UBRARY OF PRINCETON 1 jw n 9Q03 THEOLOGICAL SEMtNARy BV2010 .R47 1911 Report of the first annual meeting of the Board of Missionary Studies : held in New York City, December 6, 1911 : with an account of /. FIRST AND SECOND REPORTS BOARD OF MISSIONARY PREPARATION 1911-1912 Divisiori j" Section ,^^m ur m,ce^^ OCT 18 191R t^o^ THE REPORT OF THE FIRST ANNUAL MEETING OF THE BOARD OF MISSIONARY STUDIES Held in New York City December 6, 1911 WITH AN ACCOUNT OF THE ORIGIN OF THE BOARD EDITED BY Fennell p. Turner AND Frank K. Sanders Published by Order of the Board 25 Madison Avenue, New York OFFICERS AND MEMBERS OF THE BOARD Term Expiring in 1913 Rev. James L. Barton, D.D., Boston, Mass. Professor Harlan P. Beach, D.D., New Haven, Conn. Professor Osw^ald E. Brown, D.D., Nashville. Tenn. Superintendent Martin G. Brumbaugh, Ph.D., Philadelphia, Pa. Professor Edward W. Capen, Ph.D., Hartford, Conn. Rev. William I. Chamberlain, Ph.D., New York City. Luther H. Gulick, M.D., New York City. Rev. Fred P. Haggard, D.D., Boston, Mass. President William W. Moore, D.D., Richmond, Va. Principal Thomas R. O'Meara, D.D., Toronto, Ontario. Fennell p. Turner, New York City. Miss Addie Grace Wardle, Cincinnati, Ohio. Term Expiring in 1914 Professor Ernest D. Burton, D.D., Chicago, 111. Miss Helen B. Calder, Boston, Mass. Professor Charles R. Erdman, D.D., Princeton, N. J. President Henry C. King, D.D., Oberlin, O. Right Rev. Arthur S. Lloyd, D.D., New York City. Rev. Robert P. Mackay, D.D., Toronto, Ontario. President W. Douglas Mackenzie, Hartford, Conn. President Edgar Y. Mullins, D.D., Louisville, Ky. Dean Wilford L. Robbins, D.D., New York City. Professor G. A. Johnston Ross, M.A., New York City. Bishop Homer C. Stuntz, D.D., New York City. Term Expiring in 1915 Professor George William Knox, D.D., New York City. John R. Mott, LL.D., New York City. President Charles T. Paul, Ph.D., Indianapolis, Ind. Dean James E. Russell, Ph.D., New York City. Thomas H. P. Sailer, Ph.D., New York City. Mrs. a. F. Schauffler, New York City. Rev. T. E. Egerton Shore, D.D., Toronto, Canada. Robert E. Speer, D.D., New York City. Professor John H.' Strong, Ph.D., Rochester, N. Y. Rev. Charles R. Watson, D.D., Philadelphia. Pa. President Wilbert W. White, Ph.D., New York City. Officers for 1912 President W. Douglas Mackenzie, Chairman, Hosmer Hall, Hartford, Conn. Mr. Fennell P. Turner, Honorary Secretary, 600 Lexington Avenue, New York City. The Executive Committee W. Douglas Mackenzie, Chairman. James L. Barton. Ernest D. Burton. William I. Chamberlain. T. E. Egerton Shore. Charles R. Erdman. Mrs. a. F. Schauffler. Fennell P. Turner. CONTENiTS PAGE Officers and Members of the Board 2- An Account of the Origin of the Board 7-21 Minutes of the First Annual Meeting 25-29 Addresses at the First Annual Meeting: The Importance of Increased Efficiency in the Training of Missionaries, Dr. John R. Mott '. . . . 33-37 The Need of Special Missionary Preparation, President W. Douglas Mackenzie 37-45 The Need of the Study of Education in the Training of Missionaries, Dr. Thomas H. P. Sailer ; 45^8 The Language Study of Missionary Candidates Before Go- ing to Their Fields, Professor Harlan P. Beach 49-56 The Necessity of the Board of Missionary Studies as Seen by the Foreign Missionary Boards, Reverend James L. Barton 56-60 The Necessity of the Board of Missionary Studies as Seen by the Foreign Missionary, Reverend William I. Cham- berlain 60-62 The Need of a Board of Studies from the Standpoint of a Foreign Missionary, Reverend Homer C. Stuntz 63-64 The Necessity of the Board of Missionary Studies as Seen by Students of Missions, Professor Ernest D. Burton. . . 64-67 The Paramount Place of the Bible in Missionary Prepara- tion, President Wilbert W. White 67-69 The Wisdom of Cooperation Between the Two Boards of Studies, Reverend Henry T. Hodgkin 69-73 A Plan for Dealing with the Health Problems of the Mis- sionary, Dr. Luther H. Gulick 73-74 AN ACCOUNT OF THE ORIGIN OF THE BOARD THE ORIGIN OF THE BOARD OF MISSIONARY STUDIES At the World Missionary Conference in 1910, the report of Commission Five on the Preparation of Missionaries, of which President W. Douglas Mackenzie was the chairman, after surveying thoroughly the complex conditions on the mission field today, the intellectual and social movements that are taking place everywhere, the standards of missionary Societies in the selection of their missionaries, the methods of ascertaining the qualifications of candidates and of prepar- ing them for their specific work, the opportunities offered in Great Britain, on the Continent and in North America for institutional training, and the principles which should under- lie any scheme of adequate preparation came to the conclu- sion that there was a "practically unanimous recognition of the need for more specialized preparation of missionaries for their work and for their particular mission field," ^ a conclu- sion which was fully supported by the open discussion before the Conference. After traversing many suggestions that had been made regarding the establishment of centers of specialized train- ing, both on the field and at home, the Commission came to the conclusion that, in view of the complexity of the situation, it was advisable for the Conference to propose the establish- ment of a Board of Missionary Studies to give expert atten- tion on behalf of the missionary Societies to all the factors involved in the adequate preparation of missionaries for their task. In pursuance of this conclusion the Commission made the following recommendation to the Conference : ''Accordingly, in the devout and glad hope of results, some of which are within sight, we propose to the Conference that it should institute a Board of Missionary Studies, the general purpose of which 1 Vol. V of the Report of the World Missionary Conference of 1910, p. 180. BOARD OF MISSIONARY STUDIES shall be to supply guidance and to render assistance to Missionary Societies in the preparation of missionaries for their work. The duty of the Board shall be to acquaint itself with all available means for the study of missionary subjects, with the facilities provided at the different universities, colleges and seminaries, with the work of pro- fessors, lecturers and teachers, and with all details which may enable Societies to direct the work of students in their preparation. The Board would be able to act, when desired, as an advisory Body for Missionary Societies and Colleges, for seminaries and individual missionaries, both as to particulars, such as where a special language could best be studied, and also as to general matters, such as the best curriculum of training for special types of Mission work. While at first the functions of such a Board would be mainly advisory, it might be expected to reach a position in which it could take important and helpful action by organizing teaching in subjects not otherwise provided for, either permanently or temporarily, and by promoting the cooperation of Societies and Colleges in affording facilities to students. By ascertaining the special teaching provided at different institutions it might be enabled to secure coordination or, at any rate, to convey information, and to make it possible that the special advantages afforded by one institution should be made available as widely as possible. "Further, if, as we earnestly desire, some of the proposed schemes for Centers of Study at home and in the field are carried into effect, the Board would be able to supply information about them to the Societies, and to give counsel both to the Societies and to individual missionaries as to the most profitable employment of furlough for study and research and as to other kindred subjects. While the need for such a Board is well illustrated in Great Britain by the proposal to found a School of Oriental Studies, the advantages which a Board would confer upon missionary training would be of a much wider reach, and a similar Board would be of equal value in any country ivhere missionary enterprise is active. If Boards were formed in the United States, Canada, Germany, and elsewhere, they would be enabled, by consultation with one another, to advance the whole cause of mis- sionary study and preparation. Together or separately they might prepare a Year Book of Missions which would give clear and full information on matters of common interest; and they might further the preparation and publication of missionary text-books, the urgent need for which is universally recognized. 8 ORIGIN OF THE BOARD "In the case of Great Britain it is especially important that such i Board be formed at once. If constituted in such a way and by such persons as to carry weight, it may possibly exercise influence in the organization of the School for Oriental Studies. It might find repre- sentation upon the delegacy appointed to govern that school, or other- wise bring its opinion to bear upon that delegacy. But apart from this, so good an opportunity to form such a Board is not likely to recur for years. We recommend, therefore, that the Conference should take steps to secure the institution of a Board, inter-denomina- tional in character, and including representatives of the leading Mis- sionary Societies. The Societies to be represented might be selected either by a nominating committee or in accordance with the number of their missionaries at work in the mission field. Besides these, there should be co-opted members, who might be representatives ol universities and theological colleges, with leading missionaries eithei retired or on furlough. For efficiency, it would be necessary that the membership of the Board should be small, not exceeding, say, twenty- four. "Such a Board, whilst beginning quietly, might come to exercise an extremely important influence, and to cooperate in many helpful directions with similar Boards in other lands. Leaving each Society free to train its candidates in its own way, it would be the servant of all Societies, furnishing each with such information and guidance as might from time to time be requested. Its wide outlook would enable it to judge as to the subjects that require investigation, and the courses of study that could be profitably pursued. Being in close and friendly relation to centers of missionary study all over the world, it could point out to them considerations that ought to be taken into account, and receive from them the results of their ex- perience and research, and so would stimulate and concentrate all eiTorts in missionary study. It would also be of immense use to those who at home are guiding the educational policy of the different Alissionary Societies, and it might put the professors, lecturers and tutors of Colleges and Seminaries in the way of obtaining the knowl- edge they so much need for the wise and statesmanlike execution of their important duties. "We believe that in these and many other ways the institution of .such a Board of Study as we recommend would, with God's blessing, supply a channel which would disseminate and perpetuate the benefits of the World Missionary Conference." ' ^ Report of World Missionary Conference, Vol. V, pp. 189-192. BOARD OF MISSIONARY STUDIES There was a prompt response in Great Britain to this recommendation. At the first meeting of the Continuation Committee of the Conference, June 24th and 25th, 1910, a sub-committee on the Formation of a Board of Study in Great Britain was appointed to elaborate suggestions for the immediate formation of such a body as had been proposed. This Committee formulated a constitution and drew up a plan of work and a method of appointment of members, sub- mitting the scheme in a communication, dated December 12th, to the missionary Societies of Great Britain for their approval. A large majority of the Societies approved the proposals. At a meeting held in London in March, 1911, representatives of the Societies took the necessary steps to constitute the British Board of Study for the Preparation of Missionaries. The first meeting of the newly constituted Board of Study was held on March 31st, 191 1. At this meet- ing the Board elected an Executive Committee and defined its duties. By June 16th it had appointed a salaried secre- tary, the Reverend H. U. Weitbrecht, Ph.D., D.D. of the Church Missionary Society in the Panjab, India, who began his work on September 1st, 1911.^ Meanwhile the same proposal had been made to the mis- sionary Societies of North America by the transmission of the recommendation of Commission Five to the Committee of Reference and Counsel of the Foreign Missions Confer- ence of North America by Dr. Mott and Dr. Oldham on be- half of the Continuation Committee of the World Mission- ary Conference. The Committee of Reference and Counsel in reporting this communication to the Foreign Missions Conference at its regular meeting in January, 1911, took occasion to add: "It should be pointed out that the foregoing recommendation is not concerned with the general preparation of missionaries, but with their specifically missionary preparation, that is, the study of such ^ For full details regarding the work of the British Board of Study see its Annual Re- ports obtainable from the Secretary, 2 Church Crescent, Muswell Hill, London, N. 10 ORIGIN OF THE BOARD matters as languages, religions, history and customs of the countries to which they are appointed and the history and distinctive problems and methods of missionary work among non-Christians. The theo- logical and dogmatic instruction of intending missionaries is not to be included, and the Board of Studies will not pronounce any opinion on doctrinal or ecclesiastical questions regarding which those cooperating in the work differ among themselves. •The Executive Committee of the Continuation Committee have already laid this proposal before the missionary Societies of Great Britain, together with suggestions as to the constitution and functions of such a Board, and the proposal is receiving most favorable con- sideration. "The officers of the Continuation Committee have raised the ques- tion with the Committee of Reference and Counsel whether it would not be desirable for the present Conference of Representatives of the Missionary Societies of North America to appoint a representative committee which, in conjunction with the Committee of Reference and Counsel, would investigate the need and practicability of creating a Board of Missionary Studies in North America, these two com- mittees conjointly to have power to take such action as they deem best in the direction of the creation of such a Board. "We, therefore, recommend that this Conference arrange for the appointment of a representative Committee which, in conjunction with the Committee of Reference and Counsel, shall decide whether a Board of Missionary Studies should be created in North America, and that these two Committees conjointly be empowered to take any action which they may consider desirable and necessary to create such a Board." ' This recommendation was referred to the Business Com- mittee of the Conference, which reported the following reso- lution, which was unanimously adopted by the Conference: Resolved, That a Committee of Nineteen be appointed, including the twelve members of the Committee of Reference and Counsel, to con- sider whether a Board of Missionary Studies shall be created in North America, and that this Committee be empowered to take any action which it may consider desirable for the creation of such a Board. The following were chosen as the additional members of ^"Report of Eighteenth Conference of Foreign Mission Boards." 1911, pp. 75, 76. 11 BOARD OF MISSIONARY STUDIES the Committee: President W. Douglas Mackenzie, D.D., LL.D., the Rev. Charles R. Erdman, D.D., Dr. T. H. P. Sailer, Mr. Fennell P. Turner, Professor Harlan P. Beach, D.D., the Rev. Fred P. Haggard, D.D., and Principal A. Gandier.^ The members of the Committee of Nineteen as thus con- stituted were : The Rev. James L. Barton, D.D. The Rev. Thomas S. Barbour, D.D. The Rev. Harlan P. Beach, D.D. The Rev. Arthur J. Brown, D.D. The Rev. Charles R. Erdman. D.D. Principal A. Gandier, D.D. The Rev. Fred P. Hagg'ard, D.D. Bishop Walter R. Lambuth. D.D. The Rt. Rev. Arthur S. Lloyd, D.D. The Rev. Alexander McLean, D.D. The Rev. Robert P. Mackay, D.D. President W. Douglas Mackenzie, D.D., LL.D. John R. MoU, LL.D. T. H. P. Sailer, Ph.D. The Rev. Paul de Schweinitz, D.D. The Rev. T. E. Egerton Shore, M.A. The Rev. Homer C. Stuntz, D.D. Mr. F. P. Turner The Rev. Charles R. Watson, D.D. The Committee of Nineteen met on January 13, 1911, in the Board Room of the Board of Foreign Missions of the Presbyterian Church in the U. S. A., in New York City. The entire committee was present. Dr. Arthur J. Brown was chosen chairman, and Dr. Fred P. Haggard, secretary. After prolonged consideration of the question referred to the Committee by the Foreign Missions Conference, the fol- lowing action was taken : » Id. ib. p. 79. 12 ORIGIN OF THE BOARD Voted: That it is the sense of the Committee of Nineteen that steps should be taken at once to create in North America a Board of Study for the Preparation of Missionaries, which Board shall in due time, if practicable, be related to the Annual Conference of the Foreign Mission Boards of the United States and Canada; and that a Committee of five be appointed by the Chairman : (1) To study the whole subject and present a plan of organiza- tion for such a Board, including its composition, its functions and how it shall be perpetuated. (2) To call the full Committee together after the completion of the task to give unhurried consideration to the report. ('3) To present to the full Committee a list of names from which it may select a thoroughly representative Board. The chairman named as members of this committee of hve Drs. Erdman, Mackenzie, Mott, Shore and Watson, with the imderstanding that they should select their own chairman. This sub-committee was requested to report to the full com- mittee at a meeting appointed for June 8, 1911. On the date appointed the Committee of Nineteen met in Montclair, N. J. There were present the following mem- bers: Dr. A. J. Brown,. Dr. Paul de Schweinitz, Dr. H. C. Stuntz, Dr. T. H. P. Sailer, Professor H. P. Beach, Mr. F. P. Turner, Dr. T. S. Barbour, Dr. T. E. E. Shore, Dr. J.R. Mott, Bishop A. S. Lloyd, Dr. J. L. Barton, President W. D. Mac- kenzie and Dr. C. R. Watson. A full day was devoted to the consideration of the report of the sub-committee of five, resulting in the adoption of a constitution for the proposed Board ; the selection of a list of thirty-six names of those who were to be invited to serve as members of the Board; the choice of President Mackenzie and of Mr. Fennell P. Turner to .serve as Chairman and Secretary of the Board until the next meeting of the Foreign Missions Conference in January, 1912; the appointment of an acting Executive Committee consisting of J. L. Barton, H. P. Beach, C. R. Erdman, W. D. Mackenzie, J. R. Mott, T. H. P. Sailer, F. P. Turner, C R. Watson, empowered to make all arrangements for the first 13 BOARD OF MISSIONARY STUDIES annual meeting of the Board on December 6th, 1911 ; and in the decision to prepare and send a full report of the action of the Committee of Nineteen to each of the Societies and Boards connected with the Foreign Missions Conference. Under date of June 15th, 1911, the following report of the formation of the Board of Missionary Studies was sent to all the mission Boards and Societies connected with the Foreign Missions Conference : June 15, 1911. To the Boards and Societies Represented in The Foreign Missions Conference of North America: You will recall that one of the most important proposals which came before The Foreign Missions Conference of North /America last January related to the establishment of A Board of Missionary Studies. This proposal had its immediate origin in recommendations submitted by Commission V of The World Missionary Conference of 1910 on "The Preparation of Missionaries." The report of that Com- mission contained the following summary: "The evidence laid before the Commission has shown that there is a practically unanimous recognition of the need for more specialized preparation of mis- sionaries for their work and for their particular mission field. The preparation is taken to include (1) a literary and scientific study of languages, (2) a knowl- edge of the religious history and sociology of special races, (3) acquaintance with the general principles and laws of missionary enterprise and method. The unan- imity and earnestness of the testimony submitted on this matter have been impres- sive, and indeed irresistible in their cogency. It is impossible to doubt the existence of a real and urgent necessity, and its special character has been emphasized and defined in the preceding chapter. "It is equally clear that the necessity cannot be adequately met by existing institutions, or by Societies separately. Although we have urged strongly that in all Theological Colleges and Seminaries more should be done than at present for the special training of those of the students who are preparing for the foreign field, such work will always be limited by the resources of these institutions, and also by the fact that the great majority of their students are preparing for the home ministry. Nor could any one Society undertake to equip and maintain a Missionary College such as is required except on a small scale. The cooperation of Missionary Societies is essential, and it is a hopeful and guiding sign that, while the necessity of which we speak is recognized on every hand, there have been very numerous and spontaneous indications of a desire for cooperation on the part of experienced representatives of many Societies and Churches. "This specialized training can only properly be given to those who have I'.lready received a liberal education ; it must be of the nature of post-graduate 14 ORIGIN OF THE BOARD study. It would therefore not interfere with the general training which the Societies prescribe for their candidates, nor with the special Qiurch training which each Society holds to be essential. It would meet a common need, and would form an invaluable supplement to present arrangements and to existing institutions. . . . "Accordingly, in the devout and glad hope of results, some of which are within sight, we propose to the Conference that it should institute a Board of Missionary Studies, the general purpose of which shall be to supply guidance and to render assistance to Missionary Societies in the preparation of mission- aries for their work. The duty of the Board shall be to acquaint itself with all available means for the study of missionary subjects, with the facilities provided at the different universities, colleges, and seminaries, with the work of professors, lecturers, and teachers, and with all details which may enable Societies to direct the work of students in their preparation. The Board would be able to act, when desired, as an advisory Body for Missionary Societies and Colleges, for seminaries and individual missionaries, both as to particulars, such as where a special language could best be studied, and also as to general matters, such as the best curriculum of training for special types of Mission work. While at first the functions of such a Board would be mainly advisory, it might be expected to reach a position in which it could take important and helpful action by organizing teaching in subjects not otherwise provided for, either permanently or tempo- rarily, and by promoting the cooperation of Societies and Colleges in affording facilities to students. By ascertaining the special teaching provided at different institutions it might be enabled to secure coordination, or, at any rate, to convey information, and to make it possible that the special advantages aflforded by one institution should be made available as widely as possible. "Further, if, as we earnestly desire, some of the proposed schemes for Cen- ters of Study at home and in the field are carried into effect, the Board would be able to supply information about them to the Societies, and to give counsel both to the Societies and to individual missionaries as to the most profitable employ- ment of furlough for study and research and as to other kindred subjects. While the need for such a Board is well illustrated in Great Britain by the proposal to found a School of Oriental Studies, the advantages which a Board would confer upon missionary training would be of a much wider reach, and a similar Board would be of equal value in any country where missionary enterprise is active. If Boards were formed in the United States, Canada, Germany, and elsewhere, they would be enabled, by consultation with one another, to advance the whole cause of missionary study and preparation. Together or separately they might prepare a Year Book of Missions which would give clear and full information on matters of common interest; and they might further the preparation and publication of missionary text-books, the urgent need for which is universally recognized. . . . "Leaving each Society free to train its candidates in its own way, it (the proposed Board) would be the servant of all Societies, furnishing each with such information and guidance as mi^ht from time to time be requested. Its wide outlook would enable it to judge as to the subjects that require investigation and the courses of study that could be profitably pursued. Being in close and friendly relation to centers of missionary study all over the world, it could point out to them considerations that ought to be taken into account, and receive from them the results of their experience and research, and so would stimulate and concen- 15 BOARD OF MISSIONARY STUDIES trate all efforts in missionary study. It would also be of immense use to those who at home are guiding the educational policy of the different Missionary Societies, and it might put the professors, lecturers, and tutors of Colleges and Seminaries in the way of obtaining the knowledge they so much need for the wise and statesmanlike execution of their important duties. "We 'believe that in these and many other ways the institution of such a Board of Study as we recommend would, with God's blessing, supply a channel Rrhich would disseminate and perpetuate the benefits of the World Missionary -Conference." The Continuation Committee appointed by The World Missionary Conference presented this recommendation of Commission V with a strong endorsement to the Boards and Societies of Great Britain and North America. The British Societies have already approved it and a Board of Study for that country has been constituted with an influential membership and every prospect of large usefulness. In North America The Committee of Reference and Counsel was re- quested to take up the matter, and after careful consideration it embodied a recommendation on the subject in its annual report to The Foreign Missions Conference of North America, January 12, 1911. The Conference unanimously adopted the recommendation and appointed a Committee of Nineteen, including the twelve members of The Committee of Reference and Counsel, with power to take all necessary steps for the creation of such a Board of Studies. This Committee met January 13th, carefully considered the whole question, and appointed a sub-committee of five to work out details of organiza- tion and report at a meeting to be held June 8th. The Committee convened again on the latter date and devoted the entire day to the report of its sub-committee and the organization and membership of the Board. After full discussion, the following Constitution was unanimously adopted : CONSTITUTION OF THE BOARD OF MISSIONARY STUDIES I. NAME The Board shall be called "The Board of Alissionary Studies for North America." ' II. AIM The Board of Missionary Studies shall have for its aim to secure the most adequate kind and quality of preparation for those who are in training /i.r foreign missionary service. 16 ORIGIN OF THE BOARD 1!I. ORGANIZATION 1. The Board of Missionary Studies shall be appointed by and responsible to The Foreign Missions Conference of North America. 2. It shall be composed of not more than thirty-six members, who shall be appointed for not over three years. At the first appointment they shall be arranged in three groups appointed for one. two and three years, respectively. Members shall be eligible for reelection. 3. All vacancies shall be filled by The Foreign Missions Conference of North America from nominations made by The Board of Missionary Studies, except that vacancies occurring dtiring the year may be filled by the Executive Com- mittee of the Board to serve until the n«xt m.eeting of The Foreign Missions Conference. 4. The officers of The Board of Missionary Studies shall consist of a Chair- man and a Secretary, who shall be appointed by The Foreign Missions Confer- ence on the nomination of tlie Board from the members of the Board, and who shall be members ex-officio of the Executive Committee of the Board. 5. The Board of Missionary Studies shall appoint annually an Executive Committee of seven in addition to the officers above named, making nine in all, whose duties shall be to carry out the aims of the Board under the methods hereinafter defined, and to report its transactions in full to the Board. 6. The Board shall hold an annual meeting at which it shall hear the annual report of its Executive Committee, consider all matters proper to its general aim, appoint its Executive Committee for the following year, and prepare its own annual report to the Conference. Other meetings of the Board may be held at the call of the Executive Committee. A majority of the Board shall con- stitute a quorum. 7. The Board shall have the power to create special cooperating committees, to include persons not members of the Board, for the purpose of making specific investigations or carrying out specific and temporary projects, the chairman in each case to be appointed from members of the Board. IV. METHODS 1. The Board shall urge the importance and need of special missionary prep- aration as emphasized in the Report of Commission V to The World Missionary Conference of 1910. 2. The Board, through its Executive Committee and its officers, shall enter into correspondence with similar Boards in Europe, with Missionary Boards, with Theological Seminaries and Colleges, with Missionary Training Schools, with missionary leaders at home and abroad, and with institutions for special mis- sionary preparation on the field, to discover both what is being done and what ought to be done for the best equipment of the missionary. 3. It shall maintain correspondence with Missionary Boards for the purpose of acquiring information and aflfording aid in the adequate preparation of pros- pective missionaries. 4. It shall be ready to assist young men and women who desire information and advice regarding the best way in which they individually may acquire the training necessary for their respective forms and fields of missionary service, in harmony with the policy and plans of the several Boards concerned. 17 BOARD OF MISSIONARY STUDIES 5. It shall be ready to advise with the officers and teachers of Theological Seminaries and Colleges and Special Missionary Training Schools, regarding the subjects and methods of missionary preparation, to help them in finding suitable teachers or lecturers. 6. It shall be ready to advise with missionaries on furlough, who have strength and inclination for the pursuit of studies which they feel important for their future work, as to the best manner of fulfilling their desire. V. AMENDMENTS This Constitution may be amended by a two-thirds vote of The Foreign Mis- sions Conference of North America, provided a written notice shall have been given to The Board of Missionary Studies and all the Boards and Societies repre- sented in the Conference at least three months in advance. It will be noted that the Constitution provides that the Board of Studies shall be appointed by and be re.sponsible to The Foreign Mis- sions Conference of North America. The Committee regarded this as vital. The candidates are to be trained for the service of the Societies, and it is therefore not only desirable but absolutely neces- sary that the Board of Studies should be kept in the closest possible touch vi^ith the Societies, that its membership should include a due proportion of their administrative officers, and that The Foreign Mis- sions Conference of North America, which is composed of represen- tatives of the Societies, should have full control of the Board — appoint- ing its members, choosing its Chairman and Secretary, and supervising its work. To avoid delay in the organization of the proposed Board, The Foreign Missions Conference of 1911 "empowered" our Committee "to take any action which it might consider desirable for the creation of such a Board." We have therefore constituted the Board, so that it may be able to formulate definite measures and submit them to The Foreign Missions Conference of 1912. The task of selection was not easy, for the Board is intended to serve half a hundred Boards and Societies of Foreign Missions, a number of interdenominational agen- cies, several kinds of educational institutions and all parts of the United States and Canada. It was manifestly impossible to give each of these many interests a representative without making a Board of impracticable size. We could only bear in mind the principle that if the Board is to be a balanced working body and avoid partial views, it must be a composite of administrators, educators, specialists in cer- tain departments, men, women, Canadians and Americans ; and that eaoh member must be a recognized authority on some phase of the 18 ORIGIN OF THE BOARD work to be done. It will readily be seen that there was no lack of material and that the difficulty was to keep the list within the required limit. The result of our study was the selection of the following, leaving to the next meeting of The Foreign Missions Conference the arrangement of their terms in classes in accordance with section 3, paragraph 2 of the Constitution. The Rev. James L. Barton, D.D. Professor Harlan P. Beach, D.D. Professor O. E. Brown, D.D. Professor Martin G. Brumbaugh, Ph.D. Professor Ernest DeWitt Burton, D.D. Miss Helen B. Calder Professor Edward W. Capen, Ph.D. The Rev. Wm. I. Chamberlain, Ph.D. Professor Qiarles R. Erdman, D.D. Luther Halsey Gulick, M.D. The Rev. F. P. Haggard, D.D. President Henry C King, D.D. Professor George W. Knox, D.D. The Rt. Rev. Arthur S. Lloyd, D.D. President W. Douglas Mackenzie, D.D. The Rev. R. P. Mackay, D.D. President W. W. Moore, D.D. John R. Mott, LL.D. President E. Y. Mullins, D.D. Principal T. R. O'Meara, D.D. President C. T. Paul, Ph.D. Dean Wilford L. Robbins, D.D. Professor G. A. Johnston Ross, M. A. Dean James E. Russell, LL.D. T. H. P. Sailer, Ph.D. Mrs. A. F. Schauffler The Rev. T. E. Egerton Shore, M.A. Robert E. Speer, D.D. Professor John H. Strong, D.D. Mr. F. P. Turner The Rev. Homer C. Stuntz, D.D.. Miss Addie Grace Wardle President Wilbert W. White, Ph.D. The Rev. Charles R. Watson. D.D. We have designated President W. Douglas Mackenzie, D.D., LL.D., to act as Chairman and Mr. F. P. Turner to act as Secretary until the next meeting of The Foreign Missions Conference of North America, when officers will be elected according to section 3, paragraph 4 of the Constitution. It will be observed that in addition to the close and vital relation which the constitution and personnel of the Board establish between The Board of Missionary Studies and The Foreign Missions Con- ference of North America, the Conference controls, from year to year, elections to membership on the Board, and also has power to amend 19 BOARD OF MISSIONARY STUDIES the Constitution to meet any special conditions which may arise. This preliminary announcement is made to apprise the Boards and Societies represented in the Conference of what our Committee^ has done in acting upon the instructions of the last Conference. During the deliberations of our Committee, and especially during a devotional half hour conducted by Dr. Mott, the truth was emphasized that the proposed Board of Studies must serve as an agency for the discovery not merely of a more efficient and intellectual equipment for future missionaries but also of a richer spiritual preparation for a service which is supremely spiritual in its character and aim. Only through prayer can The Board of Missionary Studies realize the high ideals of its appointment, and we earnestly invite the cooperation and special prayer of all the friends of Foreign Missions in behalf of this movement which, appears to promise so much for the cause of Christ. (Signed) Arthur J. Brown, Chairman Fred P. Haggard, Secretary Thomas S. Barbour James L. Barton Harlan P. Beach Paul de Schweinitz Charles R. Erdman Alfred Gandier W. Henry Grant Walter R. Lambuth Arthur .S. Lloyd Robert P. Mackay W. Douglas Mackenzie Alexander McLean John R. Mott T. H. P. SAH.ER T. E. Egerton Shore Homer C. Stuntz Fen NELL P. Turner Charles R. Watson Committee The Acting Executive Committee met on October 5th, 191 1, to complete the plans for the organization of the Board of Missionary Studies. The Committee outlined a pro- gram for the first Annual Meeting of the Board, to be held in 20 ORIGIN OF THE BOARD New York City, December 6th, 1911, and made all other necessary arrangements for the meeting, which is reported in full below. In January, 1912, at the nineteenth meeting of the Foreign Missions Conference of North America, held January 10-12 at Garden City, Long Island, the program of the Board of Missionary Studies received its first formal consideration by the body which originated the Board. After a thor- ough presentation of the plans of the Board by its Chairman, President Mackenzie, they were fully discussed by many members of the Conference and given official endorsement. A detailed report of the proceedings may be found in pp. 49-72 of the ''Report of the Nineteenth Conference (1912)," issued bv the Conference itself. 21 THE FIRST ANNUAL MEETING Held in New York City December 6, 1911 MINUTES OF THE FIRST ANNUAL MEETING The First Annual Meeting of the Board of Missionary Studies^ convened at 10 o'clock on the morning of December 6th, 1911, meeting, by the courtesy of the Board of Foreign Missions of the Reformed Church in America, in the Board Room of the Church House at 25 East 22nd Street, New York City. In the temporary absence of the Chairman of the Board, the meeting was called to order by the Secretary, Mr. Fennell P. Turner. On motion of Dr. John R. Mott it was voted that Dr. Robert E. Speer serve as temporary chairman. The following members were in attendance at the meeting: Dr. James L. Barton Professor Harlan P. Beach Professor E. D. Burton Miss Plelen B. Calder Professor Edward W. Capen Dr. William I. Chamberlain Professor C. R. Erdman Luther H. Gulick, M.D. Dr. Fred P. Hagg-ard Rt. Rev. Arthur S. Lloyd President W. Douglas Mackenzie Dr. John R. Mott Principal T. R. O'Meara President C. T. Paul Dean James E. Russell Dr. T; H. p. Sailer Dr. Robert E. Speer Mrs. A. F. Schauffler Dr. T. E. E. Shore Professor John H. Strong Dr. Homer C. Stuntz Mr. Fennell P. Turner Miss Addie Grace Wardle Dr. Charles R. Watson Dr. Wilbert W. White After a prayer by Professor Charles R. Erdman, the pro- gram as arranged by the acting Executive Committee was accepted as the order of the day. Dr. John R. Mott made * The corporate name of the Board was altered on January 17, 1913, to its present form by the Foreign Missions Conference. 25 BOARD OF MISSIONARY STUDIES the introductory address on "The Great Importance of In- creased Efficiency in the Training of Missionaries for Their Task." While he was speaking, President Mackenzie ar- rived and took the chair. At the close of Dr. Mott's address the Chairman, Dr. Mackenzie, addressed the Board on "The Need of Special Missionary Preparation, as illustrated in the Correspondence of Commission Five of the World Mis- sionary Conference." After prayer by Dr. James L. Barton of Boston, a series of short addresses were delivered in accordance with the for- mal program: The Need of the Study of Education in the Training of Mission- aries Dr. T. H. P. Sailer, New York Educational Secretary of the Boa'd of Foreign Missions of the Presbyterian Church in the U. S. A. The Language Study of Missionary Candidates Before Going to Their Field Professor Harlan P. Beach, New Haven Professor of Missions in the Yale School of Religion. The Necessity of a Board of Missionary Studies (a) As seen by the Foreign Mission Boards Dr. James L. Barton, Boston Foreign Secretary of the American Board of Commissioners for Foreign Missions. Dr. Robert E. Speer, New York Secretary of the Board of Foreign Missions of the Presbyterian Church in the U. S. A. Dr. T. E. Egerton Shore, Toronto, Can. Foreign Secretary of the Canadian Methodist Board. (b) As seen by the Foreign Missionary Dr. William I. Chamberlain, New York Foreign Secretary of the Board of Foreign Missions of the Reformed Church in America, formerly a missionary in India. Dr. Homer C. Stuntz, New York Corresponding Secretary of the Board of Foreign Missions of the Methodist Episcopal Church, formerly a missionary in the Philippines. (c) As seen by Students of Missions Professor Ernest D. Burton, Chicago The University of Chicago. President Wilbert W. White, New York The Bible Teachers' Training School. On motion of Dr. Mott, Dr. Luther H. Gulick of the Rus- sell Sage Foundation, was invited to address the Board inf or- 26 MINUTES OF FIRST ANNUAL MEETING mally in regard to instruction on matters of health, on the examination of missionary candidates and on the service of, medical missionaries at home and on the field. Dr. Henry T. Hodgkin, Secretary of the Friends' Foreign Missionary Association of England, and a member of the Board of Study for Great Britain, was introduced and in- vited to address the meeting. It was reported by the acting Secretary that the following persons had accepted membership in the Board : The Rev. James L. Barton, D.D. Professor Harlan P. Beach, D.D. Professor O. E. Brown, D.D. Professor Martin G. Brumbaugh, Ph.D. Professor Ernest DeWitt Burton, Ph.D. Miss Helen B. Calder Professor Edward W. Capen, Ph.D. The Rev. Wm. I. Chamberlain, Ph.D. Professor Charles R. Erdman, D.D. Luther Halsey Gulick, M.D. The Rev. F. P. Haggard, D.D. President Henry C. King, D.D. Professor George W. Knox, D.D. The Rt. Rev. Arthur S. Lloyd, D.D. President W. Douglas Mackenzie, D.D. The Rev. R. P. Mackay, D.D. President W. W. Moore, D.D. John R. Mott, LL.D. President E. Y. Mullins, D.D. Principal T. R. O'Meara, D.D. President C. T. Paul, Ph.D. Dean Wilford L. Robbins, D.D. Professor G. A. Johnston Ross, M.A. Dean James E. Russell, LL.D. T. H. P. Sailer, Ph.D. Mrs. A. F. Schaufifler The Rev. T. E. Egerton Shore, M.A. Robert E. Speer, D.D. Professor John H. Strong, D.D. Mr. F. P. Turner The Rev. Homer C. Stuntz, D.D. Miss Addie Grace Wardle President Wilbert W. White. Ph.D. ^ The Rev. Charles R. Watson, D.D. 27 BOARD OF MISSIONARY STUDIES On motion the Executive Committee was directed to divide -the members into three groups (in accordance with the sec- ond paragraph of the third section of the Constitution), with terms of office expiring respectively in one, two and three years (viz., in 1913, 1914 and 1915). The following officers were elected for 1912, subject to the approval of the Foreign Missions Conference at its meeting in January, 1912: Chairman, Dr. W. Douglas Mackenzie. Secretary, Fennell P. Turner. The acting Executive Committee then made its report on a plan of organization. This proposal was discussed at great length and the following decisions were reached : 1. That the headquarters of the Board of Missionary Studies should be located in New York City. 2. That a permanent paid officer, to be known as the Director of the Board of Missionary Studies, should be secured as soon as possible. 3. That the budget of the Board should include the sal- ary and traveling expenses of the Director, office rent, furni- ture, stenographer and clerk, postage, stationery, printing of reports, the traveling expenses of the members of the Board for the annual meeting and the expenses of the committees appointed by the Board. 4. That the committee organization of the Board be referred to its Executive Committee for consideration and completion. On behalf of the Committee (W. D. Mackenzie, J. R. Mott, R. E. Speer and F. P. Turner) which had been appointed by the acting Executive Committee to look for and nominate a man as Director of the Board of Missionary Studies, Dr. W. D. Mackenzie reported that, although much time and thought had been given to the matter, the Committee was not in position to present a nomination. 28 MINUTES OF FIRST ANNUAL MEETING On motion of Dr. Speer the Committee was discharged and the matter of nominating a Director was referred to the Executive Committee. The budget needed for the Board and the best method of raising it was discussed at length. The matter was finally referred to the Executive Committee with full power. The Committee was instructed to confer regarding the matter with the Committee of Reference and Counsel of the Foreign Missions Conference at its meeting to be held on Decem- ber 6th. The Committee on Nominations reported, through its Chairman, Dr. John H. Strong, the following list of nomi- nations for the year 1912: For Officers : Chairman, President W. Douglas Mackenzie ; Honorary Secre- tary, Mr. Fennell P. Turner. For the Executive Committee : Dr. James L. Barton, Professor Ernest D. Burton, Dr. William I. Chamberlain, Professor Charles R. Erdman, President W. Douglas Mackenzie, Mrs. A. F. Schauffler, Dr. T. E. Egerton Shore and Mr. Fennell P. Turner. By a rising vote the Board thanked the Board of For- eign Missions of the Reformed Church in America for its hospitality. The Chairman then led in prayer, after which the Board adjourned. 29 THE ADDRESSES DELIVERED AT THE ANNUAL MEETING OF 1911 THE IMPORTANCE OF INCREASED EFFICIENCY IN THE TRAINING OF MISSIONARIES FOR THEIR TASK Dr. John R. Mott On my first tour to mission lands, many years ago, I gained the very definite impression that there was need of a great increase in the number of missionaries sent out, in order that the Christian Church might insure the prompt preaching of the gospel over the whole of the unevangelized world. On my second visit, some years later, the problem of the indig- enous church weighed upon my heart and I returned home feeling that we must spare no pains to develop a native lead- ership which might be adequate to the tremendous evange- listic and organizing tasks of the coming generation. My recent tour has not caused me to minimize in any respect the importance of keeping the ranks of our missionaries from depletion. I would, on the contrary, advocate a vast enlarge- ment of the number of those who are so indispensable to the true success of the missionary enterprise. Nor have I altered my judgment regarding the strategic importance of the steady development of a self-reliant, self-governing, self- defining native church which will gradually assume the responsibility for the Christianization of its own territory. Yet I realize today that, in my own thinking, the adequate training of our missionaries seems at least one of the supreme problems, if not the foremost one, faced at the present time by the Christian churches who believe in missionary aggressiveness. I have been deeply interested by the fact that, when the results of the world-wide investigations made by the eight commissions appointed by the World Missionary Confer- ence at Edinburgh were collated, it was very evident that the conclusions of each commission converged upon the need of increased efficiency in missionary preparation. Commission 33 BOARD OF MISSIONARY STUDIES I not only indicated the huge areas of unoccupied, often unexplored, territory throughout the mission world, but described the unsatisfactory and largely ineffective occu- pancy of the very fields which missionary Societies have long been cultivating. It declared repeatedly that missionary can- didates must receive a more efficient specific training for the fields which they are to enter, a training which will enable them to anticipate its conditions and its needs. When we reflect upon the astonishing difference between conditions in Mohammedan lands and those in Japan, the need of special- ized preparation to meet those conditions is evident. Commission II, in its interesting study of the church and the field, pointed out the rapid growth of the indigenous churches in independence and activity, and called attention to the development of a certain restiveness against entire control by a Christianity which those churches regard as for- eign. These tendencies impose upon the mission forces a delicate and difficult task, since their leadership must con- tinue, if disaster is not to overtake these unestablished churches. The educated men and women of each Christian community must be prepared to lead their churches toward real and competent independence. Such a task demands broad-minded, able, thoroughly trained missionaries, who are equipped to deal wisely and in friendly fashion with their brethren on the field. Commission III was concerned with the work of mission- ary education as a part of the great process of training the minds of those nations with whom missionary work is con- cerned, in which process literature is of supreme importance. The rapid increase of Western modes of education on a purely secular basis throughout the stronger non-Christian nationalities demands a parity of standards and ability on the part of the missionary educator. The influencing of the edu- cated classes among Christians and non-Christians alike calls for a degree of literary ability very rarely found. These are 34 THE FIRST ANNUAL MEETING among the outstanding problems today of Christian educa- tion and call for missionaries unusually equipped to meet the critical questionings of the keenest minds of the Orient. Commission IV, which dealt with the missionary message to non-Christian lands, emphasized the fresh mastery of the non-Christian religions, which is called for at the present time. This mastery is valuable in two directions: In the first place, a genuine sympathy toward the elements of truth and reality in these religions, such a sympathy as grows out of exact and detailed knowledge, is absolutely essential to all fair dealing with the ethnic faiths. No permanent progress can be made by those whose attitude is unalterably hostile. On the other hand, the missionary must continually beware of what may be regarded as one of the greatest dangers of today, the tendency to drift into a religious syncretism. We are liable, while endeavoring to improve and to estimate with frankness and fairness the religious views of non-Christian nations, to substitute for those religions something which, while it may be higher, is certainly not true Christianity. The missionary who is to be both properly sympathetic, and, at the same time, positively Christian, requires a comprehen- sive and detailed intellectual training. Commission V gave itself to the study of special mission- ary preparation, indicating what has already been accom- plished, and emphasizing that which still needs to be achieved. Its principal recommendation was the organization of boards of study in Great Britain and in this country. Of that recom- mendation this Board is the immediate outcome. Let us hope that it will be a practical and efficient embodiment of the aims so strongly stressed by the Commission and by the Conference. One who reads the findings of Commission VI, which treated of the home base, is reminded that the home churches are reaching today a new stage of development in their view of the world-wide task which is before them. Today as never before our mission Boards are commanding the confidence of 35 BOARD OF MISSIONARY STUDIES great educators, men of large affairs, and influential pastors. In order to maintain the confidence and enthusiasm of such as these, the missionary must be trained to invite their respect and trust. Commission VII, on the relation of missions to govern- ments, discussed a very significant and perplexing group of problems. It is probably true that the difficulties placed in the way of missions by governments will grow less as time goes on. Yet the necessity for diplomatic skill on the part of the missionary will never cease, and that confidence in his wisdom which is developed by his breadth of mind and far- sightedness will depend greatly on the breadth of the mis- sionary's education and the range of his training. Commission VIII, on cooperation, offers perhaps the widest field for the exercise of judgment and breadth of mind on the part of each individual missionary. No greater argu- ment could be given for the increase in the efficiency of mis- sionary training than the necessity of having men and women who are large enough to get together. Thus every one of these eight Commissions focuses on the one need of increased efficiency in missionary preparation. No more important work is entrusted to any Board in North America or in Great Britain than has been allotted to the Board of Missionary Studies. The work of this Board will be just as important to the home base as to the foreign field, and will aft'ect the efficiency of the older missionaries almost as directly as that of the candidates who are looking forward to the field. In my judgment, the Foreign Missions Con- ference has acted wisely in selecting a group of men and women for its membership who represent a wide variety of specialized experience and ability. To secure the greatest efficiency in the working of the Board, it would seem desir- able to discover a director. Let us hope that this will be an achievement of the early future. Meanwhile, we can be dis- covering the widest lines along which to do our work. 36 THE FIRST ANNUAL MEETING If we wish to achieve large results in this vital work to which we have set our hands, we must be prepared to pay the price of success. This I would formulate in three ways : First, we must emphasize thoroughness and efficiency at every stage of the process before us. Our motto must be "non multa sed multnm," We must reach out and enlist in this work the most productive minds in our country and on the field. When the leaders of thought, both at home and abroad, realize the purposes which we cherish and the ideals which we hope to maintain, they will gladly do their utmost in cooperation with us. Again, our work is not merely to be loyal to the past and to study thoroughly the results of ex- perience. It is rather to courageously interpret that past in terms of an efficient future. Thirdly, we must therefore set ourselves to do original, constructive work which will aim as never before to deal with the involved problems of Christen- dom in frank and open fashion. This will mean the carry- ing out of our plans on an international basis. We will make a mistake, if we evolve our results out of the experience of North America alone. They must reflect the matured think- ing of the missionary world. They must represent an in- telligent consideration of all the facts there are and a fear- less organizing of them into the interests, not of any one group of thinkers or actors, but into those of the kingdom of our Lord Jesus Christ alone. THE NEED OF SPECIAL MISSIONARY PREPARATION President W. Douglas Mackenzie, D.D. It will be remembered by all present that one of the eight Commissions appointed to report to the World Missionary Conference at Edinburgh, 1910, investigated the subject of "The Preparation of Missionaries." The report of this 37 BOARD OF MISSIONARY STUDIES Commission has been published as Volume V in the reports of that Conference. The Commission concluded its report of facts and ideals by recommending the appointment in Great Britain of a Board of Missionary Studies whose func- tion it would be to deal promptly with the situation which the report had disclosed and, if possible, to create institutions or direct movements towards the establishment of a higher standard of missionary preparation. I make it a rule in speaking on this subject always to utter a warning against undue depreciation of the actual stand- ards set or appointed in the past. No one can consider the great work of one hundred years which has actually been accomplished, or think of the great scholars and statesmen and evangelists who have appeared in every quarter of the globe among the missionaries of the gospel, and yet speak with scorn or contempt of the education which these men in some way achieved. On the other hand, we must frankly recognize the fact that the work on every field is becoming year by year more com- plicated and more difficult. The very success of missionary work, the enlightenment of the non-Christian world with Western civilization, and the methods of Western general education are changing the whole situation. No longer can missionaries think of themselves as the best educated men in many of the communities where they are at work. In Japan and India — and it will soon be the case also in China and in Africa, as well as in Turkey — the institutions of secular education are developing or will develop with extraordinary rapidity and the missionary will find himself confronted with large bodies of educated people, whose knowledge is at least as wide as his own, and whose power to deal with the re- ligious problems of the day is equal to that of similar persons on the home field. It is in view of this situation that Com- mission V of the Edinburgh Conference received, even from the missionaries themselves, urgent demands for higher 38 THE FIRST ANNUAL MEETING Standards of preparation. It reported that ''the ideal intel- lectual standard set forth by the missionary Societies, espe cially in their printed papers, is without exception high. In some cases it might be called prohibitive. There is a desire to obtain the very best."