PELITA - The Methodist Church Newsletter
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Essay - Hari Ini Dalam Sejarah Methodist
01 Aug 2016
Evangelism in Mission Schools
Source/Author: By Rev. T.W. Houston in the “Chinese Recorder.”
The highest efficiency of the educational branch of mission work is dependent upon the co-operation of the evangelistic branch. While mission work is not complete without its educational scheme, education cannot attain its true place in the work of Christianising China without the evangelist working by its side and helping by his influence and co-operation.
As ends aimed at it in mission schools we may mention three: The spread of accurate knowledge and the consequent breaking down of superstition; the elevation of the church by giving its members the power which lies in knowledge; and the development of Christian leaders of church activities. There is little disagreement in the testimony that comes from friendly and unfriendly critics that the work is fairly well calculated to accomplish the first two ends. Concerning the third there is more question. There are some who hold that the only aim for a school supported by funds raised for missionary purposes is to put forth Christian workers, i.e., men who shall give their whole time to assisting in the propagation of Christianity. And some of those say that the results of school work do not justify the time and expense given to it; that a small proportion of those who receive education in our schools become effective workers; that others who come into the work through other channels surpass these students in zeal and tact; that we had better spend the force and means now given to educational work in some other form. Now, in saying what I desire to on this point, let me not be considered as a special pleader who has a position to defend, but as a missionary who in common with his fellows desires to ascertain the most speedy and sure means of bringing the people of China to know God and Jesus Christ His Son. Many, perhaps all, of those who are in school work are doing that, not because they think it more important than other forms of work, but because some one must do it, and it has fallen to them to hold this position. They would gladly be out preaching the glorious Gospel in street chapels and country villages, but they cannot do two things at the same time.
I will not take time now to enumerate the many earnest and efficient preachers, teachers and helpers in other forms of Christian work, the output of Christian schools. Nor will I do more than allude to the fact that an able, consecrated layman, attending to his own business and serving his Master faithfully, is often quite as potent a force as the preacher. Schools may well rejoice over such results.
Coming to the point, allow me to say—and I believe I voice the thoughts of all who have charge of schools—that among those who have received their education in mission schools, the number who give themselves wholly to the Lord’s work, is not so great as I would like to see. In saying this I am not expressing any disappointment nor any dissatisfaction with the work. It is not that the results are not what I have hoped or expected.
I will not take time now to enumerate the many earnest and efficient preachers, teachers and helpers in other forms of Christian work, the output of Christian schools. Nor will I do more than allude to the fact that an able, consecrated layman, attending to his own business and serving his Master faithfully, is often quite as potent a force as the preacher. Schools may well rejoice over such results.
Coming to the point, allow me to say—and I believe I voice the thoughts of all who have charge of schools—that among those who have received their education in mission schools, the number who give themselves wholly to the Lord’s work, is not so great as I would like to see. In saying this I am not expressing any disappointment nor any dissatisfaction with the work. It is not that the results are not what I have hoped or expected.
A dear friend who does not see quite as I do on this matter has said that boys can be made just what you would have them be; that if he had charge of the school he could make them all preachers, or all teachers, or all blacksmiths. I suppose he would say it is simply a question of curriculum, methods and aim. We will not delay to argue the question of his ability to do so, but mention it as a rather extreme statement of a widely spread opinion, i.e., that if the boys educated in mission schools do not engage exclusively in Christian work, blame should be attached to the education or the educator. But the writer was taught that a man-made preacher is one of the most useless appendages the church can have. It would be laying profane hands on the ark of God to so shape a boy’s education that he would enter the Gospel ministry as a matter of course, or of necessity other than that laid upon him by the Spirit of God acting through his own conscience.
No doubt mission schools are open to criticism, and no doubt mission evangelistic work is open to the same. Fair criticisms are generally helpful and appreciated. Let kindly criticism go on until we reach perfection. But still more necessary is co-operation. Now I wish to speak of two very essential conditions to the development of spiritually-minded church workers among students of mission schools. The first is that they should come from Christian homes. We can hardly speak of heredity, for the Christian church in China is hardly old enough to feel the force of this. Still the children of those who are willing to acknowledge the claims of truth, would naturally be open to its influence. Statistics gathered in theological schools at home, show that by far the larger proportion of those entering upon such studies, are children of those who are active as Christian workers.
Suppose the students receive education and support nearly or largely gratis, as is the case in most mission schools in China. Scholars can then be obtained who will take the full course, remaining in the school until over twenty years of age. In many respects such scholars are the most promising. Yet their parents, or those who place them in the school, have often only one end in view, that is, financial gain. They gain immediately by getting rid of the support of the boy and of the expense of his education; they look forward to the time when he will be able, as a result of his education, to support them. Their aim is that he shall obtain the most lucrative employment, whether from the foreigner or from any one else. They hold this view costantly before the boy during his course.
