapter offers a splendid opportunity to re- 
 late Christian unity to the cause of missions. Christ’s 
 prayer that all may be one in order that the world may 
 believe that God has sent Him is finding one of its strong 
 buttresses in Foreign Missions. In the presence of a 
 united heathenism the divisions of Christiandom sink into 
 their relative unimportance. In order to win the world 
 for Christ, missionaries see that isolated action is not 
 enough, but there must be allied strategy and unified 
 policies. 
 
 Our Chapter deals with the field of education, — general 
 and medical. Place upon a chart or on the blackboard, the 
 list of the Colleges, and institutions of higher learning in 
 which Women’s Foreign Mission Boards are co-operating. 
 Let there be a map of the world on which these schools 
 are located by placing a star or flag as each is mentioned. 
 
 The Bible reading might have added to the passage 
 which Miss Burton suggests, Christ’s prayer for Christian 
 unity, John 17, 18-21, and the thought might be empha- 
 sized by the leader. The hymns too might be selected 
 with the same thought in mind. 
 
 Open the topic with a discussion on the reasons for 
 Union Schools in Higher Education. Several may parti- 
 cipate in this. Among the reasons to be given are: 
 
 1. Very small number of women students ready for 
 higher education in each mission, and improbability 
 
 30 
 
of the number being large enough to justify separate 
 colleges for years to come. 
 
 2 . Great economy of Union Institutions. A student body 
 of twenty requires same library, laboratories, and 
 equipment, as a much larger body, and must have 
 same departments represented in the faculty of the 
 College. 
 
 3. Economy in Missionary personnel. Not right to 
 use up time of a dozen Missionary teachers on two 
 dozen pupils when in Union School they could teach 
 a hundred. 
 
 4. Economy in funds, overlapping in the creation of 
 more buildings, campuses, etc., than are needed is un- 
 justifiable. 
 
 5. Gain to the student in belonging to a College body 
 large enough to be inspiring. 
 
 6. Gain in increased respect of the non-Christian com- 
 munity and their pride in a worth-while institution. 
 
 7. Gain in spiritual power through fulfillment of Christ’s 
 prayer for unity. 
 
 8. A better faculty, because of ability of strong college 
 to attract more able men and women. 
 
 9. It has been found by experience that the students of 
 these Union Institutions return to be more valuable 
 members of the denomination to which they belong 
 and better qualified for a broad and generous leader- 
 ship. 
 
 Following this general presentation have seven young 
 
 women in caps and gown speak as alumnae of the insti- 
 tutions mentioned in the text, under the caption: 
 
 “Why I Love my Alma Mater.” 
 
 31 
 
Let each use the same formula in beginning her brief 
 talk, e. g., “I love Ginling, My Alma Mater, because,” etc., 
 etc. Each should use the material of the text-book freely 
 putting it into narrative and personal form. Material about 
 Tokyo, available since the book was published has been 
 published in the MISSIONARY REVIEW OF THE 
 WORLD. This college opened with the surprisingly 
 large entrance class numbering 78. It has a Japanese pres- 
 ident and dean, the first college to be thus officered by 
 those of its own nationality. 
 
 Following this presentation let the “Sister College Idea” 
 be explained. This term was first given currency by the 
 Woman’s Board of Foreign Missions of the Methodist 
 Episcopal Church. It means the organized work by which 
 the Board seeks to interest the students of its denom- 
 inational colleges in this country with one of the col- 
 leges which the Society helps to sustain abroad. Each 
 college group adopts a “sister college,” takes a share in 
 supporting it, corresponds with the foreign student body, 
 receives interesting items of news, exchanges college pa- 
 pers, etc., etc. The idea has spread beyond the denom- 
 inational college, so that Smith has adopted Ginling as 
 Sister College and Vassar is Sister to Canton. 
 
 Close the meeting with the spirited challenge with which 
 Miss Burton ends her book, pp. 224-228. Let this be com- 
 mitted to memory and given by a high school or college 
 girl, if possible, if not let it be read with vividness and 
 conviction. 
 
 PRAYER AND THE STUDY. 
 
