26369	----	AMY HARRISON OR HEAVENLY SEED AND HEAVENLY DEW. [Decoration] LONDON T. NELSON AND SONS, PATERNOSTER ROW EDINBURGH; AND NEW YORK. [Illustration: A NEW FEELING. _Page 57._] CONTENTS. I. THE WALK, 7 II. AT SCHOOL, 15 III. AT HOME, 30 IV. A NEW LEAF, AND HOW IT WAS FILLED, 34 V. TRY AGAIN, 41 VI. THE TRUTH SETTING FREE, 46 AMY HARRISON. CHAPTER I. THE WALK. One fine Sunday morning two little girls, called Amy and Kitty Harrison, set out from their mother's cottage to go to the Sunday school in the neighbouring village. The little hamlet where they lived was half a mile from the school. In fine weather it was a very pleasant walk, for the way lay by the side of a little chattering stream, which fed the roots of many pretty wild flowers; and then, leaving the valley, the path struck across some corn-fields, which were now quite yellow for harvest. And even in wet weather the little girls seldom missed the school; for their mother was a careful woman, and they themselves loved their teacher and their lessons. Mrs. Mordaunt, the wife of the clergyman, taught them on Sunday, for both Amy and Kitty were in the first class. Amy was tripping lightly along, enjoying the sunshine. Every now and then she bent down and gathered a wild flower,--the four-leaved yellow potentilla, or the meadow-sweet, or a spike of golden rod, or a handful of forget-me-nots, watered by the stream, to make a little nosegay for her teacher; for Mrs. Mordaunt loved flowers and would sometimes take the lesson for the day from them. And she loved better still the affectionate remembrances of her children. Kitty, meanwhile, was walking very soberly along, reading her hymn-book. Perhaps from this you may think that Kitty was the more industrious and thoughtful of the two; but it was not so. Amy had risen early that morning, and got her lessons all ready, and so she could enjoy the pleasant walk freely; for you know, or if you do not know I hope you will learn, that it is always those who are busiest at their work that can be merriest in their hours of leisure. Nothing gives us such an appetite for enjoyment as hearty work. So Amy tripped on, humming a cheerful hymn, while poor Kitty kept on saying over and over again the words of her hymn, and vainly trying to stop her ears from hearing and her eyes from seeing all the pleasant sights and sounds around her. But the birds were so busy singing, and the fish kept springing up from the stream, and every now and then a bright butterfly would flit across, or a little bird perch on a spray close to her, and everything around seemed trying so mischievously to take her attention from her book, so that they had reached the gate at the end of the wood before Kitty had learned two verses of her hymn. You see, these two little girls were not quite like each other, although they had the same home, and the same lessons, and the same plays. If you sow two seeds of the same plant in the same soil, you know they will grow up exactly like each other. The flowers will be of the same colour, the same smell, the same shape; the roots will suck up the same nourishment from the soil, and the little vessels of the stems and leaves will cook it into the very same sweet, or sour, or bitter juices. But with little children it is quite different. You may often see two children of one family, with the same friends, the same teaching, the same means of improvement, as different in temper and character from each other as if they had been brought up on opposite sides of the world. Indeed, it is as strange for children of one family to be alike, as for flowers to be unlike. Why is this? Among other reasons one great one is, that God has given to children a _will_--a power of choosing good or evil. Flowers have no will; they cannot help being beautiful, and being what God meant them to be. The earth feeds them, and the rains water them and make them grow without any choice or will of theirs; but with you, children, it is quite otherwise. God has given you _wills_; and it is in your own power to choose whether you will be good and happy children, and a blessing to all around you, and turning everything around you into a blessing, every year growing wiser and better; or whether you will yield to the evil within and around you, and turn health, and time, and Christian teaching, and all the good things God sends to feed your souls, into food for your selfish and idle natures, and so grow every year worse and worse. You must do one of these two things,--you may do the best. Remember I do not say you can do them _for_ or _by yourselves_, but you _can do_ them. God has said so. The flowers cannot choose or ask for food, and so God chooses for them and gives without asking. You are higher creatures than they, and can choose and ask, and so God will wait for you to ask before he gives; but he is only waiting for this, and he is always ready to hear. Mrs. Mordaunt had told the children something of this last Sunday, and Amy thought of it as she walked, and did ask God to bless her teacher's words to her that day. Now you have seen how Amy and Kitty Harrison used their power of choice. The sun had beamed into the room for Kitty as well as for Amy that morning. God had given them both the pleasant morning hours of his day to use as they liked best. Kitty had chosen to spend them in dozing lazily in bed, while Amy had jumped out of bed and dressed quickly, and gone out to her favourite seat under an old cherry tree to learn her lessons. So the little girls reached the gate at the end of the wood. Outside was a road, across which lay the corn-fields leading to the church, and beside it stood a cottage where Amy and Kitty used to stop to call for little Jane Hutton, one of their school-fellows. Jane's father was a blacksmith; and the Huttons were richer than the Harrisons, so that Jane had gayer bonnets and smarter dresses than Kitty and Amy. This morning she had such beautiful new ribbons that Kitty's attention was quite caught by them. And Jane too was not a little proud of them; her mother had given a shilling a yard for them at the next town. If Kitty had found it difficult to learn her lessons before, she now found it quite impossible; for in the midst of every line she could not help reckoning how many weeks' halfpence it would take, and how many times she would have to open the gate for travellers who came to see the waterfall near the cottage, before she could buy a ribbon like that. CHAPTER II. AT SCHOOL. At length the children reached the school before the hymn was learned, and Kitty felt very much ashamed when, after stammering through three verses, Mrs. Mordaunt gave her back the book, saying, "I would rather have no lesson from you, Kitty, than one learned so carelessly as this." However, it was too late to repair the fault, so Kitty resolved to give her very best attention to the chapter they were going to read. It was the parable of the sower and the seed, in the thirteenth of St. Matthew. I cannot tell you all that Mrs. Mordaunt said about it, but it was something of this kind:-- "The Saviour was sitting on a little strip of level land by the side of the Sea of Galilee. Behind him were high mountains, towering one above another to the clouds; before him, the waves came rippling quietly against the low shore. Around him were crowds of people gathered together from the villages and towns many miles around to listen unto him. Had all these people come to Jesus for the same thing, do you think, Jane Hutton?" Jane Hutton started at the question. She had been playing with her new parasol, and her thoughts were very far from the Sea of Galilee. Mrs. Mordaunt repeated the question in another way. "Do you think all the people who came to Jesus came because they loved him, and wanted to be his disciples?" "No; there were the Pharisees," said Kitty. "Yes; they came to try to find fault with him." "And the sick," said Amy timidly, "who came to be healed." "True," said Mrs. Mordaunt. "And then there were very many, doubtless, who came from mere curiosity, because they had heard their friends talk of his wonderful power of healing, or the new, wise, and strange words of him who seemed to them only the son of a poor carpenter of Nazareth. But were there any who gathered close around him, and loved his words for their own sake, not because they were new or interesting, but because they were _true_ and _God's words_, because they had sins to be forgiven and Jesus could forgive, and sick souls which only Jesus could heal?" "Yes; there were the disciples." "What do you mean by disciples?" "Does it not mean those who love Jesus?" asked Amy. "No; don't you remember it means scholars?" said Kitty, who was quicker than her sister, and rather proud of her better memory. "You are both right," said Mrs. Mordaunt. "The disciples of Jesus are those who come to learn of him; and the first lesson every one who comes to Jesus learns is to love him. Nothing can be learned of Christ without loving him. "Well," she continued, "our Lord looked round on the crowd: the proud and clever men who stood knitting their brows, and eagerly watching his words, and from time to time whispering to one another; the eager multitude, who listened in mute wonder to his wonderful lessons; the little group of disciples who gathered affectionately about him; the sick whom he had healed; the possessed and mad whom he had restored to reason; the despised sinners whom he had received and forgiven; and perhaps there were some pious mothers there with little children who were not afraid to come close to him, for he loved little children. But he saw more of that crowd than we should have seen if we had been there. What was it that he saw which we cannot see?" The children were silent a minute, and then Amy murmured, "Was it their hearts, ma'am?" Mrs. Mordaunt replied kindly, "Yes; and he saw how differently his words would tell on the hearts of the crowd around. And so he taught them a lesson in this story which we call--" "The parable of the sower," said Kitty quickly. Then Mrs. Mordaunt examined the children about the parable, and finding they had attended to it and understood it, she talked to them about it. "Now, dear children," she said, "this school-room, with its whitewashed walls, is a very different place from the shores of the Sea of