I 5 H . f \ C art. Outline Programs for the Study of Africa Mrs. H.H. POWERS WOMAN’S BOARD OF MISSIONS 503 Congregational House Boston. Price Ten Cents OUTLINE PROGRAMS FOR USE WITH THE LURE OF AFRICA AND AN AFRICAN TRAIL 1917-1918 WOMAN’S BOARD OF MISSIONS 503 Congregational House Boston, Mass. Yesterday , Africa was the Continent of history , of mystery , 0/ tragedy; today it is the Continent of opportunity. Bishop Hartzell FOREWORD The searchlight of world interest has been slowly revolving, during the past fifty years, turning its white light in succession upon Japan, upon China, upon Turkey. Today it requires no prophetic vision to see that upon Africa are soon to be focussed the eager, the covetous, the longing eyes of the world. We are most fortunate in the material that is provided this year for our mission study upon this subject of vital present import. The Lure of Africa, by Dr. C. H. Patton, of the Ameri¬ can Board, which is to be our text-book for the year and upon which our Study Programs are based, deals but little with details and figures of this station and that, but gives the broad survey of this new, though ancient, land, its great problems and its great needs. An African Trail , by Jean Kenyon Mackenzie, brings us into intimate touch with the heart of the black race among whom she lives and whom she loves. Fortunate, indeed, are we to have books so perfectly supplementing each other. Still another book on Africa has appeared the past year, Mary Slessor of Calabar , already taking its place as one of our mission¬ ary classics. These three books every one should read, whether previously interested in missions or not. Miss Mackenzie’s book lends itself especially to reading aloud. Gather your neighborhood circles to read and enjoy together its fine literary quality; read it aloud at your sewing-circle meetings; use it in Lenten classes; lend it to your neighbor for her fireside reading. It is a book that no one should miss. A word to the leader of the missionary programs of the year. The six outlines that have been prepared do not deal with isolated topics, any one of which may be omitted without affecting the rest but, based on Dr. Patton’s book, they follow a definite development of thought. Each program is very full— too full for complete development within the limited time of forty-five minutes allotted to the program of the ordinary mis¬ sionary meeting. Some things must perhaps be omitted, others curtailed. But endeavor to preserve the continuity of thought, if only by a connecting sentence or two, and especially bring the thought up to the Christian climax at the close of each meeting. M. M. P. 3 PROGRAM I. “As for me, I am determined to open up Africa or perish.” “The end of the geographical feat is only the beginning of the missionary enterprise.” Livingstone. THE LAND I. Its Story. Africa, earliest known, yet longest unknown, of con¬ tinents. Egypt, home of the first historic civilization, furnishes the earliest date in history, 4241 B. C. Yet Africa was still correctly termed “The Dark Con¬ tinent” by Stanley in 1878, only a narrow coast strip being known. The development of Africa, under European control, is one of the most vital problems of the Twentieth Century. II. The Aspect of the Land. Malarial coast lands and central plateau. Footpaths of the past and railways of the present. Value and scenic beauty of lakes and water courses. Mineral and agricultural resources. The land of big game. III. Livingstone and Stanley. A chapter in missionary romance. 4 SUGGESTIONS FOR PROGRAM I. I. The early history of Africa should not be treated at all in detail. A minute or two must suffice to sketch in broad outline the developed civilization of Egypt, with its dependence upon the Nile (the search for the sources of which motived so much of nineteenth-century effort), and of Egyptian incursion into the Land of Punt for slaves and treasures, forecast again of modern times. The rich life of Carthage and of Rome in northern Africa must also be passed in a sentence, as influencing but little the later course of history. ^For our purpose, the story of Africa begins with the successive attempts to explore the interior during the nineteenth century. The dramatic situation resulting from the world war may well occupy some time, as it is all a part