 Any program which fails to call out prayer is more or 
 less inadequate. The formal prayer at the beginning of a 
 meeting is not what is wanted, but a prayer which grows 
 32 
 
out of the facts presented. Why not have a program flex- 
 ible enough so that when a need or a glorious oppor- 
 tunity has just been presented we could pause right then 
 and there to offer a brief heart-felt prayer of real desire. 
 Enlist a group of women who, because of age, ill-health, 
 or other reason, are prevented from attending the mis- 
 sionary meeting to pray while the meeting is in progress 
 that it may be full of spiritual power. Let them know 
 the names of those taking part so that they can pray for 
 each. Organize the prayer preparation, participation, and 
 follow up work with greater care even than that expended 
 upon the rest of the program. 
 
 A COLLECTION OF LEAFLETS. 
 
 An admirable method of supplementing the study of the 
 text-book is by means of the interesting leaflets published 
 by the different Boards. Space forbids the mention of 
 more than a very few out of the wealth of material. These 
 can be used either as additional program material, or can 
 be made into little pockets, enclosed in attractively let- 
 tered envelopes, and circulated as home reading material. 
 After the address of a Board has been given once it will 
 only be indicated by initials when leaflets published by it 
 are mentioned in the following lists: 
 
 CHAPTER I. 
 
 The Host in the Hut, (.03) ; The Call of the Dark For- 
 est, (.02) ; Other Children, (.02) ; Nana, the Mother, (.02 ) ; 
 (all these by Jean Mackenzie), Old Wang and Happy 
 Night, (.05); Girlhood Days in India, (.03); WOMAN’S 
 BOARD OF FOREIGN MISSIONS (PRESBYTER- 
 IAN), Room 818, 156 Fifth Ave., New York City. 
 
 33 . 
 
Not Half Has Ever Been Told (hymn), (.05); The Idol 
 in the Wall, (.02); Japanese Women I Have Known, 
 (.10); The Hands that Rock the Cradles of the World, 
 poem), (.02); GENERAL LITERATURE COMMIT- 
 TEE WOMAN’S MISSIONARY SOCIETIES (LUTH- 
 ERAN), Columbia, S. C. 
 
 A Brahman Widow, (.01); Double Wedding in India, 
 (.02); Only a Hindu Widow, (.01); WOMAN’S MIS- 
 SIONARY SOCIETY, LUTHERAN COUNCIL, Room 
 805, Drexel Building, Philadelphia, Pa. 
 
 Women Workers of Mesopotamia, (.05); WOMAN’S 
 BOARD FOREIGN MISSIONS, R. C. A., 25 East 22nd 
 St., New York City. 
 
 Moslem V/omanhood in India and Turkey, (.05); Bet- 
 ter Babies, (.05) ; Making the Home Makers of Africa, 
 (.05); WOMAN’S BOARD OF MISSIONS, Congrega- 
 tional House, Beacon St., Boston, Mass. 
 
 Chinese Snap Shots, (.10) ; Philippine Stories, (.10) ; 
 Ping Kna, Story of a Girl of Cathay, (.34) ; The Little 
 Widow Premi, (.15); WOMAN’S FOREIGN MISSION- 
 ARY SOCIETY, (METHODIST-EPISCOPAL) 581 
 Boylston St., Boston, Mass. 
 
 Every Day Life in China, Late Newness of Life, (prices 
 not given, probably 10 cents and 3 cents), GENERAL 
 LITERATURE COMMITTEE (LUTHERAN), 105 
 East 21st St., Baltimore, Md. 
 
 What is a Zenana and Who Lives in it? (.01) ; Woman’s 
 Rights in India, (.02) ; Bridal Pictures, (.03) ; Motherhood 
 in Heathen Lands, (.02); Two Japanese Silhouettes, (.03); 
 WOMAN’S AMERICAN BAPTIST FOREIGN MIS- 
 SION SOCIETY, 450 East 30th St., Chicago, 111. 
 
 34 
 
CHAPTER II. 
 
 Girls! A Word Before You Invest, (.03); Children 
 Wage Earners in India, (.02); Our Neighbor, Japan, (.15); 
 WOMAN’S AMERICAN BOARD FOREIGN MIS- 
 SIONARY SOCIETY, 450 East 30th St, Chicago. 
 
 Japan Today, (.25) ; National Board Y. W. C. A., 600 
 Lexington Ave., New York City. 
 
 The Case of Tomita San, (.02); An Amazon in Cathay, 
 (.02); Lace Makers of Pakur, (.05); W. F. M. S. (Meth.- 
 Epis.), 581 Boylston St., Boston. 
 
