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 Suggestions to Leaders 
 
 of 
 
 Mission Study Classes 
 “An African Trail" 
 
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Suggestions to Leaders 
 
 of 
 
 Mission Study Classes 
 
 using 
 
 An African Trail'" 
 
 By 
 
 HARRIETTE R. HALLOWAY 
 
 The Central Committee 
 on the 
 
 United Study of Foreign Missions 
 West Medford, Mass. 
 
 19 17 
 
FOREWORD 
 
 An African Trail takes us right into the homes 
 and hearts of the Bulu women. As we dwell there 
 with them we want others to know their charm and 
 their need. 
 
 This little booklet contains very simple outlines of 
 lessons prepared with the hope that they will be 
 suggestively helpful to those who are willing to 
 give time—in study and prayer—to lead others 
 down the Same Trail. 
 
 Harrietts R. Halloway. 
 
 June 20, 1917. 
 
SUGGESTIONS TO LEADERS 
 
 “AN AFRICAN TRAIL” 
 
 HESE suggestions have been planned for the kind of a study 
 
 A class in which each member takes part in informal discussion at 
 each meeting; a class whose members are few, meeting weekly, 
 except for those Westminster Guild classes which constitutionally 
 meet bi-weekly (not less often than bi-weekly) and having the same 
 leaders throughout the Course. 
 
 Seven outlines are given—one for an introductory meeting, an 
 excellent investment, and one for each of the six chapters in the 
 book. It will be noticed that the outlines have been arranged 
 to form a connected whole and that each one is a unit of logically 
 connected topics. It will also be noticed that no written papers 
 are included. 
 
 The “Aims” are given separately. That is because many 
 experienced leaders, who feel the need of definitely expressed aims 
 to work toward, have not found it satisfactory to give them to 
 the class. 
 
 An hour and a quarter is pre-supposed—of which fifty minutes 
 are allotted to the new lesson of the day. 
 
 It is not expected that these outlines be used verbatim but 
 that they be adapted to each leader’s personality and the needs 
 of each class. They are but dry bones until leaders breathe life 
 into them. 
 
 EXPLANATION 
 
 Of some of the terms and their purpose as used in outlines: 
 
 I. Individual Assignment .—Special preparation asked of one 
 or more members of the class in addition to all the general assign¬ 
 ment as given to whole class. At the organization meeting—when 
 first assignment is given—class should be told that all special 
 
 3 
 
(extra) reading asked of individuals will give much of value to con¬ 
 tribute to the discussion. It is urged that individual assignments 
 be given, privately, outside of class-hour, so that they will come 
 freshly and with an element of surprise to the class. In all cases 
 Roman numbers given to individual assignments refer to the gen¬ 
 eral (class) assignment of same lesson. Where several references 
 are given it is intended that they be distributed to several per¬ 
 sons—except in the case of the impersonation. 
 
 2. Enrichment. —Means that the individual is asked to contrib¬ 
 ute, without being called upon by name, the additional information 
 to the class opinions and discussions, either giving it as a whole 
 after the others are through or slipping it in bit by bit between 
 times, whichever leader may request beforehand. 
 
 3. Connective Review Question. —An effort made to use a thought 
 question which will arouse interest and answer the purpose of a 
 review without being so labeled. Would not use word “review” 
 in class, nor the above phrase (connective thought review) but 
 would be sure to have one. 
 
 4. Summarizing Statement. —Should be a brief—very brief— 
 presentation by the leader of some of the important points of the 
 lesson with, usually, a look forward to the next, as otherwise the 
 assignment of the new lesson might gain and the lesson of the 
 hour lose too much in relative value impression. Furthermore, the 
 somewhat mechanical matter of noting assignments sometimes dis¬ 
 sipates a little of the atmosphere; and the summary helps to re¬ 
 call it. 
 
 Suggestions for connective reviews and summaries are given 
 because it is at these points that much of our work has been ragged. 
 
 THE LEADER’S PREPARATION 
 
 First, read text-book right through to get impression of whole. 
 
 Next, read the following books: 
 
 1. “The Lure of Africa,” Cornelius H. Patton, D.D., 
 Missionary Education Movement. 
 
 2. “African Adventurers,” Jean Kenyon Mackenzie, United 
 Study Committee. 
 
 4 
 
3- “The Moffats,” Ethel Daniels Hubbard, Missionary 
 Education Movement. 
 
 4. “Black Sheep,” Jean Kenyon Mackenzie, 1916, Houghton 
 Mifflin Co. 
 
 Then read any of the good reference books which are espe¬ 
 cially needed or attractive. See lists in back of text-book. Also 
 excellent condensed list in Packet of Helps for Presbyterian Leaders. 
 
