v*. SUGGESTIONS FOR LEADERS 7f STUDY CLASSES Using Ministers of Mercy [James H. Franklin ] By Gertrude Schultz NEW YORK MISSIONARY EDUCATION MOVEMENT OF THE UNITED STATES AND CANADA FOREWORD The text-book, Ministers of Mercy, is a new volume in the “Servants of the King’’ series. The stories of these outstanding medical missionaries are much more than mere biographical sketches. Dr. Franklin, their author, has traveled widely through the world’s great mission fields as a secretary of the American Baptist Foreign Mission Society, and his book interprets with sympathy and insight the life of the peoples among whom these “ministers of mercy’’ served. But what is of yet more significance, they show how a life may be invested to count for the very most ; they present in a very vivid form what Christian missionaries are accomplishing in their great work for the conservation of human life. Young people are deeply interested in the hero stories of doctors and nurses in the great war. Conservation has a new meaning for them in the light of saving life; in the war hospitals and through Red Cross and other relief agencies, they have had a personal part in it. We need to link up this aroused interest to the heroic missionary enterprise. Our study, in presenting some of the leaders and heroes in the world-wide campaign of Jesus Christ, offers a challenge for the most heroic, self-sacrificing ser- vice. This is the big opportunity before us — to so pre- sent this challenge that the life of every young person in the class may be stirred into action and that some may enlist for training in missionery service. May this be the high aim of every leader teaching Ministers of Mercy. These notes are offered with the earnest desire that they may be suggestive to leaders. They should not take the place of original thinking and treatment of the book. GERTRUDE SCHULTZ. New York, August 20, 1919. 2 THE LEADER’S PREPARATION The real objective in missionary education, especial- ly for young people, is not to teach missions, but to stir lives into action. Many of the young people in our classes will be just at the age when vital life decisions are being made. Our aim in presenting this text-book should be not merely to teach the lives of these missionaries, but to present overseas missionary service as a big opportunity of a truly successful life investment. To reach this aim, we must make the most careful preparation. Teaching Preparation. Read the book through for impressions, and to gain its message as a whole ; make telling points and questions which it suggests to you. Re- read, outlining each chapter and having your class in mind ; make your own outline independent of those given in this pamphlet. Select a definite aim for the course. Keep it before you in all preparation. In making your teaching outline, do not try to cover all the points in each chapter, but select a few vital ones meeting the need of your class, related to the aim for the chapter, and work toward the aim of your course. This outline should be fully and logically developed, and yet made so flexible as not to hamper the thinking of the class. A time schedule, so that conclusions may be reach- ed within the time limit of the class, will be most helpful. General Assignment. Work out a few general ques- tions to bring out the facts of the lesson, having in mind the purpose of an assignment to “stimulate thought, re- late the members individually to the problems, and direct the lines of study.” General assignment questions should be given to the whole class and written down by each member in his notebook. Special assignments should be given privately to the members, not to be called for in the class, but offered as a voluntary contribution. Collateral Reading. In connection with each chapter there are listed titles of books and pamphlets bearing on the subject. The more you can be saturated with the subject, the more vital will be your interest, and the leader’s interest is contagious. Personal Preparation. Study the members of your 3 class as individuals with the attitude of a friend to each. Try to discover missionary background, points of contact between members and subjects of study and usable talents. Endeavor to enlist every member in action, for “impression-expression-depression.” Spiritual Preparation — Prayer. This is the most vital part of the preparation, for unless we are in touch with the Source of Power, our other preparation will not suffice. The more we realize the opportunity and possibilities of the educational work for enlisting life, the more we realize the absolute need of this Power which is offered to us. Pray definitely, believingly, and with thanksgiving for this opportunity of service. Make a prayer-list of the members of your class to be used each day during your preparation and course. Enlist members of the class in the prayer preparation especially by the use of the prayer cycle. THE CLASS SESSIONS It is strongly recommended that the discussion method be used very largely. Conviction, and devotion of life to the attainment of ideals perceived, come from par- ticipation in the discussion of real problems. Impersona- tions and debates appeal strongly to young people and should be used wisely as a help toward the end in view. Maps, original charts (made by members of the class), and pictures will help to make the impression deeper and may also aid in drawing out and developing some of the more backward members of the group. Environment is often a determining factor in the success of the class. Select a cheerful and well-ventilated room as a meeting-place. If possible, have a large table around which the members can be seated. The “Mission Study Class Manual,” by B. Carter Millikin (5 cents), is especially recommended. It may be secured from the publishers of this pamphlet. 1. In making out your time schedule for each ses- sion, allow an unhurried time for prayer. Try to en- courage each member of the class to take part. 2. The Bible message is essential for each session. The Bible should be the leader’s most used reference 4 book throughout the course. Select with care a passage bearing especially on the most vital point of the chapter. Avoid formal use of Scripture as an exercise. Introduce it wherever it will give the deepest message, first, last, or in the heart of the study. 3. For the leader’s own devotional study during the course, Marks of a World Christian, by Daniel Johnson Fleming, will be found helpful. 