 CHAPTER III. ^ 
 
 Woman’s Progress in Japan, (.03) ; School Girl and Col- 
 lege Woman in China, (.03) ; Education of Chinese Wo- 
 men, (.02); W. B. F. M. (Presbyterian), 156 Fifth Ave., 
 New York City. 
 
 Kindergarten, A Factor in Missionary Work, (.02); 
 Tshumbiri, African Boarding School, (.03) ; Satriburi, 
 (Boarding School for Girls, Assam), (.03); Century Line 
 in Moulmein, (.05); How Long Must I Wait, (.02); Chi- 
 nese Womanhood Today, (.05); W. A. B. F. M. S., 450 
 East 30th St., Chicago. 
 
 Transformations in Chinese Schools, (.05); Plum Blos- 
 som School (Japan), (.05) ; Teaching Christianity in 
 Japan, (.05) ; The Gift of Light at Inanda Seminary (free) ; 
 W. B. M. (Cong.), 14 Beacon St, Boston. 
 
 A Beng, The Bible Woman, (.02) ; A Chinese Pollyana, 
 (.02) ; A Heroine in Peace and War, (.02) ; The Story of 
 Lan Kuei Yin, (.02); W. B. F. M. (Meth.), 581 Boylston 
 St, Boston. 
 
 35 
 
CHAPTER IV. 
 
 India’s Women Finding Themselves, (.03); Chinese 
 Biblewoman, (.02); New Woman in Persia, (.05); W. F. 
 M. S. (Pres.), 501 Witherspoon Bldg., Philadelphia, Pa. 
 
 Life Stories of Native Helpers, (.10) ; A Student Witness 
 for Christ, (free); The New Women of the Orient, (.05); 
 Our Eastern Service Front, (free); W. B. M. (Cong.), 14 
 Beacon St., Boston, 
 
 Hu King Eng, (.02) ; Ida Kahn, (.02) ; Li Bi Cu., (.02) ; 
 Dr. Mary Stone, (.02) ; Lilavati Singh, (.02) ; She Careth, 
 (.02); Esther Kim Pak, (.03); W. F. M. S. (Meth.-Epis.), 
 581 Boylston St., Boston, Mass. 
 
 Mme. Hirooka, a Japanese Banker, (.01); The Hidden 
 Seed, (.02); W. B. F. M. S. (Bap.), 450 East 30th St., Chi- 
 cago. 
 
 The Healing Art in India, (price not given, probably 
 .10), (excellent); Medical Missions of the Reformed 
 Church in China, (.03) ; Board of Foreign Missions, Rep. 
 Ch. in America, 253 East 22nd St., New York City. 
 
 When a Little Prince Came to the Hospital, (.02) ; 
 The Opening of the Little Green Door, (.02) ; How Much 
 Do You Care? (.02); The Closed Gate, (.02); Three 
 Knocks that Summoned in the Night, (.02) ; Co-operative 
 Lit. Com. Worn. Miss. Soc. (Lutheran), 844 Drexel Bldg., 
 Philadelphia, Pa- 
 
 Pen Pictures Women’s Medical Work in Busrah, (free); 
 Woman’s Missionary Society, Reformed Church Building, 
 15th and Race Sts., Philadelphia, Pa. 
 
 36 
 
CHAPTER V. 
 
 As It Is Today in India (Lahore Purdah Club), (.05); 
 W. B. F. M. (Pres.), 156 Fifth Ave., New York City. 
 
 Out of Joy Field, (.03) ; Itinerating with Jennie Hughes 
 and Dr. Stone, (.05); W, B. F. M. (Meth.-Epis.), 581 
 Boylston St. Boston. 
 
 Ahmednagar Girls at Work and at Play (free); W. B. 
 M., Congregational House, Beacon St., Boston. 
 
 My Life’s Story, (.02) ; What Love Brought to George 
 Rike, (.02); Da Satchea, (.02); What Christ Did for Take- 
 jiro Ishiguro, (.02); Woman’s Missionary Association, 
 (United Brethren), 406 Otterbein Press Bldg., Dayton, 
 Ohio. 
 
 CHAPTER VI. 
 