^ But it also reported a startling "contrast between the standard in use and the requirements of the field, as stated by the missionaries themselves." In an official summary of evidence from thirty-six missionaries belonging to eighteen Societies, all but three being British, the statement is deliberately made, "There is universal agree- ment that the intellectual standard is not high enough."^ The Commission reported that the whole subject might well be divided into two main divisions, general or professional training, and special missionary preparation. 1. General or Professional Training. — In this connec- tion the main attention was concentrated upon the training of the ordained missionary. It was definitely stated that the missionaries themselves unanimously demand that there shall be no lowering of the standard below the level of the home ministry. They even went further, a large number, at least, of the most able and important missionaries agree- ing "that it is extremely important that ordained mission- aries should receive the same theological training as is given to candidates for the home ministry."''* Throughout the missionary fields where education is al- ready well advanced there must be no suspicion that the or- dained missionary has had a ministerial education inferior to that considered essential to similar work in his own land. Any suspicion of this sort will awaken resentment and dis- trust. Moreover, in some of these countries, as in Turkey, Japan and India, theological seminaries are growing rapidly to great efficiency in the training of the native ministry. Their standards, while different in some respects from ours, ^Report of Commission V on The Preparation of Missionaries, p. 17. ^U. ib. p. 18. ' Id. ib. p. 65. 39 BOARD OF MISSIONARY STUDIES yet are high, enabling them to judge very quickly of the professional standing and efficiency of the man whom we send out to cooperate with them who should surely be an example of ministerial efficiency in the building up of the native churches. A dear friend of mine, now dead, who was for many years a missionary in India, told me that when he went out there thirty years ago, one missionary Board which had many or- dained men on its field was notorious for the poor education given to its missionaries. My friend said that these men, though earnest and zealous, were felt to be a very great hindrance to the cause of Christianity, and great difficulty was found in any attempt at cooperation with them. During the last thirty years a very great change has been wrought in the quality of that very mission, with the result that their success is greater and that they contribute valuable elements to the life of the churches in those regions. No more telling or eloquent evidence could be given of the different results obtained by an ordained missionary with a poor professional training, and by one who has passed through an adequate curriculum in the home land. The Commission also called attention to another field of professional work, namely, that of education. Admittedly a very large part of missionary work must henceforth be educational in character. Not only do the ordained mission- aries find themselves involved in this work, but colleges and schools of all kinds are being rapidly established and multi- plied in strength, which require an increasing number of men and women as teachers and professors who are experts in their various subjects. It must also be remembered that a very large proportion, if not the majority, of the women missionaries are engaged in work which is more or less dis- tinctively educational work. The evidence from the mis- sionary fields leads to the conclusion that only a small pro- portion of the persons engaged in education have had any 40 . THE FIRST ANNUAL MEETING professional training for such work. A few have had normal school training. Some have taken pedagogy and psychology in their college or university courses, but the number of these is as yet very small indeed, and the courses have too often been brief elective courses, hardly affording a sound and real grounding for their life work. The Commission calls attention, therefore, to the fact that this phase of missionary labor must be treated more seri- ously. All who are appointed to teach, especially those, whether ordained or unordained, who are put at the head of schools of any kind, ought to receive, before they under- take their work, adequate training in modern educational principles and methods. The Commission even went the length of saying that if, as must often be the case, an or- dained man is appointed head of a school, he ought not to be allowed to begin his work until he has taken a year in the home land of special study along these lines. The Commission did not offer much criticism of the pro- fessional training of medical missionaries or of industrial missionaries. In these cases it was felt that the standard had been, as a rule, reasonably high, and in the case of medical missionaries often very high indeed. 2. Special Missionary Preparation. — A very large part of the work done by Commission V bore upon the field of what is called Special Missionary Preparation. Under this new phrase the Commission included all those subjects which do not belong to the field of professional training, but which it is evident that every missionary must some day study, if he is to do his work efficiently. This whole field was considered under two general divisions: (a) All the subjects bearing upon the language, history, religion, customs, etc., of the missionary field; and (b) Those subjects which are required by each class of missionaries to supplement their profes- sional training. Thus the ordained missionary requires evi- dently some study in psychology and pedagogy and sociology 41 BOARD OF MISSIONARY STUDIES to supplement his ordinary professional course. The educa- tional, medical and industrial missionaries, on the other hand, all require some training in the Bible and in Christian doctrine to supplement what has been their professional training, in order that they may become not merely medical men, or merely educators, but men who are missionaries, using their professions as instrumentalities for the spread of the gospel. (a) Specific Training for the Field. — In the first group of subjects it was agreed that there are five which must be called necessary,^ viz: The Science and History of Missions The Religions of the World Sociology Pedagogy The Science of Language, and The Languages Required on the Field On each and all of these topics the report proceeds to make clear and, I believe, convincing statements. No one can read the pages which discuss these subjects without feeling that there is immense need of scientific work at these points. The argument that the missionary can pick these up more easily on the field than at home is probably a somewhat shallow opinion. In all these subjects the young missionary will learn more quickly and understand more deeply the phenomena before him on the field, if he has been scien- tifically drilled in the principles of the subject before he goes out. It is this discipline of the mind, this directing of the attention, this acquaintance with literature, which is the im- portant thing for the man who goes into a new country. There is no comparison between the observations which a man trained in these subjects will make within the first twelve months of his life on the field, and those which will be made by the man who has opened no book and received no discipline on these topics. * Report of Commission V on "The Preparation of Missionaries," pp. 161, 162. 42 THE FIRST ANNUAL MEETING The one subject on which there was, and may still be, great divergence of opinion is that of language study. It is gener- ally admitted that those that are called the literary languages, like Arabic or Sanskrit, may well be studied at home, and that such study will be of immense advantage to the young missionary as he begins work on the field. Divergence of opinion begins when we come to the problem of training in the vernaculars of the various fields. Many missionaries hold that the work done in a spoken language at home is apt to hinder a man from thoroughly acquiring the language on the field. This is said to be specially true in the matter of pronunciation. His ear gets wrong impressions, his tongue forms wrong habits, if he is taught to speak the language before he goes to the field, and these defects, it is alleged, are apt to remain with him through life. On the other hand, two considerations are worthy of note : (1) Missionaries themselves confess that a considerable number among them never learned the language of their field thoroughly, and are, therefore, handicapped even through a very long life, in their attempts to preach, teach, or argue with the people among whom they labor, (2) An impressive mass of evidence was presented in a Blue Book issued in the fall of 1909 by a Special Commis- sion of the British Government, which had for a consider- able period been investigating the problem of training imperial civil servants in the languages of the various coun- tries in which they have been appointed to serve. This royal commission reported that European governments have unani- mously concluded that young men can be best trained, even in the vernaculars of foreign lands, in their own home land, if this training is established on a certain broad and scientific basis. It requires that the student shall be scientifically grounded in the grammar and literature, if any, of his future language; but it requires also that a native speaker of that language should be daily at his side, from whose lips, and 43 BOARD OF MISSIONARY STUDIES not from those of an European, he may get the exact mode of utterance. It is presumed that he is being trained at the same time in the modern science of phonetics which will en- able him to identify minute differences of pronunciation and to reproduce them himself. In various parts of the world serious attempts have been made in recent years to put the language work of young mis- sionaries upon a better basis, and there is no doubt that room exists for the establishment of strong interdenominational schools in such countries as India, China and Japan for this purpose. But many of us are not at all convinced that with even such schools in existence the best work cannot be done, after all, in adequately equipped schools in the home land. I believe it is the intention of the British Boards, when the pro- posed Government School of Oriental Studies is established in London, to make use of that, and certainly the Germans will continue to develop the efficient schools which they already possess for this purpose. In America we are behind both Germany and Great Britain in this matter. (b) Supplementary Training. — I must pause to say a very few words on the necessity for supplementing the pro- fessional training of educators, medical missionaries, and others, with training in the Bible and in other topics bearing upon their understanding and interpretation of Christian truth. But on this very little need be said. It is abundantly proved that these missionaries have often been inadequately prepared for this side of their life work, and that no Board ought henceforth to send out any man or woman who has not given, if possible, a year to the study of these supplementary subjects. In view of all these facts, we may assume that the exist- ence of the Board of Studies, of which we who are present have been constituted members, is justified. This work can- not be done by any one Board or by any one school. It can only be done on a very broad basis by the cooperation of all 44 THE FIRST ANNUAL MEETING concerned. It will not ofifer any substitute for the other values which the missionary must possess. We acknowledge that every missionary must have the gift of the Holy Spirit, and that an educated man without the Spirit will do less work than the uneducated man with the Spirit in spreading the living gospel. We may assume that the great bulk of missionary service is going to be done by average men, and that leaders and men of genius cannot be created by any system of educa- tion, but are produced from the mysterious fountains of Nature herself. But when we have admitted all these things, the necessity confronts us of raising the whole standard of missionary preparation. The Conference of Foreign Mis- sionary Boards of North America has created this Board of Missionary Studies and has called us individually to be mem- bers of it, that we may undertake this great task. It will require the utmost wisdom, the utmost frankness, the devo- tion of a considerable amount of time and energy on the part of us all ; but I think that each one of us will feel thrilled by the thought that he may, through this work, contribute to the great result at which the Board aims, namely, the in- creased efficiency of all the American missionaries in all parts of the world. I trust that I have made the matter so plain that everyone who has come with some hesitancy upon this Board will this morning feel aroused and determined to contribute what he has of personal enthusiasm and judgment and ability to this great result. THE NEED OF THE STUDY OF EDUCATION IN THE TRAINING OF MISSIONARIES T. H. P. Sailer, Ph.D. The theme assigned to me for discussion deals with a mat- ter of great importance. We all know the extent to which educational interests factor in the work of even the average 45 BOARD OF MISSIONARY STUDIES missionary, living far from a great city. I wonder whether we have begun to realize how important it is that these in- terests should be handled with efficiency. I desire to discuss this phase of the subject under two heads: the unsatisfactory situation existing today and the imperative demand for its improvement. 1. The Unsatisfactory Situation. — So far as I know, no attempt has ever been made to collect data which would really indicate the present educational training of foreign mission- aries. A questionnaire was sent out from my office some time ago containing among other details inquiries on this subject. Between thirty and forty replies were received from missionaries who were perhaps a little above the average in training for educational work on the mission field. These replies showed that over one-third of them had received no previous training whatever, and that less than one-fourth had had both educational theory and practice. Of the remainder, the practice was sometimes represented by short terms of teaching which had been undertaken to keep the financial pot boiling, and the theory sometimes meant no more than an ordinary college course in education. While both our Boards and our Missions appreciate the value of special educational training, the force of circum- stances has accustomed them to the assignment of mission- aries who lack any training of the sort to school and college work on the field, so that it may be said that such training is not felt to be absolutely essential. A prominent missionary, whose voice was heard often and weightily at the Edinburgh Conference, not himself an educationalist, was expressing his pleasure at having secured a certain young woman as a teacher in one of his schools. I asked him v/hether she had had any training in educational theory and practice. He looked surprised, and replied that she was a graduate of one of the leading colleges for women. I intimated that I did not consider that in itself any adequate preparation for teach- 46 THE FIRST ANNUAL MEETING ing an elementary school. Our most alert educational mis- sionaries are emphatic in demanding that there shall be training in both theory and practice in addition to, or, if both can not be had, even instead of, a college course. While we value the mastery of subject matter which a good college course supplies, we are forced to declare that its methods are not those which should be copied in dealing with immature minds. 2. The Dangerous Slowness of Improvement. — The standards are slowly rising, but to keep them level with the increasing demands of the field will call for the most stren- uous efforts of such a body as this Board of Missionary Studies. There is an entirely new interest in education throughout all of the non-Christian world. A few years ago the brown and the yellow man were settling down to the un- welcome conviction that the white race was to be their master. A white skin was coming to be accepted as a fore- ordained badge of superiority. Then the yellow race, which had most conspicuously cultivated education, locked horns with the white race which had most conspicuously neglected it, and the result set the minds of the East on fire. *Tt isn't in the skin at all ! The skin has nothing to do with it ! Give us education and we shall be a match for any color on earth !" has been their conclusion. Today the principal demand of the East is for education, and we who wish permanently to influence the Oriental mind must concentrate our efforts upon this field. The governments are subsidizing and stand- ardizing and broadening their educational systems in a way that will create a competition that has been in many areas hitherto unknown. There never was a time in the history of the world when such vast masses of population were ex- changing so rapidly their static social ideals for those which are progressive. There exists no past standard by which we can measure the momentum of the present transformation, and we are in serious danger of underestimating the great- 47 BOARD OF MISSIONARY STUDIES ness of our opportunity and the educational equipment that will be needed to meet it successfully. The foreign missionary educationalist will always need greater personal resources than the teacher at home. He has less to build upon, and finds less in the social system he faces to supplement his efiforts. In reply to a question, mission- aries have written me that the most characteristic difference between their pupils and American children is in the absence of the foundations which Western home and community life supply. The modern school is acknowledging its responsi- bility to provide for its children the essentials which the home and community, under changing conditions, are failing to provide. The school in the Orient must either repudiate this ideal or face a problem very much more vast and complicated than education has ever attempted before. The most ex- perienced educators in this country would recognize in the preparation of textbooks and the framing of curricula for missionary schools today a task demanding and perhaps out- reaching their best abilities. Yet just this task confronts our educational missionaries in the field. To impose it upon men and women who are ignorant of our educational heritage is to make a blunder that will be far-reaching in its conse- quences. The missionary with scanty equipment and no one to con- sult is placed in an educational situation far more complex and difficult than any known to us at home. His standards will surely be followed and his methods imitated by his pupils. The mistakes he makes are thus sure to be multiplied and handed on to others. Bernard Lucas has impressively said, "Against Eastern quantity we have nothing to set save Western quality, and the whole issue turns upon the superiority of that quality." To the present enthusiasm of the East for education, we can not afford to offer a quality that is short of the best. 48 THE FIRST ANNUAL MEETING THE LANGUAGE STUDY OF MISSIONARY CANDIDATES BEFORE GOING TO THEIR FIELDS Professor Harlan P. Beach, D.D. Before discussing the topic which has been assigned, per- mit me to make two observations. The first is that per- sonally I believe that a vernacular can best be acquired on the field in the interdenominational language and training schools which I hope will in the near future be established in the great language areas of important mission fields. That, however, is not the topic before us for consideration. More- over, the training which is given at present on the field has not reached anything like its ideal development, and until this is accomplished I conscientiously advocate language teaching of a definite sort here in the home land. The second preliminary statement has to do with the facts as we find them in those training schools and theological in- stitutions at home which have responded to my request for information. Only sixteen of the twenty-seven written to have replied to the questionnaire sent out. Of these, six are teaching one or more languages to missionary candidates, two or three are ready to do so, but have had no students desiring to take the study, and two or three have arranged for a course in phonetics for intending missionaries. In a number of institutions the idea of giving such preliminary instruction was heartily approved, but since proper instruc- tors could not be found no courses have been offered. In a few cases instruction has been given by persons who taught their native tongue to the students; while in others, instruc- tion has been given by those who had acquired the language taught in adult life. Of all the communications received, that of Professor C. T. Paul, President of the College of Missions of Indianapolis, was the most illuminating, and the work done there seems to be far in advance of anything re- ported elsewhere. 49 BOARD OF MISSIONARY STUDIES The time allotted me does not permit of anything more than the merest suggestion of a discussion of the topic. Let me introduce it by quoting, for the benefit of some present who may not have read it, the finding of Commission V as formulated in the Report presented to the World Missionary Conference of 1910, regarding the teaching of missionary languages at the home base : 1. ".The language should be studied at home under thoroughly com- petent Western teachers, with whom, in order to get accurate pronun- ciation, natives in residence at the home center should be trained to cooperate, and read and speak with the students. The native teachers should be taught to exercise more authority and greater strictness than they are apt to do when so engaged in their own lands. 2. "The study of the language under such conditions could be pur- sued with a concentration of purpose, in an atmosphere of scholarship, and under standards of excellence which are all very hard to obtain on the field itself. 3. "In such a center of preparation as is here contemplated, provi- sion should be made on an ample scale for the thorough study of other topics included in our description of special missionary preparation. They, too, would be presumably taught and studied with a degree of excellence hard to attain abroad. 4. "It is urged that the missionary student would do all this severe but most necessary work under conditions less exhaustive of strength, in a climate less trying, and with less distracting surroundings. "In concluding this section, the Commission finds itself unable to determine the relative merits of these lines of argument. The a priori reasonableness lies probably with the first set of considerations and in favor of giving language instruction on the field with immensely im- proved arrangements. The weight of experience seems to lie with the second set of considerations, in view alike of what German linguists have accomplished and of evidence presented by the very highest authorities, specially that included in the Treasury Report." ' This latter testimony, it should be explained, is found in Appendix VIII of the report of Commission V. A number of missionary and other British bodies had petitioned the First Lord of the Treasury to institute a Government inquiry 1 Report of Commission V on "The Preparation of Missionaries," pp. 178-9. 50 THE FIRST ANNUAL MEETING which should determine whether or not the memorialists' unanimous opinion was correct, that "the preliminary study of Oriental languages, under competent teachers and accord- ing to scientific principles at home, is of the very highest advantage as a step toward future proficiency." The emi- nent Orientalists and others who constituted the Committee reported favorably to the British Government, and its con- clusions were later endorsed by statesmen and administra- tors from various parts of the Empire. Let me now summarize the principal suggestions in Pro- fessor Paul's letter, though, if it were not longer than could be read in the time allotted me, I should prefer to present it in extenso. An investigation of the methods and results of language instruction on the foreign field, as well as the ex- perience derived from a sojourn in the Far East, has led him to believe that much valuable time is being wasted, and that the clear and effective presentation of the gospel is being hindered, because of a defective language policy for mission- aries in course of home preparation, with the consequent handicaps which confront them when set to learn difficult languages on the foreign field. To relieve this linguistic problem, Professor Paul aims to create in the student's mind a scientific and historical interest in language phenomena through lectures on the science of language. Then follows a thorough course of phonetics, theoretical and practical, based upon the assumption that any person with normal vocal organs can reproduce any sound made by men of any other race, provided he is told precisely how the sound is made. Mere imitation may lead him astray, and as native teachers of foreign tongues can only rely upon imitation, errors in pronunciation result. Important languages of Eastern and African fields can be used for illustrative purposes. Methods of studying and teaching languages come next in order, and in connection with the latter processes the student should have practice les- 51 BOARD OF MISSIONARY STUDIES sons in teaching men of various nationalities. With this preparation, students may enter upon a two years' course in certain languages, Hindu and Spanish being taught now, with others to follow. Four or five periods per week will be given to this linguistic study. Thus far Professor Paul's ideal of securing trained natives of the various mission fields to teach their native tongues has been only partially realized, though he hopes that this will be accomplished in course of time. Another effort in the direction of special linguistic and phonetic preparation has been repeatedly before the mission- ary Societies in the annual meetings of the Foreign Missions Conference, that of the Rev. Thomas F. Cummings, a returned missionary from India. Thus far he has empha- sized phonetics, and a very good system of learning lan- guages by objects and otherwise seems to be exemplified in his Hindi manual. Thus far no extended trial of this system has been made in institutions which train missionaries in America. It was hoped by me that replies to a series of questions coming from the institutions for missionary training in North America would furnish ample material for a contri- bution to the subject we have under discussion. So little has been received by me that I am compelled to offer a few gen- eralizations. I must confess that most of what follows comes out of some experiments tried out at Yale in the teaching of the Chinese language, as well as out of inquiries made in my last tour of mission fields. Perhaps I would better present it all as my own view for the reason stated. 1. As to the Importance of Phonetics. — The basal work of phonetics is, without doubt, important. Yet as taught in America and Europe, phonetics has mainly to do with the Aryan tongues, with guesses at languages of other stocks. To argue from India to China is perilous for a teacher of phonetics. The Bantu languages have a vast amount of com- 52 THE FIRST ANNUAL MEETING mon material, but when the phenomenon of clicks is to be taught only a small section affected by Hottentot and Bush- man peculiarities can supply accurate material. In fact, it is a question whether certain Arabic gutturals and the African clicks can be successfully reproduced in adult life. Worse still is it for a teacher of phonetics, who has never heard the Chinese tones in their complexity, as in Canton and Foochow, or in their simplest form, as heard in the Pekingese, to describe learnedly just how the voice should be modulated to produce the desired results in Chinese. While the science of phonetics has its limitations, the study should not be ignored. Many missionary languages are of the Aryan type, and such are capable of being made the basis of instruction; though the refinements of pronunciation in many Indian tongues are a serious problem for a teacher who has never heard a native speak those languages. Yet great advantage comes from such discussions of phonetics as one finds in the pages of Hempl, Hoffman and Soames, of Sweet, Passy and Bahlsen, of our own Bell of "visible speech" fame, and, particularly, of Professor Meinhof in his works on the Bantu languages. Victor's Kleine Phonetik answers all the needs of the ordinary student, while his fuller work leaves nothing to be desired. Though Sweet criticises the use of charts, surely help of a very real value can be derived from the phonetic charts of Victor and Rambeau, as well as from Professor Bell's books. 2. The Need for Better Manuals and Methods. — It is saying little to assert that since the textbooks prepared for teaching Occidentals the languages of mission lands are, almost without exception, unscientific in their basis, so any better method of language teaching imparted in the institu- tions for missionary training will make an advance over the past. Missions should always ask for the best and not be content with better methods. Just here the cause may receive its greatest help from the home lands. Masters of language 53 BOARD OF MISSIONARY STUDIES teaching- should be enabled to secure in or from mission lands the finest speakers and writers of the vernaculars, who are also speakers of English or some Continental tongue. With this material, the expert phonologist and the equally strong language teacher could prepare manuals which would be far superior to any now in use. The grammatical sections need not be extensive in this early stage of mastery. For such an achievement the authors would need to recast material fur- nished by the best authorities on the fields. But here again we face a present lack. To bridge it, improvement can be secured by following the suggestions coming from various methods for teaching European lan- guages. The books of Sweet, Bahlsen, Victor, Gouin and others contain profitable ideas for the teacher's use, as he employs the textbooks now in vogue, faulty as they are. If a native of the country whose tongue is taught is available, the student can at least be trained to pronounce fairly accu- rately, and a method can be employed which will enable him to hear accurately and to use his mind to ascertain what is being said, instead of depending upon such crutches as vocabularies and dry textbooks. He should also be required to talk from the outset, as well as to collect his own vocabu- lary and to classify his words, idioms, and grammatical data. 3. The Best Time for Language Instruction. — Training institutions should have a good reason governing the adjust- ment of their teaching periods. They do not propose to do more than give the candidate a start in language acquisition and to impart a sound method of linguistic study. It is a waste of time, and even a peril, in view of the real danger of gaining a permanently imperfect pronunciation, to attempt to give prospective missionaries a fuller knowledge of their future adopted language. This being accepted, it is mani- festly advisable to mass language instruction at or near the close of the course of study in America, so that no facility may be lost by a long interval of inattention. One or two- 54 THE FIRST ANNUAL MEETING hour periods per week for the last year are far less valuable than twice that number of hours during the last half year of training. In case a language is now taught two or three hours per week during two years, it would seem to be more effective to double the number of hours the last year and per- mit the first year to be given to other studies which will not suffer by being put thus early in the course. 4. The Study of the Classical Languages of the Orient. — I will only add a fourth suggestion, and that has to do with the classical tongues of certain mission fields. So few mis- sionaries know anything of Sanskrit and Pali that the liter- atures of Hinduism and of Buddhism are a terra incognita to them. Yet they are liable to meet cultivated Hindus or Burmans at any time, whose responsiveness might be aroused, if the missionaries gave evidence of knowing even ever so little of their sacred tongues. While the Chinese clas- sical language is on a different plane altogether, and so is hardly open to discussion in this connection, current Arabic is enough like the classical to make it desirable for the mis- sionary to Moslem lands to study the best works in Arabic, especially the Koran. With the possible exception of Arabic, which probably may be more easily mastered in Cairo, these languages are more readily mastered in our best American universities than in India or Ceylon. It may be asking too much to urge that all missionaries to the countries using those classical languages be expected to make a beginning of their mastery here in America; but it certainly is not too much to ask in the case of a select group of men, who go out, for example, as educationists. If every mission Board in India had such a man as Johnson of Benares, the higher classes, and especially the Brahmans, would soon be moved by Christian knowledge coming to them through minds capable of tingeing it with Sanskrit hues. The beginnings now being made through the agitation of Bishop Westcott and others in India, and to be tried out at the new institution 55 BOARD OF MISSIONARY STUDIES at Bangalore, will probably be seconded by the realization of the similar plans of Dr. MacGillivray and others in Shanghai. Then our leading missionaries will no longer be guessing about the religions which they come to leaven and largely dis- place ; they will have some genuine, solid knowledge. At the present time there is altogether too much guess work about missionary evaluation of Oriental thinking, and this will con- tinue until missionaries become imitators of Rammohun Roy, who learned Hebrew and Greek that he might read the Bible in the original languages and so preach with a proper under- standing of a religion which he desired to intelligently esti- mate and use for personal blessing and for his Samaj. The foregoing represents my own convictions in favor of the study of some missionary languages before going out to the field. Much might have been said in rebuttal of some of the positions taken. Much more ought to be said of the folly of attempting too much in the way of language study here at home. Very much needs to be said against such study when it is incompetently handled, preparing the candidate for the lifelong misuse of a tongue which, if used with accuracy and grace, is a savor of life unto life, while, if it is used haltingly and incorrectly, may prove a real stumbling block in the way. THE NECESSITY OF THE BOARD OF MISSION- ARY STUDIES AS SEEN BY THE FOREIGN MISSION BOARDS The Reverend James L. Barton, D.D. Since this Board of Missionary Studies is the direct result of the demand of the officers of the Foreign Missionary Societies of the United States and Canada, little argument is needed to show the necessity as viewed either by the mission- aries themselves or by the various Societies. 56 THE FIRST ANNUAL MEETING In reviewing the considerations that led to the formation of a Board of Studies we note the following facts : 1. Missionary work in all of the older missions is no longer a simple affair. The demands made upon the mission- aries are varied and exacting. We can not now send out a man who has taken a general college course followed by three years of theology and expect him to take general and effective charge of a widely extending evangelistic work, to become the president of a college, and the professor of science and languages, or of philosophy, ethics and history in that col- lege, or to be assigned to the chair of church history, sys- tematic theology and Old and New Testament exegesis in a theological seminary, to manage an industrial plant, to edit and publish a vernacular paper or magazine, to construct mission buildings, to carry on negotiations with the local gov- ernment, and to do the work of each and all of these depart- ments in a satisfactory manner. In a word, the grade of work demanded of the missionary at the present time is such that he must specialize, which necessitates courses in prepa- ration which will equip him for the work he has to do. We of the American Board are feeling this to such an extent that we now have a man, who is already an A.B., and an M.A., matriculated in Oxford University in special prepa- ration for college work in India. We have others, equally well educated, who are now pursuing advanced courses in universities in this country. 2. Our missionaries now in the older mission fields are in contact and cooperation with native colleagues who have won university degrees. Some of these coadjutors have spe- cialized in different departments and are men of sound learn- ing and excellent ability. The missionary who works with them must be equipped in every way to command confidence and respect. 3. As missionary operations have enlarged, it has been necessary to break up the work of a mission into departments, 57 BOARD OF MISSIONARY STUDIES more and more. One missionary does not attempt to do a little of everything, but endeavors to become especially pro- ficient in some one or two lines ; as, for example, educational missionaries are sought and appointed to that particular line of work. Even within that class, specialists in science, his- tory, in industrial training, in kindergarten work, or in nor- mal training, are sought and commissioned for the work that lies along the line of their special training. Unquestionably, this demand for specialization will increase. Missionaries are now sought with special training and fit- ness for literary work, for expert leadership in great social movements, for the oversight and management of the busi- ness affairs of a mission or station, for their mechanical and architectural ability, and for their diplomatic skill in dealing with government ofificials. These suggestions indicate some of the many special and even distinguished qualifications that modern organized and developed missionary enterprises are demanding and that missionary Societies must provide. Noteworthy among these are the men and women who are needed as leaders in all countries to organize and conduct the great evangelizing enterprizes that eventuate in strong and properly developed native Christian churches under a trained and able native leadership. In addition to this training of specialists in a great variety of departments of work we are coming reluctantly to realize that for the ordinary man who has had no unusual advan- tages, a four years' college course followed by a three years' theological course constitutes at the best out a modest equip- ment. Many of us feel that for most of our candidates we may have to insist upon at least four years of close study after finishing the A.B. course. A considerable percentage of our missionaries of the American Board already do this. In the training now received by the ordinary candidate seeking appointment we find that there is a great lack in (1) pedagogical training and equipment: (2) principles of THE FIRST ANNUAL MEETING sociology; (3) knowledge of the non-Christian religions and their relations to Christianity; (4) history of missions; (5) theory and practice of missions; (6) knowledge of the his- tory, people, government, religions, characteristics, etc., of the countries to which they are appointed; (7) lack of knowl- edge of tropical diseases and medicine upon the part of physi- cians appointed to tropical countries; (8) understanding of health conditions and requirements in the countries to which they are appointed. This list is not exhaustive by any means. We are con- vinced that the training schools from which our candidates come do not provide, at the present time, courses that cover these needs, although the demands upon the field for better prepared men and women are rapidly upon the increase. We have urged the creation of this Board of Studies that in some way this lack may be made up. To this Board we turn and ask that, in some way, yet to be discovered, provision may be made for the broader and more effective training of those who go out as representatives of the best educational insti- tutions of America. No secretary or body of secretaries can give sufficient time and attention to these things. We need here the counsel and cooperation of the best educational experts in America. We will call upon the Board of Studies, ( 1 ) for information as to where this special training can be obtained; (2) for courses of reading upon pedagogy, religions, his- tory and practice of missions, sociology, and upon each of the mission countries; (3) for information where the missionaries upon fur- lough can go to secure the most possible by way of new equipment for their work ; (4) for assistance in organizing in the great language 59 BOARD OF MISSIONARY STUDIES zones of mission countries interdenominational schools where opportunities will be afforded for new missionaries to learn the vernacular and to acquire an accurate knowledge of the country and people. The work of this Board can be of incalculable value to the work of missions, greatly increasing the efficiency of the mivS- sionary force, not by increasing their numbers but by making every missionary more effective. THE NECESSITY OF THE BOARD OF MISSION- ARY STUDIES AS SEEN BY THE FOREIGN MISSIONARY The Reverend William I. Chamberlain, Ph.D. I apprehend that the primary purpose of the introduction of this phase of the necessity of the Board of Missionary Studies, the viewpoint of the foreign missionary, is for com- pleteness of statement. From the missionary point of view, the question is long since determined, as evidence from the testimony of missionaries gathered in the Report of Commis- sion V of the Edinburgh Conference upon The Preparation of the Missionary, one of the issues of which is the organ- ization of this Board. My attention has recently been dravv^n somewhat closely to the Reports of Commissions III and IV upon Christian Education and The Missionary Message, and I have been again impressed with the accumulation of evidence gathered from the missionary field in favor of the main thesis which has called this Board into being. For example, in the report of the Commission on Christian Education there is an important chapter dealing with The Relating of Christian Truth to Indigenous Thought and Feeling, which was confessedly based upon the communi- 60 THE FIRST ANNUAL MEETING cations received from the mission field, the conclusion of which is inescapably the necessity for the thorough prepa- ration of the missionary in order that he may bring about this necessary relation more effectively. Likewise, in the report of the Commission on the Mission- ary Message, the chapter which presents the general conclu- sions of the Commission, calling attention to the latent ele- ments of truth in the non-Christian religions, carries with it the presupposition which is again the thesis which we are considering today. The chapter in the Report of the Commission upon The Preparation of Missionaries, which would seem to deal most directly with the phase of the subject with which we are at this moment dealing, namely, the one containing a summary of evidence regarding the need and the character of special missionary preparation, has much very valuable testimony bearing upon this point from such men as Dr. Stewart of Africa and Dr. Gibson of China. This chapter is supported by appendices which contain the answers of other well- known missionaries to the questions proposed by the Com- mission, among whom is Mr. Farquhar of India. Indeed, all that one can add to this accumulation of evidence is in the nature of personal experience. Holding for the moment the brief for the missionaries, I think I can present their case clearly in the form of a syllogism : The major premise is : The great missionary fields of the world, where the larger number of our missionaries are now at work, lie among the historical religions which have chal- lenged the assent of the intellectual races of the world. The minor premise is: The most effective way for the presentation of Christianity to the followers of these non- Christian religions is through a careful knowledge of them, an appreciation of their point of view and an understanding of their method of thought. 61 BOARD OF MISSIONARY STUDIES The conclusion is too manifest perhaps to state. It is, of course, that which underlies the purpose of this Board, namely, the necessity for a thorough preparation on the part of the missionaries, so far as possible, before entering upon their service. There is an African proverb which Dr. Stewart quotes in his letter to the Commission which seems to me to have peculiar aptness: "The dawn does not rise twice to awaken a man." There is a somewhat similar proverb cur- rent in India: "A Brahman's wisdom is after wisdom." The application of these proverbs to our present thought is too apparent for statement. Suffer a word of personal experience. When I was under- going my first period of service in the missionary field of India, I became very much impressed with the inadequacy of my preparation for the work that offered, and determined that at the first opportunity I would enter upon formal plans for more careful and definite preparation for future service. On my return on furlough I secured release from the usual deputation work falling to the share of a missionary at home and entered upon a formal course of study in connection with one of our American universities which, I felt, very greatly helped me in my later work. While this undertaking was in mind I wrote to friends in this country, members of our Board, for advice and suggestion, but was not able to receive any very definite information. This somewhat delayed my entrance upon this belated preparatory work on my return to this country. By serving as a source for reliable informa- tion, such as I needed, the Board of Missionary Studies can be very useful to many missionaries who thus, by personal experience, will come to a very practical realization of the need for larger preparation for effective missionary service. 62 THE FIRST ANNUAL MEETING THE NEED OF A BOARD OF STUDIES FROM THE STANDPOINT OF A FOREIGN MISSIONARY The Reverend Homer C. Stuntz, D.D. The foreign missionary is the one who most keenly feels the need of having better preparation for missionary candi- dates. Two reasons for more adequate preparation before the missionary is selected and appointed are ever present with him: 1. He it is who sees and deplores the waste of time and the misdirected energy made inevitable when missionaries are expected to begin work in a field, unfamiliar with the his- tory of the people among whom they are to labor, unac- quainted with the religious systems which prevail, and know- ing practically nothing of the network of Christian effort already spread over large areas and into which they must fit whatever of effort they expend in that field. In the judgment of the experienced missionary the foreign missionary Boards should have seen this need years ago and made satisfactory provision to equip every new missionary with specific train- ing for the field to which he is to go, and for the particular form of work into which he is to put his energies. 2. It is the missionary on the field who sees more clearly than any other the rapid growth of the native church. He sees with startling plainness what has not yet become clear to many of those w^ho are officers of our foreign mission Boards and Societies in Europe and America, and that is that the native church, now including hundreds of thousands of converted and partially educated people, is a force for the evangelization of each country, which has a value out of all proportion to the thought of the ordinary supporter of the foreign missionary enterprise. The missionary sees the vast possibilities of the native church, and that these can never be realized unless such fast-growing powers are guided wisely 63 BOARD OF MISSIONARY STUDIES and constructively by men of fine natural ability to whom has been given the best attainable preparation. For these two reasons, among many others, the foreign missionary sees the need of a better preparation for mission- ary candidates, and devoutly prays that the day may not be far distant when this need may be met by the united efifort of all foreign mission Boards. THE NECESSITY OF THE BOARD OF MISSIONARY STUDIES AS SEEN BY STUDENTS OF MISSIONS Professor Ernest D. Burton, D.D. The education required by a missionary in Eastern lands falls properl)^ under five heads : 1. That general education which he shares in common with other men undertaking to fill positions of responsibility in the world. For simplicity we may speak of this as his col- lege education. 2. That professional education which he shares in com- mon with other men of his profession. It may be theological, medical, educational, architectural, or even agricultural. 3. That special preparation for missionary work which he needs in common with all missionaries. As has already been pointed out by others, this special education should include a knowledge of the history and methods of Christian missions, of Christianity in relation to other religions and of other religions in relation to Christianity. 4. That special preparation which he needs to fit him for the special type of missionary work which he is to undertake. It is no longer a good management of mission interests to accept men for missionary work in such lands as India, China, and Japan, or, as has been pointed out by our Chair- man, in Africa, without some forecast as to the kind of work 64 THE FIRST ANNUAL MEETING in which they are to engage. Nor is it expedient, having sent them into these lands, to assign them to evangelical, educa- tional, or administrative work without reference to their pre- vious preparation or qualifications. This special preparation, with reference to the particular type of work in which the missionary engages, may, in some cases and to some extent, be identical with the general professional education men- tioned under the second head, but this will not always be the case. The educated missionary, for example — and I shall mention this example only of the type of education of which I am now speaking — having taken his college degree and having had a course in theology or medicine, ought at the present day to have a course of special preparation in addi- tion for the work of teaching. To those subjects which have already been mentioned and insisted upon, the study of psy- chology and pedagogy, and practice in teaching, we ought not to forget to add a knowledge of the subject matter in the field in which one is to teach. There came to my attention not long ago the case of a man appointed to teach chemistry in a missionary college, which ought at least in its situation to have been one of high standing, who, as he himself told me, had not been inside of a chemical laboratory for twenty years, and who had never had anything more than a meagre course in the subject. We cannot afford to send men to China and Korea to help build up for those countries sound educational systems who, however great their zeal and ex- cellent their training in the art of teaching, are not thorough- ly acquainted with the subjects which they are to teach. 5. Special training for work in the particular country to which the missionary is going. This obviously includes a knowledge of the language and of the religion or religions of the country. To this I should add, and, because of the danger that it may be overlooked, should emphasize the need of a reasonably thorough and thoroughly sympathetic ac- quaintance with the history, literature, customs, spirit, and 65 BOARD OF MISSIONARY STUDIES ideals of the people. It would be easily possible to name in- stance after instance, each of them with pain, of men of boundless zeal and devotion and excellent character, whose services to the countries to which they have devoted their lives have been sadly reduced either because of lack of patience on their part to learn the language, or lack of the recognition of the need of a sympathetic understanding of the history, literature, and spirit of the people among whom they were working. If the above is a substantially correct exhibit of the educa- tion which is needed to prepare the missionary for large and effective service, it at once suggests several principles which may perhaps be accepted as adapted to guide us in the work with which this Board is concerned: (a) The education which is needed by the missionary cannot be obtained in full in the ordinary American college or professional school. An exception perhaps ought to be made in the case of men sent out immediately from college to engage, on three or five years' contract, in teaching in schools in which education is conducted largely in the English lan- guage. This, however, is a special case which does not seri- ously modify the general principle. (b) It is uneconomical to undertake to get abroad, mean- ing by this in missionary lands, the education which is needed by all missionaries alike, to whatever country they may be going. Such training should be given in the home lands. (c) It is inexpedient to give at home the training that is necessary for missionary work in a particular country. This can be given far more effectively and economically in the country in which the man is to do his work. (d) It is uneconomical and unwise for the various mis- sionary Societies working in a given country to educate each their own missionaries separately, whether this be done, as has often been the case, by placing the novitiate under the immediate training of an older man, or by the establishing 66 THE FIRST ANNUAL MEETING of separate schools for each Society. Union of effort is imperatively demanded in this matter, as in so many others, (e) We must, therefore, have missionary training schools at home to supplement the work of our colleges and theo- logical institutions as now ordinarily conducted (whether these should be union I do not undertake to discuss), and schools conducted in cooperation by different Boards and denominations in each of the great divisions of the mission- ary field. THE PARAMOUNT PLACE OF THE BIBLE IN MISSIONARY PREPARATION President Wilbert W. White, Ph.D. I have one thing only to say. It is that we shall be making a great mistake, if we do not emphasize direct, intensive and comprehensive Bible study as one of the essentials in prep- aration for the mission field. Personally, I would go further and name it as the essential study for missionary prepara- tion. I do not wish to be understood as undervaluing the five special subjects reported upon by the Committee, viz: Peda- gogy, Sociology, Missions, Ethnic Religions and Language Study. These all are very important. It is a question of comparative values. The good must not be allowed here to be the enemy of the best. Moreover, in emphasizing the study of the Bible, I do not mean to slight these studies. They are all (except the study of languages) involved in the context of true Bible study. They are cognate studies, concomitants, essential parts of the context of the true study of the Bible. They are spokes in the wheel of which Bible study is the hub and the felloe and the tire. It is a problem in proportion we must here seek to solve. It is a question of emphasis of relation. 