Galilee; and you, little children, with your pleasant English homes, and your Bibles, and your Sunday schools, I daresay think yourselves very different from the grave priests, and clever lawyers, and rough Hebrew labourers and farmers, and Roman soldiers, who gathered around the Saviour then. But among you, as among that multitude, who have so long since gone the way of all the earth, the eye of Jesus Christ (for he sees here as well as there) sees two great divisions, not of rich and poor, or clever and stupid, but of those who are his disciples and those who are not. Which class would you like to belong to?" Kitty answered eagerly, "His disciples, ma'am." Some of the children were silent, and some spoke with Kitty; but little Amy said nothing--the tears filled her eyes and choked her voice. "You may all be Christ's little disciples," said Mrs. Mordaunt. "He calls you to him. You may all come to him _privately_, as the disciples did; pray to him in secret, and have his words made clear to you, if you will. You may all bring forth fruit to his glory, thirty, or sixty, or a hundred fold. "You see," she continued, "although there are only two great bodies or parties in the world,--those in whom Christ's words _live_, and those in whom they _die_,--yet there are many smaller differences among each of these parties. Some of the seed in the parable fell merely on the surface, and never was seen any more after it was sown: just as, I am afraid, some of you have often left all thoughts of God behind when you left the school or the church, and never thought of him or his words from one Sunday to another. The fowls of the air--that is, some light thought or play, or Satan, who goes about to put these in your heart--come the moment the words die on your ear, and take the good seed quite away. And then some of you like to hear about Christ, and his words and works, and are quick, and easily understand and take in new thoughts, and, perhaps, think you would like to be good children, and to love Christ, and be his disciples, and go home and go to sleep full of good intentions and plans of correcting your faults. But the next morning other lessons have to be learned, and other things to be thought about, and your faults and bad habits are strong; and so every day the echo of the Sunday's teaching grows fainter, and at last the end of the week comes, and finds you no nearer God or the fulfilment of your good resolutions than the beginning. The thorns have sprung up--the cares and pleasures of this world--and choked the good seed that was beginning to grow. And then, again, perhaps, there are some of you who would like very much to be pious, only you are afraid of being unlike others, afraid of being teased for being strict, or laughed at; for persecution does not only consist in burning or hurting the body,--little annoyances are often harder to bear than great sorrows. But think how very cowardly this would be, how very ungrateful and ungenerous to Jesus. He bore the sneers and taunts of crowds for your sake, and bore them too when he was suffering _great pain_; and can you not bear a little laugh for his sake? Think how happy it is to be able to bear a little for him who bore so very much for us; think what joy to have his eye on us, and to hear his kind voice saying, 'Blessed are ye, little children, who confess me as your Master before men; for I will confess you to be my beloved ones before the angels of God.' And then, dear children," Mrs. Mordaunt added, "I hope there are some of you who do love your Saviour, and are treasuring up his words in your hearts; and to you I would say, there are differences even among Christ's disciples. Some bring forth fruit thirty, some sixty, and some an hundred fold. Seek, then, not only to bring forth fruit, but _much_ fruit; to be better and happier every day. God means you to do this; he will certainly enable you to do it if you ask. "And before you leave," she said, "I will first tell you three things which I particularly wish you to remember: the _place_ where the seed is to grow; the _enemies_ which try to destroy its life; and _what makes it grow_. First, where is the seed sown?" "In the heart," replied all the children. "Are your spelling lessons, or your lessons on the multiplication table, sown in your hearts?" The children smiled, and answered, "No." "Then you do not expect them to bear fruit in your life. It does not improve your tempers or your hearts to learn that _h e a r t_ spells heart, does it? or that 12 times 12 are 144?" The children thought not. "Then all you are expected to do with such lessons is to remember them; is it not?" "Yes, ma'am," was the reply. "Now that is precisely the point where your lessons in reading and spelling differ from your lessons about the Bible. When you sow seed in your memories, it is like laying up grains in a closed box. We do not expect them to grow; we are quite content if we find as many as we leave; we do not expect any fruit or growth. But when I sow seed in your hearts, it is like putting it into the ground; we want it to _grow_. It is not enough for it to remain safe and sound; we hope that it will bear fruit in your lives. I do not care only for finding it safe in your memories the next Sunday. I long to know that it has been making you better and wiser children _during the week_, helping you to fight with faults, teaching you to love God and one another. And speaking of your faults leads me to think of the enemies the little seed has to encounter. Can you think of some of the things which try to hinder its growth?" "There were the fowls," answered Kitty. "And the thorns," said some of the other children. "And the sun," said Amy. "You know what the thorns and the scorching heat are?" "Our faults and troubles?" asked Kitty. "Yes. Side by side with the seed, and from the same soil, the heart, spring up thorns and weeds, which try to choke the seed. And the little seed has to struggle hard for its life; if it does not choke the weeds, the weeds will choke it. What must we do with the weeds?" "Cut them down," said the children. "Yes. We must fight with our faults, and not let one, however small, be neglected, or it will soon cover the garden; for all weeds grow fast. But the other enemies, the heat and the fowls, cannot be _destroyed_. The scorching sun--trials and mockery--can only injure those plants which have no root, those hearts which are not trusting in Jesus, and rooted in him. But the fowls of the air,--those powerful and wicked spirits who are constantly on the watch to crush all that is good and encourage all that is evil in our hearts,--what can the little seed do against such enemies?" The children gave no answer. "_It can do nothing_," said Mrs. Mordaunt. "You all see it has no power whatever; and in this, too, the seed is like us. What then can save it?" There was a pause of a minute, and then Amy ventured to ask, "Does not God watch over it?" "He does, my child," replied Mrs. Mordaunt. "But do you remember why I said the plants are cared for without asking?" "Because they cannot ask." "But we can ask. What is it called to ask anything of God?" "To pray," said all the children. "Yes; that is what you may all do. Our Saviour calls himself the great husbandman or gardener; and now that he has risen and reigns on high, if you ask him, he will not disdain to watch over the little seed of good sown in your hearts. He will send the Holy Spirit, like the rain to young corn, to strengthen all that is good in you; and he will enable you, feeble as you are, to keep down all bad feelings, and tempers, and habits, which would choke the seed. "So there are three things for you to remember: the seed is sown in your hearts, and must bring forth fruit in your lives; you have enemies within and without to fight with far stronger than any of you; and you have a Friend far stronger than all your enemies, who will give you the victory if you seek his aid. And shall I give you a little grain of precious seed to bear home with you?" The children all wished it. "Think, then, on these words, '_By love serve one another_.' Try to _love_ them, and pray to God for his strength to enable you, for the sake of his Son, our Saviour; for remember, though I cannot go home with you, _God does_." The church bells were ringing, the classes broke up to form into marching order, and the lesson was over. CHAPTER III. AT HOME. And what did the children think of Mrs. Mordaunt's words? We will follow them home and see. Little Jane Hutton, I am afraid, forgot them; for during the service her eyes kept wandering round the church in search of gay dresses and bonnets, and watching what her school-fellows thought of her own new ribbons. Kitty Harrison had attended to what Mrs. Mordaunt said, and resolved to do it; so she found out all the places in her prayer-book, and went home full of plans of amendment, and in the evening she drew her little stool to the window, and began to read her Bible, _not_ so much because she wished to learn what it said, as because she thought it _right_ to read it. But, in the first place, her thoughts would keep wandering to Jane Hutton's ribbons, then she could not help listening to what her father and mother were talking about, and the kitten would keep playing with her frock; and so she got through a chapter without very well understanding it, and then was rather glad that it grew too dark for her to read any more. Soon after, the children were sent to bed, and Kitty went upstairs wondering why she did not like to read the Bible better, and rather pleased to think that to-morrow was a play-day. Kitty had forgotten two great things: she had forgotten that to love _God's Word_ we must first love _God_; and she had forgotten that the little seed could not sprout without rain, and that the dew of heaven, the Holy Spirit, must be _asked for_. Meantime, Amy was feeling very differently. She thought how good it was of Jesus, the Son of God, to care about the love of little children, and to watch the good seed sown in their hearts, and nourish it, and water it, and make it grow; and she thought that it would be the happiest thing in the world to be his disciple, and to do what he wished, and be loved and approved by him; and she resolved to try. So as they walked home, she planned that she would go into