Leader’s Guide to accompany The Torchlighters: The Mary Slessor Story Table of Contents

Introduction to The Torchlighters Series ...... 3

Synopsis of The Torchlighters: The Mary Slessor Story ...... 4

Teaching Plan for The Mary Slessor Story ...... 5

Session 1: What is Shalom ? ...... 6

Session 2: Blessed are the Peacemakers ...... 10

Session 3: as a Peacemaker ...... 12

Session 4: Ordinary Peacemaking ...... 15

Letter to Parents ...... 17

Supplementary Materials

Map of Mary Slessor’s ...... 18

Mary Slessor Timeline ...... 19

Bold Peacemaker: The Life of Mary Slessor ...... 21

Key People in the Life of Mary Slessor ...... 23

Quotes from Mary Slessor ...... 25

The Torchlighters: Heroes of the Faith Series ...... 26

Answer Key for Select Student Pages ...... 27

© Christian History Institute

Learn more about The Torchlighters: Heroes of the Faith programs at www.torchlighters.org .2 Leader’s Guide to accompany The Torchlighters: The Mary Slessor Story Introduction to the Torchlighters Series

Torchlighter: One who commits to serving God and passing on the light of the Gospel, even if the going gets tough.

The Torchlighters video series offers children real heroes that they can depend on. Unlike the shallow heroes offered by today’s popular culture, these heroes have lived truly great lives marked by moral depth, strength of character, and an unwavering com - mitment to Christ. Their struggles and small steps of obedience challenge us to take our own steps of faith.

It is our sincere desire that as children get to know these “torchlighters,” they will choose to follow in the footsteps of the greatest torchlighter of them all, Jesus Christ. Learn more about the mission behind this series and find more free resources at: www.torchlighters.org

Learn more about The Torchlighters: Heroes of the Faith programs at www.torchlighters.org .3 Leader’s Guide to accompany The Torchlighters: The Mary Slessor Story Synopsis of The Torchlighters: The Mary Slessor Story

The bold Scottish Mary Slessor has gone deeper into the Nigerian jungle than any other, bringing with her medicine, educa - tion, and the life-changing message of the Gospel. When a young mother arrives on her doorstep in the dead of night with newborn twins, Mary Mary settles a dispute between two chiefs. receives an even more challenging call from God: go bring peace and Good News to the Okoyong people, where a powerful witch doctor is terrorizing the most vulnerable to appease a vindictive god. In spite of strong warnings from Brits and Nigerians alike, Mary follows Christ even farther into the jungle. With the Okoyong people’s chief near death and the lives of more innocent people on the line, can Mary’s Savior save them all? Discover the story of this courageous peacemaker in the latest episode of The Torchlighters!

Learn more about The Torchlighters: Heroes of the Faith programs at www.torchlighters.org .4 Leader’s Guide to accompany The Torchlighters: The Mary Slessor Story

Teaching Plan for The Mary Slessor Story

Shalom! Peace to you! In a world marked with increasing conflict and broken relationships, the biblical concept of shalom (peace and wholeness) is more important than ever. Torchlighter Mary Slessor lived in a time when conflict and broken relationships were widespread among the people she served in Nigeria. She spent her life working to share God’s shalom through caring for orphans, educating chil - dren, distributing medicine, mediating conflicts between people groups, and most importantly, introducing people to Jesus. Mary was known as a peacemaker for bringing leaders together to talk through conflict rather than killing each other. She even went to the much-feared Okoyong people, against the advice of Nigerian and British leaders alike, where she earned enough respect to share Jesus and his ways with Chief Edem and his people. This episode of The Torchlighters will inspire young viewers to follow Jesus as peacemakers, just like Mary Slessor.

1. PREVIEW Torchlighters: The Mary Slessor Story to become familiar with the story. Our theme for this series is Blessed are the Peacemakers . Four sub-themes will be explored:

• Lesson 1: What is Shalom ? — Explore the meaning of the Bible’s word for peace. • Lesson 2: Blessed are the Peacemakers — Learn how Mary Slessor practiced shalom . • Lesson 3: Jesus as a Peacemaker — Jesus’s life shows us how to be peacemakers. • Lesson 4: Ordinary Peacemaking — Jesus guides us in the way of peace .

2. REVIEW the Supplementary Information. Become more informed on this true story by reading through our supplementary materials beginning on p. 18.

3. SELECT and PREPaRE Teaching Material. Our four-lesson plan is designed to lead children on a faith journey with Mary Slessor. Feel free to mix and match to best suit your group and the time available. All material is reproducible and designed to help children apply the teaching themes.

NOTE: Special supplies are needed for activities in each session. To supplement the Torchlighter video’s focus on “Blessed are the Peacemakers,” we encourage you to invite a guest with peacemaking experience in your community for the interview portion of Lesson 3. (You can find question prompts for your group on p. 13 of the Student Pages.)

4. VISIT www.torchlighters.org for other free resources, such as unique ministry ideas, informative blog posts, publicity posters, and the “Carry the Torch” theme song, craft, and relay.

are you planning a Torchlighters showing or event? Publicity is easy when you download free posters at www.torchlighters.org . We’d love to share your Torchlighter story and photos on our website and our Facebook page, facebook.com/torchlighters .