67 BOARD OF MISSIONARY STUDIES Here is my hand which I present as a mnemonic. The five fing-ers may represent these five special subjects reported by the Committee as necessary for the proper training of the missionary candidate. The palm of my hand I would make to represent true Bible study. The palm in its relation to the fing-ers suggests how these six subjects should be related. We are in great danger of missing this fimdamental prep- aration in multiplying departments of study and in over- specialization. I am reminded of a story which I once heard Dr. Graham Taylor tell of a little girl who broke her arm near his summer home in Michigan. The first doctor sent for was an eye and ear specialist, and would not come. The second proved to be a throat specialist, and therefore begged to be excused. Not until the third doctor was found did they secure one who was prepared to set the arm. "A new spec- ialty," said Dr. Taylor, "will soon be called for, viz: the specialty of general practice." I speak from deep conviction growing out of a fairly wide experience. For eighteen months in India, more than twelve years ago, I heard the confessions of many scores of mis- sionaries as to their greatest lack in preparation for the field. I may be pardoned for mentioning a fact of history. It w^as these confessions which sent me home to establish a school which might help send fewer workers to the field who would later, even as late as five or ten years, discover that the}'- lacked the chief element in real preparation for this work. My two recent trips to the Far East have but added over- whelming evidence that the position which I am taking is absolutely correct. The Bible in the mother tongue must be placed at the center of the curriculum of preparation for Christian work of every kind, and therefore, of course, it must go to the center of missionary preparation. Dr. James McCosh once said that of many very useful things which he had learned in life, one of the most valuable 68 TPIE FIRST ANNUAL MEETING was this: to use the right instrument in the proper sphere. The Holy Writings are declared by themselves and by experience to be able to bring men to Christ, to build them up in Christ and to send them out for Christ. Such is a summary of that notable passage which contains Paul's urgent advice to Timothy about abiding in the things which he had learned and had been assured of. The position of Timothy in Ephesus may be taken as quite like that of the missionary on the foreign field. The temptation to discour- agement, and a hundred other fierce assaults, may be success- fully met by the one who, like Timothy, has known the Holy Writings and has been assured of them. And as for the peo- ple to whom the missionary goes, the Bible, and the Bible only, will be their Magna Charta. I make an earnest plea for placing Bible study — true Bible study — in the place para- mount in the preparation of the missionary. THE WISDOM OF COOPERATION BETWEEN THE TWO BOARDS OF STUDIES Henry T. Hodgkin, M.A., M.B. It gives me great pleasure to meet with you today, both because of the opportunity of meeting personally with mem- bers of the Board of Study on this side of the Atlantic and also because of the deep interest which I have in the questions which you have been discussing this morning. It has been both interesting and profitable to me to listen to the addresses which have been delivered, and I have gained a good deal in the way of suggestion for our work in England. I am also glad to have the opportunity of presenting to you the greetings of the members of the Executive Commit- tee of our Board of Study. I was present at a meeting held a few days before I left England, and was charged with the very pleasant duty of conveying to you their hearty greetings. 69 BOARD OF MISSIONARY STUDIES The work which is being transacted by the Boards of Study in England and America is essentially the same, al- though there are, of course, certain directions in which each country must work on its own lines. In determining and utilizing the special facilities available in each country for the training of missionaries, in planning for definite lines of work, such as the holding of summer schools or the foundation of traveling or other lectureships, in seeking to arouse the church to the importance of the ques- tions involved in preparation, we shall have to work largely on independent lines. But there are surely certain directions in which we may be able to help one another. It may be advantageous for English students to come to this country for the prosecution of some of their special studies, as has already been done in some cases, or for North American students to come to our universities. The experience of practical efiForts in one country will be helpful in considering the question of inaugurating similar work in the other; and it may be that from time to time we can unite our effort, even in such matters as those to which I have referred. There are, however, not a few definite lines in which we can, I believe, be mutually helpful, and, above all, we can help one another in studying together the larger aspects of the prob- lem committed to us. It may be possible for us to arrange that outstanding men, who might be engaged as lecturers in one country, should devote some time to lecturing in the other. In the preparation of textbooks, I believe that a consider- able measure of cooperation will be found to be practicable. The experience of the Missionary Education Movement and the Student Volunteer Movement points in this direction. Among the larger problems which emerge at the outset of our work, and one of the most difficult, is the determination of what part of special missionary training should be under- taken in this country and what part should be undertaken 70 THE FIRST ANNUAL MEETING on the field. The principles enunciated by Professor Burton meet with my own entire approval, but the practical questions which are before us must be determined not only on general principles, but also by the facilities available, or likely to be available, in the near future at home and on the field. In order, therefore, to guide students wisely in regard to this matter, it is necessary for us to have the fullest information, and the fact that schools on the mission field are, many of them, international in character, points to the advisability of our proceeding along this line in close cooperation with one another. The special committee appointed by the Con- tinuation Committee on "the development of training schools for missionaries on the field" has brought together a con- siderable amount of information showing that schools have already been established, or are in process of being estab- lished, in seven centers in China, Korea, and Japan, in three centers in India and in Cairo. The committee wishes to put the information which it has received at the disposal of the Boards, and this can perhaps best be done through the Boards of Study in each country. It is most important that this special committee should be in close touch with the Boards of Study in England and in America, and with any Boards of Study which may be established on the Continent of Europe. One proposal which is at present being consid- ered by that special committee is that its membership should be selected, as far as possible, from among the membership of the Boards of Study. Another large problem which faces us on both sides of the Atlantic at the present time is the exact definition of the task which lies before us. Further thought is necessary on what exactly is to be included in special missionary preparation, and experience as to the value of particular courses of prep- aration which have been taken by missionaries now on the field should be collected in order to throw light upon the preparation of those who are about to go forth. 71 BOARD OF MISSIONARY STUDIES We need especially to devote more attention to the ques- tion of how we may best train missionaries to approach the non-Christian peoples. We have, it seems to me, allowed our enterprises to be carried on in much too haphazard a way. Comparatively few have given serious and prolonged thought to this very important matter. The best thought of those who are thinking along these lines should be brought together. This suggests a sphere in which there seems to be ample room for cooperation. The more we study our task, the more shall we be assured that we need to draw in to our assistance the best thought of all countries. I have been especially impressed, in the little study which I have recently given to the situation on the Continent, to discover how much there is for us to learn from Germany and from Holland, particularly on this ques- tion of the non-Christian approach. I hope that the Boards of Study on both sides of the At- lantic will consider at the earliest possible time in what ways they can best make sure that the experience of each group shall become available for the other group, in order that un- necessary duplications of work may be avoided and that we may cooperate wherever such cooperation will be mutually beneficial. I should like to make here in my own name, and not as representing my Board, one or two suggestions v/hich may be of service: First, that our Board should make a point of exchanging experience by sending all minutes and papers which have been passed or considered by the Board of Study in one country to the Secretary of the Board in the other. Second, that where proposals are put forward for the preparation of textbooks or of other literature, it would be well for each Board to formally consult the other before definitely proceeding, unless it is clear that the scope of the literature is exclusively national. 72 THE FIRST ANNUAL MEETING Third, that, as a matter of course, the members of either Board of Study will be made welcome to the meetings of the other Board at any time when it may be possible for them to attend. I make this suggestion the more readily because of the advantage which I have found it to be to myself to be present at your meeting today. I commend these few suggestions to your thought, and hope that you will be ready to avail yourselves of the oppor- tunity to lay them before the Board of Study in Great Bri- tain for its acceptance. A PLAN FOR DEALING WITH THE HEALTH PROBLEMS OF THE MISSIONARY Dr. Luther Halsey Gulick In order to deal adequately with the important, even vital, question of maintaining better standards of health on the part of missionaries, it is desirable that : 1. The cost of unnecessary ill health and breakdowns should be ascertained by each Board through a study of its own records. 2. If such a study shows that health is a considerable factor in efficiency, the Boards should unite in the employ- ment of medical officers who are sufficiently numerous and so distributed as to enable them to examine each missionary, his family and his environment once each year, giving him needed authoritative advice. 3. The Boards would also profit by making a study of the causes of ill health among missionaries. In this way in- formation would be secured regarding the precise instruction that should be given on health matters to candidates for for- eign service. 4. The Boards could with real advantage unite upon a general medical examining and counselling service at home, 73 BOARD OF MISSIONARY STUDIES thus securing the services of men who could specialize in such work. 5. What is needed in medical service to missionaries both at home and abroad is not merely medical skill, but an inti- mate acquaintance with the whole environment surrounding the missionary. 6. In order that the proposed medical service for mis- sionaries in the field, for missionaries returning from the field, and for candidates for the field, may be rendered as efficiently as possible, an unpaid Medical Board, consisting of the best qualified medical men in America, might be ap- pointed. Such a Board could organize and supervise the medical service referred to above, as well as collect and cor- relate the information on health conditions needed by the Boards, and to be secured by them through the service of their medical missionaries all over the missionary world. 7. It is not proposed that this Medical Board shall be in any way related to the conduct of medical missions. The only service contemplated would be a medical service to mission- aries and one of examination, counsel and instruction to those proposing to become missionaries. 74 INDEX Arabic, study of, by missionaries, 55. Barton, James L., D.D., address by, 56-60. Beach, Prof. Harlan P., D.D., address by, 40-56. Bible, the paramount place of the, in missionary preparation, 67-69. Board of Missionary Studies, aim of, 8, 16 ; amendments to constitution of, 18 ; bearing of reports of Com- missions of World Missionary Con- ference on importance of work of, 33-36 ; 60-61 ; committee of nineteen to organize, 11-12; considerations which led to the formation of, 57, 58; constitution of, 16-18; duty of, 8, 9; executive committee of, 29; methods of, 17-18; minutes of first annual meeting of, 25-29; necessity of, as seen by the foreign mission- ary, 60-64 ; necessity of, as seen by the Foreign Mission Boards, 56-60 ; necessity of, as seen by students of missions, 64-67 ; officers and mem- bers of, 2, 19, 27-29; organization of, 17, 28 ; origin of, 7-21 ; recommenda- tions of Commission V for a, 7-9; report of formation of, 14-20; work expected of, 59, 60. British Board of Study for the Prep- aration of Missionaries, origin of, 10. British civil service, language study in preparation for, 43-44. Burton, Prof. Ernest D., D.D., address by, 64-67. Chamberlain, Rev. Wm. I., Ph.D., ad- dress by, 60-62. Chinese classical language, study of, by missionaries, 55. Classical languages, study of, by mis- sionaries, 55-56. College education, inadequacy of, in preparation of missionaries, 57-59. College of Missions in Indianapolis, language study in, 49, 51, 52. Committee of nineteen to organize Board of Missionary Studies, 11-12. Committee of Reference and Counsel, report of, 10-11. Commission V of World Missionary Conference, quotations from report of, 7-9, 14-16, 50. Commissions of World Missionary Conference, bearing of reports of, on the work of the Board of Mis- sionary Studies, 33-36, 60, 61. Constitution of Board of Missionary Studies, 16-18. Contents, table of, 3. Cooperation between the two Boards of Studies, wisdom of, 69-73. Cummings, Rev. Thomas F., language teaching by, 52. Educational missionaries, difficult de- mands on, 47, 48; professional train- ing of the, 40, 41, 45-48. Education, study of, in the training of missionaries, 45-48. Evangelistic missionaries, professional training of, 39, 40. First Annual Meeting of the Board of Missionary Studies, minutes of, 25- 29; personnel of, 25; program of, 26. General training of missionaries, 39-41. Gulick, Dr. Luther Halsey, address by, 7?,, 74. Health Problems of the Missionary, a plan for dealing with the, 73, 74. History and Science of Missions, study of, in the specific training for the field, 42. Hodgkin, Henry T., M.A., M.B., ad- dress by, 69-73. Importance of increased efficiency in the training of missionaries for their tasks, 2>Z-2)7. Industrial missionary, the professional training of, 41. Language schools, on the field, need of, 49. Language study, by missionary candi- dates, before going to the field, 43, 44, 49-56; by missionary candidates in British School of Oriental Studies, 44 ; by Rammohun Roy, 56 ; for British civil service, 43-44; in College of Missions in Indianapolis, 49, 51, 52; in missionary training schools and theological seminaries, 49, 51, 52, 54-55 ; in specific training for the field, 42-44; need of better text books and methods for, 53, 54; relation of, to classical languages of the Orient, 55, 56. 75 INDEX Language teaching, by Prof. C. T. Paul, 49, 51, 52; by Rev. Thomas F. Cummings, 52. Report of Commission V of World Missionary Conference, quoted, 7-9, 14-16, 50. Mackenzie, Pres. W. Douglas, D.D., address by, 37-45. Medical Board, proposal to form, 74. Medical missionaries, professional training of, 41. Medical service to missionaries, IZ, 74. Meeting of Board of Alissionary Studies, First Annual, minutes of, 25-29. Missionary Training Schools, language study in, 49, 51, 52, 54, 55. Mott, Dr. John R., address by, 33-37. Ordained missionaries, training of, 39-40. professional Paul, Prof. C. T., language teaching by, 49, 51, 52. Pedagogy, study of, in the specific training of for the field, 42. Phonetics, study of \yy missionary can- didates, 44, 49, 52, 53. Physical life of the missionary, how to care for the, IZ, 74. Preparation of the missionary, impor- tance of better, ZZ-Zl , 60, 61; the paramount place of the Bible in the, 67-69. Professional training, of educational missionaries, 40-41; 45-48; of indus- trial missionaries, 41 ; of medical missionaries, 41 ; of missionaries, 39-41, 64; of ordained missionaries, 39, 40. Rammohun Roy, language study by, 56. Religions of the World, study of, in preparation of missionary, 42, 72. Sailer, T. H. P., Ph.D., address by, 45-48. Sanskrit, study of, by missionaries, 55. School of Oriental Studies in Great Britain, proposal to found, 8, 9; use of, by Mission Boards, 44. Schools for language study on the field, need of, 49. Sociology, study of, in specific training for the field, 42. Special missionary preparation, 41-44, 64-66 ; need of, 37-45 ; problems in relation to, 70-71. Specialized Preparation of the mis- sionary, need of, 57-59. Specific training for the field, subjects of study needed in the, 42-44. Studies suggested in the special prep- aration of missionaries, Bible, 67-69; history and science of missions, 42 ; languages, 42, 55, 56, 65 ; Pedagogy, 42; phonetics, 42, 52-54; peoples of country served, 65, 66 ; religions, 43, 65, 72 ; sociolog^^ 42. Study of classical languages of the Orient, 55, 56. Stuntz, Rev. Homer C, D.D., address by, 63, 64. Supplementary training of mission- aries, 44. Text books, cooperation in the prep- aration of, 70. Theological seminaries, language study in, 49, 51, 52,54. 55./ Theological training, inadequacy of, in preparation of missionaries, 57-59. White, Pres. Wilbur W., address by, 67-69. 76 THE SECOND ANNUAL MEETING Held in New York City December 6, 1912 REPORT of the SECOND ANNUAL MEETING of the BOARD or MISSIONARY PREPARATION (FOR NORTH AMERICA) HELD IN NEW YORK CITY December 6, 1912 Published by order of the Board 600 Lexington Avenue, New York CONTENTS. Page. Constitution 4 Members of Board and Officers for 1913 6 Part I. Minutes second annual meeting 7 Action of Foreign Missions Conference 12 Part II. Opening address 13 Committee I. — "Plans and practice of foreign missionary boards as to the preparation required of their candidates." Report and dis- cussion 17-46 Committee II. — "The present facilities afforded missionar}' candidates in Institutions and 'Movements,' and further facilities for the train- ing of missionary candidates needed, especially in the fol- lowing subjects: (i) Science and History of Missions. (2) Re- ligions of the World. (3) Sociology. (4) Pedagogy-. 5. Science of Language and Language of Different Fields. 6. English Bible." Report and discussion 47-73 Committee III. — "Courses of reading for candidates under appointment for foreign missionary service." Report 76-77 Committee IV. — "The fundamental qualilications for missionary work." Report and discussion 78-93 CONSTITUTION I. Name. The Board shall be called "The Board of Missionary Preparation (for North America)." [By unanimous consent of the Foreign Missions Conference at Garden City in January, 1913, the name of the Board was changed to the Board of Missionary Preparation.] II. Am. The Board of Missionary Preparation shall have for its aim to secure the most adequate kind and quality of preparation for those who are in training for foreign missionary service. III. Organization. 1. The Board of Missionary Preparation shall be appointed by and be responsible to The Foreign Missions Conference of North America. 2. It shall be composed of not more than thirty-six members, who shall be appointed for not over three years. At the first appointment they shall be arranged in three groups appointed for one, two and three years, respectively. Members shall be eligible for re-election. 3. All vacancies shall be filled by The Foreign Missions Confer- ence of North America from nominations made by The Board of Mis- sionary Preparation, except that vacancies occurring during the year may be filled by the Executive Committee of the Board to serve until the next meeting of The Foreign Missions Conference. 4. The officers of The Board of Missionary Preparation shall consist of a Chairman and a Secretary, which shall be appointed by The Foreign Missions Conference on the nomination of the Board from the members of the Board, and who shall be members ex-oMcio of the Executive Committee of the Board. 5. The Board of Missionary Preparation shall appoint annually an Executive Committee of seven in addition to the officers above named, making nine in all, whose duties shall be to carry out the aims of the Board under the methods hereinafter defined, and to report its transactions in full to the Board. 6. The Board shall hold an annual meeting at which it shall hear the annual report of its Executive Committee, consider all matters proper to its general aim, appoint its Executive Committee for the following year, and prepare its own annual report to the Conference. Other meetings of the Board may be held at the call of the Executive Committee. A majority of the Board shall constitute a quorum. 7. The Board shall have the power to create special co-operating committees, to include persons not members of the Board, for the pur- pose of making specific investigations or carrying out specific and tem- porary projects, the chairman in each case to be appointed from the members of the Board. CONSTITUTION. 5 IV. Methods. 1. The Board shall urge the importance and need of special mis- sionary preparation as emphasized in the Report of Commission V to The World Missionary Conference, 1910. 2. The Board, through its Executive Committee and its officers, shall enter into correspondence with similar Boards in Europe, with Missionary Boards, with Theological Seminaries and Colleges, with Missionary Training Schools, with missionary leaders at home and abroad, and with institutions for special missonary preparation on the field, to discover both what is being done and what ought to be done for the best equipment of the missionary. 3. It shall maintain correspondence with Missionary Boards for the purpose of acquiring information and affording aid in the adequate preparation of prospective missionaries. 4. It shall be ready to assist young men and women who desire information and advice regarding the best way in which they individu- ally may acquire the training necessary for their respective forms and fields of missionary service, in harmony with the policy and plans of the several Boards concerned. 5. It shall be ready to advise with the officers and teachers of Theological Seminaries and Colleges and Special Missionary Training Schools, regarding the subjects and methods of missionary preparation, to help them in finding suitable teachers or lecturers. 6. It shall be ready to advise with missionaries on furlough, who have strength and inclination for the pursuit of studies which they feel important for their future work, as to the best manner of fulfilling their desire. V. Amendments. This Constitution may be amended by a two-thirds vote of The Foreign Missions Conference of North America, provided a written notice shall have been given to The Board of Missionary Preparation and all the Boards and Societies represented in the Conference at least three montlis in advance. MEMBERS OF THE BOARD Term Expiring in 1914 President W. Douglas MacKenzie, D.D., Hartford, Connecticut. Professor Ernest D. Burton, Chicago, Illinois. Professor Charles R. Erdman, Princeton, New Jersey. President Henry C. King, Ph.D., Oberlin, Ohio. Rt. Rev. Arthur S. Lloyd, D.D., New York Citv. Rev. R. p. MacKay, D.D., Toronto, Ontario. President E. Y. Mullins, D.D., Louisville, Kentucky. Professor G. A. Johnston Ross, M.A., New York City. Dean Wilford L. Robbins, D.D., New York City. Bishop Homer C. Stuntz, D.D., New York City. Miss Helen B. Calder, Boston, Massachusetts. Term Expiring in 1915 Professor John H. Strong, Ph.D., Rochester, New York, Mrs. a. F. Schauffler, New York City. Rev. Charles R. Watson, D.D., Philadelphia, Pennsylvania. John R. Mott, LL.D., New York City. Rev. Frank Mason North, D.D., New York City. President C. T. Paul, Ph.D., Indianapolis, Indiana. Dean James E. Russell, Ph.D., New York City. T. H. P. Sailer, Ph.D., New York City. Robert E. Speer, D.D., New York City. Rev. T. E. Edgerton Shore, D.D., Toronto, Ontario. President Wilbert W. White, Ph.D., New York City. Term Expiring in 1916 Rev. James L. Barton, D.D., Boston, Massachusetts. Professor Martin G. Brumbaugh, Ph.D., Philadelphia, Pennsylvania. Professor O. E. Brown, D.D., Nashville, Tennessee. Professor Harlan P. Beach, M.A., New Haven, Connecticut. Professor Edward W. Capen, Ph.D., Hartford, Connecticut. Rev. William I. Chamberlain, Ph.D., New York City. Luther Halsey Gulick, M.D., New York City. Rev. Fred. P. Haggard, D.D., Boston, Massachusetts. President W. W. Moore, D.D., Richmond, Virginia. Principal T. R. O'Meara, Toronto, Ontario. Fennell p. Turner, New York City. Miss Addie Grace Wardle, Cincinnati, Ohio. OFFICERS FOR 1913 President W. Douglas MacKenzie, D.D., Chairman, Hosmer Hall, Hartford, Connecticut. Mr. Fennell P. Turner, Honorary Secretary, 600 Lexington Avenue, New York City. Rev. William I. Chamberlain, Treasurer, 25 East 22nd Street, New York City. Executive Committee James L. Barton, Ernest D. Burton, John R. Mott, Charles R. Erdman, T. E. Edgerton Shore, Mrs. A. F. Schauffler, William I. Chamberlain, W. Douglas MacKenzie, Fennell P. Turner. 6 PART I MINUTES— SECOND ANNUAL MEETING The Second Annual Meeting of the Board of Missionary Prepara- tion was held in the Assembly Room of the Presbyterian Building, 156 Fifth Avenue, New York, December 6, 1912. With short intermissions for luncheon and supper, the Board was in session from or'^o A. M. to 8 :oo P. M. Present : James L. Barton Harlan P. Beach Miss Helen B. Calder Edward Warren Capen William I. Chamberlain Charles R. Erdman Fred. P. Haggard Henry C. King W. Douglas Mackenzie R. P. Mackay C. T. Paul G. A. Johnston Ross James E. Russell T. H. P. Sailer T. E. Edgerton Shore Robert E. Speer John H. Strong Fennell P. Turner Wilbert W. White Charles R. Watson Dr. W. Douglas Mackenzie in the chair. The devotional exercises were conducted by Dr. R. P. Mackay and Dr. John H. Strong. The open address was given by Dr. Mackenzie. The report of the Executive Committee was presented bv F. P. Turner, Honorary Secretary, as follows: The Executive Committee begs to submit the following report since its ap- pomtment on December 6, 191 1: Meetings— Since the annual meeting of the Board of Missionary Preparation, held on December 6, 191 1, at which the present Executive Committee was ap- pomted, four meetings have been held, as follows : On December 6, 191 1, in New York; on January 9, 1912, in New York; on April 5, 1912, in Montclair, N. J.; on December 5, 1912, in New York. Membership of the Board — In accordance with the instructions of the Board at its annual meeting, the persons who accepted membership in the Board were divided into three groups, whose terms of office expire in one, two and three years (viz.: 1913, 1914, 1915), as follows: 1913. James L. Barton, Martin G. Brumbaugh, O. E. Brown, Edward W. Capen, William I. Chamberlain, Luther H. Gulick, Fred P. Haggard, W. W. Moore. T. R. O'Meara, F. P. Turner, Harlan P. Beach, Addie Grace Wardle. 1914. .\rthur S. Lloyd, R. P. Mackay, Homer C. Stuntz, Helen B. Calder. Ernest D. Burton, W. Douglas Mackenzie, E. Y. Mullins, C. R. Erdman, Wilford L. Robbins, Henry C. King, G. A. Johnston Ross. 1915. Robert E. Speer, T. E. Egerton Shore, Charles R. Watson, Mrs. A. F. Schauffler, John H. Strong. George W. Knox Wilbert W. White, C. T. Paul. Tames E. Russell, T. H. P. Sailer, John R. Mott. _ This division was confirmed by the action of the Foreign Missions Conference at its session in 1912. It is necessary for the Board to nominate the persons to fill the vacancies of those whose terms expire in 1913. We regret to have to report the death of Dr. George William Knox, of New York, a member of the Board, which occurred while he was on a visit to the Orient. Although Dr. Knox never attended a meeting of the Board he was greatly interested in the objects for which the Board was created. It is neces- sary to nominate a member to fill his term, which expires in 1915. 8 MINUTES— SECOND ANNUAL MEETING. The Director— ^[uch time and effort have been given to lind a Director of the Board of Missionary Preparation, but we regret to report that we are not able to make a nomination at this time. One man well qualified for the work was selected, and approached. He gave the proposal careful consideration, but could not see his way clear to accept. The Budget — The budget of the Board of Missionary Preparation and the method of raising the same was referred with power to the Executive Committee, with instruction to confer with the Committee of Reference and Counsel. After discussion, a sub-committee, consisting of Messrs. Mackenzie, Chamberlain and Turner was appointed to bring the budget of the Board before the Committee of Reference and Counsel. This was done on December 7, 191 1. The Committee of Reference and Counsel, after discussion, referred the matter to the Foreign Missions Conference at its session in 1912. After discussion, the Conference authorized this Board to "secure such sum as they may deem necessary, the same not to exceed $7,500 for the first year, the methods of securing this sum to be determined by the Board." In the judgment of the Executive Committee a budget of $7,500 should be authorized for 1913. Committees for 1912 — In considering the work to be done by the Board it was decided by the Executive Committee that certain investigations ought to be made in order that the problem of missionary preparation in the United States and Canada might be freshly studied. It was felt that this could best be done through committees, so the following committees were appointed : Committee I — On Plans and Practice of Foreign Missionary Boards as to the prepavation required of their candidates. (This committee is directed to secure also from the Boards information in regard to the problems about which they desire the help of the Board of Missionary Preparation.): James L. Barton, Chairman; O. E. Brown, Fred P. Haggard, Mrs. A. F. Schauffler, T. E. E. Shore, Robert E. Speer. Committee II— To Study the Present Facilities Afforded Missionary Candidates in Insti- tutions and "Movements," and to discover what further facilities for the training of mis- sionary candidates are needed, especially in the following subjects: (1) Science and History of Missions; (2) Religions of the World; (3) Sociology; (4) Pedagogy; (5) Science of Language and Language of Different Fields; (6) English Bible: Charles R. Erdman, Chairman; E. D. Burton, Wilbert W. White, Miss Helen B. Calder, F. P. Turner, R. P. IMackay, E. Y. Mullins, Charles R. Watson. Committee III — On Course of Reading for Candidates Under Appointment for Foreign Missionary Service and for Missionaries: W. I. Chamberlain, Chairman; H. P. Beach, Henry C. King, Edward W. Capen, C. T. Paul, J. E. Russell, George W. Knox, T. H. P. Sailer Committee IV — To Define the Fundamental Qualifications for Missionary Work: W. D. Mackenzie, Chairman; James L. Barton. Charles K. Erdman, W. I. Chamberlain, John R. Mott. These committees have made the investigations expected of them. The re- ports of three of them have been printed and were sent to all the members of the Board a few days ago. The report of Committee III. is in typewritten form and will be submitted to-day. Report to the Foreign Missions Conference — At the request of the Executive Committee, our Chairman, Dr. W. Douglas Mackenzie, presented the Annual Report of the Board of Missionary Preparation to the Foreign Missions Con- ference at its nineteenth session, which was held at Garden City, Long Island, January 10-12. In addition to Dr. Mackenzie's report, the report of the Committee of Nineteen, which was appointed by the Foreign Missions Conference in 191 1 to organize the Board, was presented by Dr. Arthur J. Brown, Chairman of that committee. These reports were discussed at some length by the members of the Conference, and the following resolutions, which were proposed by the Business Committee, were adopted: Resolved, That the Conference approve of the following recommendations in the Report of the Board of Missionary Preparation: 1. Membership. That the classification of the membership of the Board, in accordance with Sec. Ill, Par. 2, of the Constitution governing the Board be as follows: James L. Barton, Martin G. Brumbaugh, O. E. Brown, Edward W. Capen William I. Chamberlain. Luther II. Gulick, Fred P. Haggard. W. W. Moore, T. R. O Meara, F. P. Turner, Harlan P. Beach, Addie Grace Wardle (1913). „ „ , , ^ . r. tj ..»„« Arthur S. Lloyd, R. P. Mackay, Homer C. Stuntz, Helen B. Calder, Ernest D. Burton, W. Douglas Mackenzie, E. Y. Mullins, C. R. Erdman. Wilford L. Robbins, Henry C. King, G. A. Johnston Ross (1914). , „ „. ,>, a ,- c i a^.- t«i.o Robert E. Speer, T. E. Edgerton Shore. Charles R. Watson. Mrs. A. K Schauffler, John H Strong, George W. Knox, Wilbert W. White, C. T. Paul, James E. Russell, T. H. I'. Sailer, John R. Mott (1915). 2. Officers: That the nomination of W. D. Mackenzie as Chairman, and F. P. T"'"""' as Honorary Secretarv, to serve until the meeting of the Foreign Missions Conference in iwis be confirmed. (See Constitution, Sec. Ill, Par. 4.) MlxMUTES-SECOND ANNUAL MEETING. 9 methods of secunng this sum to be determined by the noa^dofMi^f *"'"' J^^'^ ^912), the (See pages 49-72. Foreign Missions Conference Report 19120 ' ^-P-^"-- Of S?t;!;r3-1afthe1^7elrlifrS^^ ""''.' '" ^°-^^ -^^h the British Board Weitbrecht, tL SecrSar - He ^af JenfTo' "'''"".^'^ '^' ^"^^"^^^ °f D'"- H. U their executive and of their amTuaTLetL^^^^^^^^^ °^ /'^^ '^^^^'"8^ «f work of the British Board thrntw^' ^^ ^^^^ "' informed as to plans and time of his visifto Lo'di'ii^FluaT ^""^1 ™^"^'- ^' ^'- opportunity for conferenc- witli Hr \a7'.k^ ,' ^^ Honorary Secretary had the the Chairnian of t e VxecuTive ?n^;S''''''i'l\^^ '' '^ ^^e Rev. Dn Kilgour, Mott was present and ^Jave an adTrSs .t fL x ^"5't ^°^''^- ^r. John R.' Board in March, 1912. ""^ *''^ ^"^"""^^ Meeting of the British mend^'atir- '"^^'^■""-'^'^ ^--^'^ Committee offer the followit i'lng recom- persons ^oIllthe^v^a^a'de's^Mh^^^^^^^^^ appointed., (1) To nominate nominate a member 'o ill the vacTncv can phT 'f,''"''/'^'l'''";V9^^- (2) To Knox, whose term expires inioi- r^^ T^ ^ * '^ ^^^^l ^^ D""- George W. Committee for the yea ,^19 13 ^^^ ^^^ ^° "ommate the officers and Executive 2. That a budget of $7,500 be authorized for 1913. 3. That a Director of the Board be secured as soon as possible form'; oY T*e feponV°^:cZZr''"'%''' ,""''°"'«'' '<> f»« in pamphlet sionar, ^dicla,e7°'(^)° Vt B^b™ ,h;'\v^"e"ATerared°hv1if ""°"= ■?/ ^'^- Courses of Reading for Missionary Candidates "'^'"""^ ^> ""^ committee, on niissL:st^L^:K/s:itSenr^!dS;L^^^r^'^^^^ '- ''- -'- as th'e o^d'ef of'^h^f"""' '''''''"' ""' ^'" ^^^^^^^ Committee be accepted Respectfully submitted on behalf of the Executive Committee. c,. '^^'V^llf '"li-"^," ^'^PP°'"ted on the Committee on Nominations T H Strong, C. R. Erdman, Miss Helen B. Calder •^" On motion of Dr. King, the programme arranged by the Executive ofThTda" "'"""''' '-■ ^'^ ^^^^^^^^>' ^-^ ^^-Pt'd as d'orde? discuYs^ed'stllow:- '" '''''''' ^^ ^'^^ ^^"^^^^"-^ -- ---d and _ The Report of Committee I, on "plans and practice of foreign mis- sionary boards as to the preparation required of their candidates " was presented by Dr. James L. Barton, chairman. The Report was discussed by Dr. Charles R. Watson and Dr T E Edgerton Shore, who spoke "from the viewpoint of a secretary of a mission board." President H. C. King and Prof. PI. P. Beach continued the dis- cussion speaking "from the viewpoint of an educationalist studying the work of the missionaries on the mission field." Dr. T. H. P. Sailer spoke on "Specialization in the preparation of the foreign missionary candidate." .X. .J!'Vrl^'''^J^' ^^'° discussed by Dr. Robert E. Speer, President W. W. White, Prof. E. W. Capen and Dr. T. H. P. Sailer. Prof. Charles R. Erdman, chairman, presented the report of Com- 10 MINUTES-SECOND ANNUAL MEETING. mittee II, to "study the present facilities afforded missionary candidates in institutions and ' Movements,' and to discover what further f aciUties for the training of missionary candidates are needed, especially in the following subjects : (i) Science and History of Missions ; (2) ReHgions of the World; (3) Sociology; (4) Pedagogy; (5) Science of Language and Language on Different Fields ; (6) English Bible." The discussion of the report was opened by the consideration of the question "Is it feasible to add the equivalent of a year's special work in missions to the present theological curriculum, or can this special training only be secured by requiring missionary candidates to take an extra year of study?" A paper on this subject, prepared by Prof. Ernest D. Burton, who could not be present, was read by the Secretary. Dr. R. P. Mackay and Prof. John H. Strong spoke to the question. The question, "Where should the special training for missionary candidates be provided ? In schools in the homeland or on the mission field?" was considered by Prof. C. T. Paul, Dr. Robert E. Speer and Dr. Edward W. Capen. Dr. Fred P. Haggard spoke on "How shall the expense of special missionary training required of missionary candidates be provided? Is this a proper charge on the regular income of a Missionary Society?" The following members of the Board took part in the discussion : Drs. T. H. P. Sailer, W. W. White, T. E. E. Shore, C. R. Watson. H. C. King, James L. Barton, F. P. Haggard and W. Douglas Mackenzie. The Report of Committee III, on "Courses of reading for candi- dates under appointment for foreign missionary service," presented by Dr. W. I. Chamberlain, Chairman. The report was discussed by Drs. C. R. Erdman, H. C. King, H. P. Beach, W. W. White, W. Douglas Mackenzie, R. P. Mackay, R. E. Speer,' F. P. Haggard, T. E. E. Shore and G. A. Johnston Ross. At the request of the Chairman, it was agreed that all members of the Board should send to the Chairman suggestions regarding courses of reading and the bibliography before December 20, 1912. Report on Committee IV, to define the fundamental qualifications for missionary work was presented by President W. D. Mackenzie. Chairman. . ,^. .^_. , The report was discussed by President W. W. White, Miss Helen B. Cakler and Prof. G. A. Johnston Ross. The report of the Committee on Nominations was adopted as follows : Your Committee on Nominations would respectfully report as follows: T Tn fill vacancies due to the expiration of term of office of James L. Barton. Wardle. Terms will expire m 1916. 2 To fill the vacancy caused by the death of Professor George W. Knox, term expiring in 191S, Rev. Frank Mason North, D. D. , The Officers: For Chairman, W. D Mackenzie; Honorary Secretary, F. P Turner; for Treasurer, William I. Chamberlam. MINUTES— SECOND ANNUAL MEETING. 11 4. The Executive Committee to be composed of the officers and James L. Barton, E. D. Burton, John R. Mott, Charles R. Erdman, T. E. E. Shore and Mrs. A. F. Scliauffler. (Signed) John H. Strong, Charles R. Erdman, Helen B. Calder, Committee on Nomin-ations. On motion it was agreed that the date of the next annual meeting should be determined by the Executive Committee as soon as the date of the Continuation Cojnmittee meeting to be hid in Holland in 191 3 is announced. It was moved that the matter of nominating a Director of the Board be referred to the Executive Committee with power. On motion, the Executive Committee was authorized to raise money for the expenses of the Board for 191 3 not to exceed $7,500. On motion of Dr. F. P. Haggard, the following action was taken re- garding publications : 1. That the Executive Committee be authorized to publish a report of the Board of Missionary Preparation to include the committee reports presented at the second annual meeting and discussions of same. 2. That the Student Volunteer Movement be authorized to issue in pamphlet form, without expense to the Board: (i) The report of the Committee on Fundamental Qualifications of Missionary Candidates, and (2) the Bibliography on Courses of Reading for Missionary Candidates. 3. That this report and the pamphlets be made available for the mission boards and distributed as widely as possible in such manner as the Executive Committee may determine. The proposal of Dr. Sailer that a pamphlet be prepared by the Board of Missionary Preparation for the use of Student Volunteers "specifying courses and lines of reading that would be most useful for evangelistic, medical or educational work." was referred to the Execu- tive Committee. The suggestion that meetings for the purpose of informing officers, members and friends of the Mission Boards regarding the work, plans and ideals of the Board of Missionary Preparation be held in centers which are the headquarters of the Mission Boards was referred to the Executive Committee. Professor Erdman proposed the change of the name of the Board, and after considerable discussion and a number of suggestions the following resolution, proposed by Dr. Barton, was unanimously adopted : Resolved, That the unanimous consent of the Foreign A-Iissions Conference in January, 1913, be asked to change the name of the Board of Studies to the "Board of Missionary Preparation (for North America)." Dr. H, C. King led in prayer, after which the Board adjourned. ACTION BY FOREIGN MISSIONS CONFERENCE At the Foreign Missions Conference, which met at Garden City, Long Island, on January 17, 1913, an hour was set aside for the presen- tation of the work of the Board of Missionary Preparation. Dr. Mackenzie spoke on the work of the Board during the year 1912. Dr. Barton presented the report of the Committee on the "Plan and Practice of Foreign Missionary Boards as to the preparation re- quired of their candidates." In the absence of Drs. Erdman and Cham- berlain, Mr. F. P. Turner presented the reports of their committees. The following items of business which, under the Constitution of the Board of Missionary Preparation, require action of the Conference were presented by F. P. Turner : I The following persons are nominated to Ml the vacancies caused by expiration of terms of office: James L. Barton Harlan P. Beach, Martm G. Brumbaugh, O. E. Brown, Edward W. Capen, William I. Chamberlain, Luther H. Gulick, Fred. P. Haggard, W. W. Moore, T. R. O'Meara, F. P. Turner, Addie Grace Wardle. (Term expires in 1916.) ,,,,., ^ ,,r Tr„^^ 2. To fill the unexpired term caused by the death of George W. Knox, expiring in 1915, Frank Mason North. -ur t-> 1 . ^ The following officers are nominated for 1913 : Chairman, W Douglas Mackenzie; Honorary Secretary, Fennell P. Turner; Treasurer, William I. ^T ^If^the work of the Board is carried on as it should be with a Director, a budget of not less than $7,500 will be required. Authority is asked by the Executive Committee to secure that sum if it be needed. _ ^ c .^^ 5. By unanimous action of the Board, we ask unanimous consent of the Forei-n Missions Conference to change the name of the Board to the follovvmg. The '^Board of Missionary Preparation (for North America).". The experience of the past year shows that this change of name is necessary in order to avoid confusion. Favorable action was unanimously taken by the Foreign Missions Conference on all of the above items. 12 PART II OPENING ADDRESS By Chairman W. Douglas Mackenzie Brethren you will see that the Executive Committee have put down here Statement by the Chairman" as the next step in the pro- ceedmgs As I understand it, their desire was that I should say some tew words about the developments of interest that have taken place durmg the past year m the field of missionary preparation and indicate to our mmds afresh something of the meaning and importance of the work that is bemg undertaken by this Board of Missionary Prepara- Naturally, the work of such a Board in an entirely new field must at the outset be mamly that of investigation. No such work has been attempted before. You will find to-day from further reports that will be presented to you, not only how uncoordinated has been the work of the boards as from board to board, but how unorganized the work has been withm the boards. This field seems latterly to have been not neglected, but left to be developed along indirect and traditional' and sometimes merely occasional lines. Wliat we are first concerned with therefore, is to find out not only what has been done, but what can be done, and what ought to be done in order to promote the cause of missionary preparation. On the other hand, we must investigate the matter in relation to the requirements, for the more we investigate the more appalling they seem to become. For those of us who believe most in the need for such work as this Board is appointed to carry out had onlv a faint conception of what that need is when we first came in contact with it. It seems to grow, It seems to open up as something more complex and far-reaching than any of us had imagined before. We have to find out exactly what varieties of work ought to be undertaken by this Board. And for that end we must find out how in the soil of the board secretaries, and in the sub-soil of the students, we can plant this new seed, and with what chemicals we can treat it so as to bring forth the largest returns. And that work of ours must, therefore, be unostentatious; it cannot show Itself in large outer proportions. But it can at the same time be work of the most vital and important sort for the development of the mis- sionary enterprise. pn the home field I should say what we are to do is, first of all, to discover the policy and practice of the various missionary boards and see how we can be of assistance to them, if they need any assistance in the matter. The various educational institutions which have to do with the students that are going abroad as missionaries, men and women alike, will they receive our assistance? Can we really offer them any help that is of value? Can we bring or be the means of 13 14 OPENING ADDRESS. bringing them into closer relations with the boards, and the boards with them? Can we promote a more real and intimate cooperation, so that the result shall be better missionaries both of the ordained and of the unordained or lay classes ? And then, ultimately, we shall have to perhaps ask ourselves whether we can do anything for the students; but I think the Executive Committee is clear that that is the most delicate and difficult of all the departments of work that we can attempt to undertake, and that we should concentrate our atten- tion first of all upon the boards and institutions. At present we should be in danger of interfering alike with institutions and with the boards, perhaps in illegitimate and unfortunate ways, if we should undertake direct communication with the student world, so as to influence indi- viduals regarding their courses of study and their methods of prepara- tion. So far as I can see, that must be done only incidentally at pres- ent and not as a normal task of this Board. Now, how is the idea of special missionary preparation getting on ? It is only two and a half years since the report which has created this whole movement was presented before the Edinburgh Conference. How in the meantime has that idea been growing? Let me refer to the fact, which some of you may not be intimate with, though prac- tically all are, here, I think, that the Continuation Committee of the Edinburgh Conference held its second meeting in this country at Lake Mohonk on September 26th to October 2d ; that seventeen out of the twenty-two European members of that committee were actually pres- ent : that all of the North American members were present ; that one substitute member, without vote, was present from Australia, and that in this way twenty-eight out of thirty-one members of the Board of the Continuation Committee— which, you remember, is international and draws its members from all over the world — twenty-eight out of thirty- one were actually present at Lake Mohonk. That is a very, very signi- ficant fact, I think, for the great conception of cooperation which is in the air, and must have tremendous influence upon the whole missionary movement. The report of that Conference at Lake Mohonk contains two references to the work of missionary preparation, to which you will allow me in a word or two to refer. On page 13 of their brief report they refer to the relation of the Continuation Committee to the Boards of Study, and their resolution or conclusion reads as follows : "In view of the fact that the Boards of Study in Great Britain and America, though now independent, owed their origin to the Edinburgh Conference through he Continuation Committee, it appeared advisable that the Contmuation Com- mittee should be kept in touch with their work. It was resolved that time should ™e aHowed at meetings of the Continuation Committee to receive brief reports f?om each Board of Study, and the Boards of StucW should be asked to include amSig their members at least two members of the Continuation Committee with n?ew to creating a link between their work and that of the Continuation Com- mittee." That condition is fulfilled already, as I think several of the mem- bers of this Board are members of the Continuation Committee. A report was presented by Dr. Hodgkin, who was with us las vear at our first meeting, on the work which he specially is interested in through a committee of the Board in England and a separate corre- sponding committee on this side. He presented the printed report of a committee on training schools for missionaries on the field. I wish this Board to let me read now the sentence in which he names the special school or attempted and experimental schools which have OPENING ADDRESS. 15 arisen within the last few years in various parts of the mission field. He said that "Correspondence had taken place with the Peking School of Language Study, the Chengtu Language School, the China Inland Mission Training Schools at Nanking and Yangchow, the proposed School for Advanced Study at Shang- hai, the Shanghai School of Study in February, 1912, the Tokyo Language School, the Winter School of Language at Lucknow, the proposed Summer School for Women in North India, the proposed School of Languages at Banga- lore, the proposed School for Marathi at Poona, and the School of Arabic Study in Cairo." Now there is a very wonderful growth of young institutions — some of them purely experimental and no doubt going to fade away, but sure to give place to others — a very wonderful growth of such institutions, which are all of them interdenominational, all of them the outcome of a hunger and a demand on the field, all of them a demand for a higher and more efficient mastery of the actual instruments of missionary labor. All of them have sprung up Avithin such a very brief time that their number and their enthusiasm and their interdenominational character, and, as it were, their spon- taneity of existence, must be very significant for the work of our Board. As examples of work on the field here is a report of the Shanghai Union Language School, which met last February, and which enrolled on that occasion, from February 7th to March ist, no less than 171 missionary students at Shanghai. Of these, 125 took special studies during those weeks in Mandarin and forty-six in the Wu dialects. The result of the school was such and the efifect of it was so powerful that they proposed immediately to create a permanent school, and steps were taken towards it. The steps taken have resulted in a bulletin of the University of Nanking, which shows that the University of Nan- king is ready to establish a "department of missionary training." That is the title they give to it. They have appointed a dean, and are throw- ing open their class rooms and some of their dormitories for an experi- mental year. And they propose to have special buildings and a special organization as a department of the University of Nanking if this year's work should be successful. They propose to have a six months' session, and the daily schedule, they say, will be given to the students at the opening of the term. It will include the study of phonetics, methods of study, idiom and grammar, conversation, etc., a series of lectures on the Chinese language, and lectures on the general training of missionaries as well as some guides in English reading concerning Chinese usages and customs. That plan has no doubt entered upon its experimental stage at Nanking, and our brethren are at work upon it even now. Elsewhere similar experiments are also being made. At Bangalore in India a school is being started by five missionary societies to teach five of the vernaculars belonging to the region of southern India, in- cluding Tamil, Telugu, and so on. The religions of India must be studied. A course of lectures extending over three months will be arranged for, in which Hinduism, Buddhism and Islam will be pre- sented in outline. Some work will be offered in their ancient classics. The probability is that they will also offer lectures on the Dravidian languages, giving attention to phonetics, idioms, structure of sentences, comparative grammar, and such subjects as will enable a student in- telligently to begin the study of any of the Dravidian languages. Further, an experiment is also being made at Poona, where again five societies are engaged in the work, and where they are going to 16 OPENING ADDRESS. undertake language instruction and the stud)' of religions. There they propose to prepare students to pass the examinations that are already held, and are being made gradually more severe, by an interdenomi- national board of missionaries. To come to the home lands again, the work of our brother board of study in England has made good progress. They have been for- tunate to secure the service of Canon Weitbrecht as their secretary or director ; and his investigations must bear fruit, for they are energetic and far-reaching, and are carried on with much earnestness and in- telligence. They have drawn up a very elaborate bibliography of the literature on Mohammedanism and expect to make that of the utmost value to those who are entering upon that enormous field of study and of special preparation. Last August they held for four weeks a summer school at Oxford. At this school fifty-two students were present, thirty-three men and nineteen women, from all over the world, from ever so many different societies. Ten of them were missionaries on furlough. The program was drawn up very powerfully, and they got first-class men and women to lecture to these students. The result seems to have been very good indeed, and they are beginning to arrange for a similar school to be held at Queen's College, Cambridge, next summer. What we have attempted will be read before you by our Secretary. We have carefully considered the matter of a director, and he will report results on that. The Executive Committee also engaged in what seems our preliminary task, the opening up of certain investiga- tions, the results of which are before you in these galley proofs of four reports which we ask you to consider to-day. Brethren, the work grows in significance, and I feel that to-day we ought to have far more encouragement regarding it than we had last year. All over the missionary field, and throughout the life of our iiome boards, and throughout the institutions that are concerned with the preparation of students, the significance of this matter is much more deeply felt to-day than it was a year ago. The problems become more difficult. Things that seemed easy at first will not seem so easy when we begin actually to undertake them. But I believe no man can come here, however far he has come to this Board meeting, without having the right to feel that he is contributing by his presence and his interest and his work to a movement of very great significance for the kingdom of our Lord. It will grow. The task before us, as I said before, is so entirely new that it must take some time before we begin to see what it really is; but that there is something there, something great to be done, something demanding our time, our devotion and our most intelligent sympathy can be less doubted to-day than at any previ- ous period of our investigations into this matter. REPORT OF COMMITTEE I ON PRESENT PLAN AND PRACTICE OF FOREIGN MISSIONARY BOARDS AS TO THE PREPARATION REQUIRED OF THEIR CANDIDATES Members of the Committee: — Dr. James L. Barton, Chairman; Prof. O. E. Brown, Dr. F. P. Haggard, Mrs. A. F. Schauffler, Dr. T. E. E. Shore, Dr. Robert E. Speer. Presented by Dr. James L. Barton, Chairman Dr. Barton : It is taken for granted that you all have this report in your hands. I will not read it. I will call attention, however, to a few things that the report has attempted. We are reaching a third stage in missionary work. The first was endeavor for territory, trying to get into the world; the second, for resources of men and of money ; and now we have come to the third. I think the formation of this Board of Missionary Preparation and a similar Board in Great Britain proclaims the third stage, "efficiency." I doubt if we have hitherto put the emphasis upon efficiency that the subject demanded. This Board itself, created by the Foreign Missions Conference of North America, indicates a feeling on the part of mis- sionary societies that there is a necessity at the present time for in- creasing efficiency. It is the cry of business, it is the cry of organiza- tions, and it has become the cry of the missionary societies. Everybody will agree, I have no question, that the strength of missionary work abroad depends under God upon the efficiency of the missionary force. It is not dependent upon numbers, it is not de- pendent upon the money that the missionary societies have, but it is dependent upon the efficiency of the missionary force put into the field ; and I think without question we would all agree that a small — ^but efficient — missionary force will be far more effective in the volume and permanency of the work accomplished, than a much larger but inefficient missionary force, and be much less expensive. That appar- ently is the ground upon which we can all start and upon which the missionary boards agree. We come now to the investigation of this Committee on the "Plan and Practice of Foreign Missionary Boards as to the Preparation Re- quired of their Candidates." The Committee covered in its investi- gation four distinct points. First, as to what the requirements are on the part of the various missionary societies ; second, as to the means available for the securing of those requirements in candidates ; third, as to what the boards themselves are doing in the matter of the pre- paration of their candidates ; and, fourth, as to what this Board of Studies should do in aiding missionary societies and securing better equipment of their missionary bodies. Those were covered in a ques- tionaire that was sent out. The replies received came from the mis- sionary societies representing at least five-sixths of the missionary 17 18 COMMITTEE L— INTRODUCTION. work of North America, and from the leading secretaries in those so- cieties, so that it seems to me that we may regard the repHes as being generahy complete and representing on the whole the judgment of the missionary societies in North America. We found in the investigation that missionary boards are con- scious of the need of better equipment in their missionaries. The secretaries, almost without exception, declare that the equipment of their candidates is not equal to the requirements. For the Board, which I represent, I can say that we spend a great deal of time in trying to fit candidates into places where their equipment will enable them to render the most effective service. I was a long time yesterday trying to fit into a place a man who for seven years, we now learn, has been regarding himself as a missionary candidate. He has offered himself now. He has made no attempt at special preparation for the work, and we are trying to find a place in which the candidate, a most worthy man, can use his talent and his unbalanced equipment to the highest advantage for the work ; I have no doubt that every secretary here will acknowledge that much time is spent in trying to find a place for a candidate rather than a workman for a task. We are not out looking for men to do a certain thing, but we are trying to fit men whom we have found to do a certain work. It is much like a person setting out to erect a great structure, who first goes out and finds columns, pillars, doorposts and steel beams and all that, and assembles them ; and then he studies the kind of building he can erect out of the material he has gathered together, instead of starting out with a plan for the building and securing the columns and beams and the doorposts and the ma- terial that the building is going to require in order to be complete and effective and accomplish the object of its construction. In looking over the information received from missionary societies it seems to me that the officers of these societies are conscious of the fact that they have been trying to make the most possible out of the material that has come to them. Pardon a reference to my own case. When I went into the mis- sion field in the Turkish Empire I never had a word said to me by the missionary society in regard to my preparation — not a word. I had never heard a lecture or read a book on Mohammedanism, and I was sent to Turkey. I knew nothing of missionary work in Turkey except as I hunted for and found some books on Turkey after I had been appointed. And I think that if we should investigate the missionaries that went out up to ten or fifteen years ago, we should find that, apart from the work of the Student Volunteer Movement, as far as the mission board was concerned they had received no equipment for their work and but little suggestion except as they asked for it from the missionary societies as to what equipment was required for the work in the field. So, for the first point, the societies are agreed that the equip- ment is inadequate. They are also agreed that the institutions from which their can- didates come are not providing these candidates with the equipment which they themselves require in their candidates for the accomplish- ment of the work they are appointed to undertake. There seems to be one universal testimony to that end, as you will find detailed in the report. The third point, the question as to what the boards are doing, has already been referred to in part. It is an astonishing fact that the mis- sionary societies of North America, which, I believe, according to the revised figures, use perhaps twenty millions of dollars a year in their COMMITTEE I.