1 ORGANIZATION MEETING The experience of most mission study class leaders has proved the value of a preliminary meeting for or- ganization. This is especially true if most of the mem- bers are new to class work. The meeting should be in- formal and social so that the members may become ac- quainted. If the study is undertaken by an organized Sunday-school class, one of the regular social meetings can be used for the organization meeting. Text-books and notebooks should be on sale ; members enrolled ; secretary, reporter, and librarian appointed. After outlining briefly the general plan for the work of the class, introduce the book and the author. Suggest that the book deals with a group of Christian men and women who gave themselves to the task of the conser- vation of human life. Ask the class what the word “con- servation” suggests to them. If most of them say food, discuss how the American people accomplished the con- servation of food and why. Others may speak of Red Cross, Armenian Relief, and similar organized work. Lead up to the question as to why young people have been willing to give time, money, even life itself to this work. Have the members write in their books the Bible key verse for the study: “The Son of man came not to be ministered unto, but to minister.” Ask the class what they mean by life? The value of human life? Who first taught the worth of the in- dividual and the right of each individual to life and to a chance to develop that life? Is it enough merely 1 Association Press, 347 Madison Avenue, New York, 75 cents. 5 to save life? (Cite the rebuilding work being done for our blind and crippled soldiers.) Lead up to the fact that this study is to 'be about heroic men and women who have gone overseas to carry “fullness of life” to those without a fair chance of life here or hereafter. Have a map of the world before the class during the whole series of class sessions. It will be of interest to see how many medical missionaries the members of the class can name, and a blue star might be put on the map for each one located. If there is a blackboard, put on it a few facts such as these : In the Christian world, 1,600 doctors to each million people. In the non-Christian world, less than one doctor to each million people. Seven times as many doctors in New York City as there are medical missionaries in all the non-Christian world. 100,000,000 women in Moslem lands and 20 women doctors. Does it look like a fair proposition for the non- Christian world? Give out the assignment question on Chapter 1 and close the meeting with prayer. Chapter I THEODORE LEIGHTON PENNELL Brief Outline 1. Early life and training 2. Beginning of work at Bannu 3. Characteristics and manner of life of the Afghan 4 . Dr. Pennell’s attitude toward the peoples and their religions 5. Interest in educational work 6. Results of his life Assignment Questions 1. What is your mental picture of a missionary? In what respects does Dr. Pennell fit into it? Why do you think a man of Dr. Pennell’s ability 6 2. and opportunities should want to “bury” himself in Afghanistan? 3. Should a missionary have any race feeling? What should be his attitude and manner of life toward the people among whom he works ? 4. In what respects do you consider Dr. Pennell a successful or unsuccessful man ? Special Assignments , 1. Ask one member to look up the chief character- istics of the Afghans. 2. Ask two members to be ready to lead in dis- cussion of Question 3. Aim: To show the missionary enterprise as a great heroic service demanding the finest type of manhood for enlistment in it. Life Lesson: To show the value of an early train- ing for a life of service. Session 1 1. To establish your point of contact at the beginning of the lesson, ask the members of the class to name the man or woman whom they consider the greatest hero of the late war. If several names' are mentioned, allow one minute to each member to prove his claim. Abruptly turn to the consideration of Ques- tion 1 with some such question as, “What picture comes to your mind when the words ‘missions’ and ‘missionary’ are mentioned”? After free discussion, ask the class to fit Dr. Pennell into their picture. Draw out the facts of his life, early training, advantages, and particular ability for his undertaking. 2. What was there in the missionary enterprise that appealed to a young man like Pennell, who had the finest training, every advantage, and who could have had the finest positions at home? If you had been in his place, would you have gone to Afghanistan? Why do you sup- pose the Board sent a man of Dr. Pennell’s outstanding ability to such a wild people? (Special Assignment 1) Discuss the characteristics of the Afghans, their attitude 7 toward outsiders, and such subjects. When others have failed to make an impression (government as well as missionary), why do you suppose Dr. Pennell succeeded? Was it just his medical skill? (Call for incidents from his life to answer this question.) 3. What is the real objective of missionary work 5 Is it to destroy other religions or to fulfil? What should be the attitude of the missionary toward the peo- ple and their religion? Race feeling — -should the mis- sionary have any? (Special Assignment 2) Ask the class whether they have any. Is it fair to have a dif- ferent standard for our missionaries? 4. Are there any visible results of the life and work of Dr. Pennell? Open the discussion by asking the members of the class what they mean by a successful life ; list the points brought out and then discuss how Dr. Pennell measures up and how he compares with the hero named by the class. Lead up to the conclusion that the really “successful” man, the real hero, is the one whose life is used in the greatest service to others. Scripture Lesson: Gal. 3.28; Eph. 7.5,6 Supplementary Reading Adventures of Missionary Explorers, R. Ibbotson. 1915. J. B. Lippincott Company, Philadelphia. $1.50. Pennell of the Afghan Frontier, Alice Maud Pennell. 1914. E. P. Dutton & Co., New York. $3.00. Among the Wild Tribes of the Afghan Frontier, Theodore L. Pennell. J. B. Lippincott Company, Philadelphia. $3.50. Chapter II CHRISTINE IVERSON BENNETT Brief Outline 1. An immigrant girl 2. Forming a life-purpose a. Securing an education b. Decision for Arabia 3. Marriage and beginning of work 4. Work for secluded women 5. Self-supporting hospital 6. War work under Red Crescent and Red 1 Cross 8 Assignment Questions 1. Did Christine Iverson have what you would con- sider a “fair chance” in life? 2. Do you believe in the woman doctor? Why is the woman medical missionary so essential in Moslem lands ? 3. Compare Dr. Bennett with the one whom yon con- sider the greatest woman heroine of the war — how does she measure up? 4. How many years was Dr. Bennett in the field ? Would you say her life was a full, happy, and successful one? Give reasons. Special Assignments 1. Ask a member of the class to put in chart form the figures 100,000,000 Moslem women, 20 woman doc- tors, and below the number of girls and women in your community and number of doctors. 