 After reading these four—if hard pressed, only first two—the 
 text-book can be re-read, slowly, chapter by chapter and notes 
 made, on margins or in note book. This is followed by the mak¬ 
 ing of outlines of subject-matter contained—thus arranging con¬ 
 tents, so that they are condensed and clear at a glance. 
 
 For the strength which comes through exercise, for personal 
 self-expression, and with your particular class in mind, it is urged 
 that you make your own assignments and work them out, simply 
 referring to those afterward to see whether any important point 
 has escaped you. All these can be prepared before the first meet¬ 
 ing —but it will be necessary to be ready to change them, or these 
 if you use them, at a minute’s notice to fit the needs of your class. 
 
 Write down—that helps so much in clarifying and making 
 definite and concrete—just what you want to try to accomplish 
 with your class. 
 
 Some leaders make separate memoranda of points to be em¬ 
 phasized and problems to be discussed; also of conclusions to be 
 reached and impressions made. 
 
 As one of the things to be gained by the class members is 
 self-expression, be sure to plan for nearly all the class hour to be 
 filled by them. We leaders have to remind ourselves very often 
 that we are on hand in these classes to plan and to guide, not to 
 lecture. They will get infinitely more from what they do for 
 themselves than from what we do for them—which means that 
 we are hindering rather than helping if we do too much. Of 
 course we must be prepared to lend a hand when and where 
 needed. Be ready to study each individual. 
 
 As this is particularly to be a study of women by women, 
 leaders will do well to absorb that point of view as much as pos¬ 
 sible—do all the extra reading of that sort which they can—and 
 let it be felt in all the sessions. 
 
 5 
 
Leaders will be quick to see the opportunity to interest young 
 people in the stirring lives and deeds of the pioneer missionaries 
 in Africa. Advantage should be taken of this to start them read¬ 
 ing biographies during and after the course. Start with those 
 mentioned in the listed bibliography in the “Packet of Helps.” 
 
 Before the class sessions begin, it will pay to collect the maps, 
 leaflets, magazines with special articles, and the reference books 
 most needed. “The World Outlook” for January, 1917 (150 
 Fifth Ave., N. Y., 15 cents), should be in the hands of every 
 leader and available for members. Many a session has come 
 short of all that it might have been because something helpful 
 was not ordered soon enough to arrive in time. 
 
 Leaders of little or no experience or training will find great 
 profit in studying “The Mission Study Manual,” prepared by 
 Mr. B. Carter Millikin; experienced leaders will find points made 
 which jog the memory and stimulate mind and heart. This pam¬ 
 phlet—which deals with the organization and conduct of study 
 classes—may be ordered (10 cents) from your Denominational 
 Board, from the Missionary Education Movement, or from the 
 Educational Department of the Board of Foreign Missions, 156 
 Fifth Avenue, New York City. As usual, Presbyterian leaders 
 should apply to the latter place, or to the Woman’s Boards for 
 a “Packet of Helps.” 
 
 Many leaders prefer to select their own Scriptures. All given 
 in these “Suggestions” will be found to be very brief. Leaders 
 who desire longer ones are advised to look up those in the text¬ 
 book. Much time and thought should be given to this part of 
 the lesson. 
 
 Prayer —the heart of the whole matter—the first step and all 
 the succeeding ones. An inexperienced leader who will work and 
 pray—the two absolute essentials—can do wonders for, with, and 
 through her class; while an experienced one without definite, in¬ 
 telligent, constant prayer will fail utterly. 
 
 In the class hour it is recommended that the opening prayer 
 be offered by the leader who has the whole in hand, and that at the 
 close of the discussion there be prayers by the class members, as 
 soon as they seem ready (usually quite soon), who have been 
 asked to volunteer —never drafted. The prayer cycles and year 
 books of prayer are invaluable. Many an individual has first 
 
 6 
 
found voice for audible prayer in a mission study class and there 
 are of others not a few who have, in such classes, found the mean¬ 
 ing of prayer for their own lives. 
 
 SUGGESTED “AIMS” 
 
 Upon or Around Which These Outlines Were Built 
 {Not to be Given to Class) 
 
 Aim for Whole Course. —That we—members of the Tribe of God 
 in America—reconsecrate ourselves to the development of 
 the Tribe of God in Africa. . 
 
 Aim for Chapter I. —^To follow the missionaries’ trail with greater 
 intelligence. 
 
 Aim for Chapter II. —To increase our desire to free the Bulus from 
 their slavery to the things of goods, sex, fetish. 
 
 Aim for Chapter III. —To see the opportunity to make the true 
 God known to them. 
 
 Aim for Chapter IV. —To better understand what “The Ten 
 Tyings” mean in the life of the Africans—especiaUy that 
 of the women. 
 