of the missionary problem. The entire topic may be carried out as a map exercise. (Time, twelve to fifteen minutes.) * References: Maps of Africa in 1850 and in 19x0, Encyc. Brit., vol. I, p. 320; Patton, pp. 1-3, 13-18; Mackenzie, pp. 20-22; Noble, ch. I; Moffat, pp. 13-14; Encyc. Brit., art. “Africa,” secs. 4, 5, 6, especially pp. 332-335,352, 353; Breasted, p. 14; Gibbons, various chapters. II. Secure photographs or magazine pictures of African scenery to hang on a screen or pass about. Climatic conditions and transportation have played a large role in missionary experiences. The resources of the land are the key to its modern life. The lion stories of Moffat and Livingstone are even more thrilling than those of the “mighty hunters” of today. (Time, ten minutes.) References: Patton, pp. 4-8, 18-23, 2 5- 2 7> 7$, 97, 137-140; Moffat, ch. 10; Tyler, chs. 9, 10, 30; Drummond, chs. 1, 3; Encyc. Brit., art. “Africa,” secs. 1, 7; Johnston, ch. 1; White, Land of Footprints. III. However often one takes up the story of Livingstone, it is always of fresh interest. It is the most central and vital fact in the history of modern Africa. The impression which he produced on Stanley, changing the paid journalist and well-nigh adventurer into an exhorter of British churches to missionary effort, is unequalled in dramatic effect. (Time, fifteen minutes.) References: Blaikie, chs. 21, 22, 23; or Hughes, chs. 8, 9, 12, 17; Stanley, chs. 11, 12, 15; Encyc. Brit., art. “Livingstone,” pp. 813-815; art. “Stanley,” pp. 779-781. *Books are referred to only by author’s names; complete titles will be found on p. 18. 5 PROGRAM II. “The Ethiopian believes that his life at every point touches the supernatural.” Dr. James Wells. THE SOUL OF THE BLACK MAN I. The People. Common origin of most of the South African tribes traced through their speech. Customs and conditions of life, especially among the Zulu. Position of women and children. II. Native Belief—the Rule of Fear. Character of primitive religions, belief in spirits, fear of shadows. Practice of witchcraft; the poison ordeal. Taboo and fetish. The Ethiopian conception of God. III. The Native Christian. His new freedom; his added responsibility. His staying power; lapses from the new way. An evangelist to his own people. Illustrate by examples: Africaner , The Blind Zulu , Hobeana> Nomdehe. SUGGESTIONS FOR PROGRAM II. The chief source of material for this program should be Miss Macken¬ zie’s book, An African Trail. The charm of her style and especially her beautiful sympathy with the native heart, may well set the key-note of the meeting. The life of Mary Slessor will also furnish much suggest¬ ive material. I. An interesting map showing the repeatedly dividing current of Bantu speech, is found in Sir Harry Johnston’s book on British Central Africa, p. 480. Note that the direction of the current has constantly been toward the West. Contrasts may be drawn between the customs of the Zulus among whom most Congregational mission work in Africa is done, and conditions along the Gold Coast and toward the interior of 6 Tropical Africa where a still lower state of life prevails. The tragic condition of women and the strange abhorrence of twin children is in the foreground of Mary Slessor’s work—too frequent for detailed reference. (Time, ten to twelve minutes.) References: Patton, pp. 23-25, 140-141; Mackenzie, ch. 2; Tyler, chs. 4, 6, 13, 21-23; Milligan, chs. 5, 8, 9; Johnston, ch. 11; Encyc. Brit., arts. “Bantu Languages,” “Zululand,” “Kaffirs”; Leaflet, At Dawn, VV. B. M. and W. B. M. I. II. Strive to make real and vivid the fear felt by primitive man for the unseen spirits all about him. Why is he afraid of his shadow? Why should the spirit lurking in the bush always be an unfriendly spirit? Read in Mary Slessor of the poison ordeal resorted to on the occasion of every death. Why should the people wish to undergo such an ordeal? How can such practices best be overcome? Note the belief in one great God, side by side with these superstitions. Does it rest on the same basis ? There are many interesting analogies between the primitive practices found today in Africa and classic legends. Miss Mackenzie uses the native word “tied” or “tying” for the command, spiritual or magical, that constrains them. Of ancient Egyptian religious practice, we