2. Ask some one to look up the part that woman missionaries have played in the war. 3. Ask some one to investigate the cost and number of patients in a hospital known to the class, and compare with the self-supporting hospital started by the Bennetts. Aim: To show the place and the need of women medical missionaries. Life Lesson: To show the influence good books have in forming a strong life-purpose and on life itself. Session 2 1. Open the lesson by discussing what the class means by a “fair chance.” How large a part does ease or comfort or hardship play in developing a strong life? Ask how many have said “I could do that, too, if I only had a fair chance” ? Emphasize strongly the part good books may play in preparing us to seize our opportunity. Discuss what the class considers a “good” book — what kind of a book influenced Christine Iverson — what did it lead to with her? (Bring out the facts of her early life.) 2. The place of the woman doctor. Draw out from the class the place of women in Moslem lands — her seclusion, position in home, lack of exercise, and 9 lack of other means' of development. (See A Crusade of Compassion for the Healing of the Nations , Giapter V. — bibliography.) Women can only be reached by woman doctor. Are there enough women to meet the need? (Special Assignment I.) What was Dr. Bennett able to do for these women? (Ask one or two members of the class to tell interesting stories of Dr. Bennett’s work for these women.) 3. Lead up to this question by drawing out from each one what impressed her most in the chapter. Hold over the discussion of the war work until the last and then take up the whole question. Lead the class to feel that this missionary doctor deserves a place as one of the heroines of the war. (Special Assignment 2.) Did she lay down her life merely when she died? 4. What did Dr. Bennett accomplish in her short life? Won the Moslem women of all classes by what? Just medical skill? Developed self-supporting hospital. (Special Assignment 3.) Opened the eyes of the blind, healed the sick, cleansed the leper — gave her life that thousands might live. Was it worth while? If an im- migrant girl with not a “fair chance,” but with a great life-purpose accomplished all that, what can you do with your life? Scripture Lesson, John 15.13 “Following Jesus means taking up his program and expanding our narrow grasp of heart and will until we have committed our lives to his great world-trans- forming purpose.” Supplementary Reading “The Healing Art in Arabia,” Dr. Christine Iverson Bennett. Board of Foreign Missions of the Reformed Church in America, New York. 10 cents. A Crusade of Compassion for the Healing of the Nations, compiled by Belle J. Allen, M. D.; edited by ' Caroline Atwater Mason. The Central Committee on the United Study of Foreign Missions, West Medford, Mass. Cloth, 50 cents; paper, 35 cents. IO i Chapter III FRED DOUGLAS SHEPARD Brief Outline 1. Failure of “Holy War” 2. Boyhood out-of-door life 3. Struggle for education 4. Beginning of medical missionary work in Tur- key 5 . Attitude toward developing a self-governing Christian church 6. Results of twenty-five years of work 7. Armenian massacre Assignment Questions 1. If you had been in Fred Shepard’s place, would you have worked so hard for a medical educa- tion? Was he ambitious? 2. Interview the most successful person you know and try to find out the ambition of his life? 3. Do you think a really ambitious person would : go overseas as a medical missionary? Give reasons ? 4. What is the final test of medical missionary work ? 5. What would you say was the greatest contribu- tion of Dr. Shepard’s life? Special Assignments 1. Ask one or two to especially prepare on Ques- tion 2 either by personal interview or letter. 2. Ask a member of the class who has been much interested in the war to look up the facts about the “Holy War” ; why it failed ; Germany’s part in it, and other data. (See World Facts and America’s Responsibility. C. H. Patton, Association Press, 347 Madison Avenue, New York. $1.00) Aim: To show the aim in all missionary work of developing strong native leaders in order that a self- governing Christian Church may be founded. Life Lesson : To show the necessity for and the power of ambition in a life, if rightly directed. 11 Session 3 1. What is ambition? Is it always a good thing to have? Was it ambition or just determination that made Fred Shepard work so hard for a medical education? Would you have done it? What did he do? What are you willing to do for an education? Can any one be successful who is not ambitious? Is making money a worthy ambition? Develop the fact that a life without an aim is not likely to achieve much of anything. 2. See that such points as moneymaking, power, success, influence, and service are brought out, and show how these ambitions may be worthy if they are in ordet to serve, not just oneself or family, but others. (Special Assignment 1) Call for the stories of ambition in other successful lives. Lead up to the comparison with the ambition of Shepard’s life. 3. What was the ambition of Shepard’s life? (Illustrate with incidents from his life.) Would a man go overseas who was not ambitious? What made Shep- ard endure all his hardships? Do you think he enjoyed the thrilling incidents of his life? Was there anything in his boyhood life that prepared him for them? (Special Assignment 2) What about the Holy War and its failure? Its effect on Turkey? Lead up to Dr. Shepard’s work and influence. What was the most exciting inci- dent of his life? 4. Final test. Emphasize the fact that the final test is the life produced among the native peoples. Mis- sionaries from Europe and America cannot heal or evangelize Asia — who must do it? Show how Dr. Shep- ard worked to develop native doctors and to establish a self-supporting, self-governing Christian Church. Has Dr. Shepard’s life ended in Turkey? How long will his memory live there? 5. Draw out such points as international influence, native doctors, hospital work, his personal life as il- lustrating and preaching the gospel, and Armenian work. Scripture Lesson: John 4.10, 11, 14, 21 Supplementary Reading ' ", Shepard of -'-intab — The Beloved Physician,'' Fred Field 12 Goodsell. (Envelope Series.) American Board of Commis- sioners for Foreign Missions, 14 Beacon St., Boston. 10 cents. Chapter IV JAMES CURTIS HEPBURN Brief Outline 1. Opening of Japan a. By Roman Catholic missionaries b. By American Navy 2. Preparation for life in Japan a. Education b. Call to missionary service c. Failure of first work 3. Difficulties in establishing work in Japan 4. Medical work 5. Literary and educational work 6. Outstanding results Assignment Questions 1. What constitutes a call to missionary service? 2. List the outstanding changes in Japan since Dr. Hepburn entered. How do you account for the rapid development? 3. Do you think it is possible to stamp out vital Christianity from any land? 4. If more men like Dr. Hepburn had been sent to Japan, do you think we would have the Japanese problem we have to-day? 5. How do you account for the great success of Dr. Hepburn’s life? If he had “buried” himself in New York, would we probably have ever heard of him ? Special Assignment 1. Debate: Resolved, that Dr. Hepburn’s literary and educational work accomplished more than his medical work for the advancement of the kingdom of Christ in Japan. (Appoint two leaders; divide class into sides; keep strict time, so as to make it a spirited debate.) 