 Aim for Chapter V. —To realize their faithfulness to the high stand¬ 
 ards of the “Tribe of God.” 
 
 Aim for Chapter VI. —To see the promise for the future and its 
 challenge to us in the progress already made by the “Tribe 
 of God” in Africa. 
 
 INTRODUCTORY OR ORGANIZATION MEETING 
 
 This is of real value in preparing the way—presenting topic, 
 text-book, methods, etc., so that no time needs to be stolen from 
 the first study hour. It gives a chance for leader and members 
 to become acquainted, if necessary; a chance to clear up any 
 misunderstanding as to method; and to arouse enthusiasm for 
 subject. (See Mr. Millikin’s Manual.) 
 
 Opening prayer—for guidance, leadership. 
 
 7 
 
The theme for the year— “The Light of Christ in the Life 
 OF Africa.” 
 
 I. Four strong points to be made by leader, or by prospective 
 members, or by other people—chosen beforehand. To be pre¬ 
 sented attractively. 
 
 1. The Lure of Africa (ten minutes) based on Patton, 
 Chapter I to page 23. 
 
 2. Those Who Have Felt the Lure (ten minutes) based on 
 Patton, Chapter I, pages 26 and 27. Three minutes 
 each to Explorers, Traders and Rulers. One minute 
 mention of missionaries—as they will be studied in 
 next lesson. 
 
 3. Location of Peoples and Tribes of Africa, Patton, Chap¬ 
 ter I, pages 23 to 25. 
 
 4. Location of Chief Zones of Mohammedanism, Paganism, 
 and Christianity. Choose very brief, clarifying items 
 from Patton, Chapters II, IV and VI. 
 
 For all these use map, or maps, very freely. 
 
 II. Introduce text-book. Tell of author—American life—Afri¬ 
 can parish. Call attention to titles of chapters—themes. (Leaflet, 
 “An African Trail,” gives brief sketch of Miss Mackenzie. Costs 
 two cents and can be ordered from your Board.) 
 
 III. Introduce “The Lure of Africa”—as above. Leader should 
 own copy and there should be at least two—more, if possible— 
 for use by class members. 
 
 IV. Have on hand a half dozen good reference books to be 
 loaned to or owned by class. (These may be secured through 
 personal loan or gift; through class purchase; from Missionary 
 Library of local church or from Public Library. The latter is 
 always willing to supply such demands, even to the extent of spe¬ 
 cial purchase.) Give a word of description, i.e., whether travel, 
 biography, missions, etc. Name of author, etc. Also check, on 
 lists of bibliography in back of text-books, the books most at¬ 
 tractive and helpful. 
 
 V. Distribute prayer cycles, calling attention to subjects, and 
 emphasize use. 
 
 8 
 
VI. Enrolment—requirements made clear—and any other 
 business, such as choice of class secretary and librarian if they be 
 desired. It is often worth while to appoint one member to watch 
 for appropriate magazine and newspaper articles. Simple, clear, 
 striking charts and maps are so valuable when judiciously used 
 that it is well worth while to appoint an “illustrator” or chart- 
 maker. Urge use of note-books—versus scraps of papers. 
 
 VII. Assign Lesson I, explaining that the questions and the sug¬ 
 gestions for study are to save time by indicating points which it 
 seems advisable to think over and discuss, and the great impor¬ 
 tance of preparation. 
 
 VIII. Summarizing mention of four points spoken of—Forward 
 look down Missionaries’ Trail. 
 
 Prayer for blessing on and from class study. 
 
 ASSIGNMENT—CHAPTER I 
 
 I. Be ready to make in class lists of some of the more famous 
 pioneer African Missionaries—all denominations. 
 
 II. Discussions: Those of today. 
 
 1. Selection. —If you were a member of the Candidate 
 Committee of your Board of Missions, what qualifica¬ 
 tions would you consider essential for foreign mission¬ 
 aries? 
 
 2. Trail. —When missionaries of your Board go to Africa, 
 at what port do they usually land, and what trail do 
 they follow to their Stations? 
 
 3. Life. —What seem to you to be the outstanding features 
 in environment and work among the Bulus? 
 
 Individual Assignments 
 {Not to be given during class hour) 
 
 I. Ask different ones to be ready to give one minute, one sen¬ 
 tence statements about some of the less generally known pioneers 
 (see list given under I—Class Hour on Chapter I). 
 
 9 
 
If you think you will have time for it ask some one to prepare 
 a thrilling five or ten minutes’ statement about the Moffats. 
 Suggest to member to absorb the story as fully as possible, to 
 be ready with a very brief general outline, and to put emphasis 
 on dramatic points. Reference, “The Moffats,” by Ethel Hub¬ 
 bard. 
 