Learn more about The Torchlighters: Heroes of the Faith programs at www.torchlighters.org .5 Leader’s Guide to accompany The Torchlighters: The Mary Slessor Story

Session 1: What is Shalom ?

FOCuS : Shalom is the Bible’s word for “peace”; it includes complete well-being for individu - als and communities, a peace in which God’s love makes the world whole.

ThEME VERSE : “ Blessed are the peacemakers, for they will be called children of God.” Matthew 5:9 (NIV)

• PREPaRE: Materials to have ready for Lesson 1 • Copies of the What's Your Jam? worksheet from p. 3 of the Student Pages • Copies of the What Is Peace? worksheet from p. 4 of the Student Pages • Printed copies of the Shalom Sleuths' Scripture Search on p. 5 of the Student Pages • Bibles for each student for the Shalom Sleuths’ Scripture Search (or instruct students to bring their own) • Equipment to show the preview clip of The Torchlighters: The Mary Slessor Story • Copies of the invitation on p. 9 and coloring implements for students to decorate them • Copies of the parent letter on p. 17 to hand out

• GREETING— “ShaLOM!” As children enter, greet them saying, “Shalom, [child’s name]!” If they ask what this means, simply say, “wait and find out!”

• ROLE PLaY—CONFLICT aNd PEaCEMakING: Hand out p. 3 of the Student Pages ( What's Your Jam? ) and have students quickly make their selections. Choose one of these “conflict points” to focus on, such as “beach or mountains.” Have students choose sides and join together with people on their side to present the reasons for their choice. Stoke the debate, and let it get heated.

Then call for a pause. Ask for a volunteer to be the “peacemaker” between the two sides. Have this person stand in between the two groups and try to help them resolve the “conflict.” Let students take turns trying different approaches. Try a new conflict point with a different child in the peacemaker role. Encourage them to try things that work well and to experiment with things they do not think will work. Let them try their ideas and see how they play out.

For example, your peacemaker could: • Have each side ask the other side to share three things they like about the mountains or beach and then repeat back what they hear. • Suggest things that the beach and mountains have in common. • Have each group come up with three reasons the other group is “right.” • Have both sides shake hands and apologize. • Instruct each group to draw a picture representing why they like what they chose. • Host a mini debate and allow each side 30 seconds to make an argument and 30 seconds for rebuttal, etc. • These can be as strong or weak as the students think of. Trying out really terrible strategies for peacemaking will help them to learn what does not work.

After each peacemaker tries their strategy, have the class discuss which strategies were most effective.

Learn more about The Torchlighters: Heroes of the Faith programs at www.torchlighters.org .6 Leader’s Guide to accompany The Torchlighters: The Mary Slessor Story

SAY: These “conflicts” were all in fun. Can you imagine how conflicts can grow larger and larger when more important issues are at stake? What issues can you think of that might be more difficult to resolve?

• WORkShEET— WhaT IS PEaCE? Direct students to p. 4 of the Student Pages to consider what they already know about peace. Fill out your own worksheet too and invite students to share what they’ve written or drawn.

• ShaLOM SLEuThS’ SCRIPTuRE SEaRCh :

ASK: Does anyone here speak a language in addition to English? Which one(s)? Can you tell us how to say “peace” in this language?

SAY: The Old Testament in the Bible was written by God’s people called the Israelites, and their lan - guage is called Hebrew. The Hebrew word that means peace is shalom [pronounced shuh-lohm’] . Can you say that? (Repeat together a few times.)

SAY: Shalom is a word that is a little broader than the English word peace. To find out what shalom or peace in the Bible means, we are going to look for clues. You will work with a partner to look up verses in the Bible that talk about shalom (or peace) and use those verses to understand what shalom means. Pretend you are detectives and these verses are your clues to understand shalom . Write down one thing you learn about shalom /peace from each verse to share with the class.

Divide students into pairs and assign each pair 2–3 verses on p. 5 of the Student Pages.

When the students finish, have each group share what they learned about shalom . On a whiteboard or poster board with SHALOM written in large letters in the middle, record the clues your students found in smaller writing all around it. (Be sure that you can save this for the next lesson.)

DISCUSS: How do these answers match up with what you said about peace in our other activity? What new things have you learned?

As a group, look up Matthew 5:9 and have a volunteer read it.

SAY: In Matthew 5, Jesus is teaching his followers how God wants them to live. Jesus read the Old Testament as God’s Word when he was growing up (the New Testament wasn’t written yet!), so these verses we found in our Scripture search are verses Jesus learned when he was a kid too.

ASK: Think about what we learned in our Scripture search. What do you think Jesus means when he says, “Blessed are the peacemakers?”

• PREVIEW The Mary SleSSor STory :

SAY: When we gather together next time, we will watch a 30-minute video about Mary Slessor, known as a peacemaker in a place that is now the country of Nigeria in Africa. Let’s watch a short clip together now!

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Play short preview clip at beginning of DVD.

SAY: Next week we will see how God calls Mary to be a peacemaker and how she bravely follows Jesus to bring God’s shalom , God’s peace, into a place very different from her own home.

• INVITaTION: Have students make invitation found on p. 9 to invite a friend next time. Fill out the date/time/place on the invitation and encourage students to decorate their peace doves and/or add other symbols of peace to the invitation.

