WesTERN WOMEN IN Eastern Lanps HANDBOOK CORNELL UNIVERSITY LIBRARY wn 24 HOW TO USE A HANDBOOK OF SUGGESTIONS TO ACCOMPANY THE TEXT-BOOK Western Women in Eastern Lands Maps and Charts The use of maps and charts to illustrate the missionary pro- gram and the study class cannot be too strongly commended. Many valuable charts can be bought at small expense, and even more effective ones can be made. Files of the A/tsstonary Re- view of the World, Mrs. Hixson’s Missions in the Sunday School, a pamphlet called Facing the Facts, published by the American Board, 14 Beacon Street, Boston, Mass., will suggest many charts and posters which can be easily made. The Bap- tist Board, Ford Building, Boston, issues a set of six charts in color, 36 x 40 inches, for one dollar for the set, which includes —Evangelization of the World in this Generation, Religious Census of the World, How Americans Spend Their Money, Two Parishes, Religious Divisions of Africa, World Mission Progress. The following suggestions are made for very simple charts, that can be prepared on manilla, wall paper, or muslin. I. A HALF CENTURY OF GROWTH On a large sheet of paper or muslin print the title. Under- neath mark off a square of three inches, labeled, ‘‘ One Organ- ized Woman’s Foreign Missionary Society in 1860.” Opposite this tiny square mark an oblong two feet nine inches long by one foot wide. Label this ‘‘ Forty-four Organized Woman’s Foreign Missionary Societies, 1910.” These squares may be made of colored paper pasted on, or outlined in broad strips of 1 paper or tape, or painted with a brush. A more striking illus- tration would be a pyramid made of forty-four building blocks contrasted with a single block. A flag floating from the top of each could bear the legend. This could be made an object lesson instead of a chart by using actual blocks. II. .EXPANSION OF THE MITE BOX In the first year of the Union Missionary Society there was collected $2,000. Last year, through all the Boards, $3,200,000 —sixteen hundred times as much. This may be presented to the eye by two boxes, one an inch square and the other a trifle short of eleven and three-quarters inches square. Instead of picturing the boxes they might be actually constructed so as to make an object lesson. Any sizes might be adopted if the edge of the larger were eleven and seven-tenths times as long as that of the smaller box. Ill. INCREASE IN CONTRIBUTORS If we allow two dollars to each contributor, the number in 1861 was one thousand, and the number fifty years later one million two hundred thousand. Represent by lines made of colored paper, tape or ribbon, or painted with brush or crayon. One vertical line one inch long is labeled, ‘One Thousand Contributors in 1861.” Eighty vertical lines twenty inches long represent present day contributors. This could also be shown by tacks driven in a board, one for each thousand. An object lesson could be given by a one-inch length of tape contrasted with one one hundred and thirty-three feet long. IV. INCREASE IN MISSIONARIES The proportion between the missionary force of the Women’s Boards a half century ago and to-day is one to two thousand. Represent by two cubes one two inches square, the other a little more than twenty-five inches. This will be more effective if you can contrast two boxes made to represent the two than if 2 the boxes are drawn. Take an actual mite box and construct a large one of pasteboard with its edge twelve and one half that of the first to get correct proportions. V. EDUCATIONAL STATISTICS The educational and medical needs of the non-Christian world could be represented by a series of flags. Let these be of white, with a red band across the end to indicate the proportion of the population in school. The United States leads with twenty-two per cent of its population in school. Germany has twenty-one ; Great Britain eighteen; France seventeen; Italy ten; South America three per cent. In India five millions, orless than two per cent are under instruction. In China not more than one per cent; in Africa an even smaller fraction. On the chart a series of flags could be drawn, each ten inches long. The end of the flag labeled «*U. S. A.” would have a red band two and one-fifth inches broad on the end; England one and four fifths ; France one and three fifths; Italy one; South America not quite one third; India one fifth; China one tenth of an inch. Another way of showing the educational needs would be by tables of illiteracy. In our country there are six million illit- erates, or about six and one half out of every hundred. In India out of three hundred millions only sixteen millions all told can read and write. This almost reverses the proportion, so that less than six out of every hundred are literate. This could be illustrated by two sheets of paper fifteen inches wide. The United States would have a black band, one inch wide, marked ‘¢Tlliterate.” India would be all black, except a white band seven eighths of an inch wide marked “ Literate.” A contrast between Chinese and American girls might be shown by two squares marked off into one hundred divisions. In America black paper would be pasted over one half of one division to show the number of girls in each hundred who cannot read. In China the whole would be black except one tenth of one divi- sion, pasted white, to show the one girl in a thousand who can read. 3 The Moslems of India number, according to the last census, 