 II. Discussion i.—Ask some one to read “The Why and How 
 of Foreign Missions,” Chapters HI and VHI. 
 
 Discussion 2.—Ask some one to read “The Lure of Africa,” 
 Chapter VI, page 139. 
 
 Ask some one to read “Black Sheep,” Mackenzie, Chap¬ 
 ter I to page 12. 
 
 Ask some one to read “A Life for Africa,” Parsons, 
 Chapter H to page 39. 
 
 Ask some one to read “Jungle Folk of Africa,” Milligan, 
 Chapters I, H and HI. 
 
 Discussion 3.—Ask some one to read “Mary Slessor of 
 Calabar,” pages 29 to 44. 
 
 Ask some one to read “Black Sheep,” ad libitum. 
 
 Use these last five for “enrichment” of discussion. 
 
 CLASS HOUR ON CHAPTER I 
 
 Open with prayer—for open minds and hearts to learn any 
 lessons there may be for us in these studies. 
 
 I. (Ten minutes.) Call for quick mention of pioneer African 
 Missionaries and post on the blackboard. Have very brief—sen¬ 
 tence or two—statement about each one, either while being 
 posted or after list is complete. Be sure to include Moffat, Liv¬ 
 ingstone, Mackay, Coillard, Hennington, McKenzie, Grout, 
 Pilkington, Laws, Grenfell. It will pay to take an additional 
 five or ten minutes to hear a little of the story of the Moffats. 
 
 H. Discussions: Missionaries of today (thirty minutes). 
 
 I. Selection: Requirements of your Board—physical, in¬ 
 tellectual, social, spiritual. Have specially prepared mem¬ 
 ber—“Individual assignment I, i”—supplement the 
 
 10 
 
knowledge of Board requirements which other members 
 contribute. It makes stronger impression to list them on 
 the blackboard. Recommended that leader also re-read 
 Chapters III and VIII of “The Why and How of Foreign 
 Missions,” A. J. Brown. 
 
 Before leaving this point it might be well to suggest that the 
 class notice, as study progresses, any qualifications or equipment 
 especially valuable for an African missionary. 
 
 2. Trail .—Have shown from maps the ports at which the 
 missionaries of your denomination leave the steamer and 
 the country across which they go. Have means of travel 
 described—railroad (if any), carts, hammocks, bicycles. 
 This may necessitate refreshing minds of leader and class 
 with physical geography of Africa. Information can be 
 obtained from denominational Boards. 
 
 3. Life Among the Bulus .—After physical conditions have 
 
 been stated and discussed, i.e., homes, discomforts, 
 disease, distances—be sure to have the mental environ¬ 
 ment well brought out. Isolation—disillusion. Set 
 
 over against the conditions under which they live the 
 things which they are called upon to do—text-book pages 
 35 and 36. Invite a comparison of the way we feel we 
 must take good care of ourselves to be useful people. 
 Raise question whether life among the Bulus is more 
 trying than that in other mission fields. Reasons for 
 affirmative include the fact that there is less general con¬ 
 tact with other educated white people, missionaries, and 
 travelers, as well as tropical problems of life and morals. 
 
 HI. At this point give assignment of Chapter II. 
 
 IV. Summarizing mention of greatness of soul shown by 
 African Missionaries—past and present—the Spirit of the Mission¬ 
 ary—reviving appreciative sympathy for them and stirring wish 
 to study the people among whom they work. 
 
 V. Scripture: Psalm 91:1 and 14-16. Rev. 14:13. 
 
 II 
 
Prayers: Thanksgiving for all the saints who from their labors 
 rest, for all who follow in their train, and for ourselves that we are 
 offered a share also. 
 
 ASSIGNMENT—CHAPTER II 
 
 I. What do you know about the Bulus? 
 
 Who are they? 
 
 What are they like? 
 
 II. Where do they live? Use maps. 
 
 III. Debate or Discussion: 
 
 From which of the three forms of slavery do you think 
 they need to be freed first or most? 
 
 Individual Assignments 
 
 I. Bantu Language—'Encyclo. Brittanica (eleventh edition). 
 
 “Future of Africa,” Fraser, pages no and in. 
 
 “The Host in the Hut,” Mackenzie, leaflet, three cents 
 
 (Woman’s Foreign Boards). Enrichment. 
 
 “Savage Childhood,” Kidd. 
 
 I and II. “Fetichism in West Africa,” R. H. Nassau, Chap¬ 
 ter I. 
 
 “The Lure of Africa,” Patton, pages 137 to 144. 
 