 Woman’s Christian College, Madras, (.10), and leaflets 
 soon to be published regarding Ginling, Tokyo, Vellore 
 and other Union Institutions may be ordered from M. H. 
 Leavis, West Medford, Mass. 
 
 Isabella V/oburn Auxiliary, (.10), Committee handbook 
 regarding co-operating of College women in support of one 
 of these Oriental Colleges. Ideas useful for similar work 
 in aid of other institutions. W. B. F. M. (Meth.), 581 
 Boylston St, Boston. 
 
 The Unconquerable Hope, (.03), (reprint from Atlantic 
 Monthly) ; Sowing Prayers in America, Reaping Souls in 
 India, (.02); A Place Safe Enough for Your Money, (.02); 
 Opportunities that Sail Back, (.02); What God Has Said 
 of Prayer, (.02), (a prayer list blank). Coop. Lit. Com. 
 Worn. Miss. Soc. (Lutheran), Columbia, S. C. 
 
 37 
 
Foreign Missions and America’s World Program, (.05); 
 War and the Nations Larger Call to World Evangelism, 
 Speer, (.10); W. B. F. M. (Pres.), 156 Fifth Ave., New 
 York City. 
 
 All the World One Neighborhood, (.05); Orient and 
 Opportunity, (.05) ; Responsibility of Not Doing, (.02) ; 
 W. A. B. F. M. S., 450 East 30th St., Chicago. 
 
 38 
 
tHE UON)S SHARE of the WEARINESS 
 IS BORNE BY WIVES AND MOTHERS 
 
 IN THE RICE FIELDS OF 
 JAPAN CHINA INDIA 
 A)SSAM BXTRMA 
 
 Chapl 
 
 How 
 
 to* 
 
 mTERN 
 
 ■•IFIELP 
 
 •-2. "^CE . 
 
 HORIZON 
 
 * 4 . REFUCTIOMS 
 
 — 
 
 Of*w 
 
 it 
 
 
 9 ' V 
 
 •// 
 
 
 EVERY ONE HERE WEARS 
 Something of SILK 
 
 A sil\en Tie hinds their home to ours 
 
 Japan supplies 60 % of all 
 silk used in the U. S. A. 
 
 90% of this labor is performed by Japanese 
 Women largely in their homes. 
 
 Chapter 1 
 
ChapI 
 
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 41 
 
THE 3H1N1NG DREAM TO-DAY 
 OF A GREAT M05T OF 
 0 1^1 WOM E 
 
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LEND HER A HAND 
 
 ChapCi^' 
 
 TheWomanTea^f 
 
 THE MO^T 
 SERIOUS HANDICAP 
 TO THE PROGRESS 
 WOMAN’S EDUCATION 
 IN THE ORIENT IS * 
 
 
 DEARTH 
 
 OFPROPERDT EaUlPPED WOMEN TEACHERS 
 
 43 
 
Chaf I 
 
 MORE SlGNinCANT THAN ANY- 
 THING --MEN ^ DOING * 
 
 UNITE IN SERVICE TO COUNTRY 
 AND PUBLIC GOOD 
 
 44 
 
ChapH. 
 
 THE KEYS TO SUCCESS 
 OF THE CHRISTIAN MOVEMENT 
 
CHARTS FOR “WOMEN WORKERS OF THE 
 ORIENT.” 
 
 By Edith P. Thomson. 
 
 Since standardization of parts is the cry of the hour in 
 the business world, the women who turn to these pages 
 year after year in search of chart suggestions may not 
 take it amiss to find a reiteration of certain standard 
 elements in chart planning and chart making. How shall 
 we go to work to plan charts of our own if those chosen 
 here do not fit into our programs? What facts shall we 
 put into charts? What shall be our standard chart mate- 
 rials? 
 
 Perhaps we might safely lay down three general rules 
 on the intellectual side of chart making as a guide in 
 planning if any woman would be her own chart maker. 
 1. Seek to embody some central theme of the lesson or 
 chapter, or, 2. Seek to summarize, and give the conclu- 
 sion of a number of teachings. 3. Reduce statistics, or 
 any array of figures having special significance in the 
 lesson, to some sort of diagram or simple picture, for 
 otherwise these are likely to roll off the memory as easily 
 as the proverbial water off a duck’s back. 
 