13 Aim: To show the international good-will the strong missionary may create, and the necessity for send- ing out only strong men. Life Lesson: To show what constitutes a call to missionary service, and that even defeat of a life-purpose may be turned into victory. Session 4 1. Open the session with a discussion of Japan, her history, her people, and her present place in the life of the world. Develop in a sympathetic way the wonderful advance of Japan since 1853 ; the part that the United States Government has played in this development ; the part missionaries have played. Why did the Roman Catholic missionaries fail ? What do you mean by vital Christianity? Can it fail? Why have modern missions succeeded ? Have they ? What has been accomplished in Japan? 2. Why did Dr. Hepburn offer his life for mission- ary service? What was his “call”? Discuss what is meant by a “call draw out the fact that a “call” to mis- sionary service should be normal and natural. The need, plus the ability and opportunity to meet that need, often constitutes a “call.” Having once failed, can the call be considered a mistake ? What did Dr. Hepburn encounter in his first attempt? Why did he persist and go to Japan ? 3. (Special Assignment 1.) Use the debate to draw out the facts of the life. Raise the question as to whether the literary and educational work would have been pos- sible if the medical had not opened the way. Why do we not need medical missionaries in Japan to-day? Note international influence for good-will among the natives as a result of missionary work. Bring out the testimony of statesmen. Show the need and “call” for strong men — a man’s job which should appeal to young men just preparing for life-work. Was it his adherence to the “call” in spite of dif- ficulties and hardships? Was it his willingness to pour out his life in service to others? By “burying” his life in out of the way Japan, what did it become? Scripture Lesson : Matt. 10.39. 14 Supplementary Reading “One mark of a world Christian is the passion of a great purpose, the belief that God is glorified in the bearing of much fruit, and the ardent desire to make one’s life count for the very utmost in world- reconstruotion.” Hepburn of Japan and His Wife and Helpmate, W. E. Griffis. The Westminster Press, Philadelphia. $1.50. Chapter V JOSEPH PLUMB COCHRAN Brief Outline t. Early life in Persia 2. Equipment for missionary life service 3. Dr. Cochran's life in Persia a. Hospital — numbers and classes of patients b. Country trips c. Cholera epidemics d. Decoration by Shah 4. Tributes Assignment Questions 1. Is it ever wise to take a short cut in training for life-work ? 2. What do you think made Joseph Cochran go out to Persia to take his father’s place? 3. Select the Bible passage that you think best de- scribes Dr. Cochran’s life and work. 4. What part has the hospital founded by Dr. Cochran play a part in the present war ? 5. What seems to you the strongest tribute to the work of Dr. Cochran, in the whole chapter? 6. How would you present the needs of Persia and Turkey to a young doctor just deciding where to begin to practise? Special Assignments 1. Ask one member to especially look up material on Question 4. 2. Ask a member of the class to impersonate a graduating medical student, or better still, bring such a 15 person to the class. Ask two or three to be prepared to answer (without being called upon) Question 6 with very specific needs. (Write the American and Presbyterian Boards for needs and latest information.) Aim: To show what love for Christ, expressed in ministry, will accomplish in winning all classes, even in a Moslem land, and the need in these lands to-day for this ministry. Life Lesson: To show that the most thorough pre- paration is necessary for missionary service — a “short cut” in preparation means a handicap in future work. Session 5. 1. Open the discussion by asking how many young men take up their father’s work or profession; why do they do it? Why did Joseph Cochran? The life was hard — full of danger — what did it offer? Money, re- ward, excitement, ease, success, what? (Dr. Joseph Cochran’s son sails in 1919 to begin his work as a medical missionary in Persia.) 2. In this day of “short cuts,” is it not wise to get into the “game” of life as quickly as possible? What is it going to mean in future work? Why did Joseph Cochran make such a thorough preparation when his work was waiting for him? (Help the class to see how imperative is thorough preparation.) When Cochran reached the field, did he find his preparation necessary? What kind of a life did he find waiting? What did Dr. Cochran’s life by asking each member to give Scriptural people? Was it easy? 3. Try to bring out the outstanding facts of Dr Cochran’s life by asking each member to give Scriptural authority for it, and then justify the selection by some incident from the life. 4. If the class is not familiar with the story of the siege of Urumia and the saving of hundreds of lives in this hospital, its final destruction toward the end of the war, and the part played by Mrs. Cochran, it will be of thrilling interest to have a member of the class tell the story and show pictures. (Special Assignment 1.) Call for the prepared material on this subject. 16 5. Bring out especially the attitude of government officials, Moslem leaders, the rich, the poor, to this man who was not of the same faith or people or ideals or standards. How did he secure it? Is Moslem prejudice easy to overcome ? 6. (Special Assignment 2) Begin by asking the medical student why he studied medicine, what he hopes to accomplish, what kind of work he hopes to do. Pre- sent the call of Persia strongly, number of doctors, popu- lation, suffering during war, and opportunity for present- ing the gospel message. Scripture Lesson : Mark 10.29, 30. Close with prayer for Persia. Supplementary Reading The Foreign Doctor (Joseph Plumb Cochran), Robert E. Speer, Fleming H. Revell, New York. $1.50. Chapter VI CATHERINE L. MABIE Brief Outline 1. The Congo a. The people b. Their customs 2. Factors in life-purpose and preparation 3. Life in the Congo a. Attitude toward people b. Hospital work c. Country tours and experiences d. Obstacles 4. Purpose of Dr. Mabie’s medical work 5 . Training school at Kimpesse 6. Results Assignment Questions 1. Do you believe that “God has made of one blood all nations of men”? How much do you believe it? 2. Could Dr. Mabie have accomplished her work with the Africans if she had not loved them and become “color blind”? 3. If you had been in Dr. Mabie’s place, would you 1 7 have given up medical work for work in the Congo Institute? Give reasons? 4. Why do you suppose Dr. Mabie was selected for this book? Is she a woman with unusual ability? 