— INTRODUCTION. 19 work, are doing practically nothing to equip the men and women whom they send out for the work to which they are appointed, although they are conscious of the fact that the success of that work depends pri- marily upon the efficiency of the force they appoint to the service. Not a missionary society is systematically doing anything for the equipment of its missionary body. In our own Board — and I want to make a confession at the same time that I make this statement — in our own Board a few years ago it was almost heresy to attempt to do anything to prepare a candidate for his work. It was expected that the men and women who applied would be led under the providence of God to apply, and it was regarded as unorthodox to go out and seek men and women for particular places. Now that is within my memory ; that is, within a decade. And much less do these boards do anything to prepare these men and women for the service. Over and over again in answer to the question, "Has your board any policy as to aiding candidates in their preparation for the missionary service under your board?" the reply, "We have no policy whatever; we advise candidates when they seek advice." Almost the universal statement given is, "We advise when they seek advice." And if the advice was as efficient as some that the candidates applying to the American Board got from its secretaries, who themselves have given no great attention to this subject, it was most inadequate for preparation for a life work under the board. So that we can put down as the policy of the missionary societies as demonstrated by these replies that have come up to the present hour that there is no policy with reference to the equipment and preparation of missionary candidates under the boards. I need not longer dwell upon this point. It is a fact that confronts us, and it is a fact showing the tremendous importance of having the Board of Missionary Preparation to do this first work with and for the missionary societies : to learn what their requirements are and to se- cure their cooperation with this Board in an effort to produce better trained candidates for the service to which they are appointed. The question was asked as to how this Board of Missionary Preparation can best aid the missionary societies. I will not dwell upon that, but there was one universal reply, expressing great satisfaction that the Board had been created and a great expectation that the Board would be of continuous and effective service to the secretaries and to the missionary societies in the training of their own candidates for the work for which they are to be appointed. I think we can depend upon this Board receiving the hearty and cordial cooperation of the mission- ary societies of North America in its endeavor, first, to bring the socie- ties up to a high conception of the importance of an adequate prepara- tion for the work to be done, and then to put into their hands means by which they can best secure the equipment in their candidates that they require for the work. That is very clear. That means that this Board's first endeavor, as it seems to me from these returns, is to estab- lish a standard. Now that does not mean a wooden, formal standard, but a standard in the minds of the officers of the missionary societies of America, and a standard which students and the prospective candi- dates will at once recognize, and to which they will conform their own preparation — a standard which the schools in which missionary candidates are trained will recognize and to which they will adapt their curricula. The schools and missionary boards together can work to increase the efficiency of the missionary force. I realize that there is a danger in this ideal. It is said that a busi- 20 COMMITTEE I.— REPORT. ness firm in Boston so caught the idea of efficiency in business manage- ment that it had developed the most beautiful and most complete sys- tems of cross-references and card catalogues that probably has ever been introduced into any establishment. The head of the firm was showing a friend how everything could be shown at a glance, just how the business stood. In response to a question he acknowledged that since they had established this system they had had no time to do busi- ness, but were using their whole force to maintaining the system. That is one of the dangers missionary societies and this Board must avoid. We must not put all our time and strength into producing efficiency to the neglect of the work abroad. THE REPORT A series of questions was prepared and sent, under date of Febru- ary' 28, 1912, to the secretaries of thirty-one of the leading missionary societies in North America, including all of the larger societies, accom- panied by a personal letter of explanation. Under date of May 11, another set of inquiries, supplementing the first list, was sent to the same societies. Without going into all the details of the questionaires, the first set called for information as to I — The intellectual qualifications required by the Board in those whom it appoints for missionary service abroad. II — Whether the existing and available schools are providing the instruction and training their missionary candidates should have for their most successful work abroad. Ill — Specific deficiencies noticed in candidates with reference to their in- tellectual preparation. IV — Whether those who have not had a full theological course should have a more systematic and thorough training in Biblical studies, Christian Doctrine and Evidences and Church History. V — Whether or not languages to be used on the field should be attempted before sailing. VI — As to how the Board of Missionary Studies can best serve the mis- sionary societies at home and the work abroad : By attempting to procure in leading colleges and theological seminaries new and more complete courses of study in (i) History and Principles of Education. (2) History and Content of the Great Non-Christian Religions. (3) Philosophy of Religion. (4) History of Modern Missions. (5) Theory and Practice of Modern Missions. (6) History of Leading Missionary Societies. (7) History of Progress of Missions in the Countries for which the Candidates are Preparing. (8) Study of Tropical Conditions and Medicine for Physicians Going to the Tropics. (9) More Thorough Knowledge of the Bible. (10) Christian Doctrine and Evidences. (11) Phonetics. By informing the Boards, for the uses of their candidates, returned mis- sionaries, etc., where, and under what terms these studies can be pursued, and By the preparation and publication of a select and carefully chosen list of the best and most recent books and articles upon subjects like the following: (1) On each of the Great Religions of the World. (2) On each of the Missionary Countries of the World. (3) On Education and Allied Topics. (4) On the Theory and Practice of Missions. (5) On Christian Doctrine and Evidences. (6) On other subjects that will be of general interest to officers of Boards, candidates and missionaries. COMMITTEE I.— REPORT. 21 It was stated in conclusion that the questions were asked in order to ascertain whether there was a conscious need of a better training for missionary candidates to prepare them best to meet the increasing demands made upon them in every missionary country, and whether in some or all of the ways suggested the Board of Missionary Studies may be of real service to the secretaries, their candidates and the Board. The second inquiry was briefer and raised only three leading questions : I — Whether the Board addressed had a definite policy with reference to the supervision of the training of those who are prospective candidates for ap- pointment. II — Whether any aid to candidates and newly-appointed missionaries is given to assist in meeting their expense of preparation before taking up work in the mission, and III — Willingness to cooperate, at important centers where missionaries of dififerent societies are using a common language, with other missions and societies in maintaining a practical and scientific school for training newly- appointed missionaries in the vernacular. Replies were received from twenty-five of the Boards addressed, including the leading organizations representing the great bulk of all the missionary interests in North America. Many of the responses were full, and covered the subject with great care and thoroughness. One of the most striking features of this entire line of investiga- tion is the unanimity of the answers given in every instance by expe- rienced secretaries, or officially by responsible committees to which the matter had been referred. The fact of this general agreement upon existing conditions and needs renders unnecessary a full and detailed report upon individual replies or any attempt at tabulating the same. Upon the subject of the intellectual qualifications required of candi- dates, some Boards put more emphasis upon a complete college and seminary course than do others. When all phases and classes of work are considered, embracing all the modern departmental features and including work for women and girls as well as that for boys and men, almost every order of equipment is required. For Ordained Candidates: For the ordained service there is a general agreement that the candidates should be graduates in Arts, followed by a theological course not inferior to that demanded for ordination in the home land. For Medical Candidates: Nearly all Boards prefer candidates who have taken the Arts course before completing a full medical course in a reputable medical college, followed by one or even two years of hospital experience. Some Boards require, in addition, a certificate to practice medicine in some state in this country, and, in case of future location in a tropical country, a full course in tropical medicine. No Board as yet insists that all its medical missionaries shall have secured the B.A. degree. For Teachers: For those appointed for specific teaching positions the requirements vary much in the practice of the various Boards. A new emphasis is now being placed upon normal and pedagogical train- ing for both men and women. Some Boards strongly recommend courses in pedagogy for both men and women who plan to go out as general missionaries. For Wives: There is no distinctive intellectual standard for wives; and yet here, also, there is a generally expressed desire that wives should have some special training in every instance before going to their field. In a great many cases the wives have full college courses. This is welcomed and encouraged. It goes without saying that all Boards consider the quality of the 22 COMMITTEE L— REPORT. mental equipment, as well as character and quantity of preparation. It is impossible even for a single Board to state in abstract terms the intellectual qualifications it demands in its candidates before they can be appointed, and much less can this be done for the twenty-five Boards from which answers were received. It can, however, be stated in a word that it is manifest that all Boards seek for the highest grade of intellectual excellence in all of their candidates for appointment — but are compelled to accept many who fall short of their standard. The following replies will throw much light upon this first subject. With reference to the adequacy of the available schools for train- ing missionary candidates, the replies were quite complete. Out of the entire number of replies only one correspondent seemed to consider the training of the candidates appointed as adequate for the service they were to render, but this society is small and carries on work only in Latin America. One other reply was ambiguous, while all of the rest were emphatic in the declaration of the conviction that the exist- ing facilities for training missionaries are inadequate and unsatis- factory. In order that the judgment thus expressed may be understood, we quote from some of the replies, which in each case represents the opinion of an experienced secretary of a leading missionary society : "I think I may safely say that our Board is not satisfied that the schools now available are giving the young men and women, by way of instruction and training, all that they need for their most successful work abroad." "I know of no school that is giving the training demanded in order to do successful work." "I am quite sure that our ordained ministers, teachers and single women are not receiving the best training possible for their missionary life work. Our theological courses are not prescribed with a view to providing adequate training for missionaries." "Our schools and colleges still lack important lines of training for our appointees to the mission field." "My estimate of the preparatory work in the schools now available would be that they are all lacking in courses which look distinctly to the foreign service. It is peculiarly true that our seminaries have not as yet adequately provided for missionary preparation. This cannot be done through occasional lectures in the regular course." "I do not believe that the training (for missionary service) has been along scientific lines as in other special fields." "I do not think we can say that we are satisfied with the instruction and training given to our missionaries. The ordained men have very little of special preparation in regard to the religious positions of the people to whom they are going, and practically no training as to the corresponding Christian truth which would be most effectively presented. Many enter educational work without special training." "We are convinced that the existing schools for training missionary candi- dates are not adequate." "There are no schools or colleges in North America which provide the young men whom we wish to send out with all the instruction and training we believe they need for the accomplishment of the difficult mission on which we send them." "From the point of view of our Board and the men and women who are planning to go out, we feel that the curricula of our schools are not as they should be. There should be more opportunity for instruction in special branches." "The present training of missionaries is not entirely satisfactory. Present preparation hardly gives all that is really needed." "Existing and availalile schools are not satisfactorily providing the instruc- tion and training our candidates should have for their most successful work abroad." These quotations are, in some cases, condensed and the details ex- cluded. The twelve societies whose position upon this question is, we believe, fairly represented in these quotations, are supporting, upon the COMMITTEE L— REPORT. 23 foreign field, over three- fourths of all of the American missionaries. We have a right to assume that the judgment here expressed represents practically the opinion of the officers and members of the missionary societies of North America. To the third question, in reference to recognized deficiencies in the intellectual equipment of candidates, there is also a full and illuminat- ing series of replies. Space will not permit extended quotations from all of these replies, but it is possible to do justice to them by classifica- tion. The most of the writers express themselves as strongly con- vinced that there should be more adequate instruction given to mission- ary candidates in the following subjects : (i) Pedagogy. (2) Comparative Religions. (3) History and Philosophy of Religion. (4) Study in detail of the Religion or Religions of the people to whom they go. (5) History and Characteristics of the people to whom they go. (6) History of the missionary movement among those people. (7) History and Methods of Foreign Missions and other allied topics. (8) The Bible. Several put especial emphasis upon the importance of Pedagogy. One is opposed to the study of Comparative Religions and the History and Philosophy of Religion, while two believe that topics like the study of the religions of a people and their characteristics, etc., can most profitably be studied after arrival in the country. It is difficult to reveal adequately the unanimity in expression, as well as emphasis, with which these missionary leaders treat this sub- ject without quoting in extenso their own declarations. These replies but show some of the reasons for the position taken upon the first question. Suggestions were also made of the need of instruction in the meth- ods of acquiring a language, business courses, book-keeping, etc. The fourth question — as to whether those who have not taken a full theological course should have a more systematic and thorough training in Biblical Studies, Christian Doctrine and Evidences and Church History — meets w^ith general unanimity. Some put special emphasis upon the need of facilities for such study open to the single women missionaries. One or two raised the question as to whether missionary physicians would be willing to delay their departure to the field for the purpose of taking such a course, although it was recog- nized that the course would be most desirable. Some expressed regret that more emphasis is not placed upon these courses in our existing theological seminaries, while others mention special endeavors now being made to emphasize anew these lines of study for ministers at home as well as for missionaries. A conviction of the importance of unusual emphasis upon these courses in the preparation of all missionary candidates is clearly indi- cated in the answers received. In fact, the position is made clear that no candidate, who has not had extended instruction, and who has not pursued thorough courses in these departments, can be regarded as equipped for the foreign service. In whatever capacity they enter the foreign service, whether as physicians, teachers, printers, business man- agers, industrial workers or preachers, they stand, in the eyes of the people of the countries to whom they go, as "teachers of Christianity." From this they cannot escape ; and, if they are worthy the service to which they have been sent, they ought not to escape. In order to fulfill 24 COMMITTEE I.— REPORT. this role with credit to the cause they serve an adequate training in the fundamentals of the religion they represent and perforce nmst teach is imperatively essential. The subject of the study of the vernacular to be used in the field by the candidate before going out called forth a large number of replies, almost w^holly in the negative. The consensus of opinion was that the languages used in the mission field can best be studied by the candi- dates on the field, after having received instruction in the general work affecting the principles and science of phonetics and linguistic require- ments in general. A few declared that their experiences had not yet been sufficiently extended to enable them to answer the question intelli- gently. One secretary, while expressing his conviction that no attempt should be made to study in this country the language of the field, is convinced that every missionary should be acquainted with at least one modern language in addition to his own. The suggestion is made in general that Spanish might profitably be studied here by those going to Latin countries, and that an Arabic or Sanscrit foundation might be of service to one contemplating work in Turkey or India. One who recently visited the Oriental Seminary in Berlin and the Colonial Institute in Hamburg, where eastern lan- guages are taught with scientific skill and accuracy, states that he is persuaded that, were such scientific facilities for the study of the lan- guages used in mission fields available for missionary candidates, it would be wise to employ them. He is convinced that the science of the study of the languages can best be taught in the home field. Many of the secretaries replying to this question have themselves served as missionaries, and these all express the conviction that the practical study of the vernacular of all mission fields can best be pur- sued after the field is reached. This, however, approaches another question considered later in this report and which is already in process of solution in some language centers in mission countries — namely, the maintenance of interdenominational, scientific language schools to which new missionaries shall be sent, and in which the vernacular of that region shall be taught with phonetical and scientific precision. If the development of such schools can be accomplished, all will probably agree that this will be the best solution of the vernacular study ques- tion. This will insure scientific accuracy in the country where the candidate can train his tongue and his ear while he is "studying the country, the people and the work in all phases and departments. In order to get at the points under consideration more practically and to secure the judgment of the leading secretaries of the missionary societies of this country as to the points in which the Board of Mis- sionary Preparation can best serve these societies, the question was asked as to whether they would favor an endeavor on the part of the Board to have introduced into the leading colleges and seminaries in this country various branches which are recorded earlier in this report and which need not be repeated. The twelve topics to which reference has just been made are, with few exceptions, accepted by our correspondents. The most of them express their approval of these topics without comment, although one would eliminate the Philosophy of Religion, Comparative Religions and the History and Content of the Great Non-Christian Religions. One, in sending his reply, says that larger emphasis upon each of these subjects under consideration is urgently needed in all our schools of advanced learning. Another, in giving hearty assent to the list, states that if he were to pick out any among the irnportant COMMITTHi: 1.— REPORT. 25 topics for special study it would be the History of Pedagogy, History and Content of tlie Great Non-Christian Religions, Theory and Prac- tice of Modern Missions, Tropical Conditions and Medicine, with special emphasis upon the Bible. Another correspondent, while approving of the_ studies as suggested, finds difficulty in the practical method by which they can be brought about. But as the practical side is not a part of the inquiry, that can be passed over in this report. Another, in replying, says : "Most emphatically would it help our work if the topics suggested could be encouraged and carried out in influencing American and Canadian colleges and theological seminaries to establish and develop complete courses of study in all of the twelve subjects mentioned." Another, and the last from which we quote, says : "It would be of great advantage to have the list of subjects named taught m our various colleges where candidates prepare for the foreign field." The answers make it clear that, in the minds of the leading secre- taries of the principal missionary societies of this country, there is a conscious lack of proper training in these twelve topics at least. There is no need of giving extended space to the replies which came as to whether it would be helpful for secretaries of the societies to know wdiere these topics can best be pursued. There was only one reply, and that was in the expression of a desire for such information. This is desired on the part of the secretaries, not only for the secre- taries themselves, but for their candidates, and to help'them in writing their candidates of places where they can best complete their prepara- tion. The same information is desired for the use of missionaries upon furlough. The conclusion of the inquiry is this : when the Board of Missionary Studies has investigated facilities ofifered in the different preparatory institutions for training missionary candidates, the Boards themselves will wish to receive the information obtained by the Board of Studies. The last question asked in the first set of inquiries is as to whether the secretaries would favor the publication from time to time of a selected and carefully chosen list of the best and most recent books and articles upon those dififerent topics named on the second page of this report. The replies to this question are as unanimous and emphatic as to those of the question preceding. One secretary said : "We have been greatly handicapped by not having a selected list of books on the subjects referred to. I hope the Board of Missionary Studies will supply somethmg more specific than a general catalogue of the books on these subjects. If the recommendation of the Board of Missionary Studies is to be of real value It must be discriminating and must give priority to the books which have chief value for the purposes indicated." Another : • j-"^* would be of decided advantage to us to have such a list of books as is indicated under this head. I feel certain, also, that we could make it of special profit to our missionaries."" Another secretary of a large Board, in expressing his hearty ap- proval of such a list, makes added suggestion that "The Board of Missionary Studies could do a most helpful piece of work along the line of planning out the curricula for the preparation of the various kinds of missionary service and also study books covering this curricula." 26 COMMITTEE I.— REPORT. Another secretary writes : "The preparation of the Bibliography suggested is one of the most vital services that the Board of Missionary Studies can render to the cause." Another : "For years we have felt the need of such lists, not only for use with new candidates but with our workers home on furlough." Also: "It would be of great help to receive such carefully considered recommenda- tions and books especially on such topics as the Great Religions of the World. History of Missionary Countries, Education, Pedagogy, etc.. Theory and Practice of Missions, and such other missionary subjects as would be of interest to the missionary boards and societies." Perhaps the answers to this question are the most enthusiastic and unanimous of any received, making it evident that the secretaries of all the Boards with whom we corresponded are now conscious of their need of the help that the Board of Missionary Studies can render along this line. In order to obtain a clear understanding as to what the various missionary boards of North America are doing in the way of preparing candidates for their special service or of supervising them during the period of preparation, a supplemental set of questions was sent out bearing upon this point. The first one of these questions was : "Has your Board a definite policy with reference to the supervision of the training of those who are prospective candidates for appointment?" This was followed by a question as to whether financial aid was given the candidates in selecting and pursuing their courses of study, and as to whether they were financially assisted in so doing. The answers to this question have been very general and complete. In order to make the situation perfectly clear, it seems necessary to quote from several of these replies. Those from whom quotations are made are secretaries of the leading missionary societies of the coun- try. They are as follows : "Our Board has no definite policy with reference to the supervision of the training of those who are prospective candidates for appointment unless an absence of all participation in such supervision constitutes a policy. We have not in the past regularly and systematically assisted prospective candidates in select- ing and pursuing their courses of study or in aiding them financially. The Secretaries of the Board and others have personally rendered assistance in both directions ; but this has never become a definite policy of the Board." "We have no special arrangements for the training of missionary candidates and no plan for aiding them in their course of preparation, except as we have a fund aiding candidates for the ministry who study in our regular seminaries." "Our society has no definite policy with reference to the supervision of the training of those who are prospective candidates for appointment. Our society gives advice to candidates when they ask for it, but it does not systematically assist those who are expecting to go to the field, nor does it aid them financially. The work of training is left to the colleges." "Our Board has no definite policy for the supervision of the training of those who are prospective candidates. When they appeal to us individually for help we endeavor to advise them according to their particular need in their future work. Neither do we aid them financially. A Board of Education has been established by our church to give aid to ordained and medical men preparing for missionary service." "Our Board has no definite policy with reference to the supervision of can- didates. We seldom volunteer any suggestions as to studies or courses to be pursued, and never except as individuals. No courses of special studies for COMMITTEE I.— REPORT. 27 different countries have ever been considered by our Board, much less a general course of preparation for service under the Board. It has been our time- honored policy to accept and appoint such candidates as offer themselves for service after they have creditably completed a course of study in a recognized college, theological seminary or medical school. It can be said that our Board has exerted no special effort in directing candidates to a course of training for their life work as missionaries. They have been left to themselves to select and pursue such courses of study as they chose. Neither has any financial aid been given." "Our Board chooses its applicants from theological seminaries and training schools, giving them no aid in their preparation for study and accepting them with such training as they receive." Another Board says : "We leave the supervision of the training of volunteers who expect to be ordained to the authorities of the seminary where they are taking their course. We occasionally endeavor to suggest lines of missionary reading for them but do not go beyond that. Practically the same arrangement applies to the young women who are being trained in the Deaconess' schools." "It has not been the policy of our Board to take any supervision of the training of candidates, and we invariably decline to assist them while pursuing preparatory study." Another Board secretary reports : "We have a missionary training school for the purpose of training men and women for home and foreign service where aid is given in selecting and pursuing their courses of study and preparation for the foreign field, and where a great many of the candidates are aided by scholarships." In addition to those from whom quotations have already been made, twelve secretaries report "no policy" with reference to aiding students and prospective candidates in their preparation for service, except as a few of them say : "We render advice when such is asked for by a prospective candidate." There is only one conclusion to which this investigation inevitably leads, and that is, that hitherto it has been, and is at the present time, the general policy of the missionary societies of North America to begin their official and even advisory relations to prospective candidates only after they have been appointed, which, in most instances, occurs but a brief time before their sailing for the field ; that these candidates secure whatever advice they are able to secure anywhere and every- where, and pursue such courses of study as seem wise to them with- out any special relations to the Board under which they expect to go out, or to the work which they expect to do after reaching the foreign field. Some of the correspondents seem to realize the weakness of their position with reference to the training of candidates, and ex- pressed their hope and expectation that the Board of Missionary Preparation will render them substantial help in the future in securing better equipped men and women for the missionary service. The second question related to financial help rendered to candi- dates while completing their theological course, or making special preparation in pedagagy, medicine or other studies, or while engaged in language study. The general and practically universal reply was in the negative, except what is already indicated in this report. The mis- sionary candidates in preparation in theological schools are eligible to the same aid as those studying for the Christian ministry at home. There has been and is no provision reported for aiding candidates for studying the vernacular of the country to which they go before going 28 COMMITTEE I.— REPORT. out. In the case of one Board at least, where a course in tropical medi- cine is required of all medical missionaries going to tropical countries, the Board assumes the expense of that course, which is taken in Eng- land and covers a period of three months. The Board pays the tuition and the living expenses of the candidate while pursuing the course. Another Board continues the missionary salary during the time occu- pied in the Tropical Medicine Course. Also in the case of missionary physicians going to the Turkish Empire one Board meets the expense of such appointees who, if not familiar with the French language, are compelled by the law of Turkey to stop in France and perfect themselves in the French medical lan- guage, so as to pass the license examinations at Constantinople. The expense for this delay in France for the purpose named, as also the expense for the examination in Constantinople, is defrayed by the Board. A leading Board has adopted the policy of having its mission- aries in Portuguese Africa stop in Lisbon for several months for the study of Portuguese before reaching their country. This Board meets all expenses of such delay and study. The last question asked was not, perhaps, so relevant as the pre- ceding; it was as to whether the Board replying would be willing at important centers where missionaries of different societies are using a common language, to unite with other missions in sustaining a prac- tical and scientific school for training newly appointed missionaries in the vernacular. There was almost a general expression of approval of such a plan and a willingness to cooperate. Reference was fre- quently made to the plans already adopted and entered upon in Japan, China and India. One Board reports ''summer schools for the study of the language," but the secretary states that he thinks their Board would be willing to abandon the special summer school in favor of a more general scientific school in which various missions united. Others speak of their realization of the importance of the organization of such schools in order to secure for the new missionaries a more sys- tematic and careful study and a more practical drill in the language they are to use in their missionary service. Some suggest that, in addition to the study of the language, the customs and manners of the people, etc., be added. Others speak of their belief that the advantages of such schools should be left to the judgment of the missionaries on the field, and that any decision by the Boards in favor should be made after the missionaries have been consulted. In the replies, reservations were made as to the location of such a school, its management, etc. ; but the replies are clear that there exists a consciousness, on the part of many of the leading secretaries of the leading missionary societies, that better facilities need to be offered to the new missionary on the field in acquiring a mastery of the vernacular. There is a recognition of the fact that many able missionaries render only a partial service during their whole life, owing to their weakness in the language, and in most cases (if not all) because of their failure to learn the vernacular during the first three years of their missionary life. It goes without saying that if several societies unite together in giving such services to the new missionary appointees they will be able to secure better advantages than is possible for any individual society to do alone — and that, too, with much less individual expense. There is no doubt that the missionary societies of North America are ready to consider this question fairly and impartially. Your Committee does not understand that its commission included the formulation of any conclusions or the presentation of recommenda- COMMITTEE I.— DISCUSSION. 29 tions. We were appointed with instructions to ascertain a certain number of facts and opinions bearing upon the subject of the Prepara- tion of Missionary Candidates and the service which, in the judgment of officers of the missionary societies, the Board of Missionary Prepa- ration may best render the Boards. These facts and opinions, as secured by your Committee, are here- with presented. THE DISCUSSION Dr. Charles R. Watson: First of all, let me express my deep ap- preciation of the material which has been brought together so splendidly by the Committee. It falls to me to discuss this report from the point of view of a Board Secretary. The Committee's report indicates a somewhat chaotic condition, a somewhat deplorable absence of clear requirements on the part of the Missionary Boards, and a lack of uniformity among the boards, even where requirements are definitely reported. I think I ought to say in explanation of this situation, but without intending to justify its continuance, that three reasons may be discovered for the existing situation. First, it has been impossible for many boards to depart- mentalize the work which has to do with the selection and the training of candidates. We do well at this point to recognize what ought to be recognized in all discussions of Board administration, that there is a very marked difference between the larger boards and the smaller boards in the matter of establishing separate departments for the sev- eral divisions of work. It may be possible for a large board to create a separate department and commit to it certain lines of work, where a smaller board, owing to its more limited work and its more limited resources, cannot create such separate departments. However, in but few boards do we find a separate department organized, claiming the time and attention of a specially designated secretary whose task it is to cultivate the interest and direct the training of those who are pre- senting themselves for foreign missionary appointment. And because we have not had these distinct departments, there have not been worked out any clear rules or system for dealing with missionary candidates. A second reason for the chaotic condition referred to lies in the fact that the conditions with which we are dealing have to be taken as they are. We are dealing not with a theory, but with facts. It might be ideal to have missionary candidates fulfilling certain requirements and set free to undertake certain courses of training, but in the great majority of cases the material has to be used which presents itself for missionary purposes, and conditions entirely prevent the candidate taking up special training. It is to be recognized that while we are endeavoring to improve the machinery of the missionary enterprise, we cannot afford to entirely stop missionary operations while we attempt to build up a new machine. The activities of our work must be kept moving, and it has not been possible to do much in the direction of working out suitable theories for missionary qualifications when time and strength were preoccupied with the claims of existing work. But a third reason for the chaotic condition may be honestly ad- mitted to be the lack on the part of board secretaries and others of an adequate application of thought and study to the subject before us. We do not know what the requirements should be, nor how to attain to the true requirements for missionary service, simply because we have not given thought and study to this question. It will be good to make 30 COMMITTEE I.— DISCUSSION. this honest confession on behalf of Mission Boards and Board Secre- taries, because we do not have to admit for a moment that we are facing an insuperable difficulty. If we only proceed along normal and natural lines, we can arrive at the discovery of standards and methods relating to missionary training. In studying the report of the Committee from the point of view of a Board Secretary, one has certain definite impressions made upon his mind, and to these I would refer in order : I. It is quite clear that as yet no adequate solution has been offered to the question, Where and how shall the missionary candidate get his special training for missionary service? Three courses suggest them- selves: (a) Should we change existing courses in the regular training schools or theological seminaries? I have in mind here especially the ordained missionaries ; these, after all, constitute the backbone of the missionary force, and we do well to give them our first thought. Would it be wise to give these a training so specialized that they would follow courses altogether separate from those followed by the candidate for a home pastorate? Or should we even cause him to go to a separate school for his training? I think as a secretary I would be loath to see this done. That some of the subjects studied by a man who is pur- posing to spend his life in America might well be omitted by the pros- pective missionary, may easily be admitted. But the differences between the courses taken by the man who goes abroad and the courses taken by the man who stays at home must not be made so great as to have these two men lose their point of contact, their sense of fellow- ship in the same ministry. We know that the fellowships of the Theo- logical Seminary, in which men have been equally trained for the home pastorate and for the foreign field, constitute one of the strongest bonds, helping forward the missionary enterprise and securing for it an adequate support of sympathy, prayer and financial help at the home base. The advantage which we now possess at this point must be safe- guarded. We venture to suggest that it might be well to inquire wh^her the criticisms of the ordinary theological course as related to the training of the ordained foreign missionary, are not criticisms which reach much further than we think. Might it not be that the seminaries have been characterized as somewhat inadequate in their training of the foreign missionary, not because a special and peculiar training is re- quired for the foreign field, but because the theological training as it now exists has in it elements that are not at all adapted for an aggres- sive, spiritual ministry, either at home or abroad ? (b) Another method that may be followed in securing special training for prospective missionaries is to add special courses or years of study after a regular theological course has been completed. To express the feelings of a Board Secretary, we do well to recognize the immense pressure that is laid upon the boards to send out at once a young candidate. The needs of the field are overwhelming. Death and illness are constantly making ravages upon the force on the field. The gaps must be filled and advance cannot be postponed. There is every temptation to waive a year of special training and send out the mis- sionary at once. From the point of view of the missionary candidate also, the lack of provision for a special year of study and the desire to get married and settled in his life work, make him impatient to post- pone his sailing for a year, that he may get special training. (c) A third method may be suggested. It is that during the sum- mer the missionary candidate attend special schools in which he will COMMITTEE I.— DISCUSSION. 31 receive special training for the foreign field. Some have disapproved of this plan. In the presence of our great ideals for a thorough training, such provision seems to be wholly unworthy. Nevertheless, it im- presses me as one method that might be put into operation at once, and it would be infinitely better than nothing. There would be no reason for limiting such training during the summer to the last summer which the missionary candidate has in this country. On the contrary, he might be led to get such training during several summers previous to his sailing. The summer vacations of our students are quite extended, affording three and even four months of time. In such institutions as the University of Chicago, and state institutions generally, summer quarters are now being planned and the schools are largely attended during this quarter by teachers and others whose life work claims the bulk of the year. Training during the summer may thus be made a strong factor in increasing the efficiency of those who are in service or those who are still pursuing regular studies in other schools during the bulk of the year. 2. A second impression gathered from studying tliis report has to do with the content of our ideals in the matter of special missionary training. What sort of training is it that we wish prospective mission- aries to have? The Committee has consulted the Boards and Board Secretaries, and has brought in many suggestions. Would it not be w^ell to ask this question of the missionaries who are in service? I have heard of a business school that proposed to get up commercial courses on a thoroughly scientific basis. Instead of theorizing about what sort of training might be necessary for a good business man, circulars were sent out to a number of successful business men, and they were asked to indicate what factors in their training, when they were in school, had been found to be most serviceable in the actual exprience of busi- ness life. The returns were said to be very suggestive of how much useless material was being carried in the ordinary commercial course and what inadequate emphasis was being laid on some extremely vital points. In a similar fashion, therefore, I would suggest that success- ful missionaries be asked to indicate the special lines of training which they have found to be most serviceable in the actual experiences of missionary work. As one reads the list of subjects which it is proposed to study, there comes a feeling so strong that it almost amounts to a revulsion of feeling against things which minister solely to technical knowledge. All the subjects mentioned in the Committee's report ought undoubt- edly to be made a part of the curriculum to be followed by a prospective missionary. But as a Secretary, I must confess to a deeper need. It is something which will help to develop personality and leadership ; some- thing which will foster devotion and zeal. Or must we say that these qualities are wholly uncommunicable? Is there nothing in the way of training or environment, which may be part of the special course of a missionary, which will lay emphasis on these qualities, which, after all, mean so much on the foreign field ? I would earnestly put in a plea for a consideration of this question. The development indicated may not be attained by the study of text books, but yet it might be attained by reading or lectures or fellowships which would lift before the mis- sionary candidate the vision of the vital place which the impact of per- sonality has in a successful missionary career. (3) The report discusses also the question of securing aid for the student who wishes to pursue the special studies. There is, indeed, some difficulty at this point, but the difficulty is not great. It may be 32 COMMITTEE I.— DISCUSSION. that the Board of Foreign Missions is not the agency to render this aid. It may be that this would be the duty of a Board of Education, but from some source the necessary aid could be secured. No investment of money would be more effective than this. I need not dwell on this point, because I think it can be safely assumed that if we shall lift a clear vision of the kind of training that is necessary and provide the in- stitutions where such a training can be secured, it will be a small matter to provide for the support of missionary candidates during the year or two given to special missionary training. (4) In conclusion, I would lay emphasis on a few things which it would seem could be done and could be done at once: (a) There is urgent need for the list of books referred to in the Committee's report, such a list as can be recommended to students who wish to read up or study along special lines. I would only lay great emphasis on the word of caution uttered by some Secretary who urged that this list "must be discriminating and must give priority to the books which have chief value for the purpose indicated." Too extended a list without adequate explanations of the special values of certain books becomes simply a ground of discouragement. (b) We are also in need of a list of schools where special mission- ary training is now available, and the courses that can be secured in the same. It is conceivable that each board secretary could write for him- self and get on the track of places where such training can be secured ; but this is a service that a central committee could render for all. This information would need to be tabulated first of all geographically, so that instant reference could be made to institutions within certain geographical areas, thus avoiding the necessity of recommending an institution that is quite remote from the place of residence of the mis- sionary candidate. Then the list should be made out topically, accord- ing to the kind of special training which is being sought. (c) Finally, there should be brought together full and definite information as to the methods actually used by boards that have taken the lead in these matters. There is nothing so persuasive as a clear picture of what is actually being done by some established missionary agency. At this point the "big boards" may well assume a sense of real responsibility. Their size, their administrative resources, their finan- cial strength, permit them to organize candidate departments. If they will organize a "Big Brother" movement in this matter, they may blaze the way for smaller boards, who will do what they can, although they may not be able to carry so specialized a form of work in following up candidates and in securing for them special training for missionary service. Rev. T. E. Edgerton Shore: One of the most important ques- tions in connection with the work from the standpoint of the mission boards, I think, is that of the productive value of the missionary. Having in mind the immensity of our task, the field to be cultivated, the mass to be evangelized and, together with that, our limited resources, how can we make the most of what we have? How can we accom- plish the task with the resources that are available ? I tihnk that is pre- eminently a question which, theoretically at least, occupies the adminis- trative mind of the mission board. I have a friend, a Japanese preacher, who spent some years in post- graduate studies in Canada, who said to me before returning to Japan : "I wish that I could devote sixty years to preparation, and then five years to putting that prepartion into its eflfect in Japan." I do not think that that represented merely the love of an academic life or of intel- COMMITTEE I.— DISCUSSION. 