• PaRENT LETTER: Distribute this letter to help parents understand the lessons you are sharing in class (p. 17 in Leader’s Guide).

• CLOSING PRaYER: God of Peace, thank you for teaching us about your shalom through your Word in the Bible and in Jesus. Thank you for your peace that helps us not to be afraid. Teach us to be peacemakers in the example of Jesus. Amen.

• PREPaRaTION FOR NExT LESSON: Review session 2 beforehand and gather your supplies accordingly.

• LOOkING ahEad: Start thinking now about your guest speaker for the ORdINaRY PEaCE - MakER INTERVIEW. Remember, shalom -peace is bigger than ending wars and conflicts; it includes all things that bring God’s justice and righteousness, practices that make broken lives and relationships whole. Even if you do not know people who call themselves peacemakers, think about people who work for God’s shalom in their everyday lives. Do you know a social worker who helps people or families find more wholeness? Do you know a community leader who is working for more just policies in your neighborhood or city? Do you know a mediator who helps people resolve inter - personal conflict? Do you know someone working to end poverty in your area? Do you know someone who works for an adoption agency or parents who have adopted—people who help kids find wholeness and right relationships within a family? People are following Jesus in working for shalom all over—some for paid employment and many as volunteers—so think creatively!

NOTE: Refer to the answer key on p. 27 for answers to selected Student Pages.

Learn more about The Torchlighters: Heroes of the Faith programs at www.torchlighters.org .8 You’re invited!

Join us as we watch The Mary Slessor Story. Learn how Mary practiced Jesus’s peace on ______at ______.

You’re invited!

Join us as we watch The Mary Slessor Story. Learn how Mary practiced Jesus’s peace on ______at ______. Leader’s Guide to accompany The Torchlighters: The Mary Slessor Story

Session 2: Blessed are the Peacemakers

FOCuS : View The Mary Slessor Story and consider how Mary is an example for us of practic - ing the shalom (peace) of God.

ThEME VERSE : “ Turn from evil, and do good; seek peace, and pursue it.” Psalm 34:14 (NIV)

• PREPaRE: You will need:

• Copies of Shalom Word Search from p. 6 of the Student Pages • The information on pp. 18-24 of the Leader’s Guide to teach about Mary’s historical context • Necessary equipment to show The Torchlighters: The Mary Slessor Story • Copies of the Dig into the Story! and Digging Deeper questions on pp. 7-8 of the Student Pages • Copies of Write Your Own Acrostic Poem on pp. 9-10 of the Student Pages • Writing/coloring implements

• GREETING— “ShaLOM!” As children enter, greet them saying, “Shalom, [child’s name]!” Encourage students to greet one another with “shalom” as well.

• REVIEW: Refresh your group with what you learned about shalom (peace) in the ShaLOM SLEuThS’ SCRIPTuRE SEaRCh last week by completing the Shalom Word Search on p. 6 of the Student Pages. Encourage children to share how these words relate to what they learned about shalom during the Scripture search last time, especially with guests or new friends.

• INTROduCE ThE VIdEO: SAY: Today we will watch The Mary Slessor Story and find out how Mary became a peacemaker in Nigeria. As you watch try to answer this question: How many differ - ent ways can you see Mary acting as a peacemaker to bring God’s shalom to the people she served?

• ShOW: 30-minute program The Torchlighters: The Mary Slessor Story.

• STudENT QuESTIONS: Allow students time to process the video and ask questions about flow and content.

• FuRThER dISCuSSION: Lead discussion using appropriate questions from the Dig into the Story on p. 7 in the Student Pages. Direct advanced students to p. 8 to Dig Deeper .

• BIBLE TIME:

SAY: Mary Slessor is a great role model of someone who practices the shalom-peace we learned about last time. The Bible teaches us that God wants us to practice this shalom too. Let’s look again at one of the verses from our scavenger hunt.

Have students turn to Psalm 34:14 and have a volunteer read it aloud: “Turn from evil, and do good; seek peace, and pursue it” (NIV).

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SAY: Last week we learned from the Bible what it means to seek God’s shalom-peace. Let’s go back to our findings and talk about how Mary Slessor did this in the video we watched.

Bring out the poster board/white board from Lesson 1 and have students come up with examples from Mary Slessor’s life that illustrate each aspect of shalom. Write the examples down on the poster board as your students think of them.

SAY: Did you know that the Bible includes poetry? It’s true! The Psalms are actually poems and songs. And Hebrew poets were really creative! For example, Psalm 34 is an acrostic poem. That means that each verses begins with a letter of the Hebrew alphabet in order, from aleph to tav; that’s the English equivalent of A to Z.

ASK: Can you think of any reasons that God’s people would write their poems as acrostics? (To help them memorize it; to describe God’s goodness and peace from A to Z—it’s all encompassing; etc.)

SAY: To help us remember what we’re learning about God’s shalom, we’re going to write our own poems, just like the authors of the Bible!

• aCTIVITY: WRITE YOuR OWN aCROSTIC POEM— Direct your group to pp. 9-10 in the Student Pages. Students can write shalom acrostic poems alone or in pairs and then share with the class. These could be poems about shalom in the Bible or how they saw Mary Slessor acting as a shalom-maker in the video or how they want to seek God’s peace in their own lives.