a quiet place in the garden, under the trees, and pray to God. But when they reached the cottage, they had to put away their Sunday things; and when Amy came down her mother desired her to keep the baby while she got the tea ready. Amy thought it hard to be hindered in her plans; but she remembered the verse, "By love serve one another," and it came into her mind that Christ might be as pleased at her cheerfully giving up her own way to help her mother, as if she had been praying to him, and the thought made her happy, and she danced the baby, and played with it till it crowed with delight. After tea, she could not find any quiet in the room where the family were sitting, so she went into the bedroom and knelt down by the bedside. She had always been accustomed to say her prayers morning and evening, because she had been taught, and because she would have been afraid to go to sleep without; but now it was a different thing--_she wanted something which she felt only God could give_. She wanted to be made good, to have her sins forgiven, to have strength to overcome her faults, that Christ might love her and bless her; and she asked this earnestly of him. She felt sure he would hear; and she rose from her knees with a lightened heart, and opened her Bible and read, until it was quite dark, of the Saviour and his goodness. And that night she went to sleep happy in the care of God. CHAPTER IV. A NEW LEAF, AND HOW IT WAS FILLED. The next morning Amy awoke early. It was cold and rainy, and she felt inclined to turn on her pillow, but the feeling came strongly over her that she had something _new_ before her, that this week was to be the starting-point of a new life; and the verse, too, which had been the last on her lips in the evening, was the first in her heart in the morning, "By love serve one another." She remembered that the fire had to be lit, and the water brought from the spring for the kettle; so she jumped out of bed, and was quickly dressed and ready to go downstairs. Kitty would not follow her example. She did not forget to ask God's blessing on the day, and then she called Kitty again. But Kitty was very sleepy; she only said she was sure it would be time to get up in half an hour, and wrapped herself up comfortably and went to sleep again. Amy thought it was rather selfish of Kitty to leave all the work to her; but she said nothing, and tripped downstairs. She had soon brought the water and lighted the fire, and brushed and dusted everything neat and bright, and then she found she had a little time to spare. Near their cottage lived a poor old widow, named Hill. Amy knew she could hardly hobble about her house to do her work, and she thought it would be a nice way of "serving one another," if she were just to run down and light Widow Hill's fire, and put her room neat. No sooner planned than done. Away she ran; half-an-hour, with Amy's light feet and busy fingers, did the work which would have cost the old woman an hour or two; and rich with the widow's thanks, and hungry with work, she tripped back to breakfast, happy to think how her mother would be pleased with what she had done. But on entering the cottage, Amy's spirits received a sudden check; the family were all at breakfast, and her father spoke rather severely to her about her never being in time for anything. Amy did not answer; she felt ill-used, and she was too much hurt to say what she had been about; so she sat down in silence to her breakfast. Kitty was beside her, yawning as if she had only just got out of bed. "Yet," thought Amy, "no one ever scolds her; it is no good to try to please people." So Amy sat, getting angrier and angrier, and not enjoying her breakfast a bit, and thinking everybody very unkind, although she said nothing; you might, perhaps, have thought she bore the rebuke very meekly. Now, I do not mean to deny that this was a trial for poor Amy. It is a very great trial to be blamed and misunderstood when we have been seeking to please people; but it is the pride of our own hearts which makes it so trying. If we were lowly, harsh words would not have half the power to wound us. Amy felt this, and she felt she was doing wrong, but that only made her more vexed; for instead of acknowledging her fault to herself, and asking God to forgive her and strengthen her against it, she went on brooding over her wrongs and nursing her anger in silence. After breakfast, Kitty asked her if she had been working in their garden all this time. "No," said Amy shortly. "Have you been learning your lessons for next Sunday, then?" "No," answered Amy still more sharply. Kitty looked puzzled for a minute, and then she laughed, and said, "I can't see what good you've got, Amy, by being in such haste to get up. You seem to have done nothing but lose your temper." This was altogether more than Amy could bear; she made a bitter reply, and a quarrel began between the sisters, which made their walk to school very uncomfortable. It was so different from yesterday, Amy felt ready to cry, but she was ashamed that Kitty should see. Poor Amy entered the school-room with a sore heart. A bad temper is not likely to get sweet of itself, so Amy went on more and more discontented with herself, and her lessons, and everything else, until the class was called to read their morning lesson. The text from the Bible which stood at the head of the lesson happened to be, "For if you, from your heart, forgive not your brother his trespasses, how can your heavenly Father forgive you your trespasses?" Amy had to read these words, and they struck to her heart; she thought of what sinful and angry feelings she had been cherishing, and how much she had to ask God to forgive her, and how little she felt inclined to forgive in her sister and others; and afterwards, as she wrote her copy, hot tears fell on the page, and she confessed her fault in her heart to God, and begged him to forgive her. Then she felt happier at once. After school, one of her school-fellows was kept in to finish a sum; she was crying, and did not seem able to do it, so Amy went quietly to her, and showed her the way, and then danced off to the play-ground. On their way home she had a harder struggle to make, and that was to tell Kitty she was sorry for her hasty words; but she conquered, and Kitty having confessed that she too had been in the wrong, the sisters felt happy again together. This was true repentance; it was a sorrow for and confession of sin, and then forsaking the sin; it was a change of mind. That evening Amy felt very serious when she thought over the day's doings; she was weaker than she had thought--it was harder to do right than she had believed; but she resolved to try harder again to-morrow. So she went to bed hopeful, although rather sad. We shall see how her resolutions were carried out. CHAPTER V. TRY AGAIN. Amy did try very hard the next day, and she prayed earnestly for strength from on high. She rose early, she got everything ready in time for her father, and he praised her and called her "a thrifty little maid;" she never reproached Kitty with leaving the work to her; she went cheerfully through her lessons, and in the afternoon she had the delight of being highly commended by the mistress and set to teach one of the younger classes. After school, some of the children went blackberry-picking, and the Harrisons were of the number. They had a merry time of it; the sun was shining, the birds were singing, and the thick leaves of the wood where the blackberries grew just let enough of the sunbeams through; and Amy Harrison's heart was full of peace and sunshine, and the woods were full of beautiful ripe blackberries, so that in a few hours the little party tripped homeward full of glee, and with baskets filled to the brim with large ripe blackberries. They were walking on fast, laughing and chattering, when Amy saw that a little lame girl named Lucy Maitland could not keep up with the rest, and so she stayed to talk to her. Lucy looked rather dismal, and her basket was not half full; she could not climb in and out among the rocks and brambles like the others. Amy felt sorry for her; she thought she would give her some from her own basket, but she did so wish to take it home full, and she did not like Kitty to have more than herself. But then the words breathed into her heart, "By love serve one another," and she resolved to seize the opportunity; and without another word, she poured out a third of her own little store, and nearly filled Lucy's basket. Lucy's eyes glistened, but she had not time to say much, for the children were comparing what they had each gathered, and Amy's basket had to be held up amongst the rest. "Why, I thought your basket was quite full," said Kitty. "So it was," exclaimed little Lucy, "but she has half emptied it to fill mine." The children all loved Amy for doing this, and wondered how it was they had not thought of little Lucy before; so now, many of them insisted on pouring some blackberries into Lucy's basket, and giving part of Amy's back to her. In this way Lucy and Amy's stores were soon the largest of the whole, and the children separated in good humour with each other and everything. As Amy and Kitty entered the garden, the first thing that caught Amy's eye was her little baby sister sitting on her little chair under the window. On each side of the door grew a little rose tree, one of which belonged to Amy and one to Kitty. Amy's was a red rose. The flowers were nearly all gone, but one had lingered behind the rest. Amy had watched it with especial care: she had plucked off all the dead flowers around it, and this morning she had been thinking it would just be in beautiful bloom by Sunday, that she might take it to school as a present for Mrs. Mordaunt. And now there sat the baby with that very bud in her lap quietly picking it to pieces, and holding up the scattered leaves in Amy's face, she lisped, "Pretty, pretty!" Amy was too angry and too vexed to think, and it was of no use to scold the baby, so she snatched the rose from the baby's hands, and said, "You good-for-nothing, naughty little thing;" and then she burst into tears. The baby began to cry too, and their mother came out to know what was the matter. "O mother, how could you?" sobbed Amy passionately. "Why did you let baby sit close to my rose-bush--my