5. List the outstanding results of her life. Special Assignments 1. Ask one or two members to look up facts about Africa — when discovered, size, population, ownership, chances since war, and so forth. 2. Select two groups of three members each; ask one group to represent a committee of country people coming in to implore Dr. Mabie not to give up her medi- cal work ; the other group to represent students at the Training Institute urging her to undertake that work. Aim : To show the power of the gospel to raise and transform even the most degraded of the human family. Life Lesson: To show that the average “ordinary” life may become a greater power than one with unusual endowments when it is committed to a great self-forget- ting service. Session 6 Open with a lively quiz on Africa — size, when dis- covered, population, kinds of people, colors, its owners, part in war, former ownership, the Congo, its contri- bution to the world, and other related topics. (Special Assignment 1) 1. Lead up to this question by getting the attitude of the class toward the African. Is the African capable of high development? In view of the world needs, would it be wiser to leave the African and try to reach those who are worth while? What do you thing Eph. 4.4 means? 2. Why did Catherine Mabie want to go to Africa’ What were the hardest things for her to overcome as she began her work? The people, superstition, dirt, lack of equipment, witch doctor’s power and other such obsta- cles. How did she overcome them? Could she have succeeded if she had not become “color blind”? Are we color blind in our attitude toward people of other colors? 18 3. Develop this question by asking Group i (Spec- ial Assignment 2) to tell what she had done in their vil- lages and implore her not to give up the work for they again would be at the mercy of the witch doctor. Then ask Group 2 to present strong arguments for her under- taking the work. (This will give an opportunity to pre- sent the facts of her work and to show the need of workers.) 4. Some of the class may have come to feel that the other characters in the book have been men of un- usual ability and not living. This sketch offers the op- portunity of presenting a woman at work in Africa to- day — an average ten-talent person who committed her life to a great cause and is having an hundredfold re- ward. Tell of her love of fun, of her good stories, of her radiant face, and great love. Is there any one who cannot have as great a life, if willing to pay the cost? 5. What have been the results, so far, of her life (make list as brought out by class)? What the cost? What the reward? Scripture Lesson : Phil. 4.3-7. Close with earnest prayer for Dr. Mabie. Supplementary Reading "With Jesus in Congo-Iand,” American Baptist Foreign Mis- sion Society, Ford Building, Boston, Mass., 10 cents. Chapter VII PETER PARKER Brief Outline 1. China — her history and achievements 2. Overcoming obstacles 3. In China a. Language study b. Opening first hospital c. . Organizing medical missionary society. 4. The Opium War 5. Work in America and Europe in interest of China 6. Representing United States government in China 19 Assignment Questions 1. Is there any human obstacle that can stand in your way if you have “the purpose to excel”? 2. If a man is to be a success on the foreign field, should he not show some signs of Christian activity in this country? 3. What was the physical condition of China when Peter Parker entered? What is it to-day? 4. Why is it of such vital importance for a medical missionary to give most of the first year to lan- guage study? 5. How much of the special good-will of China toward the United States do you think we can attribute to Dr. Parker and the men who follow- ed him? 6. Make a list of the by-products of medical mission- ary work as seen in China to-day. Special Assignments 1. Ask one member to look up the report of the physi- cal condition of China and put in chart form. (See Crusade of Compassion, p 81.) 2. Ask two or three members to look up facts about the blind (how many), deaf and dumb, insane, lepers, orphans, and other social dependents in China; who started work for them; attitude of re- ligions of China toward them. 3. Ask one member to impersonate a visitor to Canton and tell of visiting home for blind children, for deaf and dumb, for insane, and for lepers. Aim: To show the part that the missionary has played in creating the friendly attitude of China toward America. Life Lesson: To show that poverty, hardship, and disappointment may become a developing power rather than a handicap in reaching one’s goal. Session 7 1. Who was Peter Parker? Where did he come from? What did he do? Was he a success? What about his boyhood ? When he was twenty-one did it look 20 as though lie would succeed? How did his early struggle affect his later life? Help the class to feel that each one has some difficulty to overcome ; it may be ease instead of hardship ; but only as we struggle and overcome will we become the strong men and women that the world needs to-day. Look at Peter Parker to see how it work- ed out with him. 2. Having formed a life-purpose, did Parker wait to reach the field before beginning his work? Would not the fact that he was working for his education have been a good excuse for not doing active Christian work? What was his record at Yale? 3. Why is China so behind in sanitation, modern medicine, and other measures which protect human life? (Special Assignment 1) Ask for report in chart form. 4. Finding such conditions in Canton, why did not Dr. Parker stay there and begin his work? He could have used interpreters. What was the primary purpose of his medical work? Is it easy to spend the first year in language study when there is such need? 5. What was the outstanding result of Peter Park- er’s life? Was Peter Parker true to missionary purposes when he took up the opium question ; when he traveled in America and Europe in the interest of China; an 3 when he accepted appointment under the United States government? Did those who came in touch with him ever doubt his purpose? (If a Chinese Christian student is available, ask him to come and tell of the attitude of China toward America.) How does Peter Parker meas- ure up to your picture of an old-time missionary? Is his influence still living to-day? How and where? 6. His own life-purpose was to heal men in order that they might know the Great Physician. Are there any by-products of medical missionary work as started by him seen to-day? (Special Assignments 2 and 3.) Call for the particulars regarding the institutions for the insane and other helpless people. Ask for the impersona- tions of the visitor to the various institutions established. What was the real secret of Peter Parker’s world-wide life? Do we need such men to-day? Scripture Lesson: Joshua 1.6-9 21 Supplementary Reading Pioneer Missionaries of the Church, C. C. Creegan. Flem- ing H. Revell Company, New York. .75 cents. Old-Time Student Volunteers, Henry Clay Trumbull, Flem- ing H. Revell Company, New York. $1.00. Chapter VIII JOHN KENNETH MACKENZIE Brief Outline 1. Decision of life-purpose 2. Problems and dangers of early work in China 3. Establishing a Christian home 4. Work in Tientsin a. Treating Lady Li b. Opening “Free Hospital.” 