• CLOSING PRaYER: God of Peace, thank you for Mary Slessor’s example of peacemaking that we can learn from. And thank you for the beauty of your Word that encourages us in Jesus’s way. Show us new ways that we can be peacemakers and practice your shalom this week. Amen.

• PLaNNING ahEad: Be prepared to host your guest for the ORdINaRY PEaCEMakERS INTERVIEW. Review the next lesson and pp. 11-13 of the Student Pages. Gather needed materials.

NOTE: Refer to the answer key on p. 27 for answers to selected Student Pages.

Learn more about The Torchlighters: Heroes of the Faith programs at www.torchlighters.org . 11 Leader’s Guide to accompany The Torchlighters: The Mary Slessor Story

Session 3: Jesus as a Peacemaker

FOCuS: Jesus’s life shows us how to be peacemakers.

ThEME VERSE : “For [Jesus] himself is our peace….” Ephesians 2:14a

• PREPaRE

• Invite your guest to come speak for the ORdINaRY PEaCEMakERS INTERVIEW and print copies of the interview questions for your students on p. 13 of the Student Pages. • Print the Story Mix Up from p. 11 in the Student Pages for your students to complete and bring writing implements for students to use. • Set up to show The Bible Project’s short video on Shalom: https://bibleproject.com/videos/shalom-peace/ • Print the Word Study on Shalom questions on p. 12 of the Student Pages for students to use in processing the Bible Project video.

• GREETING— “ShaLOM!” As children enter, greet them saying, “Shalom, [child’s name]!” Encourage students to greet one another with “shalom” as well.

• aCTIVITY: Have all students shout out their favorite color three times at the same time.

ASK: Can anyone name someone else’s favorite color?

Finally go around in a circle and have students say their favorite color one at a time.

SAY: We need to use our ears to understand one another, not our mouths. Listening well is an impor - tant step in peacemaking.

• REVIEW: Use p. 11 in the Student Pages ( Story Mix Up ) to review the story of Mary Slessor. Encourage the class to share the important details of the story, focusing on what they know about her life and legacy. Encourage your guest to ask questions of the students as they review the story.

• BIBLE TIME:

SAY: Over the past few weeks, we have been talking about God’s shalom or peace and how we see it in the Bible and in Mary Slessor’s life. Today, we’re going to review what we’ve learned by watching a short video from The Bible Project that looks at the meaning of shalom in both the Old and New Testaments.

Show 3-minute video from The Bible Project: https://bibleproject.com/videos/shalom-peace/

This video moves quickly. After it is over, use p. 12 in the Student Pages to lead a discussion to help your group summarize and digest what they learned. Choose whichever discussion questions are most suitable for your group. You may also allow students to reflect on the questions alone or in pairs before discussing all together.

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SAY: The video talked about how Jesus brought God’s peace to the world. Mary Slessor was a peacemaker because she was a follower of Jesus. Jesus’s whole life was about restoring things that are broken in the world, bringing God’s shalom. We’re going to take some time to remember what we already know about Jesus’s life and use our imaginations to picture how Jesus was bringing God’s peace to the world through stories we remember.

SAY: Everyone close your eyes and imagine a story about Jesus that you know. [Pause for 10 sec - onds.] Look around in your imagination at that story and what Jesus is doing. Then when you are ready, you can say out loud what you see Jesus doing. Fill in the blank for the sentence, “I see Jesus ______.” If you think of more than one story, you can tell us more than one thing you see Jesus doing.

[As the leader, it will be helpful for you to begin and show how this works. You may say something like, “I see Jesus feeding 5000 hungry people” or “I see Jesus healing a blind man” or “I see Jesus blessing the children.” It’s okay if there is silence. Trust that Jesus is working in the children’s imagi - nations, even if they don’t say anything out loud.]

After children have finished sharing, close with prayer: God of peace, thank you for sending Jesus to bring peace on earth and in our lives. Thank you for all these memories we have of Jesus and thank you for all the ways you keep on working for shalom in the world today. Help us to follow in Jesus’s example of peacemaking in our own lives. Amen.

SAY: Jesus’s life showed us God’s peace in action, and then by his death and resurrection he brought peace in a way no one else could: by reconciling us to God and one another. Paul writes about this in his letter to the Ephesians. He explains that even though the Jews and the Gentiles (people who are not Jews) used to be enemies, Jesus has made peace between them. Let’s read what he says in Ephesians 2:14–18. Have a volunteer read this passage.

Lead a discussion about this passage using whatever questions are most appropriate to your group: • Verse 14 says, “[Jesus] himself is our peace.” In what ways is Jesus our peace? Who did he make peace between? (Hint: there are at least two answers in this passage. You need to look back to verse 11 to find one of them) • Who is Jesus’s peace for? • How does Jesus make peace between enemies? • Verse 14 talks about the “dividing wall of hostility” that existed between Jews and Gentiles. Can you think of any dividing walls of hostility that separate people in our world today? • Given what we’ve learned about the word “peace” in the Bible, what do you think this pas - sage means when it says Jesus makes peace? Can you think of any examples of Jesus making peace that you know of in our world today?

• ORdINaRY PEaCEMakER INTERVIEW: Now that your students have learned about Jesus as peacemaker, invite them to ask your guest how they follow in Jesus’s example of peacemaking. Allow plenty of time for questions and encourage your students to use the interview questions on p. 13 of the Student Pages.

