In order to make any work with indigenous workers a success, one of the first and most important steps to be taken is to gain their confidence and respect. We present this thought in spite of its triteness, for it is of prime importance. The principle in training African teachers is equally applicable in working with them after they have become evangelists and teachers. This has been ably expressed by Harold Jowitt, director of native development in Southern Rhodesia at the time he wrote his book, "Suggested Methods for African Teachers":
"It is perfectly sound to remember the significance of his race, and of his environment. It is equally sound to remember that he is a professional man, and to make his training worthy of his profession. This approach to his training having been made, it will usually be found that he responds in a most encouraging manner, and frequently demonstrates that he is worthy of admission to so honorable a calling."
When this principle is followed, and the workers are dealt with as men who are worthy of their high calling, our native brethren rise to the confidence placed iti them, in an encouraging manner. Once their confidence has been gained, the second important step is to organize the work in a simple but effective manner, so that each worker will understand the scope and extent of his responsibilities. This is important if one is to avoid misunderstandings. Often a worker does not feel free to make plans or put forth special effort, because he has sensed a confusion of fields of work, and the results have been detrimental, to say the least. It might be added that this is not at all peculiar to African workers.
To illustrate: It is our plan to put an evangelist in charge of a district that contains twelve to fifteen schools. This supervisor is held entirely responsible for the work in that district. Therefore it is only fair to him that no one else should try to make plans or changes among the teachers without his knowledge. Should this be attempted by anyone else, even the European director, the supervisor immediately has a tendency to throw up his hands and retire from the leadership in practice, if not in name. Not even the European leader should assume this prerogative. If it becomes necessary to make any changes or institute new plans, all should be done through the supervisor and not directly with the teachers.
One of the most effective means of placing this responsibility upon natives, supervisors and teachers alike, and one that is being tried out with considerable success in several places in the Congo Union, is the plan of budgeting finances and setting goals for additions to Bible classes for each district, and thus for each school. Then a report periodically which shows the failures or the gains, keeps the workers informed and inspired to greater efforts to reach the goals set. They also realize more fully that the responsibility is theirs.
The next part of the problem, after the work is organized and an understanding is reached with the workers, is the maintenance of the regime—the real pastoral work of the mission director. Nothing in my experience has proved of such value to the work in general as visiting the teachers in their schools and churches. The value of this plan was forcefully demonstrated recently, in noting the difference in response on the part of the teachers and the church members on the second visit as compared to that of the first visit. The rounds were made after nearly a year of working without any -visits.
This work of visiting has many disagreeable features, mainly physical, especially in the rainy seasons, but it is the most profitable and the most satisfying part of the work. The director, as he spends a day or two at each school, begins to know his fellow workers, their problems, the people, and their lives, in a way that is impossible in any other way.
So often when teachers present their cases on which they need help or counsel, the European is afraid to give specific advice. He realizes that he is not familiar with the circumstances involved, which, were they known, might alter his judgment. So he must be content to speak in generalities. When he is finished, the worker has not been helped, nor is the director satisfied. This condition no longer exists after one or two visits to the schools, when he can sit clown with the teacher and the supervisor to go into all the details of the case in a thorough way. He then knows what he is talking about, and can render his judgment and give advice for that particular case. He thus shows that his burdens are those of the workers, and a bond of sympathy is established that leads to greater co-operation and fellowship in labor such as nothing else can produce.
On these visits, it is good practice to take along the files that contain membership cards of the Bible classes and church membership for each school. Then in the evening the local worker, the supervisor, and the director go over each name to check the records. Incidentally, but perhaps most important of all, the teacher is asked to explain the cause of each backsliding and to tell of his efforts to prevent it, thus causing him to realize that he must give an account of the flock entrusted to him.
This matter of visiting the schools is the most important of the director's duties, and should not be neglected. As soon as it is left undone, a separation begins between him and his workers, imperceptible, perhaps, at first, but none the less sure. At several of the mission stations in the Congo Union, the teachers come in to the central station each month with their reports, but even this does not take the place of visiting the individual teacher in his school, since what is done is usually done in a group, and the individual touch is thereby lost.
Another phase of the problem of enlisting the co-operation of native evangelists is the question of regimentation, or not allowing for originality and initiative in working out the details of the work. We would not wish to imply that no organization should be allowed, far from it. But it often happens that the European worker resents any new plans or methods instituted without his counsel, or that vary slightly from his own ideas. We recognize that in counseling there is strength, but if the workers are rebuked for showing any initiative, soon the desire or inclination will disappear, and the director will be left with all the details of the burden to carry himself.
Would it not be wiser to outline in broad lines the plans as adopted or proposed by the mission committee, then leave the details with the native workers to work out in their own way, according to their own psychology and customs? By experiences on several occasions we have been led to believe that this plan is far better. A check must be kept on all things, that they run according to policy, of course, allowing nothing that will work a detriment to other parts of the field. There are some things that matter a great deal and others that do not matter so much. Let us not make mountains of extra burdens, for ourselves, out of molehills of details.
Then last of all, but not the least, in working with Africans as well as with any other group of workers, the golden rule should he followed in all our dealings with one another. If we expect there men, upon whom an increasingly important share of responsibility must be placed, to carry their burden with a willing heart, we must treat them with consideration worthy of their high calling. The broader principles of mutual respect and consideration which are so essential in dealing with workers of any race or group, apply equally well in dealing with African workers.