read: “The verbal spells were always accompanied by some manual perform¬ ance like the tying of magical knots; a sevenfold knot was more efficacious than others.” The snake harbored in the Zulu hut as the spirit of the dead father recalls the sacred serpent of the Greeks. Compare the story of Ndongo Mbe’s father (p. 67) with the story of Oedipus. The African wives who are sacrificed on the grave of their chief are less poetic and operatic than Brunhilde, who offers herself and Siegfried’s horse on the funeral pyre of the hero, but the soul of primitive faith is the same in both. Other analogies will occur to the thoughtful reader. References: Patton, pp. 87-91, 142-144; Mackenzie, ch. 3; Moffat, chs. 15, 16, 19; Tyler, chs. 11, 12, 25; Milligan, chs. 13, 14; Johnston, pp. 439-452; Encyc. Brit., arts. “Fetishism,” “Taboo”; Leaflet, Why African Mothers Fear, W. B. M. III. Miss Mackenzie’s appealing chapter in An African Trail, en¬ titled “The Ten Tyings” (first published as “The Black Command¬ ments,” Atlantic Monthly, December, 1916) gives, in a very unusual way, an insight into the temptations of the African heart and flesh, as well as the freedom from the constant shadow of fear granted by the new way. Consider the difficulties of the Christian faith and practice for African women, and their heroism in overcoming them; bring out especially the friendships between missionary and native. Illustrate from Mary Slessor; also Moffat’s story of Africaner. References: Patton, pp. 156-158, 175-177; Mackenzie, chs. 4, 5; Moffat, pp. 59-64, chs. 8, 12. Leaflets, W. B. M.: The Blind Zulu s Story; Hobeana; Life Stories of Native Workers, p. 49, “Nomdehe, an African Princess.” 7 PROGRAM III. “Wherefore glorify God when the evening overtaketh you, and when ye rise in the morning, and unto Him be praise in Heaven and earth; and in the evening, and when ye rest at noon.” Koran. MOHAMMEDANISM IN AFRICA I. The Faith and Practice of Islam. a. As a religion. Like Christianity, an offshoot from Judaism. Belief in one all-powerful God, and in the self-sur¬ render of man; recognition of the Bible, of other proph¬ ets, of Jesus as Messiah; Mohammed the last and greatest of prophets. Injunctions concerning conduct; habit of prayer; pilgrimages; ceremonial cleanness; total abstinence; idolatry forbidden. b. As a social system. Doctrine of propaganda; the Jehad, or Holy War; a religion that supplants the state—its present weakness. Position of woman; polygamy and divorce; the per¬ petuation of Oriental custom. Attitude toward slavery. Moslem education; the University of El Azhar. c. Reading from the Koran. II. Strongholds of Mohammedanism. Early conquest of Northern Africa; the southward march. Changing character when adopted by lower races; Mahdiism. Slavery and trade. 8 III. Moslem and Christian Face to Face. The civil struggle; Gordon and the Mahdi. The fight against slavery; Cardinal Lavigerie. The peaceful battle of the schools; the United Presby¬ terians in Egypt. The battle front; strategic lines of Christian missions. SUGGESTIONS FOR PROGRAM III. I. Distinguish between Mohammedan belief, which contains so much that is lofty, and its practice, which is often so degrading. Note the effect of the doctrine of entire self-surrender (Islam) in Moslem fatalism, of the perpetuation of Oriental customs as the result of Mohammed’s minute rules for conduct, contrasting with Jesus’ broad principles governing life. Consider especially the effect on society of the restricted life of woman, and of the purely formal Moslem education of the present. The complete failure of the Jehad of 1915 to arouse the great Mohamme¬ dan populations of the French and British empires, the Arab rebellion, withdrawing Mecca from the control of the Sheik-ul-Islam, and the weakness of Turkey as a nation, are vital facts. The selections from the Koran are those of elevated devotion. One (43 Lane) shows the voluptuous conception of Heaven. (Time, fifteen minutes.) References: Encyc. Brit., arts. “Mahomet,” “Mahommedan In¬ stitutions,” “Sunnites” (El Azhar), “Religion,” “Koran,” “Harem”; Lane, Introduction and ch. 3; Noble, ch. 3; Cromer, vol. II, pp. 532, 533, 540-542, 755; Milner, pp. 364-366, 375-376. Readings from the Koran: (Arabic numerals refer to Lane, numbers in parenthesis to the suras of the Koran). 