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"Children's Portion in the sanctu:

Aberdeen Sabbath School Union, 209 Helping their Helpers; or, How may
American Sabbath School Statistics Ministers add to the Power of the

-1885, by Rev. Alex. Jackson, . 280 Sabbath School as a Teaching and Annual Charity Collection, . . 318 Saving Agency? by Rev. Ē. J. Bethany Sabbath School, Philadel. Brailsford, . . . . . 273

pbia (with plan), . . . . 249 | How to Help Children in their BOOK NOTICES, 18, 46, 102, 166, 236, Reading, by Rev. Dr. Charles H.

237, 261, 292, 322 Richards, .. Boys' Brigade, The,

96, 282 Jottings from School Reports, .231 Children at Church,

· 316 Infant Classes, Scheme of Scripture Children, Our Street,

Lessons for,. . .

· 32 Children's Portion in the Sanctuary, INTELLIGENCE

Alexandria Free Church School, 49,264

American Sabbath School Cón. ary,” and “The Children's Day,"

ventions, . . . . . 170 . . . 252


Boys' Brigade, The. .135 Children, The Love of, : : 33.60

Calton Parish Church School, • 169 Christian Work, by the Rev. David Calton U. P. School, ... Thompson, Appledore,

Cambuslang U. P. Church, . Claremont Church Mission Sabbath . Cambuslang Union, . 78, School (with plans), . . .:

Dumbarton Union, . . Convention, Eighteenth Scottish Elgin Street Sabbath School, .261

National Sabbath School, 235, 257, 285 Glasgow Sabbath School Union, 20, "Doe the Nexte Thynge," . . 188

21, 48, 77, 103, 132, 168, 191, 239, Dosser's Meeting, A,

. 99 261, 292, 325 Dumbarton Sabbath School Union, 128 Govan Union, 20, 78, 104, 135, 216, Early Training - A Mother's In

240, 293, 321 fluence, . .

212 Henderson Memorial U. P. Church Efficient Teacher, The.. .


School, .
Examinations, Teachers' Local, 39, 67 Hutchesontown U.P. Church Sab

bath School,
Irreverent Service-The Rending In Memoriam: the late Mr. Daniel
of the Garments, . ..

Gardner, . Novel use for Waste Paper,.

Middle Union, 49,104,133, 168, 262, 325 Patience-Faith-The F

Mission Work among Italians in Fear and Procrastination, .

Glasgow, . . . . . . 79 Science - Affliction - Encourage National Bible Society, : : 240

ment to Teachers, . . . 191 North-Eastern Union, 49, 169, 294, 326 Study - Thankfulness an Assist North-Western Union,. 20, 79, 106, ance to Work - Lonely Labour

192, 262, 295, 328 ers-Our Senior Scholars-A Offer to Teachers, . . . 106 Contrast, . . . . . 238 Partick and Hillhead Union, 294, 326 The Bible: its Letter and Spirit, 47 Pollokshaws and Thornliebank The Qualified Teacher--Diamond

Union, 21,78,104,135,192,262,294,326

Presentation to Mr. F. J. Hartley, 21 GLASGOW SABBATH SCHOOL UNION Presentation to Mr. R. M'Callum, 240 Autumn Meeting,

Prize Essay on the Sabbath, : 22 Forty-eighth Annual Meeting and Rothesay New Parish School, 170

146 Sabbath Schools in Queensland, . 240 Godly Upbringing of the Young, by South-Eastern Union, . 49, 104, 168, Rev. Dr. Oswald Dykes, .

215, 262, 263, 293, 321


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Sabbath School Buildings, .

13 Southern Union, 48, 103, 133, 169, 263, Sabbath School Statistics - Free

328 Church of Scotland-- 1885, .
Spoutmouth Bible Institute, .170 Sabbath School Statistics, United
St. Peter's Free Church School, . 105 | Presbyterian Church-1885, .
Sunday School Reform, .. . 241 Saintliness, . .
Teachers' Conference, . . . 78 Son, The Place and Power of a, by
Temperance Prize Tales, . . 265 | late Rev. William Arnot, ..
Vale of Leven Union, 21, 105, 135, 263 Speaking the Truth, . .
Western Union, 20, 78, 134, 192, 295 Street Children, Our, . ..
Lesson to Parents and Teachers from Successful Review System, A,
Nature, A, : :

Rev. Russel B. Pope, . .
Libraries, Sabbath Schooi, :

36, 63 Sweetness of Spirit,
36, 63

. . Love of Children, The, by Rev. J.

. 101

Teacher's Hope, The, by Rev. Dr. H. Paterson,

Robert Anderson, Management of a Sabbath School, Teachers' Local Examinations, 39, 67,119 General, .

7 Teacher's Outside Work, The, by Memorial to Church Courts on the Margaret E. Sangster, . . Training of Teachers, .

. 126 | Teacher's Quiver, The, 29, 55, 86, 111, Missionary Meeting, A Sabbath

132, 175, 199, 223, 247, 270, 302, 331 School, . . . . : 45

45 Teaching Power of Christ's Miracles, Missionary's Letter, A, . . 74, 130! The, by Mr. H. Morton Barnett, 114 New Books, i :. .