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• CLOSING PRaYER: Jesus, thank you for coming to earth to show us God’s peace in your life and death and resurrection. Thank you for making peace among people and giving us peace with God. Thank you for the vision of your peaceable kingdom we see in your Word. Help us to join you this week in making peace in our everyday lives and relationships. Amen.

• PLaNNING ahEad: Look at the Jesus Restores Broken Pieces Mosaic activity on pp. 16-18 of the Student Pages and prepare the broken pieces you will use or encourage students to find/bring their own.

NOTE: Refer to the answer key on p. 27 for answers to selected Student Pages.

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Session 4: Ordinary peacemaking

FOCuS: Jesus guides us in the way of peace in our everyday lives.

ThEME VERSE : “By the tender mercy of our God, the dawn from on high will break upon us, to give light to those who sit in darkness and in the shadow of death, to guide our feet into the way of peace.” Luke 1:78–79 (NRSV)

• PREPaRE:

• Copies of the Decode the Quote activity from p. 14 of the Student Pages • Copies of Guide Our Feet in the Way of Peace from p. 15 of the Student Pages • Writing/drawing implements • Materials for the Jesus Restores Broken Pieces Mosaic activity. - Copies of a dove and/or a cross image from pp. 16-18 of the Student Pages - A piece of cardboard for each student (this could easily be cut from the side of a card - board box or even the back of a cereal box) - Broken pieces in many colors (this could be pieces of foam, beach glass, buttons, scraps of greeting cards or card stock, scraps of fabric, or anything else you can dig up from the bottom of your craft closet). You could also ask students to bring some of these materials. - Scissors for each student (to cut the cardboard and/or to cut down the pieces into smaller sizes if necessary) - Glue (preferably hot glue)

• GREETING— “ShaLOM!” As children enter, greet them saying, “Shalom, [child’s name]!” Encourage students to greet one another with “shalom” as well.

• aCTIVITY—dECOdE ThE QuOTE: See p. 14 of the Student Pages.

SAY: Mary walked right into one of the most difficult situations imaginable when she brought peace to two warring tribes. The conflicts we find ourselves in may not be as dangerous, but her words can still guide our actions. How?

• BIBLE TIME :

SAY: Before Jesus and his cousin, John the Baptist, were born, the Holy Spirit gave John’s dad Zechariah some words of prophecy that are written down in the Gospel of Luke. Zechariah talked about how his son John would prepare the way for Jesus, the Savior. At the very end, he describes what it will be like when Jesus comes. Let’s read his words together.

Ask a volunteer to read Luke 1:78–79.

These are words of poetry, and usually it helps us to hear poetry more than once to take in the images. Ask another volunteer to read it again and this time ask your students to close their eyes and imagine what pictures would go with the words.

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Lead a discussion using the following questions:

• What pictures did you imagine listening a second time? • What does this passage say that Jesus will do? • Can you think of any stories you know about Jesus where he does these things? • How do you feel when you hear these words?

SAY: These verses say that Jesus will guide OUR feet into the way of peace. So now we’re going to take some time to brainstorm all the ways we can follow Jesus on this way of peace in our everyday lives.

• GuIdE OuR FEET IN ThE WaY OF PEaCE:

In the short Bible Project video we watched last week, we learned that Jesus made peace or shalom by restoring things that were broken. You may show that video again here to refresh the students’ memories: https://bibleproject.com/videos/shalom-peace/. Direct students to p. 15 of the Student Pages to brainstorm how Jesus is guiding their feet on the path of peace. Remember that we practice shalom by restoring both physical things (an unusable garden or a bodily injury) and also relation - ships (from the smallest scale in our families to the larger scale in our country and world). Encourage your students to think of steps along this path of piece in these different categories.

• JESuS RESTORES BROkEN PIECES MOSaIC:

SAY: Last week we read in Ephesians that “Jesus himself is our peace.” In his life, death, and resur - rection, Jesus restored things that were broken and brought together people who used to be enemies into his one church. Today we are going to make mosaics out of broken pieces as a reminder of how Jesus makes something new and beautiful out of what looks broken and discordant.

Have students trace a cross or a dove (their choice) from pp. 16-18 of the Student Pages onto cardboard and then cut out the image (if students are too young, they could also make the mosaic on cardboard without cutting out the shape). Provide broken pieces for them to glue onto the cardboard.

• PRaYER: Jesus, our Savior, thank you for giving us light when we are in darkness. Thank you for repairing things that are broken and showing us God’s shalom through your life, death, and resurrec - tion. Please guide our feet in your way of peace. Amen.

NOTE: Refer to the answer key on p. 27 for answers to selected Student Pages.

Learn more about The Torchlighters: Heroes of the Faith programs at www.torchlighters.org . 16 Dear Parents,

This week we began a series on Mary Slessor, a Torchlighter hero of the faith. At our next meeting, we will view a 30-minute video depicting the life of Mary Slessor, a 19th-century mis - sionary to Nigeria.

