social gatherings, and the like; he will arrange for special groups to visit the aged, sick, or shut-in for the purpose of singing gospel songs, and will open the way for those who are qualified to do so to read the Bible or other matter to the blind or those whose sight is failing.  In short, the devoted teacher who understands the laws of childhood will make his instruction as nearly as possible a laboratory course in religion, finding the material and the occasion in the human needs and the opportunities for loving service which lie closest at hand.

Assuming personal responsibility.—­The sense of the child’s responsibility for his class and school must also carry into the exercise of the school itself.  The boy should be led to prepare his lesson because of the truth it contains; but also because a recitation cannot be a success unless the pupils know their lesson and do their part.  He should pay his share toward the running of the school and church because it is our duty to give, but also because he feels a personal responsibility for his church and his class.  He should take part in public prayer or the leadership of meetings, when asked to do, because it is right and proper to do these things, but also because he realizes that each member of the class and school owes it to the organization to do his share.

Nothing can take the place of whole-hearted, joyous participation in the real activities of the Sunday school as a means of catching the interest of the members and securing their loyalty; for interest and loyalty finally attach to those activities in which we have a share.  The school in which the child finds a chance to express the lessons and put into practice the maxims he is taught is the school which is building Christian character and providing for future religious leadership.

Participation in singing.—­Especially should we develop in our children the ability and will to engage in religious singing.  Almost every child can sing, and all children respond to the appeal of music adapted to their understanding.  The most expert and inspiring leadership which the church can command should be placed in charge of the children’s singing in the Sunday school.

If it comes to the question of selecting between a director for the adult choir and a soloist for the general congregation on the one hand, or an efficient organizer and director of children’s music on the other hand, there should not be a moment’s hesitation on the part of any church to supply the needs of the children first.  The aim should then be to have all the children sing, and allow none to form the habit of depending on the older members or on a few leaders to supply the singing for the entire school.  Those who possess special ability in music should be formed into choruses, orchestras, school bands, or similar organizations.  Not only will all this add to the interest and effectiveness of the school itself, but, not less important, will be helping to form the music habit in connection with sacred music.