1. Opening prayer (1); 3, God (cxii); 4, Throne verse (ii, 256); 12 (vi, 59-64); 18 (xciii); 25 (lxi, 6-9); 30 (lvi, 76-79); 40 (lxxxi, 1-14); 43 (lvi, 1-56); 67 (ii, U 2 )- II. Dr. Patton’s book, chapters 2 and 3, gives ample material for this topic. A few sentences from the Church Prayer League leaflet, April 17, are suggestive. “One of the worst features of Mohammedanism is that it bars the way to all future advance.” “There is no character training; very little effort is required. That is what makes the offer [to the African natives] so attractive.” (Time, fifteen minutes.) References: Patton, chs. 2, 3; Noble, pp. 180-187, an d ch. 3; Johnston, ch. 5; Encyc. Brit., arts. “Africa,” p. 331, “Egypt,” “History,” sec. 2, “Mahommedan Period.” III. Do not become involved in historical detail, but emphasize the points suggested. Gordon at Khartum was surrounded by the most fanatical elements of Moslem Africa, among whom alone Mahdiism can flourish. The sacrifice of his life was necessary to arouse England to the necessity of making the Soudan a safe place for all peoples, white and black alike. 9 Cardinal Lavigerie and the “White Fathers,” an order which he organized to suppress slavery, were among the most potent forces in North Africa to put a stop to that infamous traffic. The Christian schools and hospitals up and down the Nile are the best of all agencies for enforcing the faith we profess. To let in the light is the way to scatter darkness. This is quite literally true of the medical work in Egypt, which is largely for eye troubles (see map, Patton, p. 48). Chris¬ tian generalship demands, however, that the “enemy” be not permitted to choose his own first line of trenches. Dr. Roome’s article and the map in Dr. Patton’s book deserve careful study. (Time, fifteen minutes.) References: Patton, pp. 47-54, 74-80; Noble, pp. 397-415, 656- 673, 737-738; Gibbons, pp. 14-30; Roome, International Review oj Missions , July, 1916; Encyc. Brit., arts. “Gordon” (at Khartum), “Ma- hommed Ahmed.” PROGRAM IV. “When the history of the African states of the future comes to be written, the arrival of the first missionary will, with many of these new nations, be the first historical event.” Sir Harry H. Johnston. STRONGHOLDS OF CHRISTIANITY I. Winning a Place. a. Early difficulties; transportation and conditions of life, climate, native rule, political intrigue. Illustrate by lives of Robert and Mary Moffat, “Forty Years in Zululand,” and the early experiences of Mary Slessor. b. Seventy-five years in South Africa, a sketch of the American Board Mission. c. African advantages: absence of caste and formal reli¬ gious systems (as found in India and China); virility of the Bantu races; growing firmness of European rule. II. Missions in Africa at the Present Time. Map exercise based on reports of mission boards, with special reference to stations of the American Board. 10 III. Christian Africa. a. Survivals of early Christianity; the Coptic Church in Egypt, the Abyssinian Church. b. The Dutch Reformed and other Protestant Churches in South Africa. c. The Church of England in colonies and camps. d. Other colonial church establishments; work of Cardinal Lavigerie in Algeria and Tunis. SUGGESTIONS FOR PROGRAM IV. I. The difficulties of early missionaries in Africa cannot well be over¬ drawn, but the cheerful courage with which all was borne should take due place in the picture. Mrs. Cowles’ letters from Umzumbe bring out many contrasts, but show that “experiences” are still to be met. All who work among the Zulus speak of their fine physique and superior character. Compare Zulu character with that of the pliable, but un¬ stable negro. (Time, fifteen or twenty minutes.) References: Moffat, chs. n, 18, 22-25, 3 °» 3 1 ; Tyler, entire book; American Board leaflets on Zulu, South African and West Central African Missions, and The American Board Missions in Africa, 1916; Striking Contrasts in South Africa; Our IVorld-lVide Work (W. B. M.); Umzumbe Revisited (leaflet, W. B. M.). v II. The more care spent on this topic, the more interesting it can be made. Glass-headed pins or thumb tacks or pins bearing tiny flags, now much used for war bulletins and the like, can be stuck in the map, or small circles of colored paper pasted on, different colors being used for the different Boards. Take care that they are not too small to be seen by all. Or a blackboard map may be marked with different colored crayons (Cf. Patton, p. 48). (Time, fifteen minutes.) References: Patton, pp. 76-80, 144-160; Mackenzie, pp. 37-41; Statistical Atlas of Missions; Encyc. Brit., arts. “Missions,” “Africa.” 