5. Founding medical schools 6. Chinese leadership in medicine Assignment Questions 1. Do you think that it was mere accident that Mac- kenzie saw the notice of the vacancy in the Han- kow hospital? 2. If you had been in Dr. Mackenzie’s place, would you have undertaken the care of the deacon ? 3. - Can you prove that Chinese Christians are as loyal to Christ as any people in the world? Give facts. 4. Be prepared to prove that Chinese men and women doctors have as great ability and devotion as American doctors. 5. In what respects do you think that Mackenzie had a well-rounded, happy, successful life? Special Assignments 1. Ask two or three members to be prepared to lead off in the discussion of Question 4. Assign to each one a special doctor, such as Dr. Mary Stone. 2. Ask a member to look up the Union Medical Col- leges in China. (See New Life Currents in 22 China .) * 1 What the Rockefeller Foundation is doing in China. Aim: To show the results of medical missionary work in the training of native Christian doctors and the walue of union work. Life Lesson: To show that chance does not control our lives, but that God has a plan for each life which he will gradually reveal if we seek his guidance. Session 8 Open the lesson with some such questions as: Who was John Kenneth Mackenzie? Why are we studying about him? Why did he go to China as a missionary D Was it mere chance which led him there? 1. Do you believe that chance plays a large part in our lives ? Do you believe that God has a plan for each one of our lives? How are we to find this plan? 2 (Young people are often bothered by these questions. Allow free discussion and then lead on to the discussion of Dr. Mac- kenzie’s life to prove your points.) 2. Did Dr. Mackenzie find an easy life waiting for him in China? Were the people anxious for his help? If you had been in the place of the Chinese, would you have allowed this foreigner to treat you? How did Dr. Mackenzie overcome this prejudice? (Bring out the outstanding facts of his life in this discussion.) Show how gradually love conquered and a great work was built -up. 3. Open this question with a discussion of the out- standing characteristics of the Chinese; their latent pos- sibilities ; their future, and other conditions. What do people mean by calling them “rice Christians”? Is it a true statement? (Prove by facts from chapter and from Boxer martyrs.) How fully did Dr. Mackenzie believe 1 Missionary Education Movement, New York. Cloth, 75 cents ; paper, 50 cents. 1 The leader should secure from The Life-Work Department of the Interchurch World Movement, copies of “How Young Men and Women can secure God’s Guidance in Solving their Problems and Finding their Life-Work.” 23 in them? Did he feel that they were capable of becom- ing Christian leaders in medicine? 4. Restate the aim of missionary work in develop- ing a self-governing, self-supporting, self-propogating native church. What did Dr. Mackenzie do toward reaching this aim? How would the training of Chinese doctors help? Are the Chinese capable of becoming as skilled as American doctors? (Special Assignment 1) What is being done to-day to develop more doctors? Why is the Rockefeller Foundation cooperating with the Mission Boards, and investing so much money in China? (Special Assignment 2) How many doctors has China to-day? How many people? How many has the United States? Why is there such a difference? 5. What did Dr. Mackenzie do to try to change these figures? Could chance have planned and directed such a life as Dr. Mackenzie’s? Ask the class to name the things accomplished in Mackenzie’s short life? Was it worth while? Did it pay to invest a life in China? What was the interest paid? Scripture Lesson: Matt. 25.34-40. “Ye did not choose me, but I chose you, and appointed you, that ye should go and bear fruit, and that your fruit should abide : that whatsoever ye shall ask of the Father in my name, he may give it you.” “It was a big practical world task that Jesus came to accomplish and each one of us is called to join in the work. None of us are to have self-chosen tasks, for Jesus has no uncalled servants. He has chosen and appointed each with a purpose.” Supplementary Reading John Kenneth Mackenzie , Mrs. M. I. Bryson. Fleming H. Revell Company, New York, $1.50. Chapter IX THE NEVES OF KASHMIR Brief Outline 1. Kashmir a. Its beauty b. Its history 24 c. Its people d. Attitude toward missionaries 2. The brothers at work in Srinagar a. Population b. Sanitary conditions c. Cholera epidemics 3. Value of educational work to aid medical work 4. Recreation and mountain climbing 5. Leper work 6. Results Assignment Questions 1. Did it take more courage to undertake some of the daring mountain climbing or to remain at work in the “city of appalling odors”? 2. How do you account for' the difference in sanita- tion between a Christian and a non-Christian country? 3. If you were going as a missionary to Kashmir, would you undertake medical or educational work ? Give reasons. 4. What are the moral values of wholesome sports and play? 5. What is the attitude of non-Christian religions toward the leper? 6. Of what special value is the work for lepers from the view-point of building the Kingdom? Special Assignments 1. Ask one member to give some particulars con- cerning the medical work of the Neve brothers. 2. Ask one member to be prepared to lead off in the discussion on Question 3 on the value of the educational work. Aim: To show that healthy exercise and recrea- tion are normal and necessary parts of missionary life. Life Lesson: To show the value of proper care and development of the body through work and play. To show of what real courage consists. Session 9 1. What is courage? Does it require courage to 25 undertake a very difficult physical feat? Does it re- quire courage to stick at work that is not very pleas- ant? Which is the higher form of courage? (Bring out the fact of the every-day courage required for every-day missionary work.) Did it take courage for the Neve brothers to begin and carry on work in-. Kashmir? Why? Why did they find such sanitary conditions? (Special Assignment I.) Ask for de- scriptions of the work of the Neve brothers. 2. Hang up a large map of the world and ask the class to name countries where sanitation and modern medicine are almost unknown. Are these countries Christian or non-Christian? Discuss the reason for this difference. If you take Christianity out of the United States and Canada, what else would we have to take out? (List such things as churches, schools, Boards of Health, sewer systems, playgrounds, and other such agencies for human health and progress.) 