 HI. If debate, choose conductor to run it (by appointing sides 
 or calling for volunteers), both in arrangement and execution. 
 
 CLASS HOUR ON CHAPTER II 
 
 Prayer: That we may realize the crippling force of slavery to 
 “things of goods, sex, fetish.” 
 
 As a starting point for discussion—also a brief, connective 
 review—the question might be raised: Are you finding reason to 
 think that any especial qualifications are needed for missionaries 
 among the Bulus? If so, what? (Six minutes.) 
 
 12 
 
I. (Ten minutes.) After members of class have talked freely 
 to question “Who are the Bulus?”, and those who did outside 
 reading have contributed that, it would be well to have this sim¬ 
 ple, clear statement made: The Bulus are a tribe of the Bantu 
 race, recognizable by certain language constructions. 
 
 Sharp division into “tribe of man and tribe of woman.” Some 
 characteristics: Pride (masters), humility (slaves), courtesy, 
 cruelty, hospitality, savagery, dignity, vanity, selfishness, loyalty— 
 both tribes slaves to the goods, the sex, and the fetish. 
 
 II. (Thirty minutes.) Debate or Discussion. 
 
 Debate, if proper conductor and debaters are among class 
 members, otherwise good general discussion—analyzing and illus¬ 
 trating all three of these factors in their lives. Arrange to have 
 two people present each of three forms of slavery as most im¬ 
 portant for first attack and two more insist that all three must be 
 met together. Whether debate or discussion have it conducted in 
 spirited manner. If all the class has given thought and study to 
 chapter and some have read additional matter, there will be- 
 plenty of material and the arguments will be many. At close, 
 leader should emphasize fact that they are interwoven and inter¬ 
 related in such a way as to make it necessary to meet all three 
 at once. 
 
 IV. Assignment of Chapter III here follows in logical and close 
 connection. 
 
 V. Summarizing mention of the appeal of the Bulu for the 
 Gospel—slavery of women, stagnation, darkness, slavery of both 
 “tribes” to customs and fears. 
 
 VI. Scripture: John 8:32. 
 
 Prayers: That we may, in our gratitude for the Gospel’s in¬ 
 fluence in our own lives, reconsecrate ourselves to helping them 
 to its knowledge and freedom. 
 
 ASSIGNMENT—CHAPTER III 
 
 I. Discussion: What points of resemblance do you find between 
 the “Bulu God of tradition and our God of the Old Testament?” 
 
 13 
 
II. As you study about the Bulu’s slavery to their fears what 
 are the chief impressions made on you? 
 
 III. How do you account for their ready acceptance of the Gos¬ 
 pel of the Living God? 
 
 Individual Assignments 
 For Enrichment 
 
 I. “A Life for Africa,” Chapter XI, pages 192 to 196. 
 
 I and III. “God’s Ways in the Bantu Soul,” Henri A. Junod, 
 an article in The International Review of Missions, January, 1914. 
 
 I and H. “Future of Africa,” Fraser, pages 116 to 133. 
 
 H and III. “The Lure of Africa,” Chapter VI, pages 142 to 
 145 * 
 
 “African Adventurers,” Chapters I, V and VI. 
 
 HI. For further research— International Review of Missions — 
 October, 1915. 
 
 Does primitive heathenism present any points of con¬ 
 tact for Missionary work?” Soderblom. 
 
 I, H and HI. “Fetichism in West Africa,” R. H. Nassau— 
 general inspection of this book well worth while. 
 
 H. Also impersonation—life of a Bulu woman who has some 
 especial taboo, or lives a life all fears and taboos—choose some 
 one who will do it sympathetically—if she wishes additional read¬ 
 ing recommend the following: 
 
 “Fetichism in West Africa,” Nassau, Chapters X, XI 
 and XV. 
 
 “Home Life in Africa,” leaflet, two cents (Woman’s 
 Boards of Foreign Missions). 
 
 14 
 
“Other Children,” Mackenzie, leaflet, two cents (Wo¬ 
 man’s Boards of Foreign Missions). 
 
 “Women of West Central Africa,” leaflet, two cents 
 (Room 523, 40 Dearborn St., Chicago, Ill.). 
 
 “At Dawn,” Wellman, leaflet, eight cents (Room 1315, 
 19 S. LaSalle St., Chicago). 
 
 “Nana,” McKenzie, leaflet, two cents (Presbyterian 
 Woman’s Boards of Foreign Missions). 
 
 CLASS HOUR ON CHAPTER III 
 
 Prayer; That we may realize how ready these people are for 
 the Christian message—The Light of God. 
 
 As a connecting-thought-review the leader could ask the 
 class what points in the two previous discussions had most inter¬ 
 ested or impressed them, and must be ready to lead from answer, 
 or answers, to the first topic of the day. 
 