1 ( 1 . In estimating the balance of Christian and Mohammedan forces in Africa, it would be a mistake to consider only mission work, though missions were first on the field and have gone in the vanguard of civiliza¬ tion. The two ancient churches, feeble and formal though their life may be, still maintain their existence against every advance of Islam, and in Egypt it is the Copts who fill the mission and government schools. Still more important are the Dutch and English churches in South Africa. The Dutch Reformed Church has a membership of nearly 700,000 in South Africa. Wherever the English are found, whether in permanent homes or in the transient army camp on sea or land, there is 11 1 found the Church of England, in the ivy-covered Gothic building remi¬ niscent of home, in the flag-draped reading desk of the army chaplain, in the church flag run to the top of the mainmast on Sunday morning. Wherever white men can live in Africa, there will be found the home churches of each nation. The material is found in dry statistics of Encyclopedia or Statesman s Year Book and must be used with im¬ agination. (Time, ten minutes.) References: Encyc. Brit., arts. “Copts” (Coptic Church), “Abysin- nian Church,” section on “Religion” in arts, on “South Africa,” “Orange Free State,” “Natal,” “Cape Colony”; Statesman s Year Book, sec. on “Religion” and “Instruction” under various countries. PROGRAM V. “Said England unto Pharaoh, ‘I must make a man of you.’ ” Kipling. AFRICA AND CIVILIZATION I. The White Man as Explorer; the Arraignment. a. The menace of diamonds and gold; the mines at Kim¬ berly and on the Rand; regulation of life of native laborers. b. The trade in liquor; source and amount of liquor sent to Africa; its effect on the natives. c. The Congo tragedy; dependence of the modern world on rubber; its toll in human life; present status. d. The lesson from cocoa; what Christian traders can ac¬ complish. II. The White Man as Administrator; Good Govern¬ ment and Empire Building. a. Lord Cromer’s service to Egypt; to the country and to the native; the gift of water. b. Cecil Rhodes in South Africa; his character and varied activities; his vision of the future; his many philan¬ thropies. III. The White Man in Social Service; the Mission¬ ary’s Task. Mr. and Mrs. Frederick B. Bridgman in Johannesburg. 12 SUGGESTIONS FOR PROGRAM V. I. Take as the leading thought, the dependence of modern life on the products of the tropics, and the slow growth of feelings of humanity in dealing with the lower races—“those silent, sullen peoples,” as Kipling calls them. Consider the problem of liquor as the medium of exchange with the natives, America’s responsibility and possible remedies. The story of Congo rubber need not be too detailed, but should include the efforts made to rectify wrongs and their results. (Time, ten minutes.) References: Patton, pp. 117-127; Powell, pp. 232-235, 239-243; Morel (all); Encyc. Brit., art. “Diamond”; Outlook , Jan. 1, 1910; John¬ ston, Nineteenth Century, Sept., 1911; W. C. T. U. leaflets. II. a. Emphasize the changed condition of Egypt as the result of Lord Cromer’s twenty-five years’ service as British Consul, a change from bankruptcy to sound credit, from oppression to justice, and the use made of the people themselves in accomplishing this result, native soldiers, police force, even officials and judges; the release of the fellaheen from forced labor and the scourge, and success in winning them to volun¬ tary service; the great irrigation works and their results. Read Kitchen¬ er s School, by Kipling. b. Bring out the picturesque elements in the story of Cecil Rhodes: his home overlooking the wide sweep of country, emblematic of his own breadth of vision; his plan for the Cape-to-Cairo Railway and the effect it must have on African development; the daring construction of the road built in the spray of Victoria Falls; his great wealth and boundless benefactions, including the land and favor that made our own Rhodesian Mission possible; his grave on the hill