The bold Scottish missionary Mary Slessor went further into the deep Nigerian jungle than any other, bringing with her medicine, education, and the life-changing Gospel. When a young mother arrived on her doorstep with newborn twins, Mary received an even more challenging call from God: to go bring peace and Good News to the Okoyong people where a powerful witch doctor was terrorizing the most vulnerable to appease a vindictive god. In spite of strong warnings from Brits and Nigerians alike, Mary followed Christ even deeper into the jungle, bringing the Good News, saving the chief’s life, and mediating peace between warring people groups.

During our time together, we will focus on the theme, “Blessed are the Peacemakers” (Matt. 5:9). We will explore the meaning of the Bible’s word for peace, shalom , and learn how Mary Slessor practiced this shalom . We will also see how Jesus’s life, death, and resurrection show us how to be peacemakers and learn to pursue this way of peace that Jesus teaches. If you have any questions or comments, please don’t hesitate to ask.

Sincerely,

Learn more about The Torchlighters: Heroes of the Faith programs at www.torchlighters.org . Leader’s Guide to accompany The Torchlighters: The Mary Slessor Story Map of Mary Slessor’s Nigeria

This map will help you visualize Mary Slessor’s movements described in her story and in the timeline below.

Learn more about The Torchlighters: Heroes of the Faith programs at www.torchlighters.org . 18 Leader’s Guide to accompany The Torchlighters: The Mary Slessor Story Mary Slessor Timeline

1848 Mary Slessor is born at Gilcomston, Aberdeen, on December 2.

1856 The Slessors move to , hoping that Mr. Slessor could break his drinking habits if he got away from old friends and surroundings.

1859 At age 11, Mary begins working in a factory to help support her mother and younger siblings because her father’s alcoholism had become worse. Determined to further her education, she studies during stray moments at work. c. 1860 Mary becomes a Christian.

1860–1876 Mary participates in Christian work with young people in Dundee; takes a class in the rough area of Quarry Pend; after the formation of Victoria Street United Presbyterian, she teaches classes under the supervision of Mr. James Logie, who was ever afterward her friend.

1875 Mary offers her services to the United Presbyterian mission board.

1876 The United Presbyterian Church appoints Mary as a missionary teacher to (a region of Nigeria). In March, she goes to Edinburgh for more Bible training and meets people who become her lifelong friends, including Mrs. M’Crindle. In August, she sails on the steamer SS Ethiopia.

1879 Mary becomes sick with malaria and returns to Scotland for rest for sixteen months.

1880 Mary takes charge of the women’s work at Old Town.

1883 Mary returns to Scotland for nearly three years to care for her dying mother and a sick sister, accompanied by Janie, an African twin whose life she had saved. Mary moves her mother to a warmer town and arranges for her care.

1885 Mary goes to Creek Town where she worked with the Goldies. Her mother dies in December.

1886 Janie Slessor, Mary’s last remaining sibling, dies in March.

1888 Mary moves to the Okoyong area, whose inhabitants had previously killed . She works over the next fourteen years at Ekenge, Ifako, and Akpap.

1891 Mary becomes sick and returns to Scotland, again accompanied by Janie.

Learn more about The Torchlighters: Heroes of the Faith programs at www.torchlighters.org . 19 Leader’s Guide to accompany The Torchlighters: The Mary Slessor Story

1892 Mary accepts appointment as the British government’s agent in Okoyong.

1898 Mary returns again to Scotland for rest because she is sick—her fourth visit home. Four of her African family accompany her: Janie, Alice, Maggie, and Mary. She returns to Nigeria near the end of the year.

1902 Mary does pioneer work in the Enyong Creek area.

1903 Mary starts a mission at Itu (south of Enyong Creek) and visits Arochuku, northwest of Enyong Creek.

1904 Mary settles at Itu.

1905 Mary settles at Ikotobong and serves as the British appointee to a Nigerian court.

1907 Mary becomes sick again and travels to Scotland for her fifth and final visit to her homeland, accompanied by six-year-old Dan, an African. That same year, she returns to Nigeria and settles at Use (South of Enyong Creek).

1908 Mary opens a home for women and girls at Use.

1909 Mary gives up work for the British government.

1910 Mary begins a new mission work at Ikpe (west of Enyong Creek).

1912 Mary accepts a vacation in the Grand Canary islands arranged by friends.

1913 Mary visits Okoyong. The Chapter-General of the Order of the Hospital of St. John of Jerusalem in England makes her an honorary member and awards her its Maltese Cross. She worked between three stations at Use, Ikpe, and Odoro Ikpe.

1914 Mary becomes seriously ill in August and never fully recovers.

1915 Mary dies at Use on January 13.

Learn more about The Torchlighters: Heroes of the Faith programs at www.torchlighters.org . 20 Leader’s Guide to accompany The Torchlighters: The Mary Slessor Story Bold Peacemaker: The Life of Mary Slessor

“The Africans have killed every missionary who went up the river to Okoyong. You’ll be the next,” friends warned Mary Slessor.

“It would be worth dying if just one soul could be saved,” she retorted.

Finally, fellow missionaries and government agents gave up trying to dissuade her. As far as they were concerned, Mary was living up to her madcap, headstrong reputation. “I will constantly pray for you,” said one friend, “but you are courting death.”

Trusting God every step of the way, Mary went upriver. In Okoyong she worked with some of the roughest people in the world. Many times they threatened her. Many times she faced dangerous ani - mals. But she pressed on in faith.