3. (Special Assignment 2) This question offers opportunity to bring out in discussion — form the facts of the medical and educational work in Kashmir, show- ing how they work hand in hand. 4. If the class does not think of missionary work in terms of play and recreation, develop this question quite fully to show the missionary life as a normal, natural one. In non-Christian countries do they play after early childhood?. Do they know what you mean by sports? How do you account for this? What is the moral value of play? Has it a missionary value? Why do you think the Neve brothers have laid such emphasis upon it? 5. Did it need courage for the brothers to take up work for the lepers? How are lepers treated in non- Christian lands? Have their religions anything to do with this attitude? What was Christ’s attitude toward them? If you had been brought up with the non-Christ- ian attitude toward the leper, what effect would the treat- ment of lepers by the Neve brothers have upon you? 6. (See “Ridding the World of Leprosy,” the Mission to Lepers, 156 Fifth Avenue, New York, 15 26 cents.) Emphasize especially the work for the un- tainted children, and the power of the gospel in rais- ing even the outcasts ; Christ’s love and compassion as illustrated in the care of the lepers by the mission- aries. Would it require courage to treat and care for the lepers? Of all the stories and facts given in the chapter, which do you think shows the greatest courage? What is the secret? Scripture Lesson: Isaiah 40:29, 30, 31. Supplementary Reading Thirty Years in Kashmir, Arthur Neve. E. Arnold. London, England*. Beyond the Pir Panjal, Ernest F. Neve. T. Fisher Unwin, London, England. Chapter X JOHN SCUDDER Brief Outline 1. First medical missionary 2. Inheritance and training 3. Start for India and beginning of work 4. The Scudder life and home in Ceylon 5. Literary work 6. Outstanding results of Dr. Scudder’s life Assignment Questions 1. Compare the accommodations, time, and comfort of the trip from Boston to Calcutta 1819 and 1919. 2. Of all the difficulties facing this first medical missionary, which do you think would have been the hardest to overcome ? 3. How large a part did Mrs. Scudder play in the success of her husband? 4. Name the outstanding results of Dr. Scudder’s life. What was the secret of his success? 5. Of all the characters in the book, which has im- pressed you most? 6. How early ought a life-purpose to be formed? 2 7 Special Assignment i. Ask one member to look up facts about the life and work of Dr. Ida Scudder in India. (See “A day with Dr. Ida Scudder,” Woman’s Board for Foreign Missions, 25 East Twenty-Second Street, New York, 3 cents.) Aim: To show the place and influence of the mis- sionary home worker. Life Lesson: To show the place and power of prayer in developing character and in accomplishing a life task. Session 10 Open the lesson with the fact that it is just one hundred years since the first medical missionary sailed, Dr. John M. Scudder, and that in this year, 1919, his great-grandson, Dr. Galen Scudder, will sail to begin his medical work in India. Bring out the contrasts in accommodation, time, comforts, routes, and other conditions of travel for these two members of the Scudder family. How great was the distance to India in 1819? How great is it to-day? Has the world grown smaller? What made Dr. John Scudder willing to leave his practise, his family, his position, and his friends, to go to India? (Bring out his state- ment that all he needed would be the prayers of his family and friends.) What did he find? 2. Draw out from the class a discussion of the difficulties such as superstition, distrust, lack of equip- ment, fear, dislike, living in the midst of idolatry, the lack of friends, little response, and other trials. What was the power that enabled Dr. Scudder to overcome these difficulties? What will Dr. Galen Scudder find as the result of the one hundred years of work? 3. The purpose of this question is to show the importance of the work of the missionary home- worker. It might be put in the form of an informal debate. Resolved: That Mrs. Scudder through the influence of the Christian home accomplished as great a missionary work as Dr. Scudder. 2 « 4. On a blackboard list the results of the medical and literary work and then bring out the missionary record of the whole Scudder family in India. (Special Assignment i) What does it mean when children, grandchildren, and great-grandchildren take up the same work? The secret? Emphasize especially the part that prayer played in the whole life of Dr. Scud- der. 5. Allow time for the free discussion of this question. Is it possible for a young man or woman to-day to make as fine a world record? (Emphasize the fact that there never was a time when young peo- ple had such an opportunity for the finest training or when there were such opportunities to put this training into worth-while service for the whole world. 6. Try to make this question a very personal one and so worked out as to meet the need of the class. Some such question as, if one has no special talent or “call- ing,” should one just drift? How many are just drift- ing. thinking that to-morrow will be time enough for a serious life-purpose? Jesus said: “I am the way.” A.s we follow Him in the way He will reveal unto us the truth, and will lead us into the fullness of life. Scripture Lesson: Heb. 12:1, 2. (Moffat translation). Close with earnest prayers that the way may be revealed to each member of the class. Supplementary Reading Men of Might in India Missions, Helen H. Holcomb. Fleming H. Revell Company, Hew York. $1.25. Pioneer Missionaries of the Church, iC. C. Creegan. American Tract Society, 150 Nassau St., New York. 75 cents. N.B. — All correspondence regarding missionary study should be addressed to the secretary in charge of mission study in your mis- sion board or society. See list following. 