beautiful rose? I had been saving it all the week for Mrs. Mordaunt--and it was my last." Mrs. Harrison tried to comfort Amy; and Kitty offered her the best flower in her garden. They both felt very sorry for her. But Amy was not to be comforted, and so they gave up trying. Poor Amy's evening was quite spoilt,--not so much, I think, by the loss of her rose as by the loss of her temper. CHAPTER VI. THE TRUTH SETTING FREE. The next day she awoke, out of spirits and out of temper. She did not see why she should always work, while Kitty was enjoying herself in bed. She forgot the joy of serving others, and thought it very hard others should not try to serve her. We are apt to be very strict about other people's duties when we forget our own. So Amy lay in bed until the last moment, and then hurried on her clothes, and hurried over her work, and what was worse, hurried over her prayers, and thus went out to meet the day's temptations unarmed. It never improves the temper to be hurried; and Amy was still further tried this morning by her father, who was in haste to be off to his work, and wondered why she was so slow. "It's of no use," grumbled Amy to herself, "to try to do right and please everybody. The more one does, the more people expect. Nobody thinks of scolding Kitty for being slow." A day so begun seldom grows bright of itself. There is a sunshine which can scatter even such clouds, but Amy did not look up to that; it did not seem to shine for her; it never does, _if you will not look up_. She felt very discontented and ill-used; it seemed as if no one cared for her, and everything worked together to torment her; and so things got darker and darker, and Amy's temper more bitter and her heart sorer every moment. At last her mother went out, and Kitty was sent to the bakehouse, and Amy was left alone to rock the cradle and watch that the kettle did not boil over. Amy had much rather not have been left alone just then; her own thoughts were not at all pleasant; but as she was alone she could not help thinking. At first she thought how unkind every one was, and of all the wrongs she had had to bear,--of Kitty's laziness, of her mother's rebukes, and then of her beautiful rose, and the naughty baby. "Kitty and the baby might do just what they liked, but if she did the least thing wrong she was scolded and punished." But this thought of the rose led her back to Mrs. Mordaunt's lesson on Sunday. Had the good seed borne good fruit this week,--this week that was to have been the beginning of a new life? Had it led her to overcome one fault, to be a step nearer to God and goodness than before? Yet she had prayed and tried. What was then wanting? She was afraid she never should be God's happy child, she was so full of faults, and no one helped her to overcome them; and yet it was wretched to be as she was. What should she do? So she sat rocking the cradle, and thinking of her resolutions and her failures until the tears rolled fast over her cheeks, and all the proud heart within her was melted into sorrow. As she sat thus, her elbows on her knees and her hands hiding her face, she heard a gentle voice at the door. She looked up. It was Mrs. Mordaunt asking for her mother. Amy was ashamed to be seen crying, and rose quickly, and answered as briskly as she could. But Mrs. Mordaunt saw she was unhappy, and she came forward, and laying her hand kindly on her shoulder she asked what was the matter. Amy's tears flowed faster than ever now, and as soon as she could speak she sobbed out in a faint voice, "O ma'am, I cannot do right,--I cannot be good." Mrs. Mordaunt sat down beside her and said, "Don't despair, my child; you know the little song you sing in school. Try again and again until you succeed. Every one succeeds who goes on trying." "But I have tried again and again," said poor Amy, "and I only get worse and worse. In the very moment when I want it, the strength goes away." "Our own strength always will," said the lady. "Have you remembered to ask God for his strength? Do you remember what I told you about the little seed? its enemies are stronger than itself, but God is stronger than its enemies." "I have prayed, ma'am," said Amy mournfully, "but I am ashamed to ask God any more. I have done what he tells us not so very often, I am afraid he never can love me;" and Amy cried bitterly. "My child," said Mrs. Mordaunt, taking her hand, "if you had disobeyed your mother, and she were angry with you, would you run away from the house in the night, and choose rather to starve or die of cold than ask her forgiveness?" Amy was silent. "And if your mother could not bear to see you in want, and were to come out to you in the cold night with food and kind words, would you turn away from her and say, 'I know she can never love me, I have been so naughty;' and would you refuse to receive her kindness, and ask her forgiveness?" Amy bent down her head. "Or would you say," continued Mrs. Mordaunt, "as you saw her coming, 'I will not go to meet her now; I will go and try to earn a few pence, and then I will come back to her and say, "Mother, I am very sorry, but here are some pence I have earned. Will you take them and forgive me, and let me be your child again?"' Would that be _humility_ and _gratitude_, or _pride_ and _ingratitude_, Amy?" "Pride and ingratitude," said Amy in a low voice. "And when the Lord Jesus says to you, 'You have sinned against me and wronged me, and broken my laws; but I have come down from heaven to earth to seek you; come back to me, and I will receive and forgive you,' would it be humility or pride to say, 'Thou canst not forgive me, I am too sinful; but wait a little while, and I will do something good, and make myself better, and then I will come back to thee'?" "_Pride_," said Amy. "But I thought God only loved good children, ma'am; and I am not good." "God does only love good children, Amy," said Mrs. Mordaunt very seriously, "and God knows you cannot be good." Amy looked up in wonder. "Who was Jesus Christ, Amy?" "The Son of God," said Amy. "And what did he become man and come into this world for?" Amy answered as she had been taught, "Jesus Christ came into the world to save sinners." "To save whom?" "Sinners." "Not those who _thought themselves good_, but those who _knew_ they had been _sinful_. What did he save them from?" "From punishment," said Amy thoughtfully. "Yes," said Mrs. Mordaunt, "from punishment, and from sin. He came to suffer, that we might be delivered and freely forgiven, and to make us holy. Did it cost him nothing to do this, Amy?" "He died for it on the cross," said Amy softly. "He did indeed. And did he suffer all that pain and anguish of mind for nothing?" Amy did not answer. "It would have been for nothing," said Mrs. Mordaunt, "if we had still to earn forgiveness for ourselves. Jesus bore the punishment for us just because we could not have borne it; and he has borne it so that we shall never have to bear it now. If, then, you go and _give yourself up_ to the blessed Saviour as _He calls you to do_, God will receive you for his sake, as if you had been always a good and obedient child, and Jesus will give you his Holy Spirit to abide with you always, and to make you good and obedient and happy." "I must not wait until I am better for God to love me, then," said Amy doubtfully. "Again, do you obey your mother in order to become her child; or do you obey her because she loves you and is your mother, Amy?" "Because she is my mother," said Amy. "And will your obedience make you more her child than you are, Amy?" "No, ma'am." "But because you are her child and she loves you, does that make you careless of obeying her?" "If I only could be a better child to please her!" said Amy, the tears gathering in her eyes. "It is so with God, my child," said Mrs. Mordaunt. "He loves you, not because you are good, but because he is good--because he is love, and so loved you that he gave his Son that you might be saved. Before you can love him, you must believe his word--that he loves you; and believing he loves you, he will make you good and happy. God has given the Bible to _tell of his love to you_. Read it, my child; believe it." Mrs. Harrison came in just then, and Mrs. Mordaunt, after saying a few words to her, rose to leave. That evening Amy took out her Bible with a new interest. "Can it be possible, indeed," thought she, "that God has written in this book that he loves me--_me_, a little sinful child! I will look and see." She read some of the passages she had learned before for Mrs. Mordaunt: "Ho, every one that thirsteth, come ye to the waters, and he that hath no money; come ye, buy, and eat; yea, come, buy wine and milk without money and without price" (Isa. lv. 1). "May I, indeed, come without anything to offer, and will God give me all I want?" Then: "As Moses lifted up the serpent in the wilderness, even so must the Son of man be lifted up: that _whosoever_ believeth in him should not perish, but have eternal life" (John iii. 14, 15). "He that heareth my word, and believeth on him that sent me, hath everlasting life, and shall not come into condemnation; but is passed from death unto life" (John v. 24). "Can I not _now_ hear his words," she thought, "and _do I not_ believe?" She had read the words often before, but now a new light seemed to stream forth from them. She wanted forgiveness, and here was forgiveness offered; she wanted God to love her, and here in every page was some message of love from him. The Spirit of God opened the little child's heart to the Word of God, and she read on as if she never could hear enough of this blessed news. "We have known and believed the love that God hath to us; we love him because he first loved us." "I do believe!" she thought; and that evening, as she fell on her knees, she felt for the first time what it was to call God Our Father. Her whole heart glowed with gratitude and love to him who had so loved her. She laid her down to sleep with the eye of her heavenly Father upon her. She awoke in the morning and felt that he was near. Everything made her happy, because God sent everything, and God loved her. The streams, the woods, the flowers--they had never looked half so bright, for she felt that God had made them, and God had so loved her. At school, at her tasks,--everywhere she was happy as a bird, for God was everywhere. She could not feel cross, for God was near, _and he loved her_. She could fight with her faults now, for the Almighty was by to help her. Little children! thousands of little children have had their hearts changed and made happy, just as Amy's was; and _so may yours_. Only believe the love that God has to you, and you must love him; and be his dear and happy child. Transcriber's Note Minor punctuation errors have been repaired. Hyphenation has been made consistent. The author uses both "a hundred fold" and "an hundred fold". These instances have been preserved as printed. 