 I. (Fifteen minutes.) Bulu God of Tradition—immortal, 
 creator, known by name, also called “our Father.” Bulu legend 
 very similar to account of Adam and Eve. Have points of simi¬ 
 larity and of difference brought out in class. It might be well to 
 ask some one to tell tradition to start the discussion. Leave with 
 impression—Zambe went away—forgot. 
 
 II. (Twenty minutes.) After asking class members for their 
 impressions and giving your own, be sure to bring out “their fear 
 vs. our faith; their darlmess vs. our light,” and recall their slavery 
 to the things of custom, fear and death. Lay especial, if it has 
 not already been done, stress on the slavery of women. The im¬ 
 personation of the life of a Bulu woman fits in at the close of this 
 discussion and should be given at least ten of the twenty minutes— 
 possibly more. If at all well done—and it should be given very 
 simply—it will make a deep impression. 
 
 III. (Fifteen minutes.) A question which would start this 
 discussion, be suggestive, and help each one put herself in the 
 
 15 
 
place of a Bulu woman, could be used to great advantage. For 
 example, “If you were a Bulu woman in what way do you think 
 your first hearing of the story of Jesus, Son of God, would most 
 appeal to you?” 
 
 The points made in this discussion will probably be, their 
 belief in Zambe; ideas of a God, their hope that some day he would 
 remember them and come back; their sense of need; their belief 
 in prayer; relief from fetish and taboo; desire for eternal life, and 
 those mentioned in the paragraph beginning “Old filialties” on 
 page loo in the text-book. 
 
 IV. Naturally following their preparation to welcome the Liv¬ 
 ing God comes the test of the “Ten Tyings.” 
 
 Assignment of Lesson IV. 
 
 V. In the brief summarizing statement the leader has a chance 
 to turn the thoughts of the class toward the life of the Bulu woman 
 as described in the impersonation—her preparation for and need 
 of the Light of Christ. The impressions will probably be deep, 
 and this a moment when all will want to pray for her with tender 
 sympathy. 
 
 VI. Scripture: John 3:14 and 15; John 17:3. 
 
 Prayers: For Bulu homes, Bulu women, those who are trying 
 to follow the light and those who are still deprived of it. 
 
 ASSIGNMENT—CHAPTER IV 
 
 I. Discussion: The “Ten Tyings” as they affect the things of 
 goods, sex, spirit. 
 
 U. If you were a Bulu woman do you think you would wel¬ 
 come immediately the practical application of the “Ten Tyings” 
 into your life? Why or why not? 
 
 III. Do you see any difference between our attitude toward 
 the “Ten Tyings” and that of the Bulus? If so, how would you 
 express it? 
 
 16 
 
Individual Assignments 
 
 I. Enrichment. 
 
 “Home Life in Africa,” leaflet. 
 
 “A Missionary’s Wife Among African Women,” Agnes 
 Fraser, International Review of Missions, July, 1914. 
 
 II. Ask some one to be ready to take the negative side on 
 question II. Mary Slessor, pages 221 to 223. 
 
 Class Hour on Chapter IV 
 
 Prayer: That we may gain a sympathetic understanding of 
 what the “Ten Tyings” mean in the life of the Bulu—especially 
 Bulu women. 
 
 For connective-review question the following is suggested: 
 How would you tell the Gospel Story to a Bulu woman if you 
 were a missionary? 
 
 I. (Thirty minutes.) In this discussion, as in others, it will 
 be found advantageous to call out as much individual expression 
 from the class as possible—relation of incidents and statements 
 of opinions—thus securing a variety (which makes it more inter¬ 
 esting) and giving a chance for increasing ease in discussion. 
 Leader should be ready with one good incident which the class 
 is less likely to obtain, and to tabulate the findings of the dis¬ 
 cussion. 
 
 After mentioning the effect of the “Ten Tyings” on the things 
 of goods—property rights, of sex—slavery, of spirit—religion, at 
 the close of the discussion, it might be clarifying to summarize 
 somewhat as follows: As there are no legal obligations such as 
 obtain in this country—acceptance is voluntary, great discipline— 
 mental (mind) memorizing and application, physical (body), 
 moral (spirit), “no major or minor tyings”—all considered equal. 
 “Zambe, who gave the tyings, gives strength for their keeping.” 
 
 H. (Fifteen minutes.) Object of this discussion is to stimu¬ 
 late sympathetic thought of the complications and problems 
 which the impact of the Word of God makes. Do we always wel¬ 
 come new, radical things into our lives? Discussion will be more 
 interesting if negative is presented also. 
 