top. Read The Burial, by Kipling. (Time, twenty minutes.) References: Patton, pp. 109-117; Powell, ch. 5, especially pp. 108, 109, 121-124, I 4 I > and c h. 8, pp. 190-194, 212, 223; Milner, ch. 9; Encyc. Brit., art. “Africa,” pp. 182-184; Cromer; Mackenzie, pp. 173-181; Kipling, Kitchener s School (quoted in Life and Light, May, 1917), and The Burial. World's Work, vol. 14, July, 1907 (Cromer); Missionary Review, September, 1902 (Cecil Rhodes). III. The wonderful opportunity for far-reaching Christian work offered by the strategic situation of Johannesburg should be made the text for an earnest appeal, not alone for hearty support of the Bridgmans in the new work into which they are entering so enthusiastically, but for a greatly quickened interest in all the work in Africa, where the forces of civilization, good and bad alike, are striving for the souls and bodies of peoples so unequal to the conflict. Now is the day of oppor¬ tunity. Tomorrow it may be too late. (Time, fifteen minutes.) References: Johannesburg, the Hub of South Africa, leaflet (all); Missionary Herald, September, 1913, December, 1914, March, 1915, July, 1915; American Board, Sketch of Seventy-five Years, pp. 58-62. (Loan Library of Woman’s Board of Missions. Not on Sale.) 13 PROGRAM VI. Cecil Rhodes. Rhodes's last words. “The great secret of life is work.” “So little done, so much to do.” THE LABORATORY OF CHRISTIANITY I. Africa’s Special Problems. a. The race question, to raise, not ruin, the native; the Ethiopian or nationalist movement. b. The clash of nations; encouragement from the recon¬ ciliation of Boer and Britain. II. Meeting the Needs of African Girls. a. Life at school; learning to live and learning to work. b. Life in the home; new lessons of morality, new ideas of marriage, new care for children. III. Changing Africa; The Missionary’s Contribution. a. A new continent; exploration and scientific discovery; native languages reduced to writing; the missionary the advance guard of civilization. b. A new mind; education of the natives; government recognition of mission schools; industrial education; the success of Lovedale. c. A new community; the story of Uganda. d. New lives; a group of contrasts; the Umvoti Con¬ ference; Easter at Chikore; the Zulu choir at Durban. 14 SUGGESTIONS FOR PROGRAM VI. I. a. The blacks outnumber the whites in South Africa nearly five to one. Most of them have as yet little or no training in self-control and the art of living. Bishop Colenso is said to have “spoiled” them by over¬ appreciation. The Government considers repression and segregation necessary. In religious matters, the formation of an independent native church has been the source of great anxiety to the missionaries. Our own Zulu Mission has suffered from this movement. The sorrow it caused to that apostle of Africa, James Stewart, is vividly told in Stewart of Lovedale, ch. 27. Mackay of Uganda said: “Africa may be for the Africans, but Africa will never be saved by the Africans only.” Con¬ sider the seriousness of this situation and the part the missionary effort carried on by white men must play for years to come. Read Kipling’s The White Man's Burden. b. Study the reaction of international friction upon mission work, the attitude toward missions taken by different governments, the effect upon the natives of disagreement between these governments, especially the effect of the present war. (Time, ten minutes.) References: Patton, 178-185, and his article in Life and Light , May, 1917; Powell, pp. 218-219, 225-231, 243-245; Wells, chs. 16,26,27; Noble, II, 756-762; Sketch of Seventy-five Years , 28, 29; Encyc. Brit., art. “South Africa,” sec. “The Union”; Gibbons, pp. 50-52, 67-72, 450- 452. II. As women, our chief interest in Africa must be the efforts being made by our Boards and missionaries to educate and Christianize the future mothers. The Umzumbe Home, established by Mrs. Laura Bridgman, expresses its purpose in its name. Industrial work is em¬ phasized at Inanda. Both schools prepare for the Amanzimtoti Normal School at Adams, where boys and girls study together. Mt. Silinda School occupies a healthful situation, 4,000 feet above sea level, on land given by Cecil Rhodes, and is doing much in industrial and general education. Miss Holmes, one of our Jubilee missionaries, who has