43390	----	AUNT HATTIE'S LIBRARY for Girls. SERIES I. VOL. I. THE SHEEP AND LAMBS. " II. LILY'S BIRTHDAY. " III. LITTLE MISS FRET. " IV. MAGGIE AND THE MICE. " V. THE LOST KITTY. " VI. IDA'S NEW SHOES. AUNT HATTIE'S LIBRARY for Boys. SERIES II. VOL. I. THE APPLE BOYS. " II. THE CHEST OF TOOLS. " III. THE FACTORY BOY. " IV. FRANKIE'S DOG TONY. " V. THE GOLDEN RULE. " VI. LYING JIM. [Illustration: AUNT HATTIE'S LIBRARY] The Factory Boy. BY AUNT HATTIE, AUTHOR OF THE "BROOKSIDE SERIES," ETC. "Trust in the Lord and do good, ... and verily thou shalt be fed." DAVID. BOSTON: PUBLISHED BY HENRY A. YOUNG & CO., NO. 24 CORNHILL. Entered, according to Act of Congress, in the year 1867, by REV. A. R. BAKER, In the Clerk's Office of the District Court for the District of Massachusetts. ROCKWELL & ROLLINS, STEREOTYPERS, 122 Washington Street. To NELLIE, ROLAND COTTON, ANNIE, AND FULLER APPLETON, CHILDREN OF MY BELOVED NEPHEW, THE REV. JOHN COTTON SMITH, D.D., THESE SMALL VOLUMES ARE AFFECTIONATELY INSCRIBED, WITH THE EARNEST PRAYER THAT THEIR LIVES MAY PROVE THEM TO BE LAMBS IN THE FOLD OF THE GREAT AND GOOD Shepherd of Israel. CONTENTS. CHAPTER I. Page THE SILVER DOLLAR, 11 CHAPTER II. KIND FRIENDS, 21 CHAPTER III. THE NEW BOOTS, 32 CHAPTER IV. A SAD STORY, 41 CHAPTER V. GOING TO SCHOOL, 53 CHAPTER VI. JOHNNY A FAVORITE, 64 CHAPTER VII. JOHNNY'S TRUST, 74 CHAPTER VII. JOHNNY'S NEW FATHER, 87 CHAPTER IX. THE NEW HOUSE, 99 THE FACTORY BOY. CHAPTER I. THE SILVER DOLLAR. "TAKE a cup of porridge, Johnny, dear. It's too cold to go to work without something warm." Johnny looked in the bowl which stood on the hearth, near a few smouldering brands, and shook his head as he answered,--"I'm not very hungry, mother. There's only enough for you and Ella." Then without another word he hurried away, for the factory bell was ringing; and he knew that he must not be late. Poor little Johnny! How he shivered as he shuffled along that frosty December morning! He could not pick up his feet, as the boys say, and run; for his shoes were much too large for him, and the heels were so worn that it was only by shuffling that he could keep them on his feet. He had scarce a quarter of a mile to go; but cold and hungry as the child was, it seemed a long way to him. He could not help wishing he were a baby like Ella, and could lie in bed all day, with his dead father's coat thrown over him to keep him warm. It was early yet; and few people were stirring except the men, women, and children who were hurrying to enter the factory before the bell ceased to toll. Johnny hurried, too, for he remembered the scolding he had received the day before for being five minutes too late, and was just crossing the railroad track when his toe hit against something, which he stooped to pick up. It was a silver dollar; but he did not know it. He had never seen one. He thought it was a temperance medal, like what he had seen strung around the boys' necks. His eyes shone with pleasure; he had often wished for a medal, and he determined that when he reached the factory he would thread a piece of yarn through the hole and wear it outside his jacket. The place where Johnny worked was a stocking factory. His part was to wind the skeins of yarn upon the long spools, from which the men and large boys wove it into stockings. He had forgotten about his hunger now, and was tying a knot in the string he had put through the dollar, when a young woman came toward him. "What are you doing?" she asked. He held up the medal, saying, eagerly, "I found it." "It's a dollar, a silver dollar, Johnny." "Oh, goody!" cried the boy; "now I can have some new shoes. I thought it was a Father Matthew's medal; but I'd rather have a dollar. Oh, I'm so glad!" The woman looked in his pale face, and couldn't help saying, as she did so,-- "Are you hungry, child?" "Not very." "What did you have for breakfast?" His lips quivered, but he knew by her kind face that she was a friend; and he told her the whole story of his mother's long sickness; and how they had grown poorer and poorer, until there was nothing now but what he earned. "I knew Ella would be hungrier than I," he said, looking the woman full in the face with his clear blue eyes; "and so I didn't take the porridge." "Wait a minute; you sha'n't go to work so," was all she said; and then she was off through the door, down the long steps in a hurry. He pulled his stool close to the small wheel, on which was a large skein of fine yarn, and began to turn it with his foot, when the woman came back, bringing a small basket. "Here, Johnny, eat this and this," giving him a buttered biscuit and a piece of cold meat; "and carry the rest home. There is enough for you, your mother, and Ella, to have a good dinner." Poor Johnny was dumb with astonishment. He could scarcely realize that all this was for him; but as the woman waited to see him eat, he pulled the hard silver dollar from his pocket and held it out to her. "No! no!" she exclaimed; "give it to your mother. She'll know what to do with it, I dare say." That was a happy day for Johnny; almost the happiest he had ever known. He had begun it by giving up his own comfort for that of his mother and sister, and by-and-by God sent him friends to care for him. CHAPTER II. KIND FRIENDS. DONALD MILES was the name of the Superintendent of the stocking factory. He had just married a young wife, and brought her to live in one of the new houses near the mill. She was a Christian woman, who tried to follow her Master, and do good wherever she had opportunity. She took a class in the Sabbath school, and told her husband she meant to have some scholars from the factory. Two or three times she had noticed Johnny running up the steps, and thought, "that boy is too small for such work." You can imagine, then, how she felt when she heard his simple story. In the evening Johnny and his mother were eagerly talking over the various events and scenes of the day when Mrs. Miles opened the door and presented herself before them. "I feel sure," she had said to her husband, "that the child told me the truth. His eyes were too honest to deceive; but still I mean to go this very day and see for myself. Why, they have nothing to eat and are on the very verge of starvation!" "I wish, Johnny," Mrs. Talbot was saying, "that the dollar was ours; and then you should have a pair of shoes; but it is not, and we must contrive some way to find the owner." The room was very poor, but clean as hands could make it. On the floor in the corner was a straw bed, between the windows, a long chest, and near the fire three small wooden stools standing before an old rickety table. Mrs. Miles soon convinced the poor woman that she was a friend; and, before the visit was ended, she found that though one was very poor, and the other comparatively rich, there was one tie which bound them together,--they both loved Christ, and looked forward to living with him forever in heaven. When she rose to go she said to Johnny,-- "I'll take the dollar with me, and ask my husband what shall be done to find the owner, and I'll see about the work for you right away. Why," she added, with a smile, "I can earn a dollar a day closing socks; and I never was called smart with my needle; so keep up good courage. Better days are coming for us." "But I've tried a great many times to get work," answered the poor woman, shaking her head. "They always told me there was none." Mrs. Miles gave her head a little toss, as much as to say, "No one need tell me that story." Then she laughed as she exclaimed,-- "Well, if I can't get work for you, I'll bring you mine. You need it more than I do. Now don't cry,--it will hurt your eyes; but say your prayers and go to bed. I'll be sure to come again soon." When she shut the door, Mrs. Talbot began to cry; but these were happy tears, which brought relief to her overburdened heart. Then she said to Johnny,-- "Let us kneel down and thank God for sending us such a friend." "O mother!" exclaimed the boy, when they arose from prayer; "wasn't that bread and butter nice? I never tasted anything so good." "Yes, dear; and when your father was alive we had bread and butter every day." The next morning, when the little boy went to his work, he looked all about for his kind friend; but he did not see her until he had been dismissed for dinner. He was passing along the sidewalk, when he heard a tap on the window of a house close by, and, looking up, he saw Mrs. Miles beckoning to him. She had a bundle rolled up in a towel, which she told him to give his mother, and tell her she would have company in the evening. And true enough, just as Ella was safely in bed, there was a knock at the humble door, and Mrs. Miles walked in, followed by her husband. Johnny had never seen this gentleman except in the factory; and then he looked very grave as he talked with the men or with merchants who came from the city. Now it was very different. His young wife had told him a pitiful story about the widow; and he came prepared to help her. "So you were lucky to-day, Johnny, and found a dollar," he began, taking the silver piece from his pocket. "I have made inquiries for you, and can find no one who claims it; so I think you may keep it with a good conscience." Johnny's eager face expressed his thanks. "What would you like to buy with it?" "A pair of shoes, sir." "Well, come on to the shoe-store." "Yes," said the lady, with a smile; "and while you are gone, I'll give Mrs. Talbot a lesson in closing the seams of the stockings." CHAPTER III. THE NEW BOOTS. AS they walked together toward the store, Mr. Miles became as much interested in his young companion as his wife could have wished. The child discovered so much intelligence, and had evidently been so well trained, that the superintendent fully agreed with Mrs. Miles, that it was a pity he should not have a chance to go to school. [Illustration: Mr. Mills going with Johnny to buy Shoes Series II, vol. iii, p. 32.] When they reached the store, the gentleman said, laughing,-- "Show us your best goods, now; we want a pair of stout brogans, such as you can warrant will turn water." "For him?" asked the merchant, nodding his head toward Johnny. "Yes, for him. You see he needs them badly enough." "Boots would be better." "Ah, yes." Mr. Miles's eyes began to twinkle. He had a happy thought; and so he put Johnny's silver dollar, which he had been twirling by the string, into his vest pocket, and began to examine carefully one pair after another of the boots laid out for him on the counter. "This is a good pair," he said, at last. "What is the price?" "Three dollars. I'll warrant those; they are custom made; but they were too small for the child whose mother ordered them. I should have charged her five if they'd suited." "Yes, I see they're first-rate boots,--what, in the hose line, I should call 'A, number one.' Now I'll tell you what I propose. This little fellow is the son of a widow, who, when my wife found her, had literally not one mouthful of food. Just think of such destitution if you can!