62,458,077. Of these, 59,674,499 are absolutely illiterate, only 3-27 per cent being able to read. Show by sheet of paper di- vided into one hundred squares, of which three and one fourth are colored to indicate the proportion able to read. , In India, again, there are nearly thirty-five million young people of:school age, and only five millions who have any op- portunity to go to school or any educational facilities provided. Indicate this by a square containing seven blocks one way and five the other. Color one of these red; leave the others blank. The Christian children of school age in Burma and India number 400,000. Of these, we have 168,000 in school. A chart, sixteen by ten inches, blocked off into two-inch squares, each of which represented 10,000 children, should have seven- teen and one fifth of these squares colored red to represent the 43 per cent of Christian children yet reached by our schools. Make another chart showing how many children in your town or city would be kept out of school if.it were no better looked after than are the Christian children of India and Burma. To illustrate the dearth of physicians in non-Christian lands (Japan excepted) have a map of the United States on which thirteen gold stars have been pasted, to locate the physicians to which we should be entitled if our proportion was no better than that which prevails there, one to every two and one-half millions. wae Wall Mottoes If anyone in the church can do good lettering these may be made with almost no expense. A careful search will often find some young boy who will gladly turn out the most remarkabke posters.” If no such talent can be developed, Dennison sells alphabets of various sizes all ready to use; a stamping outfit may be purchased at small expense; or letters may be cut out from advertising sheets. A few quotations suitable for use on blackboard or poster are given by way of suggestion. ‘«The prospects are as bright as the promises of God.”—/Judson. ‘‘The spirit of missions is the spirit of the Master.”—Lzvingstone. “Tf you want to serve your race, go where no one else will go, and do what no one else will do.”—Mary Lyon. ‘*My Jesus, my King, my Life, my All, I again dedicate my whole self to Thee.”—Livingstone. ‘“When China is moved it will change the face of the globe.””-—Mafo- leon Bonaparte. ‘Let me fail in trying to do something rather than to sit still and do nothing.’’— Cyrus Hamlin. ‘‘ Whoever prays most, helps most.”— William Goodell. ‘*Give until you feel it, and then give until you don’t feel it."-—Mary Lyon. “*T am tired of hearing people talk about razsewg money; it is time for us to g7ve it.’’—Baer, ‘*We cannot serve God axd Mammon, but we can serve God wth Mammon.’’—S¢Zeer. ‘*Here I am; send me to the first man I meet or to the remotest heathen.” — Thompson. ‘*That land is henceforth my country which most needs the gospel.” —Zinzendorf. we, The Devotional Service In the study of our present text-book we are forcibly reminded of the large share which prayer and devotion had in the early day of the missionary society. What these pioneer societies lacked in the way of ‘interesting program and organization was more than made up in the spirit of prayer and consecration. In 5 so far as our work to-day lacks this atmosphere of devotion it will prove powerless. The set devotional exercises may prove to be dull and lifeless if allowed to degenerate into formality. They may even become superstitions; something that must be gone through to mark a meeting as really missionary—a sort of insurance policy for the orthodoxy of the gathering. The mem- bers frankly regard these ‘‘ exercises” as ‘+ preliminaries”; come in late or not at all; and give them over to some one who would not be considered competent to undertake any other portion of the program. We need to recognize that the Bible is an armory of missionary ammunition, and that prayer is the most efficient form of work. In many cases it might be wise to appoint one woman to have charge of the devotional part of the meeting; to arrange the topics, choose the leaders, plan for the singing and general conduct of the time allotted. It certainly ought not to be left to the chance selection of some leader appointed with- out thought to determine what Scripture should be read. Scrip- ture, prayer, song and program should all combine to deepen the one impression, to drive home the one lesson of the day. In our text-book a series of Bible readings has been suggested that seem appropriate to the topic of the chapter. Others will occur to any committee having the matter in charge. In Belle Brain’s Holding the Ropes, published by Funk and Wagnalls, there are many good suggestions as to the use of the Bible in the missionary meeting. Summarizing her suggestions, and others which experience has proved valuable, it may be said: 1. Be brief. The reading of a long chapter is -seldom helpful. A few verses on one topic, expounded in one or two simple sentences, are far more helpful than a chapter read whose con- nection with the thought of the meeting is remote. The dron- ing reading of an entire chapter is the commonest fault of our devotional hour. 2. Be missionary. Where there are so many passages of the Bible with direct bearing on missions, there. seems little excuse for selecting a passage for the beauty of its imagery, or the elevation of its ethical teaching, or the tender- 6 ness of its personal comfort. 