33 lectual indulgence. I believe it represents to some extent the secret of Japanese efficiency in other matters, which I think is due mainly to comprehensive study, to assimulative capacity, and especially to the power of making a direct application of the knowledge they have ac- quired. The trained marksman will save a lot of ammunition and tim.e and avoid the overlooking of strategic opportunities. Now apply this to the missionary and missionary training. The productive value of a missionary from the standpoint of a board is both qualitative and quantitative. I shall not refer at length to the qualitative side of it. Probably that is in the minds especially of those who are identified with the educational side of the work of this Board. But from the quantitative side we have again and again had reference made to the retarding effect of irreparable blunders that are made by ill-trained, immature missionaries on the field. The element of time comes in there. But there is the positive side. It refers to the speed that is gained by efficiency. We have in West China a language school for our mission- aries, and our Board requires each new missionary to spend the whole of the first two years in language study, the first year in the school, and the second year at one of the stations ; but during the second year a new missionary is not permitted to speak on any occasions excepting when the audience is composed entirely of missionaries. When I visited Japan I thought that the efficiency of the missionary force as a whole became very much limited by the comparative inability of missionaries to use the Japanese language, and I took the position with our mission council that unless the council in its powers of appoint- ment of missionaries on the field would reserve the first two years for language study I would not recommend the sending out of any more missionaries. They have adopted that policy. I believe that the re- serving of those years on the field for language study gains in point of efficiency many, many times the number of those years in their after service. From the standpoint of economy and the expenditure of funds it is worth the while of the Board to contribute to greater efficiency. And if this be true in the illustrations which I have given of language study on the field, I believe that it is quite as true of those branches of prepa- ration which can receive more thorough, masterly attention in the home- land before the missionaries go to the field. Another aspect of the quantitative value of the missionary has reference to the missionary as a leader — the multiplied power of the missionary. The thought in my mind to-day is : How can one chase a thousand and two put ten thousand to flight ? How can one missionary become a hundred ? How can we produce a leadership which will have multiplying power in the church on the field? In this sense I believe that every missionary should be a normal teacher. (I am not now re- ferring to the pedagogic side of educational work.) Every missionary on the field should consider that his great task and opportunity is not so much how to open an increasing number of outstations and to devote more time to preaching to an increasing number of new congregations as it is how to raise up and train an increasing number of native pastors ; the great task of the educational missionary is to raise up and train a sufficient number of Christian educational leaders on the field ; and the great work of the medical missionary is not merely to attend to the duties of his hospital, but to raise up a Christian medical profession. And I believe that it is in the solution of the question respecting this 34 COMMITTEE I.— DISCUSSION. multiplying power of missionaries on the field that the mission boards can find the key to the speedy evangelization of the world. I was delighted, with the chairman of the committee, to discover the almost unanimous response, practically unanimous response, from the board secretaries with regard to the need of increased efficiency and of preparation, and the prospective work of this Board. Am I right in this conjecture, that up to the present time it is mainly the board secre- taries officially representing the boards that are conscious of this need? So far as the Board that I represent is concerned, I fear that is the case, and as far as the secretary is concerned it is true only in a very limited degree. But I consider it to be the duty of myself as a secre- tary and a member of this Board to co-operate with this Board of Preparation, which has before it the task of educating the Mission Boards along this line if we are to receive that sympathetic co-operation which is necessary if the work of the Board of Preparation be made effective. I respond heartily to the statement which the secretary of the Board has made with regard to the attitude of the students. Only within the past week I had a conference with four students, four mis- sionary candidates, who would be ready so far as the ordinary prepara- tion is concerned to go to the foreign field in the fall of 191 3. For the first time in the past seven years our Board is in the position where we are for economic reasons obliged to adjust ourselves to circumstances for a year, with the possibility that we may not be able to send out many, if any missionaries in 191 3 to the foreign field. It has seemed to me a Providential opportunity to introduce this idea of an extra year's training, and I suggested this to these four men. Two out of the four at once responded and said : "We will be glad to give that extra year to enriching our equipment for the field," and they are planning to take a year in the Hartford School of Missions. I think our Board will need some education on that line. This is a vital point, I desire to express my appreciation of a visit which we had from President Mackenzie in Toronto during the past year, when he addressed a representative gathering of educational men and missionary leaders in Toronto. The result of that conference was the appointment of a joint committee representing the denominational colleges of Canada and the mission boards of Canada, and that committee has had several conferences, showing clearly that they would all gladly co-operate in de- veloping this movement in Canada, even to the establishment of an in- terdenominational mission school in Toronto. But the point was at last reached when, with the greatest unanimity as to the desirability of the project, the responsibility of working out the scheme was thrown back upon the Mission Boards, the only stress upon them being the financing of the scheme. Until we have brought our Mission Boards into an in- telligent, sympathetic co-operation we cannot get the financial support which is required. President H. C. King: I have read this report of Dr. Barton with great appreciation and sympathy, because it seems to me to touch upon so many of the weakest points as they impressed me in my own year in observing missions in India and China and Japan. It is very obvious, I think, that as soon as you look at the question from the point of view of the educator, the great demand is for time. That is the real problem. Time is the great desideratum. It is no doubt desirable that the missionary candidate should have all these subjects. The question is how he is going to get them in. It is evident that it is impossible for him to do everything. We may as well face COMMITTEE I.— DISCUSSION. 35 that to start with. The preparation cannot cover the sixty years that have been referred to. You can only start a man, at best, and that start, it seems to me, involves three things : First, that it is most im- portant that he should have points of view, that he should get the right points of view in these different subjects. In the second place, that he should have knowledge of the sources and so be able to go on. And, in the third place, that the study that he has taken should give him a spur for that further development of the subject. If you can insure those three things you have done a good deal toward meeting the whole demand. It is evident that the subjects laid out are sufficient alone to take the entire theological course. They do call for a large amount of time. But it is obvious that the missionary needs all the ordinary funda- mentals as well. You cannot in his case subtract the fundamentals of the theological course. He needs all that the ordinary minister has, and you want him to have all these other things besides. And yet it is perhaps worth our remembering — as bearing upon the question as to whether the missionary schools should be separated from the semi- naries — that the whole trend of theological study in its greater em- phasis on the historical and on the educational sides is directly in the line of what would be better for the missionary, too. All the ministers need increasingly this kind of training. Those of us who are really facing the theological problem to-day — the problem of theological edu- cation — see that not less but more have we got to get the point of view of comparative religion, of the historical method, and be able to apply educational methods as well in the ministry. So that the things that are asked for in this report would be desirable for the ordinary minister as well as for the missionar}-. Some suggestions may be given, perhaps, as to how, in addition to what I have said, this demand for time might be met. In the first place, it is evident that we need to go back a good ways to get a mis- sionary ready. It is very desirable that he should do something in the way of election in college on these lines. Certainly tlie pedagogic work and the philosophical work — the sociological, too, except on the speci- fically religious side — should have been elected in college. That ought not all to be left for his seminary years. Then I think we have not realized that on the whole we have been going backward in theological education as to the time demanded, as compared with a few years ago. In the last few years there has come in the fashion of telescoping courses, which has made it possible for a man to cover the first year of the seminary course in his last year in college; so that it has been true in recent years that many students have gone into the ministry with a year's less preparation than the fully trained men twenty years ago had to have. In view of the severe demand on the ministry to-day, such a shortening of the course seems to me deplorable. I am sure that is one of the places where we can get another year. There should be no telescoping of courses. There should be a full college course required, and three years after that. And when you compare the ministry with other professions you will remember that other professions have been increasing their requirements — the best of them now generally requiring four years of professional study; and the need of further preparation on the part of the minister is quite as great as the need of further preparation in these other professions. I should like myself to see a four years' professional course for the min- istry. Then something could be done. But at any rate we ought not 36 COMMITTEE I.— DISCUSSION. to fail to get the full three years of theological training after a full college course. I do not know whether I am bringing skeletons out of the closet, but I have a feeling that there is another place where time might be gained. I do not believe that, as a whole, the theological students begin to work as hard as the students in other professions, and I think they might be asked to work a good deal harder. I am afraid there is a good deal of waste yet under the lecture method in many of the theo- logical seminaries. I do not say in all of them. The lecture method can be handled so that there will not be a waste, but it can be handled so that there is an enormous waste — so that the student can cover only about a sixth part of which he ought to cover in the time given to the subject. Now there is a place where a good deal more could be done, I think. Of course, it may be that if we bring in these special subjects we shall have to make some limitation in the old subjects. I think in many cases that ought to mean probably that a man must sacrifice his He- brew. We have the testimony of one of the first Hebrew scholars in the country that the ordinary student does not get enough Hebrew, anyhow, to hurt him. He had better sacrifice it even from that point of view. But whether that be true or not, the situation is very much the same as it is in the college. There is no use of our trying to react to the old classical standard. We cannot. Since the college course was made up of the three subjects, Latin, Greek and mathematics, there have a lot of things happened that make up the modern world and with which the modern student must be acquainted, and you are not send- ing him forth as an educated man into the modern world without some touch with those subjects. That simply means that the time given to the old subjects has to be cut down. You cannot keep your cake and eat it too. I am not at all sure that it would not be possible to make some gain here, too, through some union missionary summer school planned in connection with, perhaps, one of the universities. Something pos- sibly could be done there toward meeting this further demand for time. There is encouragement in the fact that there is, further, a grati- fying tendency to provide the subjects desired by the Committee more and more in theological courses. But it often happens that they have to be split up into such fragments in order that the student may get any taste of them at all, because of the limitations of time, that as much has not been accomplished as it is certainly desirable should be. In the matter of preparation, I should like to say one word of em- phasis, too, upon the demand for a knowledge of the Bible. I have been inclined to think for a good many years, frankly, that the thing theological seminaries did least well was to give a knowledge of the Bible. I am sure when I graduated from the theological seminary the subject that I should have been least willing to bear examination upon was the Bible. I should have been able to stand an examination better on almost anything else ; and yet I knew a good deal more Bible than many of my classmates, I am sure. I do not believe that in this attempt to approach it always through the original language that anything like the ground has been covered that ought to be covered. I think there should be a new emphasis upon the study of the English Bible, of mas- tering the contents, of really getting a broad and yet accurate survey of the whole field ; and we ought to remember that that is not less but more demanded if you wish to emphasize the modern point of view, or the historical point of view, or the evolution point of view. If you COMMITTEE I.— DISCUSSION. 37 want to emphasize those, they call, not less but more for a knowledge of the entire Bible ; and I do not think that any of our seminaries are doing there what they ought to do — my own included — though I hope we are making some gain. It is worth remembering, too, that this whole problem of time, which is, it seems to me, one of the most difficult in connection with this problem of missionary preparation, is helped by this other sugges- tion by the Committee of a list of books on the subjects named ; for that would itself give the opportunity to carry forward intelligently the lines of study that have just been begun in the theological seminaries, so that this properly belongs just at this point in the report. This care- fully annotated bibliography is one of the most important things that the student can have if he has really gotten an intelligent start, for it gives him the sources upon which he must work — and that would be something, I am sure, to help out the preparation. He cannot do it all beforehand ; but if he has been started on the right lines, that itself will be a great help. If the seminary really started the student with knowl- edge of the several important points of view, and a spur to further study, he will go a long way toward bringing these things up later. But he does need the help of a bibliography. And this bibliography I would not extend merely along specifically missionary lines, but I think it ought to cover the fields of comparative religion, philosophy of religion, and so on. That would be a great help, it should be remembered, for all the ministry. Take such a work, for example, as that now coming out, Hastings' "Encyclopedia of Religion and Ethics," and one can see that the point of view represented is pre- cisely that which you wish the missionary to get. But that work was projected because it was believed that that was the point of view that every minister and that every intelligent student of religion needed to get. So a careful bibliography of the history and philosophy of religion would be of great help, not only to the missionary candidates, but to all missionaries and to all the ministry. The bibliography might well be extended, I think, to cover also recommended books for translation. One of the things that troubled me a good deal in my journey around the world was to find that so few books that seemed to me significant were being translated. There was too much material that it did not seem to be important to have translated into any language, but not enough books of really first rate importance were being made available ; and if that need could be kept in mind also in the recommendation of a bibliography, I think the mis- sionaries would be grateful as well as those that they were trying to serve. And, of course, such a list must be steadily renewed. I have been particularly glad of the report made by President Mac- kenzie this morning, indicating that a new emphasis was to be placed on the missionary's learning the language of the people to whom he goes, because it became very clear to me that that emphasis had been unduly relaxed and that many missionaries were handicapping them- selves for their future work because they evidently had not gotten the mastery of the language. The demand for immediate service is so great and it is so much easier than it used to be to get on somehow without exhaustive knowledge of the vernacular, through other workers in the mission, that there is less pressure upon new mission- aries to get the language thoroughly from the start. The need, too, of the most radical conscientiousness on the part of the missionary was impressed upon me tremendously. I do not know that anything impressed me more than the growing conviction 38 COMMITTEE I.-DISCUSSTON. that if anybody on earth needed to be radically conscientious it was the missionary, especially in the non-episcopal forms of mission gov- ernment, where he is not much supervised, and where he determines his own work so largely that unless he is a man of the most stubborn conscientiousness he is very likely not to be doing what he ought to be doing, and not to hold himself up to an efficient standard of work and growth ; and perhaps the very suggestion of lines of growth that he is to make might help him at this point. Radical conscientiousness, un- usual initiative, and determination to grow, seemed to me to be espe- cially required for missionary workers. I do not mean that the mis- sionaries generally failed reasonably to measure up to such a standard, but I do mean to say that those qualities seemed to me to need peculiar emphasis. I should hope, too, that there might be, as a result of this better preparation on the part of the missionary, a hopeful reaction on the better training of the native workers. I do not know that there is anything we can do through this Board especially to help them, and I hope the situation is growing better, but I came back from my survey feeling that the weakest point of all in the missionary work as a whole was the training of the native workers. It may reasonably be expected, also, that this better preparation on the study side, this better understanding of the psychology and philosophy of religion and the facts concerning the religions with which they have especially to do, might have a very beneficial effect on the missionary himself in bringing him into a spirit of deeper sym- pathy and respect toward those among whom he is to labor. I feel myself so absolutely certain that the thing that Jesus is requiring of us as His disciples is deep reverence for the personalities, with whom we have to do, that I cannot help thinking that we shall not be truly representing the spirit of Christ to those among whom we are trying to labor abroad if there is not a very deep sympathy and sympathetic respect for the best that they have. It seems to me very interesting in China just now that it should be missionaries mainly that are keeping the Chinese classics in education. I think that is very interesting, and it is right. But that same spirit ought surely to permeate all our work, and it is more certain to do so if the preparation that is called for in his report is obtained. Prof. Harlan P. Beach: My topic reads "From the View-point of an Educationalist Studying the Work of the Missionaries on the Mission Field." I will try to confine myself, therefore, to the educa- tionalist's point of view who also looks upon the work on the mission field from the view-point of the Boards and of their committees. I. The actual status of missionary education. In two tours around the world I have visited all the great mission fields except Latin America, and have met, I suppose, some two thousand missionaries. and have visited and examined somewhat thoroughly about one hun- dred and twenty-five institutions of higher learning in these fields. I will state a few disappointing facts connected with these investigations : 1. I may say that T was disappointed to find in these educational institutions verv few men and women who have been technically, or even adequately, prepared for the work which they are doing. The proportion varied in different countries, but I think that in no country will you find a larger proportion of educators than one-fourth, and commonly no larger percentage than ten per cent, of these workers who have had any pedagogical and practical preparation. 2. It follows that these educationalists are without adequate ideal? COMMITTEE I.— DISCUSSION. 39 at the outset and for a good part of their educational career. To make the matter worse, most of the countries to which they go are in the first stages of educational development, and, consequently, they have no ideals which are ready to hand for the missionaries' use. Japan is, to a certain extent, an exception in this respect, and so too are some of the fields where Great Britain's educational policy is the basis of the missionaries' program. 3. Quite commonly I found in these countries that the education which was being imparted was altogether too Occidental in character. When one goes to a land without any educational system it is perfectly natural to establish there the same educational scheme which the mis- sionary has been used to at home, or which has been used in his own education. The result is that diametrically opposed civilizations and needs are ministered to by a single method. The races thus tend to lose their original character instead of being developed along lines which are wholly desirable. Moreover, much of the education thus imparted has no practical value, whereas, in view of the tremendous demands made by the emergence of these peoples in the civilized world, it should provide them with every practical aid possible. 4. Another thing which was not so noticeable, but which was fre- quently in evidence, is the lack of adaptation of the methods to the ends desired. I could illustrate this easily, but simply note it in passing. II. The missionaries regarded from the non-educational view- point. I noted other defects v^'hich v/ere common to missionaries of every grade, though it seemed to me that they affect educationists more than they do medical and evangelistic missionaries except in one particular. 1. A considerable proportion of the educators were illy equipped linguistically. An excuse in the case of many such men is found in the fact that, in a large majority of the best missionary institutions of higher grade, English is used, and is a medium of instruction. Pro- fessors, and presidents even, of such institutions asked the question why they should trouble to learn the language of their people when the students themselves desire to use English almost exclusively in order that they might have a fuller training in that important language. The reply seemed to be self-evident — viz., that when men and women expect to spend their lives as educational missionaries it is of the utmost importance that they should fully understand their students. This cannot be done satisfactorily without a thorough-going knowledge of the thought of these people, and that, in turn, cannot be learned with- out an accurate knowledge of their speech. Other reasons for being well equipped linguistically are self-evident. 2. Even more than the evangelistic missionary have I found the educationist on the mission field deficient in certain items of essential knowledge. One of these is a thorough mastery of the Bible — the Old Testament as well as the New. While science is taught in these schools, every grade of missionary is there to teach, or illustrate, the Bible. It is preeminently the book of Christian civilization, and among races that are just evolving has a use which our more advanced civilization does not so keenly feel. 3. Another item of essential knowledge is found in the mastery of the history of one's adopted people. While most of the older mis- sionaries have a fair knowledge of such history, it is very common among the younger teachers to care nothing about such stupid records as one finds in China, India, and even Japan. Notwithstanding, the whole background of our work is historical. It is necessary to know 40 COMMITTEE I.— DISCUSSION. whence a people has come and what the resources of a race are. if one hopes to lead them to a higher and more perfect stage. 4. An even more lamentable failure in knowledge, holding true of all varieties of missionaries, even the evangelistic, is an inadequate acquaintance with the religions which dominate one's adopted country- men. Too many evangelistic missionaries, and a few educators, merely ridicule existing faiths, though they do not now talk of them as being of the devil. The great objective of all of our work is the implanting of Christianity, and this is impossible while existing religions are allowed to hold their present sway. Certain elements in these faiths are helpful in building up the Christian religion, as foundations or sug- gestions at least. I could instance many cases from a number of coun- tries which would prove how harmful to our cause a misunderstanding of religions and an unfair use of them for the sake of building up Christianity is to that very process. III. Missionary by-products of our educational system. Jesus bade His disciples go and teach all nations, and the dominant function of every variety of missionary is that of teaching. Every phase of missionary effort calls for ability in that direction, though not every educationalist is vitally concerned with some of this teaching. 1. Sunday schools stand, perhaps, foremost in this list of by- products, since far more teaching of religious truth is done there than from the pulpit or in the secular school. In only a small proportion of the Sunday schools visited did there seem to be an adequate program for religious instruction. Inasmuch as a number of teachers were needed, untrained native Christians had to be used for the purpose, and in many cases their teaching was next to useless. When one re- members the high state of efficiency reached by our own Sunday schools, one longs for greater attention to this most serious lack. 2. If I may use the word liturgies in a somewhat adapted sense, I would say that ignorance of the possibilities of this method of pro- moting truth is almost universal except in liturgical churclies. In America practically all who attend churches are literate, whereas in mission lands a goodly proportion of the old people cannot read. For such persons, in order that the service may be shared in by as many as possible, a liturgy of some sort is highly desirable. As a matter of fact, in non-liturgical churches more or less use of responsive serv- ices and simple liturgies is made. The great liturgies of the Episcopal and Lutheran churches are not known by many missionaries, and even where known they cannot be used as profitably as a liturgy prepared on purpose for more primitive peoples. It is an item of missionary teaching to which little attention has been given, either by liturgical or non-liturgical missionaries. Much would be gained if the Episcopal and Lutheran missionaries would forget that they had a liturgy adapted to people in England and Germany and really formulate or adopt one for the peoples to whom they go. 3. Somewhat different demands are made in the direction of catechetics. The catecumenate of the early Church is found in most mission fields today in one form or another. I am sorry to say that a good many catechisms have not been written wisely or with the careful consideration of what truth is most essential to be taught, and in what order. Here, again, there is great need for our modern education to make changes which would greatly quicken the process of learning the vital truths of Christianity. 4. General religious instruction is another by-product of the edu- cational scheme, and yet one that is so pervasive that it covers ever)'- COMMITTEE I.— DISCUSSION. 41 thing that the missionary does, ahiiost. The preacher is not so suc- cessful who preaches as if to a Western audience. His sermon must be largely didactic, even though it must have much of the hortatory and practical in it. The head of the family at morning and evening prayers must be a teacher, for here he has some of his best opportunities for training his household servants and other friends in a familiar way. The man who is teaching manual training and other industrial work should know how to teach; but, unfortunately, a good many whom I have seen have not been prepared to make this part of their work as effective as it might be. _IV. What should be done to increase educational efficiency F In closing, I wish to make three suggestions before adding a special ap- pendix : 1. Every educational missionary should be a partial master at least of the theory and practice of teaching. Theory is essential for the sake of ideals, but if either of these items must be dispensed with I should prefer the theory to go rather than the actual practice obtainable either in some good teachers' training institution or in actual school work. 2. A study of educational ideals as related to one's future field should also be insisted upon. Having mastered the theory of Occi- dental education, one is prepared now to face conditions in the field. Government systems in these lines are often imperfect, and the leading educators are anxious to get from a missionary new ideas. There is thus an opportunity to mould the educational feature of many nascent nations. It will be hard to forget that one is an American, but it must be done if the best interests of China, India and Africa are to be subserved. This is another reason why the missionary should know thoroughly the history and the language of his adopted people. 3. More important than either of these items in the matter of effi- ciency IS It that we send out only such educators as have a vision of God. If you look at the biographies of educational missionaries, from Dr. Duff to Stewart of Lovedale, you will find that they have been suc- cessful in making character and influencing the higher life of nations just in proportion as God has been written large upon their own lives and upon their educational program. It should be understood always that missionary education cannot be merely secular. God must be the warp of the whole educational fabric. This is the great gift of mis- sions to any nation, and to allow the Father of all men to be eclipsed by the minutiae of mathematics, geography, history, etc., is to fail in our fulfillment of the great commission. I said that I wished to add a word by way of appendix. It has to do with the Oxford Summer School, to which reference has been made by a previous speaker. Perhaps I am the only member of this Board who has had the privilege of being at the initial summer school held last August by the British Board of Study. I wish to say only a few words concerning it. Confessedly it was an experimental piece of work. It was, perhaps, unfortunate that when only four weeks could be given to the training of missionary candidates it should have been sub-divided into periods of a fortnight each, so that many of the candidates were present only two weeks. Notwithstanding this ex- tremely serious handicap, I wish to testify to the great value of that month of work. The young men and women gathered there got a vision of what was before them and a suggestive treatment of a variety of important topics which will make an impression upon their future lives and doubtless will give direction to their studies on the field 42 COMMITTEE I.-DISCUSSION. Should our own Board think it best at some future time to estabHsh such a school, I earnestly hope that it may not be permitted to lapse into a fortnight's study, or even a montli. At least six weeks are desirable, if anything satisfactory is to be accomplished. May I add that in what has already been said I have been trymg to fulfil the ungracious task assigned me ? Do not assume from what has been said that educational work on the foreign field is a failure. It is remarkable what has been accomplished through this form of efifort, and my only excuse for dwelling upon the defects is that we may realize what need there is for our Board to remedy weaknesses which are due, not to individual incompetency, but rather to a lack of train- ing which can readily be remedied. I fully believe that this Board can accomplish as much through furthering the better preparation of mis- sionaries, both for the educational and evangelistic work, as any one of the sub-committees of the Edinburgh Conference Continuation Com- mittee. Dr. T. H. P. Sailer spoke as follows on "Specialization in the Preparation of the Foreign Missionary Candidate" : I. The Dangers of Specialising. It must be admitted that there are some dangers in specializing. Specialization may make a man narrow in his vision, sympathy or abilities. It may deflect him from larger aims. There are certain practical difficulties connected with it. a. It may prevent a free interchange of workers on the foreign field. Pioneer life always puts a premium on the all-round man, the jack-of-all-trades. In many places missionary work is yet at the pioneer stage. Stations are undermanned and workers are often re- moved by furlough or illness. Under these circumstances the ideal man, from the standpoint of one who is responsible for the disposition of forces, is the utility man who can fill any gap and is willing to under- take any job. Specialists are less apt to be such men. They some- times lack the ability and enthusiasm for the form of work that is most needed. b. Specialization along some lines may weaken the evangelistic spirit. A man may lose sight of the spiritual welfare of those with whom he has to deal in his absorption in their intellectual welfare. c. Specialization may lead a man to trust to method instead of personality. The evangelist is thrown back upon his personality, since it is obviously his chief weapon. The physician or educationalist has a more organized method and may trust to this without utilizing his personality as he should. d. Specialization may mould men for conditions which do not exist on the foreign field. The result may be that when men do not find the conditions to which they are accustomed they will either become dissatisfied or else try to force the conditions to meet their abilities. Stated in this bald way, considerable exception might be taken to any of these points, but they nevertheless indicate real difficulties, all of which have actually been experienced and which we must at least keep in mind. As far as medicine is concerned, we have decided to take the risk of these dangers. Inefficiency in medical work demonstrates itself too quickly and mercilessly. We, therefore, permit the physician to specialize, and while we encourage him to do evangelistic work, we know enough not to encourage the evangelist to try to run a hospital. We endeavor to secure missionary physicians with evangelistic spirit, personality and willingness to adapt themselves to conditions, but we insist upon thorough and specialized training. COMMITTEE I.— DISCUSSION. 43 As to education, there is much more hesitation about specializing, as is clearly indicated by Dr. Barton's report. It is generally felt that educational science, so-called, is at a much more empirical stage than medical science. The word pedagogy arouses much suspicion. It is sometimes regarded as a device of the anaemic and unimaginative for concealing their lack of personality. I heard a Presbyterian Board Secretary, though not a Secretary of a foreign board, once say that pedagogy and psychology were the two golden calves which were lead- ing Israel astray. There is a feeling that the aims of the secular school are not identical with those of the mission school, and that the obliga- tion of the former to refrain from distinctively religious teaching makes it an unsafe model. Consequently, when the secular school comes ofifering aid it is feared et dona ferentes. This feeling varies in differ- ent quarters, but it does exist and is partly responsible for the fact that board secretaries have been less keen for men trained in education than for trained physicians. 2. Dangers of Not Specialising. — But if there are undeniable dan- gers in specializing, there are equally real dangers in a failure to specialize. a. A waste of time. There are many things in educational method which a man might learn in America instead of discovering for him- self on the foreign field after many experiments. Not only is the time of missionaries wasted by their ignorance, but that of their native as- sistants, and, most of all, of their pupils. For instance, a missionary in Egypt told me that by a simple device in flexible grading that had occurred to her, she was enabling girls to accomplish in six months what had formerly taken eighteen. I have no doubt that an immense amount of valuable time is being wasted all over the foreign field be- cause our missionaries are ignorant of methods which they might easily learn by a little specializing. The time saved could be utilized for more distinctively missionary values. b. Lack of efficiency. It would seem that no educationalists can be more concerned for practical efficiency than missionaries. Certainly none have more at stake. Their aim is to make their constituency eflfective in membership and leadership of the native church and of the nation out of all proportion to its number. They simply can not afford to have the word missionary as applied to education become a synonym for second-class efficiency. Moreover, few educationalists have such difficulties to face. We cannot realize in this country what it means to have to teach in four vernaculars in a single school and include four foreign languages in the curriculum in addition. The mental and moral background of the pupils is in general far inferior to that which we meet in this country. Teachers in Egypt told me that their boys were ignorant of scientific facts that would be commonplace to any American child. Missionaries lack models to imitate and authorities to consult, both of which are so largely available for teachers in this country. They are often obliged to work with very meager equipment and with ill-adjusted text books. It would seem that they need much more thorough specialization than teachers in this country. As a matter of fact, some of them are quite innocent of effective methods. In a school in Egypt I saw a very pecul- iar bench and inquired about it. The good missionary said that he had copied it from a model in a little district school in Pennsylvania in which he taught thirty years ago. Which things are a parable. I fear that the good missionary had borrowed more that was peculiar to his former experience in Pennsylvania than ideas of bench construction. 44 COMMITTEE I.— DISCUSSION. Such a man had manifestly an altogether inadequate training for teach- ing, with the complex and aggravated difficulties of the foreign field. A further reason for the high efficiency of educational missions is the growing competition of government systems in non-Christian countries. We have seen this in India and Japan, but perhaps in China we flatter ourselves that we are in no immediate danger. One thing that we must remember is that when a government system does get into operation it rolls inland like a tidal wave, faster than a man can run, and therefore we cannot afford to linger on the shore, but must start at once for the hills as fast as we can. If we neglect an immediate improvement of our work we shall be overwhelmed by a competition that advances faster than we possibly can. This competition will come not only from the government, but also from religious bodies and all sorts of local societies. c. The third danger in not specializing is that it usually means an inability to train native teachers. The missionary may teach by knack or by sheer force of personality, but without a clear analysis and under- standing of educational methods he will be unable to communicate these efficiently to others. The training of native teachers to effectiveness is one of the greatest educational needs at present on the foreign field. d. The fourth danger is the inability to locate difficulties and solve large problems. There are many situations in mission schools to-day which will not be relieved until a man with broad educational training comes into control. There are numerous difficulties which an expert would at once recognize and meet. There are large problems which can only be handled by men who see the whole background of edu- cation. e. Finally, there is danger of a narrow conception of the school. A lack of training by no means guarantees a broad viewpoint. The missionary altogether without educational specialization may simply copy in detail some single model which he has seen and be more narrow in his methods than any specialist. 3. How Can We Avoid Both Sets of Dangers f a. To avoid the dangers of specializing, our candidate secretaries must demand from our volunteers a willingness to render help wherever it is most needed, an earnest evangelistic spirit, a forceful personality and some versatility. We must do the best we can to secure these qualities. b. On the other hand, we must demand a broad educational train- ing. There is a certain kind of specialization which narrows because it devotes itself exclusively to a restricted field ; but there is another kind of specialization, which broadens because it seeks to discover con- nections between things and to make practical applications of principles along many lines. It is this latter kind of specialization wliicli is at- tracting most attention in educational books to-day. I believe that those who have not kept in touch with recent educational thought will be surprised to find how broad the conception of the school has become, and in what a missionary spirit it is endeavoring to reach all classes of society and render many kinds of help in a way that was not customary even fifteen years ago. We should urge volunteers to take two or three years for a study of the theory and practice of education after their college course. Practical work alone in American surroundings with- out theory might be narrowing, and theory alone might be academic. It is quite important that candidate secretaries should understand the scope and quality as well as the quantity of training which volunteers have had. COMMITTEE I.— DISCUSSION. 45 They should acquire broad ideas of the function of the school, of the adaptation of the curriculum to the differing social and economic conditions, of supervision and teacher training. They should get into touch with educational progress and be is a position to move on with it. c. In addition, however, to anything that might be learned from teachers' colleges or normal schools, there should be a course at least of reading on the relation of education to missionary work. This course should present the specific aims of missionary education ; the place of religious training in schools that are not hampered by government pub- lic school restrictions ; the principal needs of the native church, with suggestions as to how these can best be provided for. This is greatly needed as a supplement to what is being offered at present. This presupposes that boards should get into contact with candi- dates far in advance, and seek to guide their studies and practical work. If this is done, both sets of dangers should be avoided, and the tremen- dously important benefits of specialization realized. Dr. Robert E. Speer: There is just one point that I think we ought to keep in mind so that we will not be dealing too much with the theory of this matter, and that is the very great difficulty of getting men and women who will commit themselves to going to the mission field a long time in advance of the actual period at which they go. Now our difficulty is chiefly that. There are men and women, of course, who are thinking long in advance of going and desiring to go, but, as every Board here will testify, our great difficulty is to get men and women who will definitely commit themselves a long time in ad- vance._ I spent all day yesterday in one of our theological seminaries. The difficulty was to get students to commit themselves to going to the mission field. They wanted to put it off until nearer the end of their seminary course. Now a great deal of what we have been saying has rested on the assumption that it is an easy matter to gt\. men and women long in advance of the time of going so guaranteed to go that the Boards or the home church would be justified in spending time and money on their special preparation. We have a problem here that lies back of the problems that we are dealing with in this conference. President W. W. White: One word in discharge of an obliga- tion laid uponme last night by one of our teachers, who had just come from a class in which were nine prospective missionaries. The ma- jority of these are taking a full year in our school. Only one of the group knows the field to which he is going. The teacher was very much wrought up over this state of affairs. I cite this in illustration of the point which was made this morning. Is it not possible for the Boards in rnore instances than at present to decide earlier on the coun- tries to which their candidates are going ?— perhaps early enough to allow the students at least a year in which to adapt their training in view of their fields? Prof. Edward W. Capen: Just by way of showinp- the high grade of missionary preparation needed in certain fields let me read an extract from a paper presented a year ago in Japan bv a leadin<^ missionary, in which he showed how the intellectual standard in the Kumi-ai body was rising, and cited the topics announced to the candi- dates for ordination about six weeks before the examination as to their mtellectual qualifications. The topics suggested were : The historic Christ and the spiritual Christ. The meaning of the Trinity. The significance of salvation. The Hegelian philosophy and the tendency of the new theology. 4G COMMITTEE I.— DISCUSSION. Prof. Eucken's philosophy and present Christian thought. The influence of the Ritschlian philosophy on the modern Christian world. The relation between Luther and Zwingli. The relation between the Puritans and the Separatists. How should the pastor direct the work of the Sunday School ? Methods of evangelistic work for individuals. How should the minister arrange his daily programme? History and mission of the Kumi-ai Church. Main features of the discussion concerning the Old Testament. The rise and development of prophecy. What is the wisdom literature? The Messianic thought of the Book of Isaiah and that of Jesus. The Logia of Matthew and the Ur-Mark. The relation between Paul's theology and the Gospel of John. The Book of Revelation and its fundamental teaching. Dr. T. H. P, Sailer: It seems to me that, to meet this difficulty, it might not be impossible to formulate some general suggestions that could be sent out to all the student volunteers in colleges. I believe that the Board of Missionary Preparation should issue a pamphlet containing suggestions for the preparation of volunteers while in col- lege. The pamphlet should specify various courses and lines of read- ing that would be most useful for evangelistic, medical or educational work. It should help volunteers to see these needs in the large and in their broad relationships to the entire missionary enterprise. I think that our Boards should spend more time in correspondence with candidates, and should take the attitude that even where men are not sure of going to the field they should correspond with their Boards and get advice as to the direction of their studies. Men sometimes volunteer for the foreign field as early as the freshman year in college, and, because they do not apply to their Boards until the senior year in theology or medicine they are left for seven or eight years without specific advice as to preparation that might be very useful to them. REPORT OF COMMITTEE II TO STUDY THE PRESENT FACILITIES AFFORDED MISSIONARY CAN- DIDATES IN INSTITUTIONS AND "MOVEMENTS" AND TO DIS- COVER WHAT FURTHER FACILITIES FOR THE TRAINING OF MISSIONARY CANDIDATES ARE NEEDED, ESPECIALLY IN THE FOLLOWING SUBJECTS : (1) SCIENCE AND HISTORY OF MISSIONS ; (2) RELIGIONS OF THE WORLD; (3) SOCIOLOGY; (4) PEDAGOGY; (5) SCIENCE OF LANGUAGE AND LANGUAGES OF DIFFERENT FIELDS ; (6) ENGLISH BIBLE Members of the Committee: — Prof. Charles R. Erdman, D. D., Chairman; Prof. Ernest D. Burton, D. D., Mr. Fennell P. Turner, Rev. Wilbert W. White, Ph. D., Miss Helen Calder, Rev. R. P. Mackay, D. D., Rev. E. Y. Mullins, D. D., Rev. Charles R. Watson, D. D. Presented by Prof. Charles R. Erdman, Chairman Prof. Erdman: In presenting the Report of Committee II. the chairman desires to point out that there were two points suggested for the consideration of our committee : first, what are the present facili- ties for training missionaries, particular!}- along the line of what has been termed "special missionary preparation" ; and, secondly, what further facilities should be afforded ? In answering the first question — namely, as to present facilities — the Committee simply reminds you that very exhaustive investigation was made at the time of the Edinburgh Conference, and that its re- ports, which are accessible to us all, give answer, in part, to this first question, that is to say, as to the present facilities for (i) the study of the science and history of missions and (2) the religions of the world. The Edinburgh Conference reports tell us that only one-half of our theological instutions at the present time deal with those ques- tions at all, and that those deal with the questions only to this extent: they usually devote two curriculum hours for one academic year, or two per cent, of the whole number of hours, to these topics. The re- ports came from some 125 institutions. As to (3) sociology, we find that practically all the theological institutions include that in their curriculum. Of course, it is taught to a larger extent in some than in others ; but nearly all of them claim to include it in their curricula. In the matter of (4) pedagogy, we find there are a good many places where opportunities for study of this science are offered, not so much in our theological colleges or seminaries as in other institu- tions. For instance, the Teachers College of New York, the Uni- versity of Chicago, Cornell University, Harvard University and the University of Toronto — all of these have excellent courses in pedagogy. As to (5) the science of language and language study, hardly more than a beginning has been made in any of our institutions. The train- 47 48 COMMITTEE II.— INTRODUCTION. ing of missionaries in the languages has been done ahiiost entirely on the mission fields. However, some instruction has been more recently offered in phonetics and in certain Oriental languages. As to the matter of the instruction in (6) English Bible, our com- mittee hesitated to attempt a tabulation of methods and courses of Bible instruction. It seemed a very difficult thing to do. All our seminaries teach the Bible, and all our courses are supposed to be drawn from the Bible. I think we all feel that the students do not know as much of the Bible as tliey should, when they graduate; but, neverthe- less, I think you will probably agree with us that it is difficult to tabu- late the facts as to how much Bible is being taught. However, we do refer to the matter in one of our recommendations at the close of this report. As to the second general question: "What further facilities are needed?" before attempting a complete answer we must have in mind, first of all, some definite ideal, some standard. What is the goal toward which we are to move ? When this has been determined we can decide what facilities should be offered; so that it may be attained. Secondly, we must have in mind the fact that an ever-increasing number of institutions for the special training of missionaries are being established in the foreign field. Now, if we are to train our mission- ary candidates on the foreign field in languages and all these lines of special missionary preparation, obviously there will be less and less need in our own country of multiplying institutions or facilities for such training. It will still be an open question as to how much should be done in this country. Thirdly, it is obvious we must have a different kind of missionary training for the different classes of missionaries, whether they are to be pastors, physicians, teachers, etc. Then, fourthly, the question should emerge : How far shall special missionary training be simultaneous with the other lines of training? That is, how far shall a theological student, for example, be expected, during his course, to receive "special missionary train- ing" ? Shall the two lines of training be simultaneous ? Or, shall his "special training" follow his "theological course" ? Tlien the fifth question, Whether or not candidates for the mis- sionary' field who are taking special work should receive financial aid from the Boards or from other sources ? A very practical question. Now it is with these questions in mind that this Committee suggests a number of propositions for your consideration and approval. !• The first one may occasion no discussion — that "missionary train- ing should be thorough and scientific." We probably all agree upon that. That is to say, a young man cannot omit his systematic theology and read a book on some missionary hero and think that he has made a fair substitution and get into the mission field by a "short cut." A cheap kind of "special training" is not to be substituted for serious work. All training, whether "special" or what we have called "fundamental," should be scientific and thorough. We all agree to that as an ideal. But now, secondly, "there should be established in all the fields where a considerable number of missionaries are ministering to people of one language, schools for the training of missionaries. When pos- sible, they should be developed from existing language schools. They should be interdenominational schools. They should give instruction in the language, history and customs of the country in which they are located ; also, in the Bible and science and history of missions. The plans for these schools should be matured and published as soon as COMMITTEE II.— INTRODUCTION. 49 possible, in order to avoid unnecessary enlargement of present theological curricula or the multiplication of missionary training schools at home." The theological curriculum, at the present time, is pretty well filled. It might be altered in some particulars. Neverthe- less, we can hardly expect to insert a year of "special training" in our present curriculum; and we feel that, rather than overcrowding that curriculum, it would be better if a large part of this "special training" should be done on the migsion fields, in special missionary training schools. _ Our third recommendation is, accordingly, that there should be given at least one year of special training to all our candidates. Whether that is done at one time or another, it seemed to be the agree- ment of the committee at the present time — that the goal be aimed at is to secure at least the amount of one year of special missionarv training. The fourth is, that "ministerial and medical students should not be expected to secure adequate missionary preparation during a regular course of professional study, but should plan for a year of special post graduate training." It seemed to be the mind of the committee that, however much one might do in his undergraduate days as a theological student or as a medical student, he could hardly hope to secure during his professional training adequate special missionary training. We felt that in some manner he should secure another year of study, either in the same institution as a post graduate or in some other institution. The fifth recommendation was along the line of summer schools. Dr. Watson has referred to it and Dr. King and Dr. Beach, and the committee favored what has been suggested by all of these speakers. We felt that much might be accomplished through summer schools if they were properly conducted. We, therefore, favored the establish- ment of such schools as rapidly as possible. The sixth matter relates to language study. Your committee felt that the most urgent need, in the whole matter of missionary prepara- tion, was along the line of language study, and, therefore, we call your attention to the report of the commission on "Language Study," of which Dr. Watson was chairman. I need not dwell upon that report further than to remind you of the startling nature of the facts revealed and of the obvious need of more scientific methods of language study. 