--a good Christian, too; but the death of her husband and her own long sickness have exhausted everything. I propose to give half the price, and let you give the other." "Oh, I can't afford that! Why, I've taken off two dollars already." "Look here, now," urged Mr. Miles; "I'm going to start a subscription for the benefit of the widow. It would make your heart ache to see how very destitute she is of everything. I want your name down, of course; I must have it. So here goes,--'Allen Manning, one dollar and a half.' There, you'll be glad whenever you think of having made a child happy and comfortable." "Well, if you say so, I suppose I must." "Thank you. Now I want your wife to join with mine and just make the widow's hovel a little more tenantable. They'll work together finely, I know. Mrs. Miles says she is sure a little nourishing food will do more for the poor soul than a shop-full of medicine. You see, the poor creature thinks herself in a decline." Mr. Manning tied up the bundle and handed it to Johnny; and then the two started off for home, the boy having looked the thanks his trembling lips refused to utter. "Now, Johnny," said Mr. Miles, "here's your medal; wear it around your neck as long as you are a truthful boy. When you tell your first lie, bring it to me." "I don't dare to tell lies, sir; mother says God hates liars; but 'those that speak the truth are his delight.'" "That's true doctrine; and here we are." Mrs. Miles opened the door when she heard her husband's voice, and said, in a pleasant tone, and manner,-- "She learned the stitch in half the time I did." The proud husband tapped her glowing cheek. I am sure he was thinking what a darling little wife he had. And when Johnny eagerly related the story of the boots, I know she thought,-- "That is so like Donald; he has such a noble heart." "And I have the medal,--I mean the dollar, too, mother. I'm to keep it till I tell a lie." "Which I hope will never happen, dear. But did you thank our good, generous friends? I have no words to express my gratitude." "Never mind for words, Mrs. Talbot. Good-night." CHAPTER IV. A SAD STORY. IT was, indeed, time that help should come to the poor widow, for a cough had fastened itself on her lungs, which would soon have ended her life. The room was damp and chilly, and her clothing quite too scant for winter. Mrs. Miles would not wait till she had earned money to buy wood and clothing and food. "They would all freeze and starve," she told the people where she went begging. "I want to get something to save their lives; and then, when she is comfortable, the woman can earn enough to support her family." In two weeks you would never have known the room; the glass was mended, and now the sun shone in. There was a pretty, old-fashioned bedstead, four nicely painted chairs, a table with leaves, a tiny mirror, a patch spread, and the cunningest little cooking-stove, which kept the room beautifully warm. At least, Johnny thought so when he came dancing home from his work. Besides all this, Mrs. Miles had procured from an old lady some healing syrup, which had nearly cured the troublesome cough; and Mrs. Talbot could sew now very well, without that terrible pain in her side. She told her dear friend one day, that if she could only forget her past trouble, she should be quite happy,--happier than she had ever expected to be again. "You must tell me about your troubles," Mrs. Miles said. And one afternoon, when Johnny was at work in the factory, and Ella was taking her nap, Mrs. Talbot began,-- "I was married when I was only seventeen, and went with my husband to the western part of New York State. He was a carpenter, and could get good wages, which supported us in great comfort. Johnny was almost seven years old when Dexter, that is, my husband, told me he wanted to bring home one of his workmen to live with us. The man had no home, and, as he did not think it right to spend his evenings in a tavern, he was very lonely. His name was Robert Hardy, and he gave very little trouble. He grew to be fond of Johnny, and spent many leisure hours in amusing him and making him playthings. "But one day he came home sick; and for two weeks he never left his bed. Dexter and I took all the care of him. When he grew better, he went away to his mother. He sat by the fire thinking. I expected he would thank us; but he did not. He held Dexter's hand like a vise; and he tried to say good-by to me; but his voice failed. I have never seen him since. I feel sure he was grateful. The doctor had told him our care saved his life. "The very night he left, Dexter grew delirious; he had stayed at home with a cold for a week. The doctor came again, and said he had taken the fever. "Oh, those were dreadful days! He grew worse and worse, and I--it breaks my heart when I think that I had nursed a stranger, and couldn't nurse my own husband--I was lying on a bed in the same room; and my little Ella lay beside me. Every moan of Dexter's went through my heart; and when he died, all hope and joy died with him. I cared for nothing. I remember but little of those long, weary months which followed. I should have died but for the kindness of my neighbors. "The Rector visited me; but I scarcely understood what he said. When Dexter died, there were three hundred dollars laid by in the bank. Fifty of it went for his funeral expenses and my mourning; and the rest went little by little, till I had not a shilling left. Then Johnny was taken sick. I hoped he would die; I hoped we all should die; but I began to think that I was not prepared to follow my husband to heaven. He loved his Saviour, and I did not. "I tried to pray. The Rector's wife prayed with me, and led me to Jesus. I learned to trust in him; but I was wholly inexperienced, and knew not how to earn a living for myself and my little ones. I thought if I could only get home to my parents that I should be happy; but I had nothing left to pay my expenses. "One by one my pieces of furniture were sold, and I was dependent on charity for my daily food. At last they raised the money to pay my fare, and, with all I had in the world packed in Dexter's chest, I left the place where I had experienced the greatest joy and the greatest sorrow I had ever known. "When I reached home I found my father helpless from a paralytic stroke, and mother worn out with care of him. One of my friends owned this old house, and offered me the use of it. He said, as it was near the factory, we could get work. I might have done something, but I took cold and was unable to sit up. Afterward, when I inquired again and again at the factory, I was told that they had already more applicants than they could supply. "At last Johnny got a place there; but his wages were small, and--and--unless you had found us, I think we should really have starved." CHAPTER V. GOING TO SCHOOL. SPRING came at last; and then what delight Ella felt in being allowed to run out of doors, and play on the new, fresh grass with the pussy Mrs. Miles had given her! Johnny was still in the factory; and Mrs. Talbot worked away at the hose, making a very comfortable living. She could smile now at Ella's cunning ways, and laugh with Johnny at the news he brought from the mill, after his day's work was done. He was in Mrs. Miles's class in Sabbath school,--her best scholar, she said. He had won a prize already for obtaining two new scholars; and what do you think it was? Why, a new Bible with clasps; and very proud he was of it, too. Every Sabbath he learned his verses in it,--putting in the red ribbon-mark with great care. In the evening, Johnny read to his mother while she sewed, and now he was learning to write. Mrs. Talbot made a copy on the slate, and he wrote underneath, trying to make every line better than the last. One day he came running home from his work, his face looking very bright and happy. "Mother! mother!" he called out; "I'm going to school! I'm not going to work any more,--I mean not all day. Mrs. Miles has settled it! And O mother! I'm to go there this evening for a big bundle of clothes. She's made me a jacket out of a coat of her husband's, and that was what she wanted my other jacket for. Oh! oh! I'm so glad!" "That is news!" exclaimed Mrs. Talbot. "I'm to be advanced," he added; "she says so, and paid by the hour; and I shall earn just as much working between schools as I do now. O mother! isn't Mrs. Miles splendid?" In the evening, Johnny went for the bundle; and the lady accompanied him home to see how the new clothes fitted. "It's my first trial," she said, laughing; "and I'm very proud to think that I've succeeded so well." Johnny turned round and round, as directed, to show first the back, then the shoulders and front. "I find I have a natural gift at tailoring," cried Mrs. Miles. "I shall throw up making hose, and devote myself to my new calling. Just see that sleeve, now! It looks as well as if it were bought from a fashionable store." "I don't know how to thank you," murmured the widow, laughing through her tears. "I