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Opening Exercises That Count for Good

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Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Feb 4, 1909

FromReview and Herald, Vol. 86, No. 5.

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_Opening Exercises That Count for Good_

By E. C. JAEGER

ONE of the chief duties of a Christian school is to inspire its youth with a missionary zeal, and then to see that that zeal does not retrograde. To be a missionary should be the highest ideal of every child. It will work wonders for him, give joy to his parents, and the spirit he has will help to put new life into the lifeless Sabbath-school.
The opening exercises can be turned to good account in cultivating this missionary idea. If the exercises are conducted according to the plan outlined in this article, they will never savor of routine, and because of their simplicity will lighten materially the teacher's burdens.
There is no class of biography more interesting than that which deals with our great missionaries. I have yet to see the child whose heart will not be thrilled and his whole being fired at hearing the story of the life of John G. Paton, or the history of the Boxer movement in China. Whether the children have read little or much, whether their reading has been of cheap fiction or of the choicest literature, they will all give closest attention.
As a basis for work in this line the book “Into All the World,” by Amos R. Wells (Review and Herald, 50 cents), is excellent. The biographical sketches are just about the right length, and contain the life incidents which will make a lasting impression on the memory. The work will not only be a source of education to the pupils, but also to teachers. Each morning after the song, read, or, still better, tell an account of the life of these notable men who dared for God. The study of these biographies should be preceded by a short geographical study of the mission field, and a fair-sized outline map should be placed upon the board. Beneath the map may be placed some of the most prominent facts or figures concerning the field. For instance, under the map of India we might place:—
About one half as large as the United States. Population, 294,266,701. Ruled by England. 300 distinct languages. Two thirds of its people are Hindus. 60,000,000 Mohammedans
As each life is studied, the name of the missionary should be printed on the map over the portion of country where he labored. Have the pupils fix in mind some notable fact or saying connected with each name; as Carey, “the consecrated cobbler;” Heber, author of “From Greenland's Icy Mountains,” etc. Each morning give a hurried drill of these. As you point to the names on the map, let the children recite these facts.
If, like Heber, any of these missionaries have written a hymn, the children will delight to sing the hymn and memorize it. The map should remain on the board until the study of that field is finished, and then be copied in a note-book to be preserved. This device is a tried one, and in no sense a theory. After you have tried it, you will see that it brings results.
Only the most prominent missionaries' lives should be considered. Do not forget to mention where our own missions are located. (See “Outline of Mission Fields,” which can be secured gratis from our Mission Board.) Since the lives of these “apostles to the heathen” are so varied as to incidents mentioned, the children's interest never abates, and the course can extend over several months.
E. C. JAEGER.