7. "Opportunity should be afiforded to all classes of missionary candidates^ to secure an adequate knowledge of the Bible and Christian doctrines." This need is obvious, but present facts and conditions are far from ideal. 8. Medical candidates are usually in need of further facilities for study, as outlined in this recommendation. 9. The last point has been dwelt upon sufficiently and very help- fully by President King— namely, that, while all theological students cannot be supplied in their seminaries with special missionary training, all seminary students, those who are going to work at home or abroad, should be instructed in the History and Science of Missions and in the Religions of the World, in order to develop in the home mini.^trv an intelligent interest in the evangelization of the world. 50 COMMITTEE II.— REPORT. THE REPORT The Committee of the Board of Missionary Preparation appointed "to study the present facilities offered missionary candidates in institu- tions and 'Movements,' and to discover what further faciUties for the training of missionary candidates are needed, especially in the following subjects: (i) Science and History of Missions; (2) Religions of the World; (3) Sociology; (4) Pedagogy; (5) Science of Language and Language of Different Fields; (6) English Bible," would report as follows : /. — As to present facilities. — The exhaustive investigation con- ducted by Commissions Nos. V. and VL of the Edinburgh Conference has been continued by the secretaries of the Student Volunteer Move- ment, who have graciously placed at the disposal of your Committee the replies to their most recent questionaires. An examination of this material suggests that very little has been undertaken, by Ameri- can theological institutions, along the line of "special missionary training." As to (i) Science and History of Missions, and (2) Religions of the World : "Fifty per cent of the whole number reported that the study of Missions forms an integral part of the required curriculum. In most cases, however, the required courses are brief and often fragmentary. * * * 'pj^g time usually allotted for these courses is one hour per week during one year of the three years' course, or about two per cent of the whole number of curriculum hours. Of these institutions eleven have elective course? in addition, and nineteen others give all their missionary instruction in the form of elective courses. * * * Thirty per cent of the institutions reported that they did not include the study of missions in their curricula, either in the form of required or elective courses." [Edinburgh Conference Report, Vol. VI., pp. 78-83 and 173-177. Also Vol. V., pp. 72-81 and 89-93.] These branches of study are given a more or less prominent place in the curricula of most Bible and Missionary Training Schools. It will be remembered also that such "Movements" as the Student Volunteer Movement, the Missionary Education Movement, the vari- ous Young People's and Women's Societies, have established a great number of voluntary mission study classes and done much to stimulate mission study and to guide the reading of missionary literature. Instruction in (3) Sociology is given by nearly all the theological institutions and training schools. Excellent opportunities for the study of (4) Pedagogy are offered by a number of colleges and universities ; and courses in "religious pedagagy" are offered in connection with some seminaries and train- ing schools. As to (5) Science of Language and Language of Different Fields, not much instruction has been attempted with a view to missionary service; but some special courses are being offered in the study of Phonetics, and also in Chinese, Arabic, Turkish, Syriac, Armenian, Coptic and Ethiopic. In all theological institutions and training schools the study of (6) the Bible is given a prominent place ; yet some of these institutions fail to give such instruction as secures for the student a broad and com- prehensive knowledge of the Bible as a whole and of the contents of its several books. //. — In "discovering zvhat further facilities are needed" it is necessary to consider the following important questions : COMMITTEE II.— REPORT. 51 (i) What is to be regarded as the ideal or necessary standard of missionary training and equipment? (2) Are there to be established on the mission fields an increasing number of institutions for the special training of missionaries; and, if so, what part of this training should be given by these institutions and what part should be given at home? (3) How shall the "special missionary training" differ for the various classes of workers — men, women, evangelists, physicians, teachers, laymen, etc. ? (4) In the case of any one candidate how far shall the three kinds of preparation be simultaneous — viz., general professional training, special missionary training, and preparation for a particular field? (5) Is financial aid to be given by missionary societies to candi- dates who desire to pursue post-graduate courses for special mission- ary training? With these questions in mind the following propositions are sub- mitted for consideration and recommended for the approval of the Board : 1. Special missionary training should be thorough and scientific; it should not take the place of other necessary studies nor serve as a "short cut" to the mission field. 2. There should be established, in all fields where a considerable number of missionaries are ministering to a people of one language, schools for the special training of missionaries. When possible, they should be developed from existing "language schools." They should be interdenominational or union schools. They should give instruc- tion in the language, history, customs, religions of the countries in which they are located, and also in the Bible and in the science and history of missions. The plans for such schools should be matured and published as soon as possible, in order to avoid unnecessary en- largement of the present theological curricula or the multiplication of missionary training schools at home. 3. Until and unless such schools are generally established in mis- sion fields, it will be necessary that facilities be provided in this coun- try by which all classes of missionaries may obtain at least one year of special training. This can be most effectively and economically ac- complished if a limited number of theological seminaries and training schools provide special courses of study. 4. Ministerial and medical students should not expect to secure an adequate missionary preparation during their regular course of professional study, but should plan for a year of special post-graduate training. 5. For such as cannot arrange for a year of special training, or desire to specialize in certain branches. Summer Schools, open to all classes of missionary candidates, should be conducted along the lines followed this year (1912) by the English Board of Missionary Studies. 6. As to the Science of Language and the Language of Different Fields, the instruction of all missionaries and missionary candidates, whether given at home or on the foreign field, should be in accordance with modern methods and in connection with the science of phonetics ; and the instruction given to candidates at home should be carefully correlated to that which is to be subsequently given to them on the foreign field. Your Committee would call special attention to the work of the 52 COMMITTEE II.— DISCUSSION. Commission on "Language Study" appointed by the Conference of Foreign Missions Boards of North America, and to the findings and discussions contained in the reports of the Conference for 1908, 1909 and 1910, particularly to the expressed need of more scientific methods of study, and to the approval of the "Phonetic-Inductive" method of language study applied by the Rev. Thomas F. Cummings to the Urdu and Arabic, and applicable for other languages. Such phonetic study should be made possible for candidates who are at present receiving special missionary training before going to their various fields. 7. Opportunity should be afforded to all classes of missionary candidates to secure an adequate knowledge of the Bible and Christian doctrines. It is affirmed that such knowledge is frequently lacking in the case of medical candidates, of women, and of lay workers. 8. Medical candidates should be afforded increased facilities for clinical and hospital practice and for instruction in tropical diseases. These are denied to many, because of the limitations of the medical schools in which their courses are taken, or because of the large num- ber of competitors for hospital appointments, or because of the great expense of post-graduate and special medical study. 9. Since missionary training schools are being established on the mission fields, and since few graduates can now afford the money for an extra year of study at home, not all theological institutions can be expected to provide adequately for "special missionary training." But they should possess permanent facilities for studying the "History and Science of Missions," the "Religions of the World," and similar branches of study needed in common by missionaries and by pastors at home. This is necessary, not merely with a view to the special prepara- tion of missionary candidates, but in order to develop in the home min- istry an adequate and intelligent interest in the evangelization of the world. THE DISCUSSION Prof. Ernest D. Burton:^ The following paper by Prof. Bur- ton on "Is it possible to add the equivalent of a year's special work in Missions to the present theological curriculum ?" was read : The suggestion that the standard three-year curriculum of theo- logical study shall be lengthened to four years is not a new one, nor is it without strong grounds to commend it. The broadening of the field of knowledge in every department of theological thought, the en- largement of the scope of the minister's work by the development of the science of sociology and the organization of philanthropic work, and the extension of the scope of the Church's activity through the progress of its missionary enterprises combine to put a strong pressure upon the curriculum and demand its enlargement. That these reasons are sufficient to justify a certain portion of the candidates for the ministry in extending their course to four or even five years, there can be no question. In response to that demand a number of schools in the country have offered facilities for more ex- tended study, and some of the most efficient men in the ministry to-day are those who in schools at home or in universities abroad have added one or more years to the standard three-year course. The present proposition, however, concerns itself not with facili- ties for further study of which the exceptional man can avail himself, 1 Prof. Burton could not attend the meeting of the Board; his paper was read by the Sec- retary. COMMITTEE II.— DISCUSSION. 63 but witli the lengthening of the minimum requirement for the average man taking the standard post-collegiate theological course. (I am not, of course, speaking of those men who enter the ministry either without any special theological training or who take the theological course without any previous collegiate course.) It suggests that to the pre- collegiate education and the four-year course for the Bachelor's degree there should be added a four years' theological course for the rank and file of students for the ministry. It may be well to consider how the matter stands with other pro- fessional schools. A small number of medical schools require four years of medical study in addition to a Bachelor's degree. These are Johns Hopkins, Cornell, and, with some abatement of requirements, Harvard. Western Reserve and perhaps some others, require three years of college work and four years in medicine. Chicago, Minnesota, Michigan and some others require two years of college work and four years in medicine, the first two years in medicine counting also toward the Bachelor's degree. Columbia has until lately required college matriculation for admission to the medical school, but is now raising the standard with a view to requiring two years of college work before beginning the four-year medical course. The great body of medical schools require less than any of those above named. No law school of the country has more than a three years' curri- culum. Harvard requires for admission graduation from some college, not insisting on any definite standard for the college course. Of the students who enter the Harvard Law School from Harvard College, sixty per cent have taken the college course in three years. Leland Stanford, Chicago, Columbia, California, Western Reserve and Yale require for admission to tlie Law School three years of college work in a standard college, the first year of the Law School counting also as the fourth year for the Bachelor's degree. Thus, of the leading medical schools of the country three require for the combined college and medical course eight years, though in the case of one of these some abatements are permitted. A second small group require seven years ; a third and larger group require six years, and the great body of colleges require less than this, most of them only four years. Of the leading Law Schools only one of them requires a college course and three years in law, seven years in all, and this so permits the shortening of the college course as to make the total six years suffice in a large number of cases. All the other leading schools require six years, and the great bulk of the schools in the country require much less than this. There are about sixty theological schools in the country whose curriculum is primarily intended for college graduates. I am unable to say precisely how many of these insist upon a college course for ad- mission or as a pre-requisite to a theological degree. I suspect that not over one-third of the number do so. The Divinity School of the Uni- versity of Chicago requires a college course for admission to its degree course, and a Bachelor's degree equivalent to that of the University of Chicago as pre-requisite to granting the degree, but the L^niversity accepts towards its Bachelor's degree the first year in theology, thus permitting a reduction of the total college and theological course to six years. This last provision, however, afifects a very small proportion of the students and is almost a negligible quantity. 54 COMMITTEE II.— DISCUSSION. Thus it remains true that the standard course in theology is three years, and the standard pre-requisite a four-year college course, mak- ing seven in all. It should be remembered, as stated above, that as things are now a very considerable part of the ablest and most ambitious students avail themselves of the opportunity to lengthen their theological course to four or even five years, either by continuing in the school of their first choice by going to another school in this country or by going abroad on the traveling fellowships which not a few schools oflfer to their best students. Now, since any lengthening of the curriculum would undoubtedly affect first the schools which have the highest standard, the question before us is whether the Board should use its influence to induce the schools which now have a standard three-year theological curriculum resting upon a four years' college course to increase that requirement by demanding four years in theology. To this question I am constrained to return a negative answer. I freely admit that three years is all too short a time to enable the student to acquire the knowledge and training in method with which it is desirable that he should enter the Christian ministry. In particular I clearly see the desirability that the candidate for the ministry should learn more than he now does about non-Christian religions and lands, and about the principles and history of Christian missions. But that does not decide the question in favor of an additional year, for four years or even five are also too short a time in which to learn all that the student needs to know, and there are serious objections to the pro- posed remedy — which, after all, is inadequate. The first of these objections is that the present curriculum, de- manding four years in college and three years in the Seminary, delays quite long enough the man's entry into the ministry. I am unable to present an exhaustive analysis of the situation. I can only record my impression that in consequence of the rising standard of requirements for admission to college, the tendency on the part of the students to prefer self-support, or of the schools to require it, an increasing ten- dency to make choice of the ministry as a life-work after completing the college course, and perhaps after marrying, the men who take a full college and theological training are entering the ministry on an average later than was formerly the case. I am entirely sure that bv prolonging the theological course we incur serious danger of dulling the keen interest of men in the actual work of the ministry and sub- stituting for their early enthusiasm for that work an intellectual in- terest in the vast field of interesting study which the theological curri- culum opens up to them. A few men can and ought to study theology in the schools more than three years. On a much larger number the effect would be harmful rather than helpful. In the Divinity School of the University of Qiicago, which is so organized that it is relatively easy for a student to begin and end his course at any time, and men do, in fact, pursue their course not in classes but as individuals, it is constantly necessary to be on our guard against allowing men to stay too long. Some of the best men have now and then to be forcibly required to leave the school. The second objection that I have to the proposal is the very great cost involved. If it is proposed simply to make it possible for the ex- ceptional man to lengthen his course to four or five years, the oppor- tunity for that already exists in half a dozen schools of the country and abroad. That, however, is not the proposition before us. It contem- COMMITTEE II.— DISCUSSION. 55 plates a general effort to lengthen the standard theological course to four years. For the sixty theological schools of the country to carry out this programme would cost millions of dollars. It ought to be done if it is necessary to the progress of the Kingdom or will strongly con- tribute to it. For the reasons given above, I do not believe it would do so. On the contrary, I believe it would result in a loss. The end which is sought can, I am persuaded, be more effectively achieved in another way. The remedy for the inadequacy of the present theological curri- culum is to be found in two directions : 1. The theological curriculum can no longer even attempt to give to the student all the knowledge, within the scope of the profession, that he will need in the ministry. The field of knowledge, whether of the Bible, or the history of the Church, or systematic theology, or the social application of Christianity, or the present problems pertaining to the extension of Christianity in the world, is too broad to be covered in school days. The theological course must be regarded purely as an introduction to this field, and the curriculum must be organized from that point of view. It must aim to give the student a survey of the whole field, to show him the tools with which his work as a student of religion and as a promoter of Christianity is to be done, to give a suffi- cient stock of ideas and convictions to enable him to begin his work, and especially sufficient training in the methods of investigation to make it possible if not also probable that he will continue to be a stu- dent throughout his ministry. For this even three years is a short time; but by skillful organization of the curriculum it can be done in that time. When it is done the large majority of the students should be pushed out into the work. 2. It should be strongly impressed upon the mind of the student that his work as a student is only just begun when he leaves the school, and he should be encouraged, not only to keep up his studies while in the pastorate, but to plan for occasional periods of study in school. This is much easier than formerly. The Summer Schools and Summer terms of schools that have such afford an easy opportunity to take up definite work under competent instruction. Schools whose plants now lie idle for four months in the year ought perhaps to add a Summer term. The expense would be insignificant compared with that of add- ing a fourth year. But many men ought to plan not only for an occa- sional Summer term, but also for an occasional full year of study. There is a considerable number of schools whose wide range of elec- tives make such a year quite possible so far as the school is concerned ; the financial load for the student is less difficult than in the case of the fourth year added to the regular curriculum, and the profit to the man himself likely to be far greater. Coming back after five years or so in the ministry, he is likely to get fully twice as much out of a year's study as he would have done by adding a fourth year to the present standard of three. For the missionary returning on furlough such an occasional year of study is, of course, particularly easy, and many are availing them- selves of the opportunity. For the minister at home the difficulties are perhaps greater, but they can in many cases be overcome. It is not precisely on the topic assigned to me, but I am constrained to add my opinion, perhaps in partial dissent from the Committee re- port to which I affixed my signature, that the increase of the theologi- cal course of the missionary to four years should as speedily as pos- 56 COMMITTEE II.— DISCUSSION. sible, and in the majority of cases, be effected, not by adding a fourth year at home, but by pursuing a full year of preliminary study on the field. I trust the day is near at hand when, for every great mission field, there will be not simply language schools, but schools for the study of the history, customs, literature and religion of the country, and of the history and principles of missions. The Language School of the University of Nanking is a happy augury, I hope, of what we shall see, more fully developed, in every important country to which we are sending missionaries. In conclusion, then, I am compelled to return a negative answer to the question proposed to me for discussion. Dr. R. P. Mackay: There are three or four propositions that occur to me. In the first place, every college curriculum is prepared on the assumption that it lays the foundation of a liberal education. If it does not do that it is not a suitable curriculum ; but that is the in- tention. That being the case, we should not distract students so as to prevent them from taking the full course, completing the curriculum so far as that is possible. The first years in education are most im- portant. They lay foundations ; all subsequent years build upon these foundations. Anything that weakens the course will be to the perma- nent disadvantage of the student. I notice that the tw^elve subjects named in this report are, with one or two exceptions, already included in the curriculum of our col- leges. Tliey are all there except the philosophy and history of peda- gogy, phonetics and tropical conditions. These are the three not found in ordinary colleges, and it would be a mistake to interfere with the ordinary course in order to introduce them. The course is already heavy for ordinary students, and the result would be to weaken the entire course and do justice to no part of it. A fourth year would be better than that, although not likely to be entertained. We have in our college in Toronto a B. D. course, which students who wish to do so may take whilst pursuing the ordinary course. They work out their B. D. by the time they are through with the theological course. Would it be possible to have a mission course as an alternative to the B. D. course — an honor course in missions which would meet the purpose in view? That applies to the abler students. The regular course is heavy enough for ordinary students, if the work is well done. All are agreed that there ought to be some sort of preparation, either before students go to the field or immediately upon getting there. The latter may be the better; but, at any rate, there should be some course given not at the present time provided for in our theological colleges. If this cannot be done in the colleges, then let it be done by such a post graduate course as is already provided in some places. It is unquestionably important, and is becoming more important as the years pass. The only considerations that stand in the way are time and money. Another year would, in the long run, be a saving of time and money. The man who goes out with such an intelligent knowledge of the work as would be acquired in a post graduate course would not only save years of time, but have an entirely different tone during the rest of his life. It would be for both Boards and missions an economy of time and an increase of strength. If so, financial considerations ought not to stand in the way. If it is important, as we think it is, the money can be provided. It does not mean very much, after all, to help a stu- dent to an extra year in special preparation. Another consideration that weighs with me, but more difficult to COMMITTEE II.— DISCUSSION. 57 state, is that there might be a spiritual atmosphere developed where students are concentrating upon these special subjects that is not at present attainable in ordinary colleges. There is a general complaint, and professors complain more than others, that there is not the spiritual atmosphere they would like to see. Professors have said to me : "We would like to see something different, but are not able, for some cause, to reach it." Now it might be possible, and, I think, would be possible, where a number of men and women are concentrating in their life- work to rise into a higher experience in what the missionary life should be. If we are to have one of two things — spiritual vision or scholar- ship — ^then let us have the latter. But we ought to have both, and they are quite reconcilable. In my judgment, we ought to give all possible emphasis to the proposal before us — have such special courses and let part of the work at least be done in this country. It is not clear that all can be done so well in the home land, but part at least can, and, if so, ought to be done before going to the mission field. Prof. John H. Strong: I feel that the imposition of another year on the prospective missionary ought to be favored only under the most compulsory reasons. In the first place, the course of preparation is long and costly as it is. I was recently looking over a series of autobiographical accounts written in the interests of our faculty at Rochester by the incoming students, and I was amazed at the vicissitudes, the struggles witli pov- erty, the alternations of occupation, the interruptions of study, through which those men had already pushed to arrive at a theological seminary. While some few individuals may be swept through luxuriously by their friends and parents, most of the men pay a big price of self-sacrifice and rigorous economy and outside labor ; and while that may only seem a proper price for a man to pay who is entering such a work as that, and while anyone who is not willing to pay a price of that kind would demonstrate thereby his own incompetence, at the same time I think we ought to remember that it is "by hope" that these men have been saved through their whole course, and an unnecessary deferring of the active work for which they have been suffering and sacrificing so much ought to be avoided. In the second place, the men as they get out now are already not young. Twenty-seven or twenty-eight years old, isn't that it? The time of plasticity is leaving them. The time at which they are open to the easy acquisition of knowledge and of the new spirit of a people is going. The time at which they are acceptable to the Boards is going ; and who knows but the very year on which we lay hands for special study might not be in the foreign field a strategic year in many an instance? In the third place, there are grave dangers to the religious life and ultimate success of men involved in protracted periods of theoretical study. Too many theological students are trained away from the world, away from their early simplicity and ardor, away from tlie very thing that they are sent out to stand for. There is an evaporation of faith in too many instances in theological seminaries which only the utmost vigilance and prayer and watch-care are able to counteract ; and for us to still further separate a man from his active work by interpos- ing another year of theoretical and the cloistered life is hazardous. Well, shall these added studies, then, he inserted into the ordinary theological course as it now exists ? Shall they be compressed into that course, while retaining the things which we are now giving ministerial students? Such a course is attended with great difficulties. It may 58 COMMITTEE II.— DISCUSSION. be, as has been said this morning, that there is not as much demanded of theological students as of medical students ; but I think we have to remember the different genius of the theological course as compared with the medical course. There is much more cramming in a medical school than in a theological school. Theological preparation presup- poses time for meditation and reading, time for a man to come to him- self. And how many of these men come to us spiritually raw and un- made? They have not found themselves. They have no idea of the world. They have no idea of their resources. Many of them have no conception of the gospel itself. Now, crowded courses are not going to help these men. They are not going to get their instruction on the run. What they want is room and quiet, and that in the most religious atmosphere possible ; and when I think of crowding upon such men still further work, I have no courage to face the consequences. Can what we want be done, then, by the elimination of certain studies that we now have? Can we eliminate the practical work? Of course, there is a lot of practical work that men do. They preach, they teach, they do outside work. We have got to consider, I think, the effect on their own characters and independence if they are robbed of the partial means of self-support. I do not see, either, in the inter- ests of their own religious lives, how they can be denied the corrective of preaching and of doing some outside Christian work. That is the one thing that holds them true. It is very impressive to me to see how men who come to us all upset, when put on the evangelistic band, will tone up and get their feet down on the rock again and begin to have a sense of proportion. If we cannot discard the practical work, shall we cut out some of the other courses now given ? Well, I confess I do not know what we are going to cut out. I have not that idea of a theological course as the infinitely elastic thing which some laymen take it to be who are so free in their suggestions of practically remodeling all that we are doing. What are we going to drop out? Are we going to drop out our Greek courses? It looks as if the colleges were going to try to make us do it; but I, for my part, think it will be a sad day for our ministry, both on the home and foreign field, when that great gateway into the wealth and truth of the New Testament Scriptures is denied the student. Are we going to drop his critical and historical Biblical studies? I do not see how we can drop them when the problems involved are being raised, not simply in Germany and England and our country, but on the very mission field where these men are going to work. Shall we drop the Theology? Shall we send a man out without any idea of constructive religious truth, the genetic and the organic relations of the things which he believes ? Shall we drop Church His- tory? Not if these men are going to found churches which they are to inspire by the great examples of the Church in the past and save from the vagaries and the fanaticisms and the tortuous wanderings of that same history. Shall we cut out the English Bible? To mention it is to answer the question. It is not my function to say what ought to be done. It seems to me, however, that possibly less than the equivalent of a year's special work might in some other way be put in. I wish I were fully persuaded that all these special studies are as indispensable as they are repre- sented to be. But it may be that some of them could be put in — possi- bly by the use of vacations. For example, here are two four-month vacations which a man might put in in some summer school. There would be eight months — two-thirds of a year — for these studies. Would not that help? COMMITTEE II.— DISCUSSION. 59 Then I should like to see — I have no right to speak on this aspect of the subject, but may I say just a word? — I should like to see, say, the last vacation, or an equal period of time, spent under supervision corresponding to that which the China Inland Mission furnishes in its homes, where a man is under the most careful scrutiny and tutelage ; where he shows, perhaps, how much knack he has at getting hold of a spoken language ; where he proves spontaneously how much love for souls he has by the amount of personal work he is doing; where he shows how much faith he has by the amount he prays, and how much co-operating power by the way he mixes and gets on with other people. The Boards would be helped by such a process, in which those incap- ables could be weeded out who go abroad, in spite of all the scrutiny we can give them, to become a discouragement to themselves and a burden to others. The selective process in a theological seminary is not complete. I should like to see more homes of that kind, furnishing a religious atmosphere where men would be made to glow in soul and enter from a baptismal experience upon the work abroad which they have set themselves to do. Pres. C. T. Paul: It is not at all easy to give a rightlv discrimi- nating and impartial reply to this question, because of the many issues involved in it, and because of the widely divergent views that have been expressed, not only by missionaries on the field, but by missionary ex- perts at home. The report of Dr. Erdman's committee practically as.'^umes the validity of the main positions of the Edinburgh report concerning the necessity of higher standards and higher practice in missionary prepa- ration. Concerning that necessity no longer any doubt or question seems to exist. This conviction is strengthened by the presentation of Dr. Barton's report this morning. Now, a very significant element in the situation is the fact that the expression which has been given by the Edinburgh Conference and by the committees here at work regarding the necessity of higher missionary education is based on the appeals and the demands of the present foreign missionary body, and there- fore, of course, casts no discourteous reflection upon them. Our problem is to make adequate response to what the missionaries on the field have asked the home church to do. It is from the missionaries that the severest criticisms of the present inadequacy in missionary preparation have come. If I rightly interpret the report of Commission V, the missionaries are asking the home churches to produce and to send to the field men and women of superior training and personality. The fact that the missionaries have already begun to establish language schools on the foreign field is not, I think, to be taken as an indication of a general policy on the part of the missionaries to attempt to provide all the disciplines which are recommended as necessary to special missionary preparation. We may take it, indeed, as an evidence of their urgency in the matter, and of an eager attempt to meet the situation as early as possible and as best they can. But we are not to conclude that the entire work of better training is to be relegated to the foreign field. I wish, therefore, to support the proposition that the foundations of the superior equipment required in missionary prepara- tion must be secured at home. In the first place, we have in the home lands superior facilities for giving many of the required disciplines. This is true as regards libraries and expert instructors who are specialists in their subjects. These specialists are equipped to do a work which even the missionary 60 COMMITTEE IL— DISCUSSION. scholar on the field can hardly be expected to perform — certainly not in addition to his other duties. I believe the educational forces in the home land are not only superior (as regards facilities) but ample and available. It is only a question of rightly coordinating and directing to proper ends, to the desired ends, the educational forces and facilities that we have. Let us take, for example, Biblical training. Surely this can be given more thoroughly and easily at home than abroad. It would be a much more serious and ominous confession regarding the deficiencies and weaknesses of theological seminaries than any of us would care to admit to say that the amount of Bible instruction to fully equip a foreign missionary cannot be given in America. I do not believe there is one of us here who would like to say that. Whether it is being given is perhaps another question. President Mackenzie has emphasized in his report the great necessity for a thorough knowledge of the Chris- tian religion in its historical aspect and in its fundamental teachings. Surely we are not disputing the proposition that this knowledge can be, and is being, adequately provided for in our theological seminaries. Or, if we go so far as to question whether it is being adequately pro- vided, surely the possibilities of extension and development in the ex- isting curricula are quite within reach. If a new demand is made on the seminaries will they not meet it ? I am struck by the fact, from my limited experience and from in- vestigations that I have been carrying on for some time, of the general confession on the part of the missionaries themselves, that the great lack in their preparation has been along Biblical lines. Many are con- fessing their inadequate knowledge of even the fundamental truths of Christianity. They had not suspected their deficiency in this respect until they went out to the field and got into a different educational and religious environment, and found themselves called upon to state the Christian verities in a new light. Many, having found their knowledge very much lacking, spend a portion of their furlough in such institu- tions as provide Biblical instruction. I think no one would contend that the preparation in sociology ought not to be given at home. In view of the great social changes that are now taking place in the Far East, in view of the general up- heaval, the breaking down of custom and the almost universal social readjustment in non-Christian lands, we need to send out to the foreign field men who have the sociological viewpoint to begin with — ^^men who have been trained in the science of sociology and have at their hand the experience of the West in social questions. If a man goes out to the field with this training he has an illumined judgment and a faculty of discrimination which will enable him rightly to interpret the social conditions and problems of his particular field, and to bring to bear upon it in an effective way his religious training and his religious ac- tivity. I take the opportunity of quoting here a statement from an article written by Dr. E. W. Capen, some time ago, in "The East and the West," on the "Social Changes in the East." He said this : "Chris- tian educational institutions should, with deliberation, thoroughness and vigor, set themselves to the task of training leaders for these social movements." "He [the missionary] himself needs to have the train- ing he would impart to others." Surely the provisions for the study of educational science, or pedagogy, are better and more abundant here than they are on the foreign field or can possibly be there. Great schools of education con- nected with various universities are already available here with large COMMITTEE II.— DISCUSSION. 61 equipment and able faculties. It would be a long time before the mis- sionaries on the foreign field could provide the requisite expert in- struction in this science in any way to compare with what can be done at home. And then in the subject of the history and comparison of religions, I believe that a certain training is absolutely necessary before a man goes to the field. He should be brought into contact with the general tendency of modern thought regarding the religious values of life, the meaning of religion and the place of religion in the constructive thought of the age. It is all very well for him after he gets to the field to take up in an intensive and intimate way the study of the religion of that field ; but it seems to me he needs this general background be- fore proceeding to the field. I received a letter just a few days ago from two missionaries in India — one of them, by the way, is the president of a college and also a doctor of philosophy. These men lamented their failure to secure a good course in the history and philosophy of religion before they went out to India. One said, "I can study the data of the popular religion here, but I lack the his- torical background. I do not know the underlying philosophy of primi- tive religion and I lack the facilities for securing it here." Systematic instruction in the history and science of missions ought to be given to the candidate before he goes to do missionary work. That is something that he cannot pick up in just a few weeks. It is a pretty broad field. The superior library facilities, such as the great missionary library at Yale, and the growing number of instructors in these subjects in seminaries and elsewhere at home, would justify u^ in recommending the incorporation of such subjects in the educational policy here. A word about language study. The Edinburgh report left the question as to whether language study should be entered upon at home or taken wholly on the field, an open but a vital question. Perhaps there is no subject mentioned on which more divergent and even con- flicting opinions have been offered. On one phase of this question we are, however, rapidly coming to agreement, viz. : that every missionary going out should at least have an introduction to the science of pho- netics, some training in special methods of language study, and also an introduction to the science of philology in general. It is a very helpful thing to create in the future missionary a scientific appreciation of linguistic phenomena, an intellectual interest in the question of lan- guage acquisition, and I believe that can better be done at home than abroad. And I am not so sure that a good deal more might not be done in the way of actual instruction in the vernaculars, at home, than is generally supposed. In 1905 I had the pleasure of traveling to the East with a company of Belgian Catholic missionaries. There were about twenty of them in the group. During their seminary years these men had taken a course in Chinese under an instructor who had been brought from China. They had been instructed in the language for six years and were actually going out to China with a fairly good con- versational knowledge of the language, and able to read quite fluently. Obviously these men were going to their work with a very great advan- tage over the missionaries who go out with no such instruction. I firmly believe that a useful beginning might be made under certain con- ditions at home in the study of the vernaculars, or at least certain of the great languages, like Hindi, Arabic, Japanese and Chinese. Of course, everything would depend on the instructors and upon the gen- 62 COMMITTEE IT.— DISCUSSION. eral conditions, but I believe that these conditions could be secured. Germany will teach us a good deal in this respect, and I have no doubt the proposed School of Oriental Studies in London will have some valuable lessons for us. Just a word in conclusion regarding certain advantages that seem lO me attached to special institutions, where post-graduate supple- mentary missionary training can be given. Several of the speakers have referred to the possibility of turning out a man very highly skilled intellectually but with his spiritual life cold and dried up. If I may be permitted to refer to a little personal experience, I have this testimony to bear regarding our own institution at Indianapolis. We had last year a group of sixteen, all of them post-graduate students. Seven of them went out to three continents this year. They bear witness to the great value to them, during their special preparation, of their asso- ciation with others who were making similar preparation. To have a group of students with the same great life purpose, looking forward to the same great end, interested in the same things, pursuing special missionary studies in a vital spiritual atmosphere, is certainly a great advantage in relation to missionary education. Good results have al- ready been secured in such institutions in the development of a strong spiritual life. There is, of course, a danger that students in such special institutions may become too theoretical, as Dr. Strong suggested. But provision can be made against that possibility. We require all of our students to do practical work while they are pursuing these higher missionary studies with us. We have a population of about eight thousand foreigners down in the center of Indianapolis, where we have opened a school and a mission. In this mission and school we have put all of our candidates to work. It is a good place in which to test them out and to see what they can do. Experience leads me to favor special missionary instruction at home before the candidate goes out. I think it ought to be post- graduate work, extending over at least one year. Dr. R, E. Speer : I understand that this question relates, not to the great body of educational equipment which missionary candidates require and which does not differ essentially in their case from the preparation required by Christian workers at home, but to the special training which missionary candidates should receive in addition to that preparation which will represent by far the larger portion of their equipment ; and that the further question is as to whether that special training should be provided in the regular schools that now exist or in special sdiools established for the purpose, and, if the latter, whether the special schools should be in the home land or on the foreign mission field. In the first place, my own conviction is that as much of this special training as possible should be given in the existing regular schools, for the reasons that have already been suggested this morning by President King and others, and for these two that I should like to mention in addition : First, the weakness of too much isolated and inbred specialization of training in any particular line. Now the strength of the missionary societies in Germany has lain in their having these schools. That is also their weakness. And the weakest period in the history of the great English missionary societies was the period when they had to resort to such schools to produce their missionaries. They know that they are in a far better position now, where they get university men, trained in a great variety of schools, than where they have a single type, a COMMITTEE II.— DISCUSSION. 63 particular brand of men, sent out from their own isolated training schools. Their missions are richer. We get a better result with a composite judgment and temperament brought to bear upon problems than when we draw all our men from inbred, over-specialized institu- tions for their training. We see the same weakness in our naval and military training. West Point and Annapolis are great institutions, but they do not give to the men who go into the army or the navy that breadth of training and human relationship which we want the men who go out into the mission field to possess. That is one point. Secondly, because tlie implication seems to be that if we have these specialized schools responsibility for their establishm^ent and prosecu- tion devolves upon the missionary organizations. I think there is a different view that can be taken of the history of the whole matter than that upon which emphasis was laid this morning. It is not that we have only come within the last few years to realize the need of the most efficient preparation of missionaries ; it is that we have almost come to despair of getting it in any other way than by taking the re- sponsibility ourselves. As a matter of fact, we have realized this need of efficiency for many decades, and the agitation has been going on for all that time ; but the institutions did not respond to the agitation, so that the pressure now is for the missionary organizations to recog- nize this as one of their functions. Now, they were not established to carry on any such function. The Church's idea was not that the missionary boards were responsible both for carrying on the missionary work and for educating the agents for it. The colleges were established for training men for the min- istry at home and abroad, and our theological institutions were estab- lished with that as their function, and they got their endowments with that in view. Now with all that money laid in their hands for the pur- pose of training the men for the Church at home and abroad, I question the wisdom of the foreign boards relieving them of that sense of re- sponsibility and creating now an atmosphere throughout the Christian world which will lead them to find it to be easy to lay aside this responsi- bility and to require the missionary boards to take on this additional function. Great business enterprises are not run on that basis. The Penn- sylvania Railroad could not get along without civil engineers. It does not train one. It takes its civil engineers from Troy, from the Sheffield Scientific School, from the scientific schools all over the land, and after it has got them it gives them its own special experience, but it has no school for educating civil engineers. The United States Steel Corpora- tion does not educate its chemists, does not even educate its blast-fur- nace engineers. It takes its men from technical schools which have been established for the purpose of giving that technical education, and then in actual apprentice work gives them the additional training which they require. Now those are the additional reasons to those that were urged this morning why it seems to me we should seek to hold fast to the principle that even this special training should, as far as possible, be given in the regular existing institutions. But even when they have done their best there would be some further special training that is needed, and the second query is as to whether that training should be given in special schools at home or in special schools on the foreign field. Now I doubt whether we are prepared to face the alternative in that sharp form, or whether any of us are now of a mind to stand flatly 64 COMMITTEE II.— DISCUSSION. on one side of that proposition to the exclusion of the other possibility. We all realize that we have got to feel our way along, and I believe that there is need and room now for both types of institution ; that there is room at home for some special schools designed for the special preparation of missionaries, maybe not for foreign missionaries exclu- sively, but for tliose who are to undertake missionary work. There are certain classes, for example, like the young women whom we send out, whom the theological seminaries make no provision for. Who will give them any of this special training for the mission field unless there are special institutions that will take hold of that class ? I believe there is room for some of these institutions. Professor Paul has set forth adequately the arguments for the ex- istence of such institutions here. Let me speak merely, without say- ing what was in my mind on that side, of what is to be said in favor of the establishment of such institutions on the mission field, not array- ing this especially as an argument against their existence at home, but drawing out those advantages that are enjoyed by institutions of this kind now existent or to be set up on the foreign field itself. In the first place, will it not be a far more economical way of doing the work? We cannot have one institution at home in any one land. The denominations are not near enough to permit it. There will be a great many of these denominational schools. The country also is too large to have one. We will have a number of interdenominational schools. The number of them will be greater in the home field than it would be necessary to have on the foreign field. It costs more to establish any one of them at home, does it not, and adequately to endow it, than it would to establish all that we need in the foreign field? We set up an ideal of half a million dollars or more as indispensable to the adequate equipment and endowment of a single institution of this type at home. We all know perfectly well that that amount would give us practically all we would need for the next ten or twenty years for all these institutions scattered all over the world. Would it not, therefore, be more economical to establish them there than here ? Furthermore, we can make them international there on the foreign field as well as interdenominational. The English and ourselves are not setting up two different schools in Northern India. We all unite in one in Lucknow. All nationalities can be brought together in a sin- gle school on a mission field, whereas at home there will have to be one inside of each nationality. In the second place, may they not, in some regards at least, be more efficient on the foreign field than at home ? The consensus of opinion — I do not say in all regards ; I say in some — the consensus of opinion as brought forth in the report was to the effect that, in the judgment of the missionaries themselves, language study, the mastery of the vernacular, could best be done on the field. Well, there are other things that in time might be just as well done there. Educational methods can be studied in the big normal schools that are to grow up in connection with Qiristian universities abroad. It will not be long before we have our thoroughly equipped medical schools in the foreign field, in which the medical missionary can get a more specialized equipment for the particular field in which he is going to work than he could get even in a school for the study of tropical diseases in London or the United States. There will be other developments of this kind that will make possible a more specialized efficient training for missionaries. And in the matter of missionary method and policy, while I agree with what Dr. Paul has said as to the work that should be done here, COMMITTEE II.— DISCUSSION. 