 To illustrate our meaning let us refer to the charts pic- 
 tured in the accompanying cuts. That entitled “When 
 Civilization Outruns Christianity” for Chapter II might 
 serve as an example of all three of these standard pur- 
 poses of the chart, if we may so call them, set forth in one. 
 It visualizes statistics. It embodies the theme of the 
 chapter, namely, the unhappy living conditions of Orien- 
 tal wage-earners. It summarizes several outstanding 
 46 
 
evils BO as to emphasize a conclusion to be drawn, which 
 is in this case the fearful menace to a nation’s life whose 
 material progress lacks the leaven of a Christianized pub- 
 lic opinion, and spiritual ideals. But a chart usually can 
 emphasize well only one thought, at a time, and the chart 
 presentation of this chapter would be more complete if 
 another chart were made to show contrasting conditions 
 in Christian factories such as that one described on page 
 68 of the text-book. 
 
 In Chapter VI there are no statistics for a working 
 basis, but in the chart “Keys to Success” (see cut), we 
 can both state the theme, and summarize the topics of 
 the chapter, emphasizing instead of statistics a list of 
 names, those of the colleges, which is vitally important. 
 Chapter III has neither statistics nor as inclusive a list 
 of names to gather into a single presentation, as Chapter 
 VI offers, but it is full of quotable, picturesque sentences, 
 one of which suggested the chart of the cut “The Shin- 
 ing Dream,” because this sentence gave opportunity both 
 to embody the theme, that is, the new vision of life and 
 its possibilities opening before Oriental women, and to 
 get in at least a bit of a summary of conditions that are 
 typical, in the legends printed as reflections in the pool. 
 (See cut). 
 
 Thus, whatever the program or missionary lesson to be 
 treated, in just this way select what seems to be a lead- 
 ing theme, list the significant statistics, names or topics, 
 and you will have your basis for a chart presentation. 
 Get into the habit of doing this, and see if it does not 
 prove a fascinating study and give one a wonderfully good 
 grip on the whole subject into the bargain! 
 
 Once in possession of the ideas the next step will be 
 Mechanical Details. For simple charts to be used only 
 once or twice the best standard materials are such as have 
 already been listed in this manual in former years. Sheets 
 
 47 
 
of manila paper. A flat pen, like a very broad stub, for 
 lettering, with a bottle of Higgins’ India Ink in black and 
 one in red. A box of Rubens’ Crayola or other colored 
 crayons. If the patterns offered here below are used for 
 reproduction of the charts given in the accompanying cuts, 
 add to the outfit a few sheets of carbon paper or graphite 
 paper for tracing. In doing the tracing use the end of a 
 pen-holder or something not too sharp which is apt to 
 break through the tracing pattern. For charts on cloth, 
 sets of rubber stamp letters with stamping ink are most 
 convenient. All crayon work on cloth should be pressed 
 on the wrong side quickly with a moderate iron to re- 
 move the loose surface wax, and to avoid smutting. 
 
 Keep a file of striking pictures cut from advertisements 
 or from missionary periodicals to make up posters and 
 smaller paper charts. An ordinary letter-file box will 
 prove a great convenience for this purpose if you remove 
 a few of the index sheets and replace the guide letters of 
 the alphabet on the sheets used by the names of countries 
 or subjects, as for example, Africa, Medical Schools, 
 Portraits, etc. 
 
 With the exception of the chart showing the group of 
 factory girls, for Chapter II which is 45 inches wide, all 
 the originals of the accompanying cuts are made on cloth 
 one yard wide. If paper is used to reproduce them, paste 
 the sheets together to get the required size. All of these 
 charts may be reproduced by a novice with the help of 
 the tracing patterns advertised below, which supply a pen- 
 cil drawing of the picture parts that are difficult. 
 
 Chapter I. A. Chart, “The Lion’s Share of the Weari- 
 ness,” etc. This heading is quoted from Dr. Sydney 
 Gulick’s book, “Working Women of Japan.” No one need 
 fear to attempt this drawing who follows the process 
 shown in the little working drawings included at the bot- 
 
 48 
 
tom of the chart. Draw first the dotted diagonal lines for 
 the rice field, then the plants, three or four strokes of the 
 crayon, at each intersection of these lines. Place the sil- 
 houettes, drawing their outlines from Miss Bennett’s pat- 
 terns, and afterward filling them in solid, then finish with 
 horizon lines, and wavy reflections in the water. 
 