 17 
 
III. (Five minutes.) Speaking in general terms of the average 
 Christian peoples is it not fair to make this comparison with the 
 Bulus: 
 
 Our attitude toward the “Ten Tyings'^—a sense of prohibi¬ 
 tions. Their attitude toward the “Ten Tyings'^—a sense 
 of relief and release. 
 
 IV. Desire to be included among the “Tribe of God” naturally 
 and soon, follows the acceptance of the “Ten Tyings” and the 
 desire to learn of Jesus, the Son of God. Assignment of Chap¬ 
 ter V. 
 
 V. There may not be time for the usual summarizing state¬ 
 ment, but surely enough can be taken to recall the infinite pains 
 many a Bulu woman has taken to keep the “Ten Tyings” in 
 small matters, and consecrated sacrifice to keep them in great 
 matters—with mention of her deep longing to be of the “Tribe 
 of God.” 
 
 VI. Scripture: Luke 10:27; Heb. 4:1-15; John 17:15. 
 
 Prayers: For the Bulu woman in her learning of and adjust¬ 
 ment to the laws of God, and for ourselves that we may be kept 
 more faithful to them. 
 
 ASSIGNMENT—CHAPTER V 
 
 I. If you were a Bulu missionary, what requirements would 
 you make: 
 
 1. For probation? ) ^ 
 
 2. For full membership? ) ^ 
 
 II. What are the Standards of the Bulu section of the “Tribe 
 of God” and to what extent do they live up to them? 
 
 III. The growth of the “Tribe of God” among the Bulus. 
 
 Reports from the field. 
 
 Individual Assignments 
 I. “Congo Life,” J. H. Weeks, pages 318 to 330. 
 
 18 
 
II. The Final Test, “Lure of Africa,” Chapter VII, pages 
 
 175 to 178. 
 
 “The Testing of a Mission,” leaflet, two cents (Pby. 
 Board, 156 Fifth Ave., New York). 
 
 Winning of a Primitive People—Frazer—Chapter VIII, 
 pp. 94-100. Chapter XXV. 
 
 III. “The Lure of Africa,” Chapter VI, pages 158 to 161. 
 
 Denominational Board Reports—leader secure from 
 headquarters and have ready to hand out. Presby¬ 
 terian leaders will find them in “Packets of Helps.” 
 
 “Romance of the Cameroun,” Halsey, Missionary Re- 
 vieiu of the World, May, 1917. 
 
 “A Church with a Waiting List of 15,000,” Halsey, 
 leaflet, three cents. 
 
 “ See How It Has Grown,” World Outlook, January, 1917* 
 Ask chartmaker or some one to draw charts illustrating 
 growth of church—simple rectangles or church build¬ 
 ings drawn in proportion or some original schemes. 
 Ask others to mark locations of churches and mission 
 stations on outline maps. 
 
 CLASS HOUR—CHAPTER V 
 
 Prayer: That we may appreciate the high standards and spirit 
 of faithfulness of the Bulu members of the “Tribe of God.” 
 
 Connective-review-question: On which of the three great 
 racial ideas do you think the “Ten Tyings” would have the 
 quickest—or greatest—affect? 
 
 I. (Five minutes.) Evidence of a sincere desire to learn 
 
 1. and to live a Christian life. “Heart Agrees.” “I turn 
 my heart.” 
 
 2. Proof that old beliefs and customs have been given up, 
 i.e., fetichism, taboo, polygamy—for the customs of 
 
 19 
 
the “Tribe of God”—Christian worship, monogamy, 
 the “Ten Tyings” and all the resultant outreach toward 
 God and man. 
 
 II. (Fifteen minutes.) Confession, restitution, monogamy, 
 break with fetish-probation, instruction, growth in grace, faith, 
 prayer, works. They live up to them to an extent that makes us 
 stop and think. 
 
 Nothing will be more valuable for a leader than to get in touch 
 with a missionary (or missionaries) from this region, or to have 
 a class member do so and report to class answers to I and II. 
 
 III. (Thirty minutes.) Before having these reports given it 
 may be advisable to raise the question of the “Primary and Ulti¬ 
 mate Aims of Foreign Missions.” After being sure that the stand¬ 
 ard answer is understood by each member—there may be some 
 one who has not thought it through—reader can also feel more sure 
 of their interest in discussing the Bulu branch of the “Tribe of 
 God.” Primary aim—to preach the Gospel; ultimate aim—to 
 establish churches, self-extending, self-supporting, and self-gov¬ 
 erning. 
 