6.5 how much better can tJiat work be done on the mission field, with the whole staff of successful missionaries operating in the actual conditions under which that missionary is to do his work, to be drawn upon for the teaching staff for this school ? In the third place, in some regards at least, it will be more prac- ticable. It will meet the matter of the expense of the support of the missionary student. Many mission boards will either hesitate or be stopped from contributing funds for the support of students studying in schools in the United States who have not yet gone to the field. There will be probably no objection to their supporting students study- ing in these schools on the field. They will already be missionaries ; they will be in association with their mission and participating in its councils. The objection to the support of students will be far less in these schools on the field than at home. And there is the further advantage over attempting to utilize, as Dr. Strong has suggested, the last summer vacations of missionaries before they go to the field, that we will have them detached from all those diverting influences that are inseparable from those last few months. We find it impossible to get hold of our missionaries during those months. Their last visits are to be made. If they are mission- aries about to be married, the trousseau has to be got ready. All the home questions have to be gone over. There are a dozen and one diverting things. I think it would be impossible to get our missionaries into schools for the last few months of their stay in America before they go out to the foreign field. In the case of the school on the field the rupture has been made ; they have broken from all diverting and harassing home responsibilities, and can fix their attention absolutely upon the work which they are called upon to do in the training school. In the fourth place, it will be far securer. We all know how diffi- cult it is to carry even our appointed missionaries right through to the field. They are detained sometimes even after the outfits have been bought or the tickets have been purchased for the field. Now, if we go further back than that and try to commit ourselves a year in advance to them in the responsible ways in which we do by vmdertaking their sup- port in these schools, we will lose a great many of them during the last year of their study here and also the money expended on them. We have them once they have got out on the field during that year of special .study. It is always a discouraging time before the missionary has his own work and all the spontaneous drawings which compass the responsibilities of doing that work. It is a difficult time. We will have them there on the field in relationships of encouragement and good- will, where older missionaries will be with them, where there will be the good spirit of a number of them starting in together. I think we are far more likely to keep those who are training for the work. Maybe I am speaking too strongly, but I only want to bring out the considerations on the opposite side from that on which Prof. Paul was speaking, although I accept both sides, as I said. In the fifth place — and this is a very great consideration, as it seems to m'C — these schools on the field ultimately, if our ideal is accom- plished, will result in one school, we will say, for Northern India, one for Southern India, one for Japan, maybe one or two for the Chinese Empire, one for the Mohammedan world. Now think of the immense influence of bringing together in those schools all the new missionaries, all the nationalities operating in those fields, and all of the different denominations operating in those fields. It will be one of the most powerful agencies in behalf of co-operative missionary work that could 66 COMMITTEE II.— DISCUSSION. possibly be brought to bear. Here at home at the best we will only bring together in our schools a few representatives of different denomi- nations. There, if the idea can be carried out, we will have together in tlie most plastic years, when they will make friendships and acquaint- ances and break down the barriers of unacquaintance and unfamiliarity and distrust, all the missionaries who are going to carry in their day the responsibility of that field together. It seems to me a great advantage in behalf of schools upon the field that it will thus promote a spirit of acquaintanceship, of co-operative effort, and of mutual understanding and acquaintance among all the missionaries who operate in any par- ticular field. Now those are the considerations, or some of them, in behalf of these special schools on the foreign field. Prof. Edward W. Capen: After what Dr. Paul and Dr. Speer have said, it is almost needless for me to add very much more, and I will take but a few moments. There are some parts of the foreign field where the alternative in the minds of missionaries seems to be between having all the special preparation given at home or all on the field ; and the point is, as has already been said, that we need both. Where shall we draw the line? It seems to me that those general subjects that apply to all fields, and certain fundamental courses for the particular field, can best be studied at home. This will lay the foundation for the more particular prepara- tion in language, the customs of the people and all such matters, that will be carried on after the appointee has reached the field. Let me mention a few considerations in favor of this view. In the first place, we should note the matter of economy. I am not now speaking from the point of view of the long look ahead, when it might be possible for us to get a large amount of endowment for schools on the foreign field, but from the point of view of mission boards at the present time. If the large bulk of special missionary preparation is done on the field it means that mission boards will send out appointees and pay them full salaries during several months or even one or two years. Experience indicates that one year's salary of a missionary put into scholarships will support from two to three can- didates for a full year's work at home. Moreover, so far as the in- struction at home is concerned, the mission boards are at no expense for providing teachers, whereas if these schools on the foreign field are to be a success the mission boards must allocate to that work the entire time of missionary teachers, or it will not be done with efficiency. Secondly, take the matter of time. Not only will it be difficult for the appointee, if all this special preparation or a large portion of it is given on the field, to be content to keep out of work for the time required, but in a large proportion of the mission fields, where the conditions of life are strange and the climatic conditions are unfavor- able to the hard, consecutive work possible in colder climates, the new appointee will be unable to cover as much ground, say in a year, along these general lines as would be possible at home. Then take the matter of health. I was discussing the other day with the secretary of one of our boards the advisability of laying at home the foundation for language work. He was forced home from the field because of the complete breakdown of his wife and the im- pairment of his own health. He declared that he was very certain that if he had received at home instruction in phonetics, philology and methods of language study he would not have had his health impaired, his wife might not have broken down and they might still be on the COMMITTEE II.— DISCUSSION. 67 foreign field. Especially to women, the transfer from the familiar conditions of home to the very strange and unusual conditions of the foreign field causes great nervous and physical strain ; and if by certain preparation before going out the strain of language work can be lessened, it would be to the interests of the health and strength of the missionaries. And then, again, in many of these subjects it is, for the present at least, in the interests of efficiency to have this work done at home. With our greater library facilities and with our trained teachers we can give better courses in those subjects of which Dr. Paul has been speak- ing than are yet possible upon the mission field. Experience seems to indicate that efficient educational work cannot be done by those who mererly come in from outside for a portion of the year or by those to whom teaching is not their chief task. The teaching must be done by those who are devoting themselves absolutely to that work. This means either that we must send out to the foreign field persons to teach in training schools these more general subjects, or else that useful mis- sionaries must be taken out of the work that is so far beyond the power of the missionary force to compass, in order to devote their time to this teaching. It seems to me also that along the lines of what President King said this morning it is wise for us to lay at home the foundations even for the understanding of the peoples to whom the missionaries are going. We shall have to provide those facilities at home, anyway, be- cause the missionaries when at home feel the absolute need of tak- ing some of their furlough time for the further study, for which they have neither time nor strength when on the field. Hence, there would be a call in the interests of efficiency for the provision of such courses for missionaries at home on furlough; and if we have these facilities for missionaries they can without practically any addi- tional expense, except for mere living expenses during the course of study, be placed at the disposal of appointees or approved candidates. It seems to me that we are still in the realm of experiment as to the correlation of preparation at home to preparation on the field. Un- doubtedly some subjects may best be studied at home and some on the field, and the decision regarding those subjects that might be indorsed in either group should depend on the result of the experiments now in progress at home and abroad. Dr. F. P. Haggard: I think I can fairly assume that yve all agree that some special missionary training is demanded. I think, how- ever that we need to distinguish clearly between the various forms of such training. As I have listened to the discussion to-day it has seemed to me that we are not clear in our own minds ; in fact, I have found my- self rather confused regarding the difference between the instruction we propose shall be given under revised courses in colleges and semi- naries, so that any student can take these courses with profit whether he go to the field or not, and the additional instruction which we desire to give to those who actually go. I think we ought to maintain this clear distinction. Now, as I understand, it is proposed that we shall, in the first place, extend and enlarge the courses already in existence and revise them, and that we shall then add to whatever courses applicants have pursued prior to coming to us certain special instruction with reference to the particular work which they are to do abroad. Let us note, in the first place, that this special additional work, to which I think we may devote most of our thought, is post-graduate 68 COMMITTEE IL— DISCUSSION. in character; and, again, that much post-graduate work is now being done by our missionaries. All medical work is post-graduate in the general acceptation of that term. Theological work is post-graduate in character. Then many of our missionaries are taking post-graduate work along pedagogical and other lines. They are taking these special and additional courses after their own fashion, according to their own ideas, without very much direction. The question is how shall the post-graduate and special instruc- tion of missionaries and missionary appointees be financed? Before we answer that we may inquire how students and missionaries have provided for their training up to the time they began their medical or theological courses and also their post-graduate course which they have been in the habit of pursuing under the old regime. Many have financed these personally. They were able, either in their owm name or because of the ability of their parents or friends, to care for all their expenses to the end. Some have been compelled to depend upon scholarships or upon associations which have for their object the as- sistance of students in theological seminaries. To a limited degree the Boards have helped students. I say to a limited degree. I put that down on paper some days ago, before I had reviewed the situation as fully as I have since, and I have been quite surprised to discover the extent to which Boards have assisted students in these respects. It is not uncommon for boards to provide for men to take a course in tropical medicine in England or to tarry in France, in Belgium, in Spain or in Portugal, to pursue language study and to become better acquainted with the peoples who are in charge of or who have political jurisdiction over the countries to which they are going. I know of one board that paid the expenses of an appointee while taking a short course in the consular school at Washington, Then a number of the larger boards have been conducting confer- ences with their outgoing missionaries in the Fall or the Spring, as the case may be. This has involved considerable expense. These confer- ences are, in embryo, the thing we are talking about. For two years our own Board has utilized Dr. Cummings and his instructions in phonetics, and we are proposing to make further tests, although some of us are satisfied with what has been accomplished up to the present time. The missionaries who took the course last year are enthu- siastic over it and are confident they will be able to save considerable time. The women have, I think, in most denominations, special schools for training their workers. We really have adopted the principle of providing special instruction when we go so far as we are going. Assuming the importance and need for post-graduate or special additional instructions, how is it to be provided? The Boards are not prepared on their present budgets to finance more than is now being provided for. The funds necessary for this work must be in addition to what we now have in hand. The questions raised are. Shall the Boards raise these funds, or shall others raise them and vest them with the Boards? Shall they be vested in existing educational institutions or denominational associations that assist students for the ministry and for missionary work, or shall they be vested in new educational institutions and new associations ? From one point of view it may be as broad as it is long. I have been very much interested in this discussion, as doubtless you have, to observe that each of the participants has seemed to advo- cate the thing for which he particularly stands. The Board secretary rather instinctively rebels against the thought of additional expense, COMMITTEE II.— DISCUSSION. 69 and wonders if this work cannot be done at less expense on the field ; our educational men are quite inclined to believe that it should not be left in the hands of our existing educational institutions at home, while the men who represent special training schools seem to advocate the train- ing provided in those institutions. I think this is natural, however; and it is very well that we have had these phases of the discussion pre- sented. For the Boards to undertake this expense would involve a radical departure from their present methods and customs, and I say this not- withstanding the fact that we are able to point out the rather large amount of work they are now doing along this line. We have in reality reached the point where we should review the whole situation and see whether, on the one hand, the Boards are not now putting too much money into this type of work ; or whether, on the other hand, they ought not to put even more into it. In the case of some of the large Boards it would involve almost a new department, meaning, say, $500 per missionary for an extra year of training. If our Board, for ex- ample, had to provide that, it would involve $8,000 or $10,000. That may be a high average, since a number of the men would not require anything from the Board or institution ; they would be able to care for themselves. Second, it would involve the Boards in some embarrassment. Mr. Speer has spoken of that. After you have invested in a man an amount of money sufficient to carry him through a year's course of special training, some embarrassment will rest upon the Board or upon the candidate, or both, if he does not actually go to the field. It is not true in the case of the minister, even though he may not ultimately enter the ministry, because the probabilities are that he has made some special arrangement with the theological seminary for the return of the money that was invested in him. Third, it is logical that the Boards should have some definite rela- tion to this problem ; that they should no longer permit missionaries to go out without definite instruction along special lines and without in- struction acording to courses with the making up of which the Boards have had something to do. It is anomalous that we should have a situation such as Dr. Barton described this morning in his own case and in the case of almost all missionaries who went out a few years since. If the Boards are to have a voice in shaping plans for this work it follows that they should at least share in the expense. In the next place, if the Boards are in part to finance this special training, they will have the advantage of being able to control some- what the character of the training. On the other hand, that control might narrow the scope of our plans and would probably tend to the development of denominational schools, thus preventing the building up of interdenominational institutions on a broad basis and, necessarily, with better equipment and higher standing. Finally, to summarize what has been said and to make some con- crete suggestions : First, this Board of Preparation may well address it- self to the standardization of the course provided for students in their earlier years and help colleges and seminaries to so revise their curri- cula that men will be in line for missionary work, though they may not actually enter it. Second, seek to develop a few schools abroad. Between the two sides of the problem just discussed I am inclined to lean toward the view held by Mr. Speer. I believe that we should lay stress upon schools on the foreign field. Dr. Capen is right when he says that we 70 COMMITTEE II.— DISCUSSION. must have schools both here and there ; but I believe we should empha- size the schools abroad. Third, that this Board shall, in seeking to develop, seek also to finance these enterprises, to secure such a degree of support as to re- duce the cost to the mission boards. That is, the amount of money that the boards may have to invest shall be reduced to the minimum, whether the schools are conducted here or abroad. Fourth, the boards should meet this minimum cost when neces- sary. On the other hand, I do not believe they should undertake wholesale to train men for missionary work, beginning perhaps in the earlier years of their theological course. They should not do what some of the English and Continental boards are now doing, and as the result of which, in the case of the Church Missionary Society, we read in their last annual report: "Another step adopted by the commit- tee at their meeting on October 27, 191 1, in the interest of economy was the discontinuance as far as practicable of the further training of candidates as distinguished from accepted missoinaries ; but in De- cember the Candidates Committee were instructed to recommence the acceptance of young men for preparatory training and to take measures for their training to begin in the following May. It has also been decided that the burden on the Society's general funds for the financial support of men during their training must be lessened and more self- support called out from the candidates themselves and their friends. While men will thus be thrown on their own resources, some help will be available, and no one, therefore, need be discouraged from at least offering himself by the mere fact that he does not see clearly how to provide for his support during training." Dr. T. H. P. Sailer: A number of missionaries have spoken to me of the great advantage of further study after a man has had a short term on the field. Before one goes out he has only general ideas of what he will need. After he is settled on the field, has a grip on the language and an acquaintance with the particular needs of the work, he can come home and make his preparation to very much better ad- vantage. I believe, therefore, that there ought to be some special pro- vision made for men on their furloughs. Missionaries have written to me from time to time, saying that they would like to do certain work, but feared very greatly that their financial resources would not be suffi- cient. It seems to me that in many cases special provision might be made for missionaries to have their first term shortened so that they might have a term of, say, three to five years on the field and then come home to complete their preparation for certain lines of work which demand specialization. President W. W. White : Two thoughts. First, referring to Dr. Strong's remarks about extra time required for preparation, may I repeat a remark which I heard a professor of theology make a day or two ago when we were talking over the problems of theological educa- tion ? He said : "The seminaries catch the men too late." The whole question of the earlier education of our candidates for Christian work is hereby raised. It enters vitally into our problem. I believe that a practical revolution is needed in undergraduate studies. My second remark is about language study. On the three trips to the Far East during the past three summers in Japan, Korea and China I have had opportunity to note the large interest which mission- aries have in this matter. Next to interest in the study of the Bible at the various conferences which we had the privilege of conducting, at- tention was given by the missionaries in their conferences to the ques- COMMITTEE II.— DISCUSSION. 71 tion of language study. I wish you could have heard some of the state- ments made by missionaries in those conferences. Almost universally the desire on the part of missionaries, so far as I have come in con- tact with them, is that they should have language schools in the coun- tries to which they go. There is a difference of opinion as to how extensive should be preparation in the line of acquiring a language be- fore going to the field, but all are agreed that there should be language schools for special study after reaching the field. There was general agreement also on another point, that, while chief attention should be given to the study of the language in such schools, there should be more or less of collateral study, particularly the study of the Bible for spiritual nourishment and growth. I do not think there is a general disposition among missionaries to introduce much more than this in addition to their study of the language. The preparation in Pedagogy, Sociology, Psychology, etc., which the mis- sionary should have is not likely to be called for in schools on the field. They must be secured before leaving the home land. It should be observed that the schools which have been organized on the foreign field are practically all organized for the study of language and not for the study of other subjects. May I add that the general impression among missionaries is that fundamental training in phonetics and in method of acquiring a lan- guage may better be secured in the home land, and that in some in- stances a start in a language may be secured at home ? But, as a rule, it is better to study the vernacular in the field itself. Dr. Charles R. Watson : The first remark I would like to make is with reference to language study. There are those who believe that all language study should be on the field, and there are those who be- lieve that language study should be begun in the home land. But there is another group, of those who draw a very sharp line between phonetic study at home and language study on the field, and I think it is only fair that we lay some emphasis on that distinction and not deal solely in terms of language study as a unit. Then, in the second place, I would like to emphasize what Dr. Sailer has referred to. The dominant impression I have obtained this afternoon is that the supreme opportunity, after all, when you consider the practical difficulties of the case, the supreme opportunity for special study is during the year of furlough. In addition to reasons given by Dr. Sailer, I would add this reason : It is not merely that the mis- sionary does not know his own special gifts when he first goes out, but the mission itself has not yet determined the kind of work into which they will put him. Probably the first term of service will decide that. He has "found himself," the mission has "found him," and he comes back knowing what kind of special training he should have. That places a decided advantage on the side of training during the furlough. Now, this year, our own Board is experimenting with that matter, and we have made a small grant of $140 for each married missionary to enable him to take at least a brief course. Our missionaries are expe- rimenting with this matter. They are taking all sorts of special train- ing, but they are getting something, and we are watching very care- fully the results of that training. But the more we have thought of it, the more we are amazed that in past years we have been willing to spend $1,700 and more on a missionary in connection with his furlough in America and then allow him to more or less stagnate without doing anything for his mental quickening during the year. We spend $700 to bring him home and to send him back to the field, a thousand dollars 72 COMMITTEE II.— DISCUSSION. for his salary on furlough, and all this presumably just for physical refreshment, when every man needs intellectual stimulus for which there was no provision, and he also needs spiritual refreshment, and I do not know that we have made adequate provision for that, either. President H. C. King: I would like to say just a single word in emphasizing that point. There are few things that impressed me more in my time abroad than the need there is to have the missionaries get the value that could be gotten from their furlough. It is taken for granted that a medical missionary returning will wish to get up to date. It is not supposed that any other missionary has any occasion to get up to date apparently, and he is employed most of the time canvassing for the Board. I appreciate the feeling that the officers must have, but I am very sure that the need is tremendous for those other missionaries to get the opportunity for some further study and stimulus in the year that they are home. I want to add just this other single remark. I think we ought not to forget in this whole question of special courses that the educational trend of these recent years has been pretty certainly away from isolated schools for anything, and that, in general, we are not going to find that is the best solution in the matter of missionary preparation. As far as possible the schools should be associated with a college or university, or else the isolated school made into a university in embryo in itself. Rev. James L. Barton: I doubt if anyone present to-day thinks that the missionary societies will ask all missionary candidates, or any large proportion of them, for years to come at least, to take an added year of preparation. But I think we are all frequently asking men to wait for a few months and take special courses under the direction of the Board to fit them for the point and work to which we wish to send them. We have several now, three or four, whom we are detaining for special work. But we do not put them on a salary. I think $500 would be too large an amount to think of for that. These go on with their course in the regular way. We have simply said, If you go out, you must take certain added work, and they have taken it. We have, however, since this report was written, set aside $1,000 as scholarships, to be used not only for newly-appointed candidates whom we may ask to wait to take further preparation, but also for missionaries at home on furlough who wish to pursue further study. That scholarship fund is for one year, and is set aside to be drawn upon from time to time. Our Board has given more attention during the last few years to special studies for returned missionaries than to added studies for newly appointed candidates, and we have looked with very great sym- pathy upon the desire of returned teaching, clerical and medical mis- sionaries for further study. Many facilities have been opened to these, and many of the universities of this country are offering scholarships to missionaries, if properly applied for. That is one of the points to which this Board of Preparation ought to turn its attention — namely, the discovery of places where missionaries can receive graduate scholar- ships and fellowships, and to learn what courses are offered in the vari- ous institutions, that it may lay these facts before the various boards. Just one thing more in regard to the support of missionary schools. I do not think anyone would recommend that the boards support in this country, schools for the equipment of missionaries. It is simply a question of possible scholarship in aid. Dr. F. P. Haggard: I agree heartily with all that has been said about the missionaries taking these courses while at home on furlough, and we are advising young men to go out with the thought of doing COMMITTEE II.— DISCUSSION. 73 some sepcial work on their return, possibly shortening their first period of service. I think our experience is the same as yours — that there is a rapidly increasing number of men who are doing this. But the other side of this question should be brought out — namely, that we are de- priving ourselves of the use of such missionaries while they are at home. I do not speak from the point of view of raising money. If that were all that is involved it would not matter much. It is not the primary work of missionaries to raise money. But the churches need the contact with those men from the field, and those who are most likely to need or want special instruction during their furlough are the very ones who may be best suited to go before the churches and make the right impression. Chairman Mackenzie : I think this has been one of the most use- ful and illuminating discussions that I have ever heard on this particu- lar phase of our whole subject. One has sat here and been amazed at the fresh contribution that seemed to be possible from each speaker in turn, so that we have got together a large amount of very valuable material over which to think. I was very much impressed indeed with Dr. Speer's development of the value and the necessity of the schools on the field. I believe profoundly in that necessity. I think there is a still greater advantage than those that he named which grows out of them. These schools on the field will become centers of scholarship and of educational in- fluence and great centers of power in the generations to come. If they are well founded and well guided, they will help to raise the whole ideal of educational efficiency throughout the region which they affect among the missionaries. But they will compel a more rapid develop- ment of the higher standards of efficiency among the natives. They will react upon the ideas, which are too lax and too poor at present in most fields, cherished by the missionaries regarding the amount of training that can be given, or ought to be given, to native pastors. It is an astounding fact that in India, for instance, they have only begun to establish a really competent theological seminary for native preach- ers after a hundred years of missionary work there. The thing is almost incredible. But they have got to it at last. Now, that move- ment will be immensely stimulating, and if, as at Bangalore, most for- tunately, such a school for training the European and American mis- sionaries could be put in the same place and side by side with a really good school for training the native pastors, you can see how the one will interact with the other, how mutual benefits can be derived from their co-operation, and how the establishment of the school for the Occidentals will become a very powerful influence indeed for the scholarly and theological ideals of the native ministry in that region. And that applies to China, to North India, to Japan, to every region where our Boards can undertake the establishment of such a school. But, now. Dr. Speer said that it would be more economical than the work at home. I doubt that. He knows more about finances in the East than I do, and about the necessary expenditure. But it depends upon what you mean by such schools. If by such schools you mean men set apart, as Dr. Capen pointed out, to do the work, to give, not their holidays, not their occasional hours, not making it the by-product of their central labors, but their whole time to this as their service of the whole missionary cause, then the expense is going to be very con- siderable in the end ; and that in two ways. You are going to have expense in the equipment and selection of these men, and expense in the maintenance for longer periods of your students there. You cannot 74 COMMITTEE II.— DISCUSSION. awaken an educational appetite that does not tend to become more and more voracious until some extreme has been reached; and if you awaken that appetite for thorough intellectual training among the mis- sionaries on the field, and you offer to provide for it, you will have to give more and more until you have given a great deal more than we think of today. And that means not only expenditure of money directly, but, observe, you are going to pay the salaries of men who are set apart for that work; and although no one Board is going to bear the whole burden — I can understand that you will have to divide that up among the Boards — yet you will have the withdrawal of those men from active missionary labor. If their central and fundamental work is to be educational amongst Occidentals, then the missionary work is going to be the by-product and the occasional industry in which they engage. Now, on the whole matter I feel that, valuable as the discussion has been, because of the immense variety of practical experience rep- resented in this little group, yet we are hampered by the fact that we are talking a little in the air. We have not yet got enough experience to form sound conclusions on any of these matters in detail. I do not feel that I have, although I have been working at it personally for some years and investigating as far as I could. If you should ask me, "Should we have schools on the field or at home? What should we teach on the field, and what should we teach at home? How much time should we devote respectively to the one or to the other? What ex- penditures would be justified for the one form as compared with the other?" I could not answer any one of those questions, except the first of all, which I would answer in the way we have all answered it — we must have schools both at home and abroad. There is one point, however, that has not been brought out, which seems to me extremely important, with reference to the establishment of such schools at home. It goes down to what I may call educational theory. It goes down to this question : Does a young man more quickly acquire knowledge in all the various subjects that open to him if he is plunged into the field without scientific preparation, or is there a form of preparation that can be given to him by one solid year spent upon them here, which at the end of one year in the field will in these subjects put him ahead of the men that went out raw and spent two years there? I am thinking now, not of languages, but of such sub- jects as the religious history, customs, institutions, etc., of a particular field. Now there are those who hold — and we have got to find out whether they are right or wrong, and that can only be done by experi- ment such as we are carrying on — there are those who hold, and mis- sionaries are among them, that if you take a young man straight from the seminary out info the field and then give him his books, in English, with which to begin the study of these things, with all the phenomena around him, you are taking the slower and less thorough method. To begin with, you are hampering his acquisition of the language ; for a man learning a language ought to have no English reading at all. Ex- pert teachers of modern languages in Europe will teach a language in six weeks to a man who does not know a word of it to start with, so that he can get along in conversation, on one condition — that that man reads no books, no newspapers, and has no conversation in his native language. But what do we do with our young missionaries when we send them to India or China ? We send them there to live in a com- pound ; we set them there surrounded by English books ; and we say, COMMITTEE II.— DISCUSSION. 75 Now we want you to read up the customs and religion and history of this people — in what? In English. Now, that is not scientific. It is wasting time ; it is scattering the attention. It is really unscientific as a mere method of teaching the language. Then, on his other subjects of study, that man, in the reading of those books in English, in the midst of all the confusing phenomena, is plunged into the difficult task of getting at principles and observing phenomena at the same time. Now it is again questionable whether that is the most thoroughgoing, scientific way of doing it. It is a question whether these men, if they have the principles of these things and the fundamental outlines of these subjects ground into them under wise guidance at home, will not find the whole thing open up and reveal itself to them in a few weeks with a luminosity that could not have been reached in the same time under other conditions. Now that is my abstract, prejudiced anticipation of what we shall find to be the case, and I acknowledge it is still experimental; but I want to see that experiment tried. I would like to see Dr. Paul and Dr. Beach and ourselves at Hartford, and others help one another to dis- cover whether that is really the case or not. And I think we shall all be frank enough and manly enough to admit that it is not the case if it can be proved that the young men who go out without that preparation are, at the end of two years, better up in languages and better up in the knowledge of the situation than the men who took a whole year of added work at home, and even one year only on the field. Now, that does not answer a great many of the other questions that have been raised here, but I do feel as if that were an important aspect of the question that has to be considered as we go on with our as yet inconclusive experimentation. REPORT OF COMMITTEE III ON COURSES OF READING FOR CANDIDATES UNDER APPOINTMENT FOR MISSIONARY SERVICE AND FOR MISSIONARIES Members of the committee : Rev. William I. Chamberlain, Ph. D., Chairman ; Prof. Harlan P. Beach, M. A., Prof. Edward W. Capen, Ph. D., President Henry C. King, Ph. D., President C. T. Paul, Ph. D., Dean James E. Russell, Ph. D., T. H. P. Sailer, Ph. D. Presented by Dr. William I. Chamberlain, Ph. D., Chairman Dr. Chamberlain: The tentative report of this committee is submitted in typewritten form. I took the responsibiHty on behalf of the committee of withholding this report from printed form for what appeared to me to be obvious reasons. The discussion or the criticism that may grow out of its presentation this afternoon may easily result in altering its form. The title of each book is to be followed with annotations. These are practically ready. Should, however, certain books be omitted or others introduced as a result of the discussion, it would very materially alter the arrangement. There has also been some apprehension on the part of myself and others of the committee lest we should hurry too quickly into print in regard to a matter of this importance. This committee has had the co-operation of such bibliographers as Prof. Beach, of Yale, whose former association with the Student Volunteer Movement has so much improved the reading of students in this regard; Dr. Capen, of Hartford, who has made a very valuable contribution to our work ; Principal Paul, of the Indianapolis Training School ; Dr. Sailer, of New York ; President King, of Oberlin, and Dean Russell, of Columbia University. There has been a definite limitation placed on the committee in view of the instructions received by us, which has made it impossible for us to take advantage of the reports recently published containing valuable bibliographies. That limitation grows out of the very charac- ter of our Board of Missionary Preparation. The limitation upon us is in the instruction, "Courses of reading for candidates under appointment for foreign missionary service." This, therefore, necessarily excludes from our list that large number of books that appeal to the interest and imagination and arouse sym- pathy, because it presupposes a determination of the whole question on the part of the individual who is the object of our particular efifort in this case. There are two questions that arose in the minds of the members of the committee. They are indicated in this report — as to whether the suggested bibliography should be full and elaborate or brief and sug- gestive, and what should be the line of its divisions. The admirable bibliographies recently published, to which I have referred, are those which have grown out of the Edinburgh Conference 76 COMMITTEE III.— REPORT. 77 very largely, primarily that one that was included in Volume VI, the report on the Home Base, containing two hundred pages of most valu- able bibliography, and one that has grown out of that, issued recently by the Student Volunteer Movement. THE REPORT Note: — The report is presented in outline for suggestions and criticisms. The titles of books are included in typewritten form for distribution to the Board. They are omitted from this printed report until the committee can act upon the suggestions received. It is proposed that these titles, each accompanied with a brief descriptive annotation, will appear under the following divisions along with the full Report of the Twentieth Foreign Missions Conference. The order of subjects proposed is that of the logical sequence which is suggested by the candidate's approach to the subject — his first broad view of the subject; his thought of himself and his qualifications and preparation therefor ; the field to which he expects to go, its peo- ples, religions and languages; the work in its variety as missionaries carry it on ; the secret of success as seen in the lives of great workers ; then follows a suggested group of studies which he may have taken, but which call for special emphasis ; and, finally, the study of his Board and its policy. Superior numerals attached to titles will indicate the relative grade of the studies or readings as regards simplicity or fullness. Annotations are to follow each title and to indicate, if necessary, special parts or chapters. I. The Enterprise in Its General Aspects. II. The Candidate's Preparation. III. The Mission Fields. IV. The Peoples and Their Characteristics. V. Religions of the Mission Fields. VI. Language and Literature. VII. Methods Used on the Fields. VIII. Successful Workers on Foreign Fields. IX. Bible Study. X. Education. XL Sociology. XII. Phonetics. XIII. Apologetics. XIV. Missions and International Relationships. XV. History of Missions. XVI. Science and Theory of Missions. XVII. Medical Missions. XVIII. Literature of One's Own Board. It is understood that where a candidate knows his future field he will select only those works which have to do with that field. So, in the case of Religions, he will read on the religion with which he will have most to do, and of the books suggested on that religion he will choose one or two. But even then the list is longer than most candi- dates will be likely to use. Accordingly, a list of ten books of a gen- eral character is indicated by an $ against the titles. These can easily be read carefully by a candidate who is pursuing his theological studies in an institution in which missionary instruction is not given. [Following presentation of this Report several members of the Board offered suggestions. On request of Dr. Chamberlain, it was agreed that all suggestions should be sent in writing to the Chairman.] REPORT OF COMMITTEE IV ON THE FUND.\MENTAL QUALIFICATIONS OF THE FOREIGN MISSIONARY Members of the Committee: — Rev. W. Douglas Mackenzie, D. D., Chair- man; Rev. James L. Barton, D. D., Prof. Charles R. Erdman, D. D., Rev. Wm. I. Chamberlain, Ph. D., John R. Mott, LL. D. Presented by Dr. W. Douglas Mackenzie, Chairman Dr. Mackenzie: The Committee, owing to the delinquency and procrastination of the chairman, was not able to give a very full con- sideration to the draft report that is presented here as No. IV. There must be a great deal of criticism of it relevant, and that would add to whatever value it might have for the people we are to send it to. It was written specifically with a view to helping the missionary boards, and that not through our own feeling that they require our particular help, but because so many people said that such help was needed in various directions, and that the missionary boards themselves would be the first to confess that they desired and needed help at this point. It is not always easy with freshness to put to each case what the fim- damental conditions are, and the board secretaries themselves some- times feel the need of stimulation and of counsel with others as to the best means of securing those fundamental qualifications. When the executive committee planned this thing, Dr. Mott spoke with very great impressiveness on the necessity for such a document as is here drawn up from his very wide experience of the missionary world and of the attitude and spirit of missionary boards. I raised the question as to whether it would not seem an intrusion, as to whether such a document might not seem to come with ill grace from people who are not so close to the actual work as they are, and he and others have assured us that, if the thing were done in the right spirit and in the right way, no such resentment would be felt, but, rather, that perhaps a very warm welcome would be given to such a document. A glance at it will show you that it has four main divisions. In the first place, it considers the physical qualifications ; in the second place, the educational qualifications ; in the third place, the religious or spiritual qualifications; and in the fourth, the moral, personal, tem- peramental qualifications. No doubt this might be arranged in a diflfer- ent order. Some might wish to begin with the religious, as being the central and fundamental after all, but this seemed in a way the natural way to take it. First, that which is natural, and then that which is spiritual; and it seemed as if that were the order that might recom- mend itself to those reading the thing as rendering it most easy of apprehension. We have tried to avoid anything like dogmatism, any- thing that rang from the point of view of any one school, in any narrow sense of the term, but rather to speak in the general spirit of 78 COMMITTEE IV.— REPORT. 79 the missionary movement, its intention and end. We have tried to set down those things, not that are fresh or imthought of and undreamed of by other people, which usually are not of very much value for any- one, but to set down those things which are of common belief and, therefore, of really essential and fundamental importance. You will not find anything new in it from beginning to end — I hope not — ^but if it succeeds at all, it does so by describing in the simplest and most ob- vious way that which we all know to be the group of fundamental qualifications for this career. THE REPORT During the last few years the foreign missionary enterprise has undergone rapid and sweeping changes. The awakening of the East, the spread of western education, commerce and industrial methods through Asia and Africa, the union of all nations and tribes in a vast international system of political, social and intellectual life are facts which create entirely new conditions for the foreign mission- ary. The very growth of the native church in missionary lands has also changed the function of the missionary, or, at least, has called into existence a new type of missionary responsibility and labor. More- over, the missionary Boards and societies have come into new relations with one another, and in every direction are seeking, not merely to co- operate with one another, but, as it were, to standardize their work. Yet again, the agencies for the preparation of the missionary have been multiplied, and will soon be greater than our fathers ever dreamed of as either necessary or possible. In view of all these facts, it is evident that the hour has come for a careful reconsideration of the qualifications of the missionary, in which all the Boards should unite for mutual stimulus and guidance. Without reviewing the past, we may from the present and future be able to discover what manner of person, in our new world, the mis- sionary ought to be. There are four main divisions under which we must consider the fundamental qualifications of the missionary — namely. Physical, Educational, Religious, Moral and Social. I. — Physical Qualifications From the beginning it has been recognized that no one should be sent out as a missionary who is not certified by a competent medical ex- aminer to be of good health and sound constitution. The foolishness of sending out the unfit, not to speak of the cruelty, has been always obvious to all. But experience has proved that two principles need to be specially emphasized : (i) In the first place, different climates and different kinds of work suit different constitutions. A person who is not likely to live long in one country may be actually benefited by being sent elsewhere. Even within the same country climates differ so much, that a life which would probably be cut short in one part may be invigorated and pro- longed in another. This principle of close discrimination can be and is now being carried even further, for missionary labor is now of so many forms that a person who would be physically in danger under one form may be in no special danger under another kind of work in the same region. A man, for instance, whose heart conditions would make it inadvisable to engage in much public speaking may live to a good old age in most valuable service of another kind. 80 COMMITTEE IV.— REPORT. These facts demand that something more than a technical state- ment, however full it may be, as to a candidate's physical condition should be sought. His condition should be studied in relation to vari- ous kinds of climates, and even in relation to various kinds of work — as is already done by many of the Boards. (2) In the second place, it is a fundamental qualification for foreign service that each missionary be well grounded in the general rules of health and in the special application of them to the region of his future labors. This instruction should give much more than a superficial knowledge of a few rules, and should include the knowledge of some anatomy and physiology. Nor should the Boards feel that their responsibilities end there. They should watch over the health of their missionaries. Especially is this the case when men are allowed to go home on sick leave. Men on sick leave should be treated as if on special service. It is when a man's vitality is depleted that he is least able to take care of himself and has least energy or inclination to use the right means for recovery. Supervised rest is what he needs. Examples could be given of valu- able lives which have been crippled and shortened by neglect of this obvious rule of prudent administration. It is not too much to say that in recent times a new conception of bodily fitness or health has grown up. It has become clear that, in a true moral order, physical health has a place of vital importance. The promotion of this health requires obedience to the laws of life, self- control in the matter of bodily pleasure, and systematic exercise for the purpose of maintaining all the powers of our human nature at their best. This noble conception corrects and yet completes the older notions of an ascetic life. It has, no doubt, its dangers, like all good things on earth ; but it has within it great blessing for the whole race, and is most Christian in its true and inner meaning. To live for the body is not Christian. But, on the other hand, to neglect or despise or misuse the body, even in the name of religion, is not a religious or a Christian attitude. This, too, is a part of that general view of human nature and human responsibility which has grown up, or, at least, assumed a new meaning, in the midst of our Christian civilization. It is part of that general and rich view of life which the missionary must take to non- Christian lands. Not only the men, but especially the women of some of these regions, need to be led and inspired by those who know these things and who have learned in school and college to practice them, as part of their service of Christ and as a condition of true and full com- munion with God through the laws of nature which He has ordained. 11. — ^Educational Qualifications A great change has recently come over the minds of those who are at work in the missionary cause in respect to the intellectual equip- ment of the missionary. It has long been assumed that both the gen- eral and the professional training of missionaries should be of a high quality. Thus most Boards are unwilling to send out men who do not have at least one degree in arts, medicine, science or theology. The value of sound culture and the vital necessity of professional efficiency among missionaries are universally recognized, and they do not need to be argued here. But the change which we must describe has arisen in relation to certain matters that lie outside the scope of an ordinary degree, or of direct training for a recognized "profession." They con- COMMITTEE IV.— REPORT. 81 cern what has come to be called "Special Missionary Preparation." Specifically, this subject contains three elements — Knowledge of Chris- tianity, Knowledge of the Field, and Mastery of the Instruments of Work. There are certain facts under each of these heads which must be firmly grasped if we would know clearly what are the fundamental qualifications for missionary service. I. Knowledge of Christianity. The principle is too obvious to need defense, or even exposition, that the missionary must know Chris- tianity, if his work is to have any significance at all. The principle has been very fully recognized as to the work of the ordained mis- sionary. All important Boards have made it a rule that the missionary should have the same training as his brother minister at home. And it is interesting to remember that, according to the Report of Commis- sion V to the Edinburgh Conference, the missionaries themselves were found to attach very great importance to this ideal. With the rise of educational standards on all missionary fields, it is vital that the native Christians and their pastors should not gain the impression that a poorer or less complete training is given to those candidates for ordina- tion who are going out to teach and to lead them. Rather is the press- ure at present in the opposite direction. The missionary theological student must have what is deemed essential for the home minister, and more. What that more is will depend largely upon the enthusiasm of the young man, the wisdom of his Board, and the opportunities within his reach. But the same principle, that the missionary must know Chris- tianity, applies to all other classes besides the ordained man. It is curious and pathetic to realize how often this has been ignored. It is a fact that large numbers of men and the majority of women have been sent to teach Christianity without having made a special study of it under competent guidance for themselves. No doubt they have been examined as to their faithful acceptance of their Church creeds, and also as to their diligent private reading of the Bible and general knowl- edge of its contents, for the purposes of devotion. But far too many have been sent forth with little more, literally, than that. Today a great change has come, and it is universally admitted that no one should go out, even as a lay missionary, who has not had sound and real in- struction in the Bible and in the exposition and defense of Christian truth. The need of this is too obvious, the danger of the opposite course is nowadays too great, to make any argument on this topic neces- sary, or even courteous, to the intelligence of those who are likely to read these paragraphs. It is not likely to be denied today that all classes of unordained missionaries, ph3^sicians, educators, nurses, arti- sans, evangelists, etc., must be not only advised, but assisted, and by the conditions of appointment compelled, to obtain this part of their training or prove that they have acquired it already. It is, however, important to state four of the ways in which in- adequate knowledge of Christianity hinders missionary efficiency. The first is the discovery of personal incompetence to meet certain situa- tions, to discuss the claims and authority of the Gospel. If discour- agement meets a man early, he becomes all too soon content to do his professional work as a physician or educator well, but his religious work as routine or custom compel him, without freshness and power. The second, which is similar, in effect, has a deeper psychological root. When the first enthusiasm of youth has passed such a worker is apt to 82 COMMITTEE IV.— REPORT. take easier and superficial views of his task. It is when the emotional life cools that the trained intelligence is needed. Deep conviction alone keeps deep devotion alive through the stresses and perplexities of an arduous life. And deep conviction is born of knowledge and medita- tion, begun in youth and actively sustained through the years. In the third place, it is only too true that superficial knowledge can make, even in a missionary circle, for fanatical quarrelling on minor points. And lastly, superficial knowledge of Christianity leads to superficial ways of presenting the Gospel and superficial tests of conversion. 