taught at Hampton Institute, is going to the new boarding school at Dondi, where she will train the girls of West Africa in the use of mind and hand. (Time, fifteen minutes.) References: Mackenzie, pp. 183-203; Noble, ch. 17; Our World- Wide Work , pp. 10-25; Life and Light , December, 1916, “A Step Forward in Natal,” and June, 1917, “A Paying Investment in Rhodesia”; Leaflets, The Umzumbe Home. Inanda Seminary. III. This topic should be made the summing up and climax of the work of the year on Africa. The missionary work of exploration and discovery was always for the purpose of opening the dark land to the light. The scientific recognition which came to many of our mission¬ aries as a result shows the manner of men they were. The invention of a written language and the printing of books for these unlettered savages wa9 the prerequisite for the next step—their education. The quality of the education which the American Board, through its teachers and 15 schools has provided, is evidenced by the annual grant ($20,000 in 1916) which the Government of Natal appropriated for our primary schools, some eighty in number. The Government agrees to build and equip the schoolhouses and pay the teachers who are chosen from the graduates of our Amanzimtoti Normal School at Adams. The present Government inspector is an American and a Christian, trained in Columbia Teachers’ College. The text-books, most of them written by the missionaries, are also furnished by the Government, which determines the curriculum and insists upon instruction in the Bible and in Christian truths and morality. Dr. Patton writes: “When you consider that we have in these primary schools (in Natal) over 6,000 pupils, drawn mostly from heathen kraals, you will realize what a tremendous influence they are towards civilizing and Christianizing the natives.” “In Rhodesia the policy is much the same, liberal grants being made for the plants at Mt. Silinda and Chikore. We receive high praise from the Government inspector in respect to the work being done in these institutions.” Most mission schools make much of industrial training. The great success in that work has been at Lovedale in Cape Colony. Like the work of exploration and translation, brilliant as the success in each may have been, so even education is not an end, but again a means—to open the dark continent of men’s minds, to discern the hidden sources—not alone of the Nile, but of those springs that make fruitful the lives and hearts of men. Use the story of Uganda to show the encouragement we may gain from the measure of success in Christianizing an entire community. The testimony of Winston Churchill is especially interesting in this connection. Dr. Patton’s contrasts will show the change wrought in individual lives, where all such work must begin and end, but for which all the forces of church and state must work, if either is to live and prosper. (Time, fifteen to twenty minutes.) References: Patton, pp. 8-13, 91-94, 144-146, 165-178, 185-193; Battersby, chs. 7, 15, 16; Wells, chs. n, 12, 18-21, 25, 30, 31; Noble, II, pp. 562-578, 684-719; Gibbons, pp. 206-210. i6 BOOKS AND OTHER MATERIAL It would be possible to carry out these programs with the use only of the two text-books for the year, Dr. Patton’s book, The Lure of Africa, on which the foregoing outline has been mainly based, and Jean Macken¬ zie’s An African Trail, and of the latest, the Eleventh Edition of the Encyclopedia Britannica, at least one copy of which it is believed will be found in every community.* Constant reference has been made to these three sources. In treating so great a subject as Africa, it is obvious, however, that the widest possible range of reading will be desirable. The bibliography on page 18 includes only those books and periodicals to which definite reference by chapter or page has been made in the Suggestions. Ex¬ cellent bibliographies will be found in both text-books. A few of the books called for among our references are deserving of special mention. Robert Moffat’s Missionary Labors, published in 1840 and now out of print, but to be found in all older libraries, should, if possible, be used, as being an original source and possessing a charm that interprets for us his success. Tyler’s Forty Years in Zululand is also invaluable as picturing for us