3. Study variety. Sometimes let the entire society repeat or read together a portion. For example, the leader might say :— ‘‘ For our Scripture lesson to-day let us all read (repeat) to- gether the Psalmist’s great prayer for the world-wide extension of God’s kingdom, contained in the sixty-seventh psalm, fol- lowing which, after an interval of silent prayer, we will be led in prayer by a It is safe to say that such a Scripture lesson would bring the missionary thought home to all. Sometimes let one person recite the Bible portion, or tell the Bible story. There is usually at least one person who really reads or recites beautifully, who could put new meaning into familiar passages. Another form of Bible reading is the questionaire. Let the leader prepare a set of questions which are to be answered by the members in Bible verses. One such exercise could be arranged from page 7 in Miss Brain’s book, as follows :— LeapER: ‘‘ Read from the Bible of John Smith, who does not believe in missions, either home or foreign, but wants to save his own soul.” ' Answer: ‘This is a faithful saying, and worthy of all acceptation, that Christ Jesus came into the world to save John Smith.” LEaper: ‘* How does Matt. xiii. 38 read in the Bible of the Christian interested only in his own local church.” ANSWER: ‘The field is the First Church of Blanktown.” Leaver: ‘‘ Read I. John iv. 14 according to the Bible of the Christian interested only in city missions.” Answer: ‘ The Father sent the Son to be the Saviour of New York City.” LEApER: ‘* How does the believer in Home Missions only belittle John iii. 16?” Answer: “He reads it, God so loved the United States that He gave his only begotten Son.” Leaver: Read John i. 29 as it stands in the Bible of the believer in world-wide missions.” Answer: “This is the Lamb of God who taketh away the Sin of the World.” If this were read, substituting local names of town and church, it might be very striking. Other question Bible lessons, sug- gested by Miss Brain, are on giving and the promises. Prayer is not less important than Bible reading to the vitality and fruitfulness of the missionary Society. Too often prayer is relegated to perfunctory and vague prayers that ‘* God will bless the missionaries,” offered by the same women, month after month, at exactly the same place in the program, after the Bible reading and before the hymn. Let us not mock God by prayers that drizzle along, expecting nothing in particular, and asking for everything in general. Let prayer be prepared, per- sistent, definite. Ask the membership committee to meet to pray definitely for ten new members. Let the program com- mittee pray for success in their plans, and that women may not refuse their assignments. Let the collectors meet for believing fervent prayer for specific blessings before they start out to col- lect the money. Encourage each other with the instances of answered prayer given by Miss Brain. In the missionary meet- ing why not put the prayer sometimes after the presentation of the program, or in the middle, as opportunity offered. A prayer cycle might be arranged, in which a definite topic of prayer was assigned to each day of the week, and to each week in the month. Members could be encouraged to unite in the private use of these cycles, and from time to time special objects presented in the meetings. Much helpful literature on prayer is published by the Student Volunteer Movement and the Boards, and the circulation of this will do much to quicken the spirit of prayer. The following cycle is offered by way of suggestion :— DAILY Monvay.—For evangelists and Bible women. TuEspay.—For missionary wives and mothers. WeEpNEsDAY.—For teachers and pupils in all mission schools. Tuurspay.—For medical missionaries, nurses and their assist- ants. Fripay.—For Board members, secretaries and all home workers. SaTurpDAy.—For students in colleges and all volunteers. Sunpay.—For revivals on the field and at home, and for needed funds. WEEKLY First WEEK.—For Japan, Korea, and Formosa. Seconp WeExK.—For India, Burma, and Siam. Tuirp Werex.—For China and the Philippines. FourtH WeExk.—For Africa and Moslem Lands. Firtuy WeeExk.—For Latin Lands and the Island World. If to these two subjects of daily prayer a third were added by the choice of a monthly topic at each missionary meeting the women would be drawn closély together in the consciousness of United Prayer as well as United Study. we Study Classes. One of the best ways to use the text-book, WESTERN WOMEN IN Eastern Lanps, is in the study class). This may be varied in type to meet local needs. It may be made up of the members of a young ladies’ Bible class, of the program leaders for the missionary society, of men and women. It may meet weekly 9 or fortnightly, afternoon or evening. The ideal arrangement is to set aside six or seven consecutive weekly dates. It is easier to reserve a Monday evening for a few weeks than to keep a monthly date for an entire winter. Interest is better sustained by frequent meetings, and opportunity is given for members of the study class early in the fall to organize classes of their own later. If a class of ten Sunday-school teachers could be formed to run through October, they could easily plan for a course in each class later. Usually it is better to limit the number in the study class to twelve or fifteen. There is less timidity, freer discus- sion and fuller opportunity for personal work.