should have tried to cut them over, of course; but I'm afraid I should have made a bungling piece of work of it." "Well, then, if you confess so much, I will tell you that I have a right to be proud; for the times that jacket has been ripped and sewed, and ripped and basted and pressed, are beyond calculation. I made a study of Mr. Miles's wedding-coat, at last, particularly the sleeves, and then I found out what my trouble was. But the victory was worth all the pains; so I don't count the four days I spent on it lost time." "I mean to be very careful of my new clothes," said Johnny, who had been listening in open-mouthed wonder. They both laughed at his grave tone; and then Mr. Miles came for his wife; and they talked about the Sabbath school. "I want you, Mrs. Talbot, to do my wife a favor," said the gentleman, trying to look serious. "She is desirous of having an infant class in the Sabbath school, and wants you for the teacher. Ella, she says, is old enough to go with you." "Me!" exclaimed the widow, in great astonishment. "Me! Why, I am not competent to teach any one." "Neither am I," urged Mrs. Miles; "but I do love my Saviour; and I want the boys and girls around me to love him; so I try to tell them what a good Being he is, and what he has done for us. Can't you do that?" With a deepened color the widow answered,-- "At least, I will try." "I knew you would; and if you will only tell them the 'sweet story of old,' as I heard you telling it to Johnny one of the first visits I made you, and while I was waiting in the entry for you to answer my knock, it is all I will ask. Ever since that time I have only been waiting for summer so that the little ones, Ella among the rest, can go out." [Illustration: Johnny with a new Scholar for the Sabbath-school. Series II, vol. iii, p. 63.] "She tells me beautiful stories about Daniel in the lion's den," exclaimed Johnny; "and about Joseph in prison. I can read them, too, in my new Bible." "There is a small vestry which seems made on purpose for your school," suggested Mr. Miles. "Where we hope to see you next Sabbath," added the lady. "I will do the best I can," was the humble reply; "and I am sure I shall love the work." CHAPTER VI. JOHNNY A FAVORITE. I WISH you could have seen Johnny the first morning he started for school. His face was as clean as soap and water could make it; his hair was nicely parted on his broad forehead; his eyes shone like stars; and his mouth was wreathed with smiles. He wore the new suit Mrs. Miles had given him, and a clean linen collar around his neck. In one hand he carried a little pail full of dinner; and under his other arm, his spelling-book, reader, and slate. He was to call at Mrs. Miles's for a pencil; and so, after bidding his mother good-by and hearing her call after him, "Be a good lad, Johnny, and don't let any idle boys turn you from your book," he hurried away to be in season to choose a seat. This was the first day of the term, and the earliest scholars had the best chance. Mrs. Miles met him at the door with the long slate-pencil nicely sharpened in her hand; and, having looked at him from head to foot, she said, approvingly,-- "You are just right, Johnny, and I'm proud of you." Then she kissed his glowing cheek, and he ran down the steps. I suppose you would like to know where the silver dollar was all this time. Why, round Johnny's neck, to be sure! You know he was to wear it till he told a lie; and, as he had never departed from the truth, it was still there, fastened to a nice ribbon that his mother had bought for it. At school, Johnny liked his teacher and the boys; and they liked Johnny. In school he was as grave as a judge, studying his lessons with all his might; but at recess there was not a merrier boy among the whole set. Playing ball or catcher were new games to him, who had always been obliged to work so hard, and he enjoyed every moment of the time given to them. Then he was always fair at his plays, and ready to oblige his companions. By-and-by it used to be said,-- "Don't cheat, now! Be fair, like Johnny Talbot." This pleased Johnny's friends more than all the rest. To be sure they liked to have him a good scholar,--to have him popular among his school-mates; but it was best of all to know that he tried to do what God would approve. At home he was just the same boy that he was when I first began to tell you about him, and was as ready to give up his pleasure to his mother and Ella as he had been to give up his scant breakfast of Indian porridge, when he knew there was not enough for all. As you may imagine, Johnny was a very busy child. He rose almost as soon as he could see, and reached the farm where his mother and Mrs. Miles bought their milk, before the farmer was ready for him. Then he was back with his two pails, and off for the factory for a couple of hours. He was very happy here, for all the men and women smiled upon him, so he whistled away at his work, though the noise of the machinery prevented any one but himself hearing his music. When the town-clock struck eight he was off for home, where he had only just time to eat his breakfast, wash and dress for school, before it was the hour to start. After school, he changed his clothes again, and had three more hours for work before dark. So the summer passed happily away. Sometimes, indeed, when the boys were starting off for nuts; or when he heard them on the common, flying their kites, he used to wish, just for one moment, that he were rich, so that he could have time to go with them; but he did not cherish such thoughts. He knew that God had been very kind to him, and that his heavenly Father had ordered all things for his best good. His mother had explained to him that it was for Joseph's future advancement that God allowed him to be put into prison, and that this great and good Being is always watchful over those who love and trust him. At home, though Johnny had little leisure, yet he contrived to please Ella so much that she longed for his presence, and would run forth to meet him, her apron full of grass and flowers, which she had gathered for dear Johnny. CHAPTER VII. JOHNNY'S TRUST. BY the industry of Johnny, and the wages of his kind mother, the family at the cottage had passed a very comfortable summer; but now work was scarce, and the widow looked forward with some dread to the cold weather. She well knew that more than one third of the women who worked for the factory had received no hose for several weeks; and that it was only through her friend's exertions that Mr. Miles sent it regularly to her. Then, although her earnings had provided them with abundance of good plain food, yet this sum, even if continued, would not supply fuel and warm clothes. Nor was there anything to pay for mending the roof, where the rain dripped in during every shower. It was on a dreary November evening that Mrs. Talbot talked with her son while Ella, untroubled by anxiety or care, lay soundly sleeping in the bed at the farther corner of the room. With a sigh, the widow told her boy she feared trouble was before them. "Everything seems dark," she went on; "I can't see where help to carry us through the winter is coming from. We can't live in this house much longer unless it has new shingles on the roof; and I know that is a very costly job. Then we all need warm clothes. I'm afraid, Johnny, you'll have to leave school and work harder than you have ever worked before;" and she sighed again. Johnny's chin trembled. "I can't work in the mill, mother," he began, trying to keep back a sob. "One of the men told me to-day there were no orders from the merchants, and they would have to stop." The widow covered her pale face with her hands. "We shall starve, then," she cried out, in a voice of agony. "Oh, if your father were only alive!" She leaned on the table and wept bitterly. "Mother," faltered Johnny, drawing his coat-sleeve across his eyes; "mother, you told me our heavenly Father loves us better than any earthly father. Won't he help us if we pray to him? Don't cry so, mother; I think he knows about it, and perhaps he'll take care of us, as he did when we were starving before." "Johnny! Johnny! I've been wicked. I've been doubting him all day. Yes, my child, he is good, merciful, and true to his promises, even to poor, weak creatures like me. We will pray, and we will trust. I feel happier already. I have been carrying my burden of care when he says we may cast it on him. Come, Johnny, we will pray." They kneeled together by the firelight; and the woman, with a full heart, thanked her heavenly Father for her precious boy,--that his faith had not wavered when she so wickedly doubted his power or his willingness to help them. She thanked him again for his former care of them, and she urged his gracious promise, "I will be the widow's God, and a father to the fatherless." She arose and took her seat with almost a smile. "All my anxiety has gone," she said, in a cheerful tone; "I know my heavenly Father is able and willing to help us. Johnny, my precious boy, how could I murmur when you and Ella are spared?" "I prayed in my heart all the way home," faltered the boy; "I didn't know what we should do; but I kept saying to myself,-- "'God knows all about it,--just as he did about Joseph in prison.'" His mother drew him to her side, and kissed his forehead. "Now you must go to bed," she said. "Though we trust God for the future, we must do all we can to help ourselves. I have work for another week; and you must be off early to yours. When this fails, I feel sure that we shall be provided for somehow." Johnny lay quiet on his couch, and his mother thought him asleep. She read chapter after chapter of God's holy word, comforting herself in his gracious promises, when she was startled by hearing her boy say,-- "Mother, there's my silver dollar, you know. That will buy a good deal." "Yes, dear." Her voice trembled. She knew how much he prized that dollar, and how often Mr. Miles had asked to see it, "to be sure," he said, "that it was not lost or forfeited." She resolved that not until everything else had been sacrificed should that dollar be parted with. Two days later Johnny ran home with the joyful announcement,-- "Mrs. Miles has come home! I've seen her. She beckoned me to go in, and, O mother! what do you think she showed me? The