Tempérance? What can the Teacher Notes on Scripture Lesson Scheme I do for, by Rev.J.C.W.Coke,Ph.D., 71 for 1885, . 22, 50, 80, 106, 136, 171, Toys for the Infirmaries, . . 320

193, 216, 241, 265, 295, 329 Training of Sabbath School Teachers, Our Big Boys :' What can we dó 1 by Mr. James Parlane, . : 123 for them?'.

Training of Timothy, The, by Rev. Pastoral Catech

James Ross, .

. 180, 205 POETRY

Vale of Leven Sabbath School To Live in Christ, . . . 41 Union-Scholars' Examination, · 284 How to Work, . .

161 | Veteran in Christian Service, A: Cast thy Bread upon the Waters, Memorials of the late Mr. John

Pharos -A Heart's Story, . . Stewart, ... Sabbath Schools and Foreign Mis Weak Points that should be

sions, by Professor Drummond, . 1 Strengthened, Sabbath School, General Manage

What to do this Summer : a Word ment of a, by Mr. M. Paterson, B.A., 7 to Senior Scholars, . . . Sabbath School Libraries, by Mr. Wisdom of Winning Souls, by the

Thomas Mason, . . : 36, 63 | Rev. Charles Graham, . . Sabbath School Missionary Meet Wonderful Book, The: its Triumphs, 'ing, A,

. 45 by Rev. David Thompson, AppleSabbath 'School Mission for Scot:

dore, · · · · · 92, 380 land-Report for 1884, . . 90 Work, .



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Sabbath School Magazine.

NO. I.]

JANUARY 1, 1885.


Sabbath Schools and Foreign Missions.* By PROFESSOR HENRY DRUMMOND, M.A., F.G.S., F.R.S.E., Glasgow. In trying to collect my thoughts on this subject in the usual way, that is, by collecting the thoughts of others, I have been somewhat bewildered to find that my predecessors in this field, if there are any, have not immortalized their views in print. I hope this arises from my ignorance of the literature of the subject, for the more I think of it, the more I see how much is in it, and how much more might easily be made of it: for the usual preliminary difficulty, of forging the link between the new interest and the persons to be interested, is in this case largely removed by the circumstances of the case. The great problem of the Church regarding the heathen, is how to interest men in Foreign Missions, how to get men in middle life, with their sum of interests already made up, with the romantic driven out of them long ago by the prose of business, to let loose their imagination upon the question at all, to believe that foreign countries exist, that missionaries are real men. But with respect to children, this problem scarcely exists. They are not yet rooted in the environment of any country. It is really only as we grow up that we become provincial. The child is the true cosmopolitan, has the universal mind, and India and Calabar are as real to it as the next parish. The Sabbath school teacher will do well to mark this characteristic, and take advantage of it. Anything which makes foreign countries real is a contribution to the missionary cause. Picture-books of wild animals, missionary adventures and travels, descriptions of the manners and customs of savage races — these have a most important function in preparing the mind to realize

* An Address delivered at the Seventeenth Scottish Sabbath School Convention.

missions. Moreover, these are the most tempting of all themes to a boy or a girl—for there are no more voracious readers of boys' books than girls

—so that this preliminary missionary education can be carried on without the possibility of prejudicing the scholar by the dryness of his task. I would go the length of saying that a Sabbath school superintendent might do much worse occasionally than take his whole school to a menagerie; and I think a good paper might be written for next conference on the missionary function of Noah's arks. No man, in fact, has a finer chance in any department of Christain work than the teacher who would interest the young in missions. While every other class of work is handicapped by difficulties of the most hopeless kind, this stands out as an almost solitary exception-an exception which, let me say in passing, would become the rule if men grew into the other aspects of religion in childhood, instead of having to force themselves into them in maturer years. But, wholly apart from the religious nature, there is an appeal in missions to the instincts of the young which affords an enormous leverage to those who would interest children in the missionary's work. Between the spirit of the boy, the wondering adventurous spirit of the boy, and the heroic career of the missionary, there is a natural sympathy; and the question in hand reduces itself mainly to this :-Grant the preparation in the boy, grant the surpassing interest and fascination of the facts, how are we to bring the one in contact with the other? This is really the whole problem. The facts will make all the impression, create all the interest, enlist all the missionaries, if they are only known.

In speaking, then, of the question of missionary information, which we have just seen to be the key to the position, the first and obvious thing to remark is, that the teacher should know the facts. My experience upon this score is that the majority of teachers are densely ignorant of missions. I have lately returned from a visit to one of the best known missions in the world, an ideal mission, which has been before the public in many ways, and whose romantic story, one would think, must have given it a place in the hearts and interests of many. I have been moving among the people most likely to have showed that interest, and yet I have not found more than three persons who could ask an intelligent question about it. I have been asked by intelligent people if I went to Lake Nyassa by the Congo; and a dozen times I have had to change the conversation in despair on being asked if I had seen anything of General Gordon. In trying to interest some political people in London in the Central African slave trade, I find the same hopeless confusion of geography. Some leading members of Parliament never even heard of Lake Nyassa. I think it is a teacher's duty to qualify himself for his work by a knowledge of foreign missions. It is not possible to know the details of all the various fields, but with a general knowledge of all—such as may be obtained from the many recent and admirable manuals on the subject-he might possess such an intimate and special knowledge of one as to understand the general lye of missionary work everywhere, and interpret it intelligently to his class.

With regard, next, to the missionary information which is to be brought under the notice of the Sabbath School, the main thing to attend to, I think, is definiteness. This is the secret on which

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