2. Knowledge of the Field. The biographies of missionaries show that most of the eminent men among them felt the need of prepara- tion for their particular field before they arrived upon it. This preparation they sought by means of books and correspondence. Ex- perience and the growth of the work, as well as the readier means of communication, have made the preliminary knowledge of the field both more urgent and more accessible. It is now generally agreed that special preparation, over and above the general preparation in professional training and knowledge of Christianity, is one of the fundamental qualifications of the young mis- sionary. No missionary should be considered as equipped for entrance upon the field without it. Some of this work can and ought to be done privately. But most of it can be best done for the large majority of candidates by thoroughly equipped and earnest teachers. This is not the place to discuss in detail what this preparation shall consist of, especially as the matter is fully discussed in Report V of the Edinburgh Conference, and not much further knowledge has yet been gathered which can throw light upon it. But some things are obvious and important above others : (i) The experience of a hundred years has built up what may be called the Science of Missions. In order to know this science, the young missionary should have instruction in the history, methods and principles of missionary work and in those facts which come under the general head of Sociology. (2) The student should not only have some idea of the general History of Religions, but he ought to be taught the nature, doctrines, morals and practices of the special religion or religions in that region to which he is appointed. All this he will learn quicker and better on the field if he has had good preparatory teaching on the subjects under competent teachers at home. In this paragraph must be included some knowledge of the history, character and customs of the people among whom he will work. 3. Mastery of the Instruments. There are two main subjects which may be named as Instruments which every missionary must use and on his skill in which the value of his work will very largelv depend. These are the language of his field and the art of education. I. It need not be settled here whether and how far the study of vernaculars can be successfully begun before the young missionary reaches the field. Only careful experiment can settle that, and no such experiments have yet been carried on in the English-speaking coun- tries of Europe and America. But one thing of vast importance has been definitely settled in the minds of all who know the facts. The Science of Phonetics has been so far worked out and its application to the teaching of languages has been so well established that it is safe to COMMITTEE IV.— REPORT. 83 say this: No Board should he content to send out any young man or woman who has not had a good course under a competent teacher of Phonetics. Moreover, it is universally admitted that certain difficult literary languages of the East ought to be studied by those destined to use them, under competent western teachers. 2. There is no doubt that some training should be had in Pedagogy and Psycholog)', given with a special view to the uses of the mission- ary. Since practically every missionary is going to be a teacher of some kind, the immense importance of this is quite clear. The power of the educational work on all missionary fields depends largely upon this kind of preparation. III. — Religious Qualifications It is assumed, of course, that a personal faith in the Gospel and a personal experience of its power are possessed by everyone who be- comes a candidate for the mission field. It is ridiculous to defend an opposite principle; it is tragic to trifle with this one. And yet the very assumption that no intelligent person will offer himself as a mis- sionary without this qualification may easily lead to disaster. The mo- tives which impel the young are varied and often deeply confused. And it is, alas 1 not unknown that a man should be sent out to preach Christ whose own experience of His powder is utterly inadequate for so searching and exacting a task. The consequences can only be a long, dull toil, without joy and with the scantiest fruitage. The very charity and Christian optimism, which nowadays open the door of the Church so wide to the young and unmatured, may misguide us in the selection and training of those who are to be, not followers, but lead- ers, not occasional workers, but trusted captains and scarred generals of the great war. For their own sakes, as well as for the work's sake, a high degree of Christian experience is necessary among missionaries. No doubt it is not so easy nowadays to determine this matter as it seemed to some of our forefathers. Different denominations have different ways of describing and using their tests. We have also grown sensitive about what we call intruding into another man's inner life. But the mis- sionary is going to deal with the inner life of many men and women. He believes that he is called to do this. And everyone knows that he cannot do it successfully unless he has been himself well grounded and thoroughly illumined in Christian experience. May we venture to name some of the matters on which every candidate ought to be closely examined by competent men and women ? 1. In the first place, the candidate must be consciously possessed and dominated by a direct and personal faith in Jesus Christ as his own Saviour and Lord. There are many ways of describing this faith, many doors of entrance into its possession, and varieties of emotional experience in its exercise. Nowadays no rigid, rule-of-thumb method can be employed for expressing or discovering the reality or depth of this experience, in all cases alike. All the more need is there for ex- amination of the candidates to see that they have the root of the mat- ter in them, that they have made sure in their own heart and mind of the supreme power of our Lord Jesus Christ as Saviour and His su- preme authority as Ruler of their lives. 2. Rising out of this, and yet in the Christian consciousness one with it, is the sense of communion with God. The missionary goes forth to preach Christ, not merely as a wise and gifted Teacher, su- 84 COMMITTEE IV.— REPORT. perior as a teacher to all others, but as the one in and through whom God the Father Himself enters the human heart and henceforth keeps it unto eternal life. The peace of God means everything to an awakened conscience, the love of God everything to a mind that is aroused to the terrors and perplexities of our human life, the indwell- ing of God everything to one who has realized that to be "without God" means "having no hope" here or hereafter. The Christian mis- sionary has no real religious message if he cannot carry in his own heart's life the gladness and purity and strength and endless hope of an indwelling God to the world that does not know Him. He must go bearing the rich fruit of the Spirit in his own soul. 3. But rising out of this again, and necessary to this communion with God, are a man's habits of prayer. As the missionary is to rep- resent the Christian life in all its acts and qualities, he must be a man to whom prayer is the breath of life. There is no safeguard for a man's personal character, there is no proof of his sincerity and earnest- ness, there is no source of confidence in his message, no secret of power in its delivery to be compared for a moment with the constant and happy practice of regular, sustained, varied and intense prayer. The young person who does not know this goes out unarmed to meet the fully armed enemies of his faith and of his inmost moral and spiritual life. 4. And rising out of this again is the fact, familiar to the whole evangelical world, the great discovery which made the modern religious world on its inner and spiritual side, that the man of prayer is a man whose mind is soaked constantly in the Scriptures. For this reason have all Protestant missions made the translation of the Bible one of the primary and vital factors of their work. No theory need be here attempted to account for the fact. The fact is that wherever the life of faith in Christ and communion with God and habitual prayer are realized there the mind and heart are filled with the meanings and the words of the Bible. This is the best inward witness of the Holy Spirit. Hence the Bible is not a mere external accident of Christian experience. It belongs to its very essence so truly and deeply that men everywhere confess themselves cold and heavy in their religious life if they know not how to hear God's word addressed through these pages of Holy Writ to their own hearts and consciences. Every Board will deal through its Candidates Committee with its own applicants for missionary appointment in these matters in its own way. But it does seem that at least these four matters are of funda- mental importance. They must be dealt with patiently, wisely, chari- tably, kindly. But they must be also dealt with firmly, clearly and de- cisively. The young applicants will be the first always to appreciate thoroughness at this point. They have no real respect for superficiality here. They are at times surprised and shocked at shallowness and misspent bungling when that which they know to be the deepest ques- tion of all is passed over, by those who examine and recommend them lightly and easily. Those who have the deepest experience welcome thoroughness here, and those who tend to resent it need it for their own and their work's sake. IV. — Personal Character and Temper The fundamental qualifications which must be named under this general head are best arranged in two groups; first, the essentials of character; second, the essentials of temper. COMMITTEE IV.— REPORT. 85 I. There are three essentials of Christian character which, while necessary for all, must be fully developed in the missionary. These are self-control, humility, and zeal. ( I ) The self-control of which we speak must be exercised over the whole range of natural impulse and appetite. It is necessary to speak of this because, again, it is one of those matters in which prevailing charity, which is often unconscious cowardice and often issues in cruel and harsh experiences, leads us to take for granted that the strong and clear-eyed young man before us is master of his appetites and shielded by Christian common-sense against any sin of self-indulgence. In the great majority of cases this is a true judgment. But there are occa- sional instances to be found where a stricter and more faithful examina- tion at the crisis of decision would have been as the very kindness of God. The varied temptations of the flesh attack men who go to live for prolonged periods abroad from two sources. First, the wrench from the social pressure of the home land and the plunge into a strange world sometimes shakes the whole nature of a man. When the stand- ards of the new world are lower than those of the familiar environ- ment, there is a definite drag downwards. In the majority of cases this may be hardly noticed by a man of rugged moral strength. But where the character had not attained independence, where it was preserved only from without by the sustaining power of home and church and social circle, the removal of these props may, and sometimes does, lead to collapse, even in the earlier years of life abroad. The second strain comes when a man, especially if he is living in certain climates and surroundings which encourage it, finds himself able to regulate wholly his time and habits and the amount of daily work. When the vigor and enthusiasm of youth decrease, the stress on the will to maintain diligence and self-denying service becomes very power- ful. All men in the home field who attain to any position of inde- pendence, of authority over others, know this stress. But in a foreign land, where authority and independence inhere in the very nature of a man's position and relations, the stress is more common and may be much more severe. There arises the danger of self-indulgence, of laxity in the use of time, the disinclination to push the work hard, the shrinking from entrance upon new tasks, the tendency to do all work as a routine which is a burden, and not as an opportunity which in- spires the alert and eager soul. It is better to describe this matter in negative terms, and thus to point out the general but constant danger, rather than to name specific forms of its manifestation. For in no two cases may these forms be identical, and each heart knows its own peculiar temptation and the path of self-indulgence which has opened most easily and attractively before it. In this matter it is the duty of candidates' committees not merely to examine their candidates faithfully and carefully, but to instruct and warn and inform them. For this much more is needed than a single interview, and much more than an address delivered to a group of young men and women on the moral dangers which lie before them. (2) In addition to this matter of self-control, the mastery of appe- tite and impulse, the other two fundamental qualities of character — viz., humility and zeal — may be named and discussed together. Though we do not often realize it, neither of these qualities can be effective without the other. Humility without zeal may look like, and often is, weakness rather than strength. And zeal without humility may be, 86 COMMITTEE IV.— REPORT. and often is, rude, inconsiderate and repulsive. The spirit of humility and the spirit of earnestness are one in the really deep-souled Chris- tian missionary. If a man goes to his task on the foreign field with- out both of these, his labors are likely to be resented or despised. To win them both, a man needs to be well drilled in the school of Christ and His apostles, and familiar with the heart and manner of the great messengers of the Gospel in all lands and generations. (3) In connection with all three of these fundamental qualities it is absolutely necessary to name the demand for that form of self-con- trol and humility which produces freedom from anger and patience of spirit. Many missionary groups have suffered permanently and their work has been wofully hindered by the habitual ill-temper and easily aroused passion of some one of their members. In India, where ill- temper is universally considered a sign of ungodliness, and patience is regarded universally as a prime virtue, the man who cannot control his anger is a constant disproof of Christianity. Not all his eloquence and diligence can counteract the effect of that irreligious phase of his character. The man of impatience, of hot speech, of ebullient passion, cannot represent Christ among the higher civilizations of the non-Chris- tian world, and misrepresents Him among the lower. The matter has been well summed up by saying that the missionary has "need of radical conscientiousness, of unusual initiative and of determination to grow." 2. In addition to the fundamental elements of Christian charac- ter, there are certain phases of personal tone or attitude or general temper which are of essential importance to the success of the mission- ary. Mr. W. A. Rice has given one of the best lists of them, and they may be named here as he gives them : "Earnestness, Clearness and Definiteness (in thought and statement), Tact and Conciliation, Courtesy, Gentleness and Patience, a Holy Walk and Conversation, Spiritual Equipment." In the Report of Commission V to the Edin- burgh Conference the following list is given: (i) The spiritual or essentially Christian part — namely, love of God, faith in Him, hope in Him; (2) elements of moral character: docility, "the peculiar grace that belongs to a teachable spirit" ; gentleness, "the root of adaptabil- ity"; the spirit of courtesy; sympathy, the true "secret of personal influence, the power that wins"; (3) leadership: the power which is developed out of the preceding moral qualities by a vigorous will. It is not necessary to dwell on these in detail. The object in naming them here is that those who have the care of the young candi- dates for missionary work may realize how real is the value of close acquaintance with the personal tone and temper of the young applicants for service, and how vital it is to get them acquainted with the moral and spiritual aspects of those qualities which are essential to success. The evidence of missionaries is abundant from all quarters of the field that very soon the moral and spiritual ideal of the Gospel of Christ is apprehended well enough by the non-Christian mind to be used as a standard for judging the missionary himself. His zeal, his sincerity, his purity, his patience, his unselfishness, his spirit of sacrifice, his evi- dent walk with God, are looked at in the light of what he is himself teaching concerning Christ. What they take for granted in their own religious men is instinctively felt to be incongruous and shameful in him. Where he is self-indulgent, or passionate in temper, or lazy, or unfaithful to his word of promise, he stands condemned, and the Mas- ter, whose holy power he proclaims, is instinctively despised. When he is seen and known to walk with God, to be in dead earnest to win COMMITTEE IV.— DISCUSSION. 87 men to faith in Christ, to be unsparing of self in seeking and furthering their various personal and social welfare, to be in his own character master of his appetites, his temper and his habits, he shines forth as a convincing, attracting, compelling representative and herald of his Master, the Saviour and Lord of all men. Conclusion In view of all that has been said thus briefly and by way of humble and sympathetic suggestion rather than of instruction or dictation, a word or two may be added about the conditions under which these qualifications may be investigated and inculcated. 1. There should be a prolonged period of personal acquaintance with each candidate on the part of those responsible for his appointment. 2. Where he has been already at work on the home field, full knowledge should be obtained of all the features of his work and of his past history, 3. No trouble should be spared to obtain, by personal interviews, as well as by schedules of printed questions, a full knowledge of the candidate's reputation, work, character and influence. 4. Repeated and prolonged personal interviews with the candidate should be had by persons specifically skilled in this work of dealing with personal experience and character. 5. Very full and patient instruction should be given to each candi- date in all the matters discussed in this pamphlet and in whatever of real moment may have been omitted. Some of this instruction should be given to groups or classes. But no one should be sent out to the field who has not had the central matters laid before him fully and kindly and firmly and sympathetically in repeated private interviews. If these rules are observed, not only will some sad cases of possi- ble failure be prevented, but everyone who is accepted and appointed will go out fully forewarned and forearmed, quick to see the dangers to self and to effective service, and wise to preserve character unstained and the Divine fellowship unimpaired. THE DISCUSSION President Wilbert W. White: The report presented by the Committee is an excellent one. What I have to say is in emphasis of certain points, and particularly of one phase of training of the missionary. I am the more free to speak of it because your chair- man, in requesting me to respond on this topic, expressed his desire that I give my convictions. First of all, in considering the fundamental qualifications of a missionary, I think we should be careful to avoid too exclusive con- sideration of the curriculum of study. Our thought should include evidences of success in a practical way which candidates for the mis- sion field have given. What I mean is this : Candidates whom we con- sider for the mission field should have demonstrated a certain amount of ability to bring things to pass. Mr. Spurgeon admitted to his pas- tor's college those who had actually proved themselves Gospel preach- ers. May I refer in this connection to what Dr. Watson said this after- noon about personality and leadership? I should like to add to these two, adaptability, steadfastness and breadth. This last is altogether too often lacking in the foreign missionary. There are too many now in the foreign field who have never experienced deliverance from pro- 88 COMMITTEE IV.— DISCUSSION. vincialism of some sort or other. In thinking of breadth I do not mean that kind of breadth which a river has when it overflows both its banks. What I mean is rather length, breadth, height and depth, all from a center ; a giving out in every direction ; a release from narrow- ness of every kind; a real cosmopolitan experience. I believe this to me one of the most important parts of the preparation of the foreign missionary. Again, I think, we should give due account, when thinking of the fundamental preparation of the missionary, to the limitation of time which, in the present order of things, is so common. This will require us to consider the number of secondary subjects and their relation to the chief subject or subjects to be included in preparation. We should fully recognize that it is possible for us under present conditions to make only a start in the training of our candidates for the field. Conse- quently, it is the more important that we should make the right start. I am sometimes tempted to say that I am becoming less interested in how far I get my students on the way, and more and more interested in the fundamental importance of getting them on the way of laying a foundation on which they may build for all the future. This brings me to the core of the matter. You will have antici- pated that I must speak of what is now coming to be called the Biblio-centric Curriculum. I beg you to bear with me if I, in speaking on this point, manifest considerable warmth. I have been with this problem in a sort of pioneering way now for almost twenty years. I sometimes in speaking manifest a good deal of earnestness and say things very positively. I beg you to believe that I am determined by the grace of God always to be considerate and to try to see things from the other man's standpoint. Some of you may think that I over- emphasize this feature of preparation. Of course, I do not think so ; but the opinion of some that I do is not without its balancing effect upon me. In dealing with the problem of fundamental traning for the mis- sionary, we are dealing with the problem of fundamental training for any kind of Christian work. It does not matter whether a person is aim- ing for the work of a Sunday School Superintendent or a Y. M. C. A. Secretary, a Minister, a Foreign Missionary, a Deaconess, an Evan- gelist, or what-not, the fundamental training is essentially the same in every case; and I maintain that its core, its center, its organizing idea, should be in a study of the Bible in the mother tongue. Will you allow me to define what I mean by a study of the Bible in the mother tongue. It involves more than what is usually understood to be in- cluded in Bible study. As I proceed, will you please keep in mind the following three expressions : The man, the message and the method. What do I mean by the Biblio-centric Curriculum? This expression involves three things : First, a curriculum ; secondly, a center ; thirdly, a Biblical center. May I speak first of the Biblical center, and afterward of the curriculum as related to this center ? We hear much in our day about adding departments of study. This word "add" is very suggestive. A man as he grows richer adds field to field, but we do not add a limb to a tree. A limb is related organically to the tree. In religious education we are in great danger of being thrown into panic by the increase of knowledge. We must be on guard against assuming that it is neces- sary for a successful Christian worker to have investigated all the de- partments of knowledge, especially by the method suggested by the COMMITTEE IV.— DISCUSSION. 89 word "add"; namely, the method of the tourist who goes from one country to another, passing through one after another in rapid succes- sion. The problem of so-called secular education is not yet solved. Let us not make the mistake in religious education of assuming this to be true, and consequently hastening in our imitation of the secular educational system. By putting the Bible in the mother tongue at the center of our religious education, we secure unity and definition of limitations, re- sulting from definiteness of aim. Too often in the training of Chris- tian workers each department of study is conducted, if not wholly out of relation, entirely too much out of relation to the other departments and without reference to a central or organizing department. This organizing department I maintain should be the study of the Bible itself. The Scriptures should have the place of supremacy in our curriculum. Every other department should do obeisance to this one. The chief discipline in religious training should be a knowledge of the Bible in the mother tongue. But what does this involve? It involves a curriculum. May I here use a figure? The figure of a wheel. Our sailor (Sailer) this morning used very effectively the figure of the tide rolling in after a man who was running frantically away from it, and advised us, you will remember, should we ever find ourselves in such a predicament, to turn around and dive straight into the wave. Please associate my wheel with a rolling tide, and thus you may the better remember the two together. They say that the wheels a man has in his head are known by the spokes which come out of his mouth. Here is a wheel which I have had in my head for some time. The hub with its center is the study of the Bible in the mother tongue. The spokes of the wheel are the correlated departments. These are either contributary or tributary. We might use the words concomitant and residual to define these two types of correlated departments. What do I mean by contributary departments to the study of the Bible itself in the mother tongue? I mean such departments as Language, i e.. Discourse, History, Psy- chology, Sociology, Pedagogy, Philosophy, etc. These may be called concomitants, by which I mean acompanying or attendant studies. Tributary or residual studies are such as Theology, Ethics, Apologetics, Psychology, Sociology, Pedagogy, etc., so far as these have been con- tributed to by the study of the Bible as above suggested. Think for a moment of what a definite purpose to master the Bible in the mother tongue accomplishes in the way of definiteness of plan and organiza- tion such as is here suggested. The study of the Bible having been begun, one is able to determine what demands there are upon history and the other departments in order that he may know his Bible, and into these departments with specific aim the student goes for that in- formation and discipline which he requires in order that he may accom- plish his purpose in respect to the Book of books. He does not waste time in aimless, general study in any department. Moreover, he has an inspiration which accomplishes wonders in the way of economy and efficiency in study. Every bit of information falls into its organic relation to every other bit, and thus, working from a center out in every direction, the student is ever increasing in intensity of purpose and breadth of view without being aimless or without unity. A person cannot study the Bible in any part of it for five minutes without seeing the necessity of knowing the history relating to the portion which he is studying. In his mother tongue, the words used in order to under- standing will lead him into the history of his own language, which in 90 COMMITTEE IV.— DISCUSSION. turn leads him into history in general and stimulates in him ultimately the desire to know the languages in which the Bible was originally given. Nor can one study the Bible five minutes without recognizing the need of true psychological and sociological instincts, because the Bible has come through human experience and language. As this experience was wrought out, not only in the individual, but in the groups repre- sented by the family, the tribe, the city, the nation and the rest, imme- diately also the pedagogical aspects of the Bible loom into promi- nence. Thus studying the Bible, before one knows it, he finds all fields correlated ; and in his Bible itself he finds the unity and limitations of these fields as has been intimated. The by-products of such Bible study in the various departments mentioned are large. At the risk of repetition, may I tarry here to make one point, if possible, in a special manner perfectly clear. The policy here advocated is that of going at once into the study of the Bible in the mother tongue, and then following the lines in these other departments which are manifestly required in order to know our Bible, instead of first spending large time and energy in these departments preliminary to the study of the Bible. The practical value of knowing these depart- ments is made apparent to the student by his study of the Scriptures themselves and then from the Scriptures, in order to understand this or that portion of them, as he goes to these various departments of study, he has definitenes of aim and sufficient stimulus to enable him to accomplish much more in the time. May I ask you for a moment to think how this method, if gener- ally adopted, would safeguard the student in matters of critical study? I have no fear of any kind of critical study, provided it is introduced in its proper proportion and at the proper time. What I contend for is that critical study should follow and not precede an intimate knowledge of the Book itself. According to the too common custom, a large portion of the time is taken at the beginning of study in critical or secondary matters, the tendency of which is not to increase but rather to decrease the interest of the student in the thing itself. What I stand for I believe to be truly pedagogical, and because of the application of pedagogical science in this higher realm of Biblical study and teaching, I like to think of what I am advocating as the method of the Higher Pedagogy. Prof. G. A. Johnston Ross: Dr. White, before taking up your next point, what do you mean by the Bible in the mother tongue? Do you mean each particular nation? Pres. White: I mean that a man may most easily acquire knowledge of any subject in the language in which he was born ; the lan- guage which he has heard spoken before he understood it, the language which has to him been interpreted first of all in attitude, in gesture, in tone, and then afterwards in words. The Bible is not intended to be a riddle but a revelation, and the message in the large may be secured in any translation that is anywhere in the region of being accurate. After the message in the large by the most economical and rapid method shall have been secured, the student is in a position to appre- ciate and to pursue with ardor the means for becoming master of the details of the message. By this means many students will be stimulated to study the Greek and the Hebrew, thus by the old method nearer coming to appreciate the value. My contention is that the Bible in the mother tongue should be put at the center of our religious education in such a relation to other departments as to stimulate all students of it COMMITTEE IV.— DISCUSSION. 91 to work eagerly to know everything in every other department that it is possible for them to know. At the same time this vital relation in which the Bible is studied, with the aim which should be present in all those aspiring to do Christian work, will define the limitations of time to be spent in subsidiary subjects. Before I say another thing, I must speak of the rim of that wheel. It has a hub and spokes, but these in themselves do not make a wheel. There must be the periphery. The wheel must have a felloe and a tire. This is furnished in our scheme by the vocational studies. At the beginning of my remarks I asked you to keep in mind the three expressions : The man, the message and the method. Will you now think of these three in relation to the fundamental place for con- tact with the Scriptures themselves which I have been advocating? One of my associates, as we were starting home on our third trip to the Far East, remarked: "I feel we ought to go home and just make Christians." She was thinking of our students who were destined for the foreign field. This is not intended as a reflection upon those already there. It was spoken in the presence of the fearful temptations and trials which face the Christian worker in the world, especially per- haps we may say in the foreign lands. How is this to be done without large and continuous contact with the message of the Gospel together with the study of these other departments in due proportion? As far as the method is concerned, there is much to be learned of it from such contact with the Scriptures as is here advocated, especially when, while they are being studied, there is due proportion of a use of them in a public way. Let us then, in our study of this great problem of the training of Christian workers, seek unification, simplification, correla- tion, subordination. In accomplishing this there is not required so much a new essence as a new emphasis ; not so much elimination, but subordination and limitation in many subjects which now clamor for prominence, with concentration upon the fundamentals. I believe that the Biblio-centric idea only is great enough and unifying enough and powerful enough and sufficiently commanding to produce the desired results. May I close by quoting the words of Bishop Graves, of China: "Experience has taught us that the best way to teach theology is to make the Bible the center of all the teaching, and to devote the greatest amount of time to giving the students the fullest knowledge of the Old and New Testament, and in addition to teach all other branches of theology with constant reference to the Holy Scriptures. In this way the training is made more real and practical." Miss Helen B. Calder: As I went away from the last conference I was resolved that I would try to have a higher standard for candi- dates coming under my charge ; but we have been more or less compelled to take them as they came, and we have had to compromise a little with our ideals. It is some encouragement to know that there is a hearty response on the part of candidates to our appeals for better preparation of missionaries. I have found Student Volunteers most eager to hear about this Board of Missionary Studies. It is also gratifying to know the response on the part of missionaries to our attempts to raise our standard. Letters have come from missionaries saying, "We would rather not have any new workers than to have poor ones, for one poor missionary can undo the work of many good ones." I am gratified that the Student Volunteer Movement is planning to publish this report of Dr. Mackenzie's committee. It will be a great help to Student Volunteer and Candidate Secretaries to have a leaflet 92 COMMITTEE IV.— DISCUSSION. setting forth so high an ideal to put into the hands of young men and women who are considering this work. Let us take up the points as Dr. Mackenzie has given them : First, the physical qualifications. I am glad that subject is allowed as legiti- mate in a leaflet prepared by this Board. I feel very strongly that there should be a doctor's examination, even before a candidate volunteers. It would keep some from volunteering, but more often it would enable them to rectify mistakes. I wish such an examina- tion might be required or suggested. We should emphasize the proper physical preparation of our missionaries, because many of them have to be physical instructors, in addition to many other duties. On the educational side, I am going to ask you to consider a change of pronouns for a little while, because all my knowledge of candidates is of zvomen preparing for the field. I make no apologies because half of our missionaries are women. I would emphasize again the impor- tance of normal training. We cannot be sure that a specialist will find his or her particular field, but we can be sure that every one who goes to the field, not only the woman in the school, but the man in the theological seminary, or boys' school, the doctor or nurse in the hos- pital — every one must train native workers ; and the appeal that comes most strongly from the field is for that training. In some way or other I wish we might impress upon candidates the importance of getting some knowledge of normal methods. I recommend most often a course like that in Teachers College for those who are going out to develop the whole system of education, it may be, for an empire. I wish we might make it possible for more of our missionaries to get that kind of training. There are scholar- ships for missionaries in places like Teachers College — very few, it is true, but perhaps there will be more, and maybe we can get financial help in scholarships from secular institutions which realize the impor- tance and privilege of reproducing themselves in the Orient. Since I have been in the Board rooms and have talked with mis- sionaries on furlough, I have wished that candidates applying for serv- ice might know more of real conditions of life on the field during the first few years. Student Volunteer secretaries cannot give this to col- lege students, because they do not know it themselves, and I do not know how it can be given. But there ought to be no romance whatever connected with going out to the field. I wish there might be cor- respondence courses on this subject with Board secretaries or with missionaries qualified to do this work. I would like to have included in the qualifications a knowledge of conditions in the home churches. I wish there might be required a year of leadership in the home churches before the missionary goes to the field. The Christian Associations in the colleges do a splendid work, but college conditions are absolutely different from conditions in the churches, and from the standpoint of one who is working in the home church trying to interest people, I feel the need of appreciation by the missionaries of our problems. I feel the need also of the kind of help that the new missionar^^ or the prospective missionary can give both for the value of such work and to prove real interest. Many Stu- dent Volunteers lose their purpose after they leave college, but if they are found working hard to interest a group of young people in mission study classes, or introducing missions into the Sunday School, they are proving that they really mean business and want to devote their lives to missions. Then when they get to the field they will be able to send COMMITTEE IV.— DISCUSSION. 93 home proper information to the Boards, for, having worked in the home churches, they will understand the sort of things people want to know. As to religious preparation, some of us have been trying to do away with the idea that the missionary is one who simply goes out to do evangelistic work, and we have succeeded fairly well. But there is danger in our success in assuming that every one who thinks of going has the spiritual motive. We must be careful not to lose the emphasis on the spiritual aim of our work. I would like to bear testimony here to the work of the Student Volunteer secretaries. They have always put the emphasis on the spiritual side of the missionary's life. But oc- casionally we come in touch with people who consider this work after they have left college, who have not been in touch with Volunteer secre- taries. I wish we might keep before such candidates the emphasis of this leaflet on this point. Dr. Mackenzie said there was nothing new in this paper. I no- ticed several things that would be new to many people, and to me in this connection it is new to bring out the point which I am glad he has brought out, and to which Dr. King also referred — the danger of lax- ness on the foreign field and the importance of self-control. In that connection I would mention the value of personal acquaintance with the volunteer. It is not always possible to follow up names that are sent to us by the Student Volunteer Movement, but when we can I think it means everything to be able to know from the earliest possible years candidates who are looking forward to the field. I have found it a great help to keep in touch with the girls who are just beginning their college course. Finally, I wish, in preparing this report, we might incorporate those words which Dr. King gave elsewhere as qualifications for a missionary: "Radical conscientiousness, unusual initiative and de- termination." When the missionaries have met all these qualifications, we at home will have to resign and call some of them home to take our places, because they will then be so much better fitted to do our work. G. A. Johnston Ross: There are one or two things that Have occurred to me as I have been reading this wonderful paper. On the first page there is a reference to the physical qualifications of mission- aries. Now I don't know anything practically about the conditions on this side of the water, but to a reprehensible extent Boards in England have neglected the health of their missionaries when they are at home on furlough ; and I was wondering whether it would be at all desirable or relevant to this paper to say anything about the evil of overworking missionaries by deputation work during their furloughs. There cer- tainly are young people who are afraid to go into missionary work be- cause of what they find in regard to the use that the Boards make of the missionaries at home on furlough. Deputationizing is not only ex- hausting for men who are, as you described them, men of depleted vitality — and hardly anybody can be seven years or five years on the foreign field without a measurable depletion of vitality — you can't do deputation work without running physical risks; but besides that I wish it could be emphasized in a paper like this that too much deputa- tionizing on the part of the missionary is a spiritual loss to the mission- ary himself. I do not know whether it would be possible for you to incorporate in a single sentence, in what is so admirable, as it is, a word or two that might be a salutary warning to Boards in this matter. But there is another point on the next page where you speak of the evils of an inadequate knowledge of Christianity. There are three conditions that you have mentioned there : "The discovery of personal 94 COMMITTEE IV.— DISCUSSION. incompetence to meet certain situations, to discuss the claims and authority of the Gospel," and then about passing the first enthusiasm of youth, and, finally, "superficial knowledge of Christianity leads to super- ficial ways of presenting the Gospel and superficial tests of conversion." All that, it seems to be, is simply admirable. I wonder if it would be possible to add that a superficial or inadequate knowledge of Christian- ity makes for quarelling and for fanatical quarelling about smaller points. It has often seemed to me to be pathetic in the last degree to find that our mission stations, because our missionaries are inadequately trained in Christianity, are hotbeds of dispeace, which are really due to quarrelling about minor points, and that often missionaries are hard fanatics on merely subordinate subjects. I think a training in breadth, as one of the members here in this conference has suggested, is most essential from that point of view. A young friend of my own, who ultimately did not go into missionar)' work, but into the civil service, after testing missionary work on the field, said that the reason for his going into work in the civil service and not missionary work was that he had a year in the mission station in which he had three things to do. One was to keep house, the second was to keep accounts, and the third was to keep the peace ; and he found the last the most difficult of all. May I say how very thankful I am for the stress which you lay upon the necessity for a personal experience of Christianity? As Miss Calder has been speaking just now about these freak cases of young women desiring to enter the missionary work who have no religious interest, I should like to testify that that is getting to be an appalling feature of the present generation. Some men desire to go into the ministry who do not even firmly believe in God and who have appa- rently no religious interest, strictly so called, at all. Whether it is due to the quite abnormal emphasis laid upon our undischarged social obli- gations, and, therefore, to the fact that young people accept the appeal for social justice as though it were the equivalent of a gospel, I don't know ; but we are face to face in our theological seminaries — some of them at least — with this extraordinary thing, that young men desire to go into the ministry who have neither the desire to speak for Christ nor any knowledge personally of His power, according to their own testimony, but just want to do something, as if the ministry were a kind of exalted boys' club, or boy scouts, or something of that kind. The odd thing is that it is not possible for us wholly to condemn these aspirants. What we have to do is to meet this extraordinary situation with especially careful wisdom. But the point I make is this : that the emphasis which this paper puts upon a definite personal experience is of the utmost value, and the more strongly we can lay that before our young people, the better. I should like also to say how grateful I am for the stress you lay so tactfully upon the appreciation of the power of our Lord Jesus Christ as Saviour. The modern way of thinking of the Lord Jesus has this effect: I find amongst some of our theological students that they imagine they have quite got at religion without Him, or that they can pass Him by ; having reached God the Father, they can pass Christ by with a respectful bow. I do not say they are unorthodox, or that they distinctly say that Jesus Christ was not divine, or anything of the sort ; but the practical point is that they are going out into the Christian ministry without the joy, without the buoyancy, without the enthusiasm, which is given, so far as I know, by nothing so much as by the friendship of Jesus Christ. The idea of being the servant of our Divine Lord, Who is, at the same time, a human COMMITTEE IV.— DISCUSSION. 95 friend, is missing from the experience, as I find it, of many of our young people in the colleges and universities. There is just one other little point which I should like to see emphasized, and that is the need for our young people to go through the discipline of obedience. There has been a good deal, sir, of slip- pered ease in our theological training, in the life of our seminaries, and I cannot but count it an unfortunate thing that in so many of our de- nominations young men are put out into the ministry to be at once the masters of their own time; and I would like cordially to support the suggestion made here that missionaries should, for a time at any rate, be under the guidance of others. If it were possible to combine in one proposal this with a suggestion which came out of our discussion to- day, I should be grateful — namely, that there should be schools estab- lished on the foreign field for the study of language and one or two other matters, and that the period spent in these schools by our young missionaries should be a probationary period. Perhaps our Boards might at the end of that time judge by the results of the examinations of the young men and young women in these schools whether they could support a young fellow when he came back again to his native land for his first furlough in going through special training of some sort then ; but I should be so glad if that decision of the Board were to depend partly upon the report of the president or professors of this school on this question of questions, as to whether this young man had learned habits of obedience and physical self-control. I cannot but feel there are a great many failures in the ministry at home that are due simply to the fact that young men have gone out without training in subordination of their wills, training also in physical self-control — matters of getting up in the morning and that kind of thing — who have gone out into the ministry into a position of fictitious and artificial social importance, where they are masters of their own time and ways and have fallen down in ignoble indolence and so have become anonymous mediocrities before they are well on to middle life. If we could pre- vent that kind of thing, which must be of still greater trouble in sub- tropical climates, by making this period spent in the language school at the same time a probationary period, I think it would be of very great advantage to our missionaries. Of course, I do not at all mean that young missionaries should be placed under a system of espionage or re- pressive control by older and more conservative men, but that they should have the advantage of a period of discipline and drill, issuing in a reasonable efficiencv test. INDEX Amendment to the Constitution of the Board of Missionary Preparation, 5. Appointments of missionary candi- dates, need of early, 45. Bangalore School of Languages, 15. Barton, Dr. James L., discussion by, 72 ; presentation of report by, 17-20 ; referred to, 34, 69. Beach, Dr. Harlan P., discussion by, 38-42; referred to, 76. Belgian Catholic missionaries, study of Chinese by, 61. Bible, facilities for study of, 50; lack of knowledge of, on the part of mis- sionaries, 39; need of the knowledge of, on the part of missionaries, 81, 82 ; study of, in the special preparation of candidates, 23, 25, 36, 37, 48, 49, 52, 60, 84, 87-90. Bibliography, of books especially suit- able for translation, suggested, 37 ; on Mohammedanism, prepared by British Board of Studies, referred to, 16; on subjects needed in the special preparation of candidates, 20, 21, 23-26, 32, 37; prepared by Committee on Home Base of the Edinburgh Conference, referred to, 76, 77; prepared by Committee HI of the Board of Missionary Prepara- tion, outlined, 76, 77; prepared by the Student Volunteer Movement, re- ferred to, 77. Board of Missionary Preparation, aim of, 4; budget of, 8, 9; change of name of, 11; committee for 1912 of, 8; constitution of, 4, 5; director of, 8; duty of, in discovering where scholarships are available for special missionary study, 72; duty of, in re- lation to the special preparation of candidates, 69, 70; executive com- mittee of, 6 ; meetings of, 7 ; mem- bership of, 6, 7, 8; methods of, 5; officers of, 6, 8; organization of, 4, 5 ; publication of pamphlet on "Prep- aration of Volunteers While in Col- lege" by, 46; publications of, 11; report of committee on nominations of, 10, 11. Boards of Study, relation of Contin- uation Committee to, 14. British Board of Study, establishment of summer missionary training schools by, 51 ; Oxford Summer School held by, 16, 41, 42; relations of Board of Missionary Preparation to, 9; work of, 16. British Missionary Societies, special preparation of candidates by, 62, 63. Budget of Board of Missionary Prep- aration, 8, 9. Burton, Prof. Ernest D., discussion by, 52-56. Cairo School for Arabic Study, 15. Calder, Miss Helen B., discussion by, 91-93 ; referred to, 94. Candidate committees, recommenda- tions to, 87. Candidate secretaries, duty of, 44. Capen, Prof. Edward W., discussion by, 45, 46, 66, 67 ; referred to, 69, 73, 76; quotation from, 60. Catechisms, criticism of use of, by mis- sionaries, 40. Chentu Language School, 15. China Inland Mission, method used by, in training missionaries, 59. China Inland Mission Training Schools, 15. Chamberlain, Dr. William I., presenta- tion of the report of Committee III by, 76, 77. Christianity, study of needed, by mis- sionary candidates, 23, 52, 81, 82, 93, 94. Church History, study of needed, by missionary candidates, 23. Church Missionary Society, policy of, in preparing candidates, 70. Colleges, cooperation between Foreign Mission Boards and, 34; relation of, to the special preparation of candi- dates, 20, 35, 56, 62, 63, 67, 70. Commission V of the Edinburgh Con- ference, report of, referred to, 86. Committee I, members of, 8, 17 ; re- port of, 17-29; questionnaire of, 17- 21 ; work of, 8. Committee II, members of, 8, 47 ; re- port of, 47-52; work of, 8, 47. Committee III, members of, 8, 76; re- port of, 76, 77; work of, 8. Committee IV, members of, 8, 78; re- port of, 78-87; work of, 8. Committees for 1912, of Board of Mis- sionary Preparation, 8. Conference at Lake Mohonk, quota- tion from report of, 14. Conference of Foreign Mission Boards, action by, 12; recommendations of Executive Committee of, 9; report of Commission on "Language Study" of, referred to, 52; resolutions of, 8,9. Continuation Committee of, relation of, to Board of Study, 14. 97 INDEX Constitution of Board of Missionary Preparation, 4, 5. Cooperation on the foreign field, one way to promote, 65, 66. Country, study of the, needed in the special preparation of candidates, 82. Courses for special study by missionary candidates, 20, 23. Cummings, Rev. Thomas F., teaching of phonetics by, 52, 68. Director of the Board of Missionary Preparation, 8. Edinburgh conference, report of Com- mission V, referred to, 47, 59, 81, 86. Educational missionaries, specialization in the preparation of, 42-45 ; unusual demands on, 38, 39, 43, 44. Education, study of, in the special preparation of missionaries, 33, 34, 41, 43, 44, 47, 60, 61 (See "Peda- gogy"). Educational preparation of candi- dates, need of, for the training of native workers, 33, 34, 38 (see also "Intellectual preparation"). Educational Qualifications of mission- aries, 80-83, 87-94 (see "Intellectual qualifications"). Educational work, on the mission fields, criticism of, 38, 39; part of the duty of all missionaries, 33, 34, 38. Electives in college, use of, in the special preparation of candidates, 35. Executive Committee of the Board of Missionary Preparation, members of, 6 ; report of, 7-9. Erdman, Dr. Charles R., presentation of report by, 47-52 ; referred to, 59. Financing, of special preparation of candidates, 26-28, 31, 32, 34, 48, 49, 63-66, 68, 69, 72 ; of special study by missionaries during furloughs, 69, 71, 72. Foreign Mission Boards, "Big Broth- er Movement" among, 32 ; coopera- tion between colleges and, 34; duty of, toward Student Volunteers, 46; duty of, to watch over the health of missionaries, 80; early appointments of candidates by. 45 ; education of, in matter of special preparation of can- didates, 34; financing of special preparation of candidates by. 26-28. 31. 32, 34, 48, 49,_ 63-66, 68,' 69, 72; financing of special study by mis- sionaries during their furloughs, by, 69, 71, 72; present plans and prac- tices of. as to the preparation re- quired of their candidates, 17-29; su- pervision by. of special study by candidates and by missionaries on furlough, 26-28, 69. 72. Foreign Missions Conference, action by, 12; recommendations of Execu- tive Committee of, 9; report of Commission on "Language Study" appointed by, referred to, 52; reso- lutions, 8, 9. Furloughs of missionaries, financing of special preparation during, 72; use of, 71-73, 93. German Mission Boards, special prep- aration of candidates by, 62. Graves, Bishop, quotation from, 91. Haggard, Dr. F. P., discussion by, 67- 70, 72, 73. Hartford School of Missions, 34. Home churches, knowledge of condi- tions in, needed by candidates, 92, 93. Intellectual qualifications of missionary candidates, 21-23, 25, 38-42. See "Educational qualifications." King, Pres. H. C, discussion by, 34-38; referred to, 49, 93. Lake Mohonk Conference, quotation from report of, 14. Language schools on the foreign field, 14, 15, 28, 33, 59; need of, and scope of training in, 48, 49. Language School in West China, 33. Language study, by missionary candi- dates, 24, 33, 37, 47,. 48, 51, 52, 61, 62, 64, 70, 71, 74, 82, 83 ; facilities for, 50 ; inadequacy of on the part of many missionaries, 39. Liturgies to be used by foreign mis- sionaries, need of study of, 40. Lucknow Winter Language School, 15. Mackay, Dr. R. P., discussion, 56, 57. Mackenzie, Dr. W. Douglas, address by, 13-16; discussion by, 73-75; pres- entation of report by, 78-87 ; referred to, 34, 37. 60, 91, 93. Medical missionary candidates, special preparation of, 42; special post- graduate work by, 51, 52; study of tropical medicine by, 28. Meetings of Board of Missionary Preparation, 7. Membership of Board of Missionary Preparation, 6, 7, 8. Minutes of Second Annual Meeting of Board of Missionary Preparation, 7-12. Missionary Summer Schools (Union), need of, 36. Missionary Training Schools in North America, arguments against, 62-64 ; arguments for, 66, 67; essential courses in, 52 ; facilities for study of missions and religion in, 50; in- 97. Tropical medicine, study of, by medi- cal candidates, 25, 28, 52. Turkey, study of French language by appointees to, 28. Union Missionary Summer Schools, need of, 36. University of Nanking, department of missionary training in the, 15. Watson, Dr. Charles R., discussion by, 29-32, 71, 72; referred to, 49. Weitbrecht, Canon, referred to, 16. White, President Wilbert W., discus- sion by, 45, 70, 71, 87-91. 100 'sry-Spee, Library 1 iowoiTrrs i6594TD ]07i B7-24-B3 32I88