Mary Slessor had dealt with rough people all her life. In Scotland as a young girl, her father had often gotten drunk, beaten her, and thrown her out of the house on cold nights. His abusive behavior did not break her. To keep her family from starving, she took work in a factory as a pre-teen, reading books as she worked at the loom.

After becoming a Christian, Mary taught the Bible to young people in the worst slums of Dundee. Tough boys harassed her. In one famous instance, she stood her ground while a gang leader whirled a lead weight at her head. When she did not flinch, he dropped the weight and attended her Bible class. Another time she offered to take a whipping for a boy if he would go into the gospel meeting. Impressed, he became a Christ-follower that very evening.

For years Mary’s family had thrilled to missionary stories, especially the reports from Africa of Scottish missionary-explorer . Her brother Robert planned to become a missionary. After young Robert died, Mary offered herself to the mission. Her hard work in Dundee proved she was up to the task, and the Presbyterian mission sent her to Calabar, a region of Africa within today’s Nigeria. After a few years working near the coast at Duke Town, Old Town, and Creek Town—years during which she learned Efik, the main language of that area—Mary received permission to move far - ther north to Okoyong.

During her fourteen years in Ekenge, Ifako, and Akpap (villages of Okoyong), she devoted herself to teaching people about Christ and ending cruel practices. The people of Okoyong believed that one twin in each pair was inhabited by a demon; since there was no way to know which, their practice was to kill both babies, along with their mother. Mary rescued many twins from death and raised them herself. Another practice she tried to end was trial by ordeal, which might include pouring boiling oil on sus - pects or making them eat poison beans to see if they were guilty. Her many years spent learning Efik and the Okoyong peoples’ culture and practices enabled Mary to settle many disputes peacefully. In fact, the British government made her their agent in the local court.

Learn more about The Torchlighters: Heroes of the Faith programs at www.torchlighters.org . 21 Leader’s Guide to accompany The Torchlighters: The Mary Slessor Story

Gradually Mary brought about change. She made peace between warring tribes and encouraged trade between inland clans and coastal people, bringing prosperity to both groups. She improved the treat - ment of women and children.

In her last years, she began a completely new mission work near Enyong Creek and trekked as far north as Arochuku to take the Gospel where it had never been heard. No white woman had ever been to many of the places she went.

Mary opened mission work in the Enyong Creek area at Itu, Use, Ikpe, and Ikotobong. Again she had success. But she was growing old. To compensate, she now trained younger missionaries to carry on her work. One of them, Martha Peacock, was with her when she died of natural causes. The Africans whom she had been warned would take her life, mourned her instead.

Learn more about The Torchlighters: Heroes of the Faith programs at www.torchlighters.org . 22 Leader’s Guide to accompany The Torchlighters: The Mary Slessor Story key People in the Life of Mary Slessor daVId LIVINGSTONE was a famed Scottish missionary-explorer whose exploits inspired many peo - ple around the world to become missionaries, including Mary Slessor.

ROBERT SLESSOR was Mary’s shoemaker father. He became an alcoholic and spent every penny he could get on drink so that his family suffered greatly. When drunk, he often hit Mary and her mother or forced them out into the street on cold nights.

MRS. SLESSOR, Mary’s mother, trained Mary and her siblings to follow Christ. She passed on her wis - dom to Mary saying, “When one duty jostles another, one is not a duty;” and “Thank God for what you receive; thank God for what you do not receive; thank God for the sins you are delivered from; and thank God for the sins that you know nothing at all about, and are never tempted to commit.” Despite frail health, she worked in a factory to feed her children. After years in Africa, Mary had to return to Scotland for more than a year to care for her mother and a sick sister.

ROBERT SLESSOR JR. was Mary’s older brother. He planned to be a missionary and promised to have Mary visit him, but died young of pneumonia. One reason Mary became a missionary was to take his place. Other siblings of Mary who died young were John (also of pneumonia), Susan, and Janie. duNdEE WIdOW (name unknown) invited mill girls to warm themselves at her fire as they walked home from work, cold and tired in winter, and then warned them of eternal fire.

JaMES LOGIE was a friend of Mary in Scotland, who worked with her to hold church services for young people and then handled her finances while she was in Africa. Often she wrote to him to contribute to some charity or another. “He is the best earthly friend I have,” she wrote early in their association.

MR. aNd MRS. WILLIaM aNdERSON were the missionaries who mentored Mary at Duke Town, Nigeria, when she first lived in Africa. Mammy Anderson made Mary go without meals if she was late to dinner, but William would bring her biscuits and bananas. Once when William complained about the behavior of the Nigerians, Mammy said, “Well, Daddy, if they were Christians there would have been no need for you and me here.” Mary dearly loved Mammy Anderson.

MaMMY FuLLER was a Nigerian Christian and ex-slave who became Mary’s close and cheerful friend at Duke Town. A kindly, happy, unselfish woman, she never spoke ill of anyone. Somebody said to her, “Mammy, I believe you would say a good word about the devil himself,” and Mammy pointed out that Satan never lets up on his business.

ChIEF OkON was an exiled chief who lived thirty miles up the Calabar river from Old Town. He invit - ed Mary to a palaver in his village and sent a canoe to fetch her.