29 LIST OF MISSION BOARDS AND CORRESPONDENTS The Missionary Education Movement is conducted in behalf of the Foreign and Home Mission Boards and Societies of the United States and Canada. Orders for literature on foreign and home missions should be ad- dressed to the secretaries representing those organizations, who are pre- pared 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 unknown, orders may be sent to the Missionary Education Movement. All persons ordering from the Mission- ary Education Movement are requested to indicate their denominations when ordering. Advent Christian — American Advent Mission Society, Rev. George E. Tyler, 160 Warren Street, Boston. Mass. Associate Reformed Presbyterian — Young People's Christian Union and Sabbath School Work, Rev. J. W. Carson, Newberry, S. C. Baptist (North) — General Board of Promotion of the Northern Baptist Convention, Rev. J. Y. Aitchison, D. D., General Director, 662 Fifth Avenue Building, New York City. Department of Missionary Education of the Northern Baptist Conven- tion, Rev. William A. Hill, Secretary, 662 Fifth Avenue Building, New York City. American Baptist Foreign Mission Society, Mr. William B. Lipphard, Ford Building, 15 Ashburton Place. Boston. Massachusetts. American Baptist Home Mission Society, Rev. Charles L. White, 23 East 26th Street, New York City. The Woman’s American Baptist Home Mission Society, Mrs. Katherine S. Westfall, 2969 Vernon Ave., Chicago. Illinois. The Woman’s American Baptist Foreign Mission Society, Mrs. W. A. Montgomery, 144 Dartmouth St., Rochester, New York. The American Baptist Publication Society, Rev. Gilbert N. Brink, 1701 Chestnut Street. Philadelphia, Pa. Baptist (South) — Foreign Mission Board of the Southern Baptist Con- vention, Rev. T. B. Ray, 8 North Sixth Street, Richmond, Va. (Correspondence concerning both foreign and home missions.) Baptist — Foreign Mission Board of the National Baptist Convention, Rev. L. G. Jordan, 701 South Nineteenth Street, Philadelphia, Pa. ■Christian — The Mission Board of the Christian Church: Foreign Missions, Rev. M. T. Morrill: Home Missions, Rev. Omer S. Thomas, C. P. A. Building, Dayton. Ohio. Christian Reformed — Board of Heathen Missions, Rev. Henry Beets, 2050 Francis Avenue. S. F... Grand Rapids. Mich. Church of the Brethren — General Mission Board of the Church of the Brethren, Rev. J. H. B. Williams, Elgin, Illinois. Congregational — Department of Missionary Education of Congregational Education Society, Rev. Miles B. Fisher, Secretary, 14 Beacon Street, Boston, Mass. American Board of Commissioners for Foreign Missions, Miss Mabel E. Emerson, 14 Beacon Street. Boston, Mass. American Missionary Association, Rev. George L. Cady, 287 Fourth Avenue, New York City. The Congregational Home Missionary Society, Rev. William S. Beard, 287 Fourth Avenue, New York City. Disciples of Christ — Foreign Christian Missionary Society, Rev. Bert Wilson, Box. 884, Cincinnati, Ohio. The American Christian Missionary Society, Mr. R. M. Hopkins, Carew Building, Cincinnati, Ohio. Evangelical Association — Missionary Society of the Evangelical Asso- ciation, Rev. George Johnson, 1903 Woodland Avenue, S. E., Cleve- land, Ohio. Friends — American Friends Board of Foreign Missions, Mr. Ross A. Hadley, Richmond, lnd. Evangelistic and Church Extension Board of the Friends Five Years’ Meeting, Mr. Harry R. Keates, 1314 Lyon Street, Des Moines, Iowa. German Evangelical — Foreign Mission Board, German Evangelical Synod of North America, 1377 Main Street. Buffalo. N. Y. Methodist Episcopal — Missionary Education in the Sunday School. Board of Sunday Schools, 58 East Washington Street, Chicago, Illinois. Address all other correspondence: Department Mission Study and Christian Stewardship of the Epworth League, Dr. George F. Durgin, 740 Rush Street, Chicago, 111 . Methodist Episcopal (South) — The Educational Department of the Board of Missions of the Methodist Episcopal Church, South, Rev. C. G. Hounshell. 810 Broadway, Nashville, Tenn. (Correspondence concerning both foreign and home missions.) Methodist Protestant- — Board of Foreign Missions of the Methodist Protestant Church, Rev. Fred C. Klein, 316 North Charles Street, Baltimore, Md. Board of Home Missions of the Methodist Protestant Church, Rev. Charles H. Beck, 507 Pittsburgh Life Building, Pittsburgh, Pa. Moravian — The Department of Missionary Education of the Moravian Church in America, Northern Province, Rev. F. W. Stengel, Lititz, Pa. The Norwegian Lutheran Church of America — Board of Foreign Mis- sions of Lutheran Church of America, Rev. M. Saterlie, 425-429 S. F'ourth Street, Minneapolis, Minnesota. Secretary of Home Mission Board, Rev. John Stenberg, 315 First Avenue E., Duluth. Minnesota. Presbyterian (U. S. A.) — The Board of Foreign Missions of the Pres- byterian Church in the U. S. A., Mr. B. Carter Millikin, Educational Secretary, 156 Fifth Avenue, New York City. Board of Home Missions of the Presbyterian Church in the U. S. A., Mr. E. Fred Eastman, Educational Director, 156 Fifth Avenue, New York City. Presbyterian (U. S.) — Executive Committee of Foreign Missions of the Presbyterian Church in the U. S., Mr. John I. Armstrong, P. O. Box 158, Nashville, Tenn. General Assembly’s Home Missions of the Presbyterian Church in the U. S., Rev. S. L. Morris, 1522 Hurt Building, Atlanta, Ga. Protestant Episcopal — The Domestic and Foreign Missionary Society of the Protestant Episcopal Church in the U. S. A., Dr. W. C. Sturgis, 281 Fourth Avenue, New York City. Reformed Church in America — Board of Foreign Missions, Mr. F. M. Potter; Board of Domestic Missions, Mr. W. T. Demarest; Board of Publication and Bible School Work, Rev. Abram Duryee, 25 East Twenty-second Street, N. Y. C. Reformed Church in the United States — Mission Study Department, representing the Boards of Home and Foreign Missions. Rev. John H. Poorman, 304 Reformed Church Building, Fifteenth and Race Streets, Philadelphia, Pa. United Brethren in Christ — Foreign Missionary Society, Bishop A. T. Howard, 404 Otterbein Press Building, Dayton, Ohio. Home Missionary Society. Miss Lyda B. Wiggim, Otterbein Press Build- ing, Dayton. Ohio. Young People’s Work, Rev. O. T. Deever, Otterbein Press Building, Dayton, Ohio. United Evangelical — Home and Foreign Missionary Society of the United Evangelical Church and Board of Church Extension, Rev. B. H. Niebel, D. D., Evangelical Building. Harrisburg. Pa. United Lutheran Church of America — Board of Foreign Missions, Rev. Charles L. Brown, D. D., 21 West Saratoga Street, Baltimore, Mary- land. Board of IZome Missions, Rev. H. H. Weber, D. D., York, Pa. United Presbyterian — Mission Study Department of the Board of Foreign Missions of the United Presbyterian Church of North America, Miss Anna A. Milligan, 200 North Fifteenth Street, Philadelphia, Pa. Board of Home Missions of the United Presbyterian Church of North America, Rev. R. A. Hutchinson, 209 Ninth Street, Pittsburgh, Pa. Universalist — Department of Missionary Education of the General Sunday School Association, Rev. A. Gertrude Earle, Methuen, Mass. (Send all orders for literature to Universalist Publishing House, 359 Boylston Street, Boston, Mass.) CANADIAN BOARDS Baptist — The Canadian Baptist Foreign Mission Board, 223 Church Street, Toronto, Ontario. Church of England — The Missionary Society of the Church of England in Canada. Rev. Canon S. Gould, 131 Confederation Life Building, Toronto, Ontario. Congregational — Canada Congregational Foreign Missionary Society, Miss Effie Jamieson, 23 Woodlawn Avenue, East, Toronto, Ontario. Methodist — Young People’s Forward Movement Department of the Mis- sionary Society of the Methodist Church, Canada, Rev. F. C. Stephenson, Wesley Building, 299 Queen Street, West, Toronto, Ontario. Presbyterian — Presbyterian Church ir Canada, Board of Foreign Missions, Rev. A. E. Armstrong, 439 Confederation Life Building, Toronto, Ontario. Revised to 1919