 In an interdenominational class: outstanding facts from each de¬ 
 nomination, with illustrative charts, will be necessary. In a denomi¬ 
 national one much more detail can be given; there will be time 
 for resumes of the medical, industrial, and educational work as 
 well as evangelistic. Facts especially to be noted are, that the work 
 has progressed steadily and strongly with a minumum of emo¬ 
 tionalism and a maximum of solidity; and that one of the greatest 
 churches in the world is in this region. As a climax ask the pre¬ 
 pared member to tell its story. 
 
 IV. We are now ready to consider the outreach of this “Tribe 
 of God” and its present needs. Assignment of Chapter VI. 
 
 V. The summarized statement offers the chance to make 
 further point of the faithful character of the Bulu Christian—un¬ 
 der persecution, discipline, in the meeting of obligations, and in 
 joy at privilege of membership in the “Tribe of God”—and to 
 turn our thoughts toward its effect on the community. 
 
 VI. Scripture: Luke 8:i-8 and 15. 
 
 Prayers: For the members of the “Tribe of God” in Africa. 
 
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ASSIGNMENT—CHAPTER VI 
 
 I. Discussions: New Customs: 
 
 1. In the things of the community. 
 
 2. In the home life of the people. 
 
 3. Debit and credit account of the white man. 
 
 II. What are your deepest impressions from this study? Please 
 write them down. 
 
 III. If you were a missionary among these people, what would 
 you most want now—at the present stage of progress—from the 
 “Tribe of God” in America? 
 
 As a member of that Tribe what are you going to do for the 
 Africans? 
 
 Individual Assignments 
 
 I. On I. “Congo Life,” J. H. Weeks, pages 294 to 318. 
 
 “The Lure of Africa,” pages 91 to 94. 
 
 On 2. “Mary Slessor of Calabar,” pages 148 to 151. 
 
 General reading in “Black Sheep,” especially Part IV. 
 Also leaflets mentioned under II—Assignment Chapter 
 III. 
 
 On 3. “The Lure of Africa,” Chapter V, especially page 
 127. 
 
 On I, 2 and 3. “Easter at Chikore,” “The Lure of Africa,” 
 Chapter VII, pages 165 to 175 
 
 III. Africa’s Special Problems, “The Lure of Africa,” Chapter 
 VII, pages 178 to 185. 
 
 Grand Strategy, “The Lure of Africa,” Chapter VII, 
 pages 189 to end. 
 
 “Future of Africa,” Fraser, Chapter VIII, especially 
 pages 272 to 276. 
 
 Statement of needs—missionaries and equipment —secured from 
 denominational boards and presented by leader or especially 
 chosen member. 
 
 21 
 
CLASS HOUR ON CHAPTER VI 
 
 Prayer: That this study be not of the intellect only, but that 
 our hearts be stirred by the present condition and great needs. 
 
 Connective Review Question: Have you any new information or 
 light on our discussion at last session—or any previous sessions? 
 
 I. (Fifteen minutes.) Discussions: New Customs: 
 
 1. List on blackboard those, in community life, which are 
 mentioned in text-book—adding those contributed from 
 individually assigned readings. Make much of industrial 
 changes and problems. 
 
 2. New women, new marriages, new family life, new hos¬ 
 pitality, new neighborhoods and other responses will be 
 given. It might be well to have some one ready to speak 
 to the question: Do these changes seem more noticeable, 
 more radical, or more far-reaching than those in other 
 mission fields? 
 
 3. After each member has contributed to this argument, 
 a deep impression can be made by the person presenting 
 —individual assignment—the entire material secured 
 from the reference in “Lure” and any other source 
 available. 
 
 II. (Ten minutes.) What surprises have there been for you 
 in this study (whole course)? and what has especially interested 
 you? are two questions which can be used to lead up to this 
 one. If the atmosphere of the class-hour throughout the course 
 has been such as to encourage self-expression, answers will come— 
 though they cannot be forced. Any leader who intends to use it 
 wiU probably so plan some time beforehand and consequently will 
 be preparing for it in thought and prayers. 
 
 III. (Thirty minutes.) Although class members should have 
 most of the time to express opinions and listen to facts—also 
 given by class—as to the needs of different Boards (if interdenomi¬ 
 national) or different Imes of work, individual stations and their 
 
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needs; the call for missionaries and their support; financial and 
 spiritual—(if denominational) the leader must be ready to inter¬ 
 ject a question and emphasize any particular need. Should be 
 thoroughly prepared on those of own denomination. 
 
 It is entirely possible that members of the class will not be 
 ready to give a public answer to this final question. Statements 
 should be made of the practical things to do. Study and influence 
 others to do so. Pray (definitely for Africa—prayer cycles and 
 year book will help). “Work without prayer is presumption— 
 prayer without work is sacrilege.” 
 
 Scripture: Matthew 9:38; Isaiah 6:8. 
 
 Prayers of Consecration. 
 
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