Learn more about The Torchlighters: Heroes of the Faith programs at www.torchlighters.org . 23 Leader’s Guide to accompany The Torchlighters: The Mary Slessor Story

JaNIE aNNaN was an African twin whom Mary rescued and named after her youngest sister. Janie became Mary’s main helper and visited Scotland with her.

EYO hONESTY VII (Chief Honesty) was the Christian king at Creek Town who befriended Mary and loaned her his canoe. huGh GOLdIE was a missionary at Creek Town. Mary worked under the supervision of Hugh and his wife before she went alone to Ekenge. Later Goldie gave Mary a canoe when she had moved to the Okoyong region.

ChIEF EdEM of Ekenge gave Mary a place to live, and she worked in his village many years.

BLINd MaRY was an elderly African woman at Creek Town, full of faith and gratitude despite poverty and blindness. Mary wrote about her, “Her voice is ever set to music, a miracle to the people here, who only know how to groan and grumble at the best.”

EME ETE was the sister of Chief Edem at Ekenge. She “mothered” Mary and promoted the changes Mary wanted to make but never became a Christian herself.

MRS. M’CRINdLE was Mary’s lifelong friend in Scotland. Whenever Mary was in Edinburgh during her furloughs she stayed with Mrs. M’Crindle.

ChaRLES OVENS was a Scottish carpenter who came to fit doors and windows in Mary’s house at Ekenge. He was full of good humor and laughter.

ONOYOM IYa NYa was a Nigerian leader at Akani Obio who had heard the Gospel as a boy. He sent a messenger to summon Mary when she was near Enyong Creek so she could teach him how to become a Christian.

MaRTha PEaCOCk was a missionary who trained under Mary, became her friend, and sat with her when Mary was dying at Use.

Learn more about The Torchlighters: Heroes of the Faith programs at www.torchlighters.org . 24 Leader’s Guide to accompany The Torchlighters: The Mary Slessor Story Quotes from Mary Slessor

“My life is one long daily, hourly record of answered prayer. For physical health, for mental overstrain, for guidance given marvelously, for errors and dangers averted, for enmity to the Gospel subdued, for food provided at the exact hour needed, for everything that goes to make up life and my poor service. I can testify, with a full and often wonder-stricken awe, that I believe God answers prayer.”

“Lord, the task is impossible for me but not for Thee. Lead the way and I will follow.”

“The secret of all failure is disobedience.”

“Christ never was in a hurry. There was no rushing forward, no anticipating, no fretting over what might be. Each day’s duties were done as each day brought them, and the rest was left with God.”

“The smallest things are as absolutely necessary as the great things.”

“Prayer is the greatest power God has put into our hands for service—praying is harder than doing, at least I find it so, but the dynamic lies that way to advance the Kingdom.”

“Why should I fear? I am on a Royal Mission. I am in the service of the King of kings.”

“Sin is loss for time and eternity.”

“We must see and know Christ before we can teach.”

“If you play with temptation do not expect God will deliver you.”

“Lord, give them Thy best, and it shall suffice them and me.” (Her prayer for people.)

“O for a heart full of love to Jesus and to these perishing ones for His Sake.” (In a letter to her friend Maggie)

“What have I ever been able to do except what God has done Himself and could have done as easily without me.” (Comment when she was awarded the cross of the Order of St. John.)

“What a storehouse the Bible is when the Spirit illumines it.”

“When you think of the woman’s power, you forget the power of the woman’s God. I shall go on.” (To a chief who tried to make her turn back from danger)

Learn more about The Torchlighters: Heroes of the Faith programs at www.torchlighters.org . 25 Leader’s Guide to accompany The Torchlighters: The Mary Slessor Story The Torchlighters: heroes of the Faith Series

JIM ELLIOT WILLIaM JOhN BuNYaN ERIC LIddELL GLadYS aYLWaRd Missionary TYNdaLE Author of The Olympian Missionary to Ecuador Bible translator Pilgrim’s Progress and missionary to China

RIChaRd PERPETua aMY CaRMIChaEL WILLIaM BOOTh SaMuEL MORRIS WuRMBRaNd Early church Missionary to India Founder of African prince turned Founder of The Voice martyr The Salvation Army missionary of the Martyrs

auGuSTINE CORRIE TEN BOOM JOhN WESLEY ROBERT JERMaIN MaRTIN LuThER Early church Rescuer during Founder of the ThOMaS German monk who theologian World War II Methodist movement Bible smuggler sparked the Reformation to Korea

adONIRaM aNd haRRIET TuBMaN GEORGE MüLLER ST. PaTRICk MaRY SLESSOR aNN JudSON “The Moses of her people” The man who The runaway slave The fearless Missionaries to Burma depended on prayer who brought the peacemaker Gospel to Ireland Coming soon: The John Newton Story! Visit www.Torchlighters.org for up-to-date information on new releases. Learn more about The Torchlighters: Heroes of the Faith programs at www.torchlighters.org . 26 Leader’s Guide to accompany The Torchlighters: The Mary Slessor Story answer key for Select Student Pages

Shalom Word Story Search, p. 6 Mix up, p. 11

decode the Quote p. 14

“Lord, the task is impossible for me but not for Thee. Lead the way and I will follow.”

Learn more about The Torchlighters: Heroes of the Faith programs at www.torchlighters.org . 27