conditions during the early days of our mission. Mary Slessor of Calabar is the literary event of the past year and should be very widely read. The Redemption of Africa, by Frederic Perry Noble, to which frequent reference has been made, will be found especially helpful. Sir Harry Johnston, a distinguished scientist and British administrator, has written a number of books on Africa. His view of African problems is not that of the missionary; the same is true of White’s Land of Footprints, a hunter’s book, and Powell’s The Last Frontier, an interesting and breezy account of the present situation, journalistic in style, but sound in its conclusions. Gibbons’ New Map of Africa deals primarily with the problem of European control of Africa. The author’s cynical temper and apparently unsympathetic attitude toward certain European governments, notably that of Great Britain, should be guarded against in accepting his conclusions. If the necessary books are not found in your local library, ask the director to purchase them for the use of your circle. Books of large world interest are gladly secured by all our public libraries. Use freely the loan library at the rooms of the Woman’s Board, 14 Beacon Street, Boston. Books will be sent by mail for a period of two weeks, postage only being charged. Outline maps of Africa may be obtained from the rooms of the Mission¬ ary Education Movement, 156 Fifth Avenue, New York. Six or eight maps may be used to good advantage in the course of the year. Africa in 1850; the routes of Livingstone and Stanley; the Bantu language map; Mohammedan Africa and Dr. Roome’s strategic line of mission stations; spheres of influence of different mission Boards; work of the Woman’s Board and American Board; political map of Europe in Africa—such maps as these at each meeting will greatly aid both information and interest. * Note. An older edition of the Britannica, the Ninth, is in many libraries. It should be carefully noted that our references will not be found in it, most of the material required being of much more recent date. 17 BOOKS TO WHICH DEFINITE REFERENCE IS MADE IN THE TEXT Battersby, Harford, Pilkington of Uganda Blaikie, W. G., The Personal Life of David Livingstone Cromer, Lord, Modern Egypt Drummond, Henry, Tropical Africa Encyclopedia Britannic a, Eleventh Edition Gibbons, Herbert Adams, The New Map of Africa. Hughes, Thomas, Life of Livingstone Johnston, Sir Harry, British Central Africa —220 illustrations Kipling, Rudyard, Collected Verse (Doubleday, Page, 1911) Lane, E. W., Selections from the Kur-an, with Introduction by Stanley Lane-Poole Livingstone, W. B., Mary Slessor of Calabar Mackenzie, Jean K., An African Trail Mackenzie, Jean K., Black Sheep Milligan, Robert H., The Fetish Folk of West Africa Milner, Alfred, England in Egypt. Moffat, Robert, Missionary Labors and Scenes in South Africa Morel, Edmund D., Red Rubber Noble, Frederic Perry, The Redemption of Africa, 2 vols. Patton, Cornelius H., The Lure of Africa Powell, Alexander, The Last Frontier Stanley, Henry M., How I Found Livingstone Statesman’s Year Book Statistical Atlas of Missions Tyler, Josiah, Forty Years in Zululand Wells, James, Stewart of Lovedale White, Stewart Edward, The Land of Footprints PERIODICALS International Review of Missions, July, 1916 Life and Light, December, 1916; May, June, July-August, 1917 Missionary Review, September, 1902 Nineteenth Century, Sept., 1911. Outlook, June 1, 1910 World’s Work (vol. 14), July, 1907 Missionary Herald, ‘‘Work of the Bridgmans,” September, 1913; Decem¬ ber, 1914; March, July, 1915 18 4 LEAFLETS Woman’s Board of Missions At Dawn .05 Blind Zulu s Story .02 Hobeana .02 Life Stories of Native Workers .10 Our World-Wide Work .25 Umzumbe Home .03 Umzumbe Revisited .04 Visit to Inanda Seminary .03 Why African Mothers Fear ..03 Woman’s Board of Missions of the Interior At Dawn . . .... .05 * Children of the Shadow, a Play .15 , Women of West Central Africa .03 No Sick People There .02 American Board - Johannesburg, the Hub of South Africa Sketch of Seventy-five Years (Loan Library of W. B. M.) Zulu, South African and West Central African Missions The American Board Missions in Africa, 1916 1 Striking Contrasts in South Africa * W. C. T. U. Cards and Leaflets THE DAWN DOES NOT COME TWICE TO AWAKEN A MAN, African Proverb