 * Patterns of the two silhouette figures, for 10 cents, 
 postpaid. 
 
 * A tracing pattern, to use with carbon or graphite pa- 
 per reproducing the lines of the picture in the cut, for 
 20 cents, postpaid. 
 
 Chapter II. A. “When Civilization Outruns Christian- 
 ity.” Size 45 by 62 inches*. Silhouette patterns, two for 
 5 cents, postpaid. Or make your own silhouette patterns 
 from magazine pictures of Japanese girls. Indicate the 
 different percentages by different colors. Make the sil- 
 houette figures representing 70% and the lettering describ- 
 ing this percentage, blue; the eleven outline figures rep- 
 resenting 20%, and its lettering, red. Make the lettering 
 “65%, etc.,” and the barred line marking off this percent- 
 age, black. Make the toning lines representing the 40% 
 green. Draw a brown or purple line to separate the lower 
 eleven figures representing 23%. 
 
 B. “If You were a Factory Girl.” (See cut). Size 
 one yard square. The clock faces should be 7 inches in 
 diameter. 
 
 * Tracing pattern of old woman’s figure, 20 cents, post- 
 paid. 
 
 Chapter III. “Shining Dream, etc.” (See cut). 
 
 * Tracing pattern of picture 20 cents, postpaid. 
 
 •Order these supplies from Miss Bertha F. Bennett, 108 Hleh- 
 wood Ave., Rideewood, N. J. 
 
 49 
 
Chapter IV. "Lend Her a Hand” — with apologies to 
 the well-known Liberty Loan poster! (See cut). 
 
 * Tracing pattern of picture, 20 cents, postpaid. 
 
 Chapter V. “More Significant than Anything, etc.” 
 (See cut). This is quoted from the text-book, page 
 178. 
 
 ♦Tracing pattern of picture, 20 cents, postpaid. 
 
 Chapter VI. “The Keys to Success.” (See cut). 
 
 * Pattern of the largest key from which to draw outline, 
 5 cents, postpaid. To shorten keys take tuck in the pat- 
 tern, in the middle of its length. 
 
 COLORED CHARTS TO RENT. Any or all of the 
 charts pictured here and described above may be rented 
 at 15 cents each, postage additional, or at $1.00 for the set 
 of nine, postage additional. Order from Miss Bertha F, 
 Bennett, 106 Highwood Ave., Ridgewood, N. J. Please 
 name definitely the chart desired, when ordering, giving 
 the heading of the chart, and the number of the chapter 
 which it illustrates. These charts are not to be held 
 longer than a week when rented, except by special agree- 
 ment beforehand. Please engage them well in advance 
 for specified dates and return them promptly. Do not 
 pay for them until you receive the charts and also the 
 bill for the combined sum of rental and postage. Pay- 
 ment will be received in postage or money order. Actual 
 money sent in envelopes is at your own risk. Please do 
 not pay by check sums less than one dollar. Miss Ben- 
 nett supplies only the charts and patterns advertised in 
 this article, but none of the general helps advertised by 
 the United Study Committee. 
 
 •Order these supplies from Miss Bertha F. Bennett, 106 High- 
 wood Ave., Ridgewood, N. J. 
 
 50 
 
NOVELTY SOUVENIR OR INVITATION PAT- 
 TERNS. Set of six designs, one for each chapter, the 
 largest about six by three inches in size,* 20 cents the 
 set, postpaid. Designs as follows: Chapter I. Stooping 
 figure, miniature replica of those in the rice-field chart, 
 (see cut). Invitation: So little housework, but — ? Come, 
 see what she does, at church, etc. 
 
 Chapter II. Factory building. Invitation: Factories 
 
 more costly than a war, where? We will tell you at . 
 
 Chapter III. — A hand mirror. Invitation: Come and 
 look into the mirror of a girl’s dream at . 
 
 Chapter IV. A hand. Invitation: — Helpl Lend a 
 Hand! Be ready at . 
 
 Chapter V. A banner. Invitation: “One in core if not 
 in creed.” Whose motto? The story told at . 
 
 Chapter VI. A figure of a college girl in cap and gown. 
 
 Invitation: Hear her challenge to you on (date) 
 
 etc. 
 
 Since these invitation wordings are given here, they 
 will not be repeated on the patterns sold, but if used must 
 be copied from this manual. 
 
 51 
 

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