Suppose the students receive education and support nearly or largely gratis, as is the case in most mission schools in China. Scholars can then be obtained who will take the full course, remaining in the school until over twenty years of age. In many respects such scholars are the most promising. Yet their parents, or those who place them in the school, have often only one end in view, that is, financial gain. They gain immediately by getting rid of the support of the boy and of the expense of his education; they look forward to the time when he will be able, as a result of his education, to support them. Their aim is that he shall obtain the most lucrative employment, whether from the foreigner or from any one else. They hold this view costantly before the boy during his course.
If the school offers sufficient inducements and charges fees, it will shut off the poorer class and draw its students from the well-to-do people. In this case the wish is not so much immediate relief in the expense of educating their boys, but more for future gain, and, in so much, militating yet more strongly against the hope that the boys will ever devote their lives to self-denying Christian work. Is it not a miracle, under such conditions, that results have been as satisfactory as they have? Verily a miracle, due entirely to the power of God. If the one in charge of the school is faithful to his duty he has very little time to devote to preaching, away from the immediate vicinity of the school. But as the faithful evangelist, who is not thus limited, is blessed in his work, the Christians increase in number and spiritual knowledge. The preacher co-operates heartily with the school master. He urges upon his people the great need of giving their boys a Christian education. He leads them out of their selfish ideas as to the present and future. He shows them that their best return for the Lord’s goodness is to give their own hearts to Him; and secondly, to give their sons to His service as He may desire them. They probably are thankful to avail themselves of the financial aid given in the mission school toward the education of their children, but during all the school years the parents are praying for their boys may glorify their Saviour by their lives. And when the prayers are answered by the call of Spirit to specific church work, they give thanks in their closets and commit the boy to the Lord.
The second essential is that the boys should have constantly before them the example and incentive of the kind of work we desire to see some of them take up. This also is the work of the evangelist. We come here to rather difficult ground. The work of the travelling evangelists has its own hardships. Much away from home, and other congenial and helpful companionship, poor food, bad beds and other physical hardships are among them. It is most hard to urge upon others the hardships which one is precluded from enduring himself. Sometimes when my brethren or sisters are off on such trips, and I know they are having these discomforts, and I cannot but pray that they may be given grace to continue in this way, I have a feeling that the least I can do is to go without a meal occasionally or take some of the school bed-boards and sleep in a dirty, leaky shed in the far corner of the compound. It remains only an impulsive, however. The school-master is the school-master, and while he does much local work, some one else must do the more distinctly evangelistic work. The evangelistic spirit in the school can be built up around this other one. He is personally known to the scholars, and is interested in them. He comes in often and talks to them, tells them about his work. They pray for him and his work, and admire him personally. When the time comes that they are willing and able to assist in this kind of work he can lead them out, show them how to do it, and they are led on in somewhat the way Christ led His disciples on to their great conquests.
The second essential is that the boys should have constantly before them the example and incentive of the kind of work we desire to see some of them take up. This also is the work of the evangelist. We come here to rather difficult ground. The work of the travelling evangelists has its own hardships. Much away from home, and other congenial and helpful companionship, poor food, bad beds and other physical hardships are among them. It is most hard to urge upon others the hardships which one is precluded from enduring himself. Sometimes when my brethren or sisters are off on such trips, and I know they are having these discomforts, and I cannot but pray that they may be given grace to continue in this way, I have a feeling that the least I can do is to go without a meal occasionally or take some of the school bed-boards and sleep in a dirty, leaky shed in the far corner of the compound. It remains only an impulsive, however. The school-master is the school-master, and while he does much local work, some one else must do the more distinctly evangelistic work. The evangelistic spirit in the school can be built up around this other one. He is personally known to the scholars, and is interested in them. He comes in often and talks to them, tells them about his work. They pray for him and his work, and admire him personally. When the time comes that they are willing and able to assist in this kind of work he can lead them out, show them how to do it, and they are led on in somewhat the way Christ led His disciples on to their great conquests.
Let us pray that this co-operation may be even more full and close in the future than it has been in the past. Let those who teach in the school-room, and those who teach in the pulpit and on the street, pray more for each other and consult together often. Let us not make the mistake of thinking that our aims are in any sense at variance. Let the teacher throw his heart and soul into his work and the preacher magnify his office. The work of each will be helped by the prospering of the other, and more valuable workers will be called into the Lord’s vineyard from among those who receive their training in mission schools.
The Malaysia Message
Vol. VI No. 9
The Malaysia Message
Vol. VI No. 9
June 1897