cunningest little baby I ever saw. She wants you to come right over, and she----" Mrs. Talbot interrupted him by saying,-- "That is good news! I'll go at once, and take Ella, so that I can stay and help her. Rake up the fire as quickly as you can, and put on Ella's hood." "I felt a little troubled for you," exclaimed the lady, when, after a cordial embrace, she had heard a confession of the widow's fears; "but I am sure all will come out right and bright. That dear Johnny! I hope my boy will be just like him;" and here she gave the baby a good squeeze. "If the mill is shut, as I suppose it must be, we shall go to my father's for the winter. It will be a trial to all of us; but we will trust it is for the best. My husband told me that he should know certainly at the end of another week. If no orders come in before that time, they can't keep on." Mrs. Talbot took the baby and began to caress it to hide her troubled face; but presently said, with a smile,-- "How thankful we ought to be that there is One who orders all events in our lives, and that this Being is he who calls himself our Father." CHAPTER VIII. JOHNNY'S NEW FATHER. THE cold weather came on early this year. As he ran shivering home from school, Johnny saw, at almost every house, the preparations for winter. Here was a pile of wood, and there a large heap of coal, suggestive of warmth and comfort. Two days more and the important question about the factory would be decided. If Mrs. Miles went away, it would be very desolate. God only knew how they should be able to get along. He thought of all this one night as he was returning from the factory, and to comfort himself began humming his favorite tune,-- "I have a Father in the promised land." As he came in sight of the cottage, he wondered at the bright light which reflected from the windows; but he wondered still more at the scene presented within. Their one table was set in the middle of the floor, and spread with such abundance as he had never seen there. His mother was hurrying to and fro, and intent on the cakes she was frying, while at the same time she talked with a well-dressed man who sat near the fire holding Ella in his lap. "I haven't forgotten your favorite dish," she said, with an arch smile. "You liked rye fritters best, while Dexter preferred buckwheats." "Ah, there is Johnny!" exclaimed the stranger, holding out his hand. "Don't you remember me?" It was, indeed, an old friend,--the man who had been watched and nursed by Mrs. Talbot and her husband, and from whom she had never since heard. He had spent a week in searching for her, he said; and now he meant to take care of her and the children. After supper, he rocked Ella to sleep, and then begged to hold her awhile; for, he said, "I have something to tell you." "You know I had not fully recovered when I went away," he began. "I tried to thank you, but I couldn't; my heart was too full. I heard of Dexter's death, and felt that I had lost a brother. The next thing I did was to make a resolution to be a brother to you and yours. I worked hard and saved every penny. Not that I thought money could pay you for your care of me; but I felt that you might need help. "There," he added, holding out a package, "is the first I earned. I laid it aside for you." The widow's face flushed as she saw written on a corner of the wrapper, "Two hundred dollars." "I found a good place and succeeded well. Every day I repeated the prayer Johnny taught me on my sick-bed, and God answered it. I saw my need of a Saviour, and gladly accepted the one offered me in the Bible. I wrote again and again to you, sending my letters to our old place; but I had no reply. At last I grew too anxious to wait longer, and, settling my business, I set out to find you. I wish I had started a year ago." "God's time is the best time," murmured the widow, her eyes full of tears. Then Mr. Hardy bade Johnny bring the Bible, and they had reading and prayers together. Early as the widow rose the next morning, their guest was up before her, and on the roof examining the building. In the course of the day the leak was stopped, the broken steps mended, and a new lock put on the door. Toward night he went out, but soon returned with a wagon containing a barrel of flour, two casks of potatoes, beside sundry small parcels. An hour later the wagon came again with a neat bedstead, mattress, and two stout blankets, and a whole web of cotton cloth for sheets. Mrs. Talbot clasped her hands on her breast, saying to herself, "The Lord has, indeed, appeared for me." When she tried, with a broken voice; to thank Mr. Hardy, he only smiled as he said,-- "Wait a little. You'll find I'm selfish after all." They had a long talk that evening, after the children were asleep, which accounted perhaps for the pretty pink in the widow's cheek, when Johnny saw her the next morning. "Come here, my boy," said Mr. Hardy, drawing a stool to his side; "I loved your father. He was one of the best men I ever knew. But as he is gone, your mother last night consented that I should be a father to you and Ella. Will you be my true and loving son?" He opened his arms, and Johnny was clasped to his breast. "I will try to be a good son," he whispered. As Mr. Hardy urged there was no use in delay, the next Sabbath morning they went to the Rector's house and were married, Mr. Miles giving the bride away. When Mr. Hardy examined the cottage, he did it with the resolution to repair it, if it proved worth the expense. But he found many of the timbers rotten, and the sills sunken into the ground. He thought it better, therefore, to put up a new house, for which he had abundant means. He hired an old barn, and fitted it up for a shop, and then, when not otherwise engaged, labored diligently at getting out the frame, doors, and windows for his new building. CHAPTER IX. THE NEW HOUSE. THE factory was closed, but only for a few weeks. Just as Mr. Miles was making preparation to leave, orders came in, which obliged him to employ all their old hands. Johnny did not leave school, but worked two hours in the morning, as before. He did not work at night, because his new father insisted that every boy must have some time to play; and then, when Mr. Hardy began to have more work than he could do, Johnny must get kindlings for his mother, or run of errands for her. In the spring the new house was finished; a plain, neat building, with a pretty portico over the front door. Johnny and his mother often talked about their old trials, and always remembered with pleasure that in the hour of their sorest need, they did not forget to trust in the great and good God. Would you like to know what kind of a house it was to be? I will try to describe it as Mr. Hardy did to Johnny and his mother one evening, with Ella sitting on his knee. "There," he said, drawing a plan on Johnny's slate, "is the front door, which leads into the entry. Out of this on one side is a room, which we will call the Sunday-room; because I shall, by and by, have an organ in there, and we will sing psalm tunes on Sunday." Johnny gave a scream of delight, and Ella asked, "May I sing, too?" "Certainly, my dear. Now here on the other side is the room where we shall live and take our meals. Behind the front entry is a large closet, into which I mean to put lockers and drawers, so that your mother can keep her dishes nicely arranged, as they used to be in her old home. I remember," he added, with a smiling glance at his wife, "how cosily the room used to look when Dexter and I came home from our work, and how I thought I should be the happiest man living if I had somebody to care for me as you did for Dexter. "Besides, there will be a kitchen and a shed beyond, where you will have a chance to cut and pile wood. Ella must have some work, too, and so here goes the chicken-house, where she will have to feed the biddies, and find the nice white eggs. Upstairs, Johnny, there will be four chambers, beside a tiny room over the front entry." "Mother is crying!" exclaimed Ella, springing to the floor. "It seems like a dream, a happy dream," said Mrs. Hardy, softly. "Only a few weeks ago, and we were so destitute, and knew not where to turn for help!" "But we prayed to God, mother, and he heard us. I guess that's why he sent Mr. Hardy here, don't you?" * * * * * Transcriber's Note: Obvious punctuation errors repaired. 
45407	----	[Transcriber's Note: Bold text is surrounded by =equal signs= and italic text is surrounded by _underscores_.] THE PANSY EDITED BY "PANSY" MRS. G. R. ALDEN. D. LOTHROP& CO. BOSTON, MASS., U.S.A. Copyright, 1886 by D. LOTHROP & CO., and entered at the Boston P. O. as Second Class Matter. EPP'S (GRATEFUL--COMFORTING) COCOA. =CANDY!= Send $1, $2, $3, or $5 for retail box by Express of the best Candies in America, put up in elegant boxes, and strictly pure. Suitable for presents. Express charges light. Refers to all Chicago. Try it once. Address C. F. GUNTHER, Confectioner, Chicago. [Illustration] GOLD MEDAL, PARIS, 1878. BAKER'S Breakfast Cocoa. Warranted _=absolutely pure Cocoa=_, from which the excess of Oil has been removed. It has _three times the strength_ of Cocoa mixed with Starch, Arrowroot or Sugar, and is therefore far more economical, _costing less than one cent a cup_. 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LOTHROP & CO., Boston. =SAMPLE COPIES FREE.= A sample copy of either BABYLAND for Babies; OUR LITTLE MEN AND WOMEN for Youngest Readers; THE PANSY for Boys and girls, will be mailed to any one who will send for it, mentioning this periodical. Address D. Lothrop & Co., Boston. _Volume 13, Number 26._ Copyright, 1886, by D. LOTHROP & CO. _May 1, 1886._ THE PANSY. [Illustration: HOWARD'S HENS.] "DILIGENT IN BUSINESS." IF there ever was a boy who needed to turn over a new leaf and write at the top as a motto, "Diligent in business," that boy was Howard Grinnell. If his mother asked him to do anything, he always replied, "I will in a minute." He said this so often that I wonder he was not called "in a minute" by everybody. It would have been a very appropriate name. Howard had the charge of the hens, at least that was the way they put it, but I think that Mrs. Grinnell was the one upon whom the burden rested. Every morning after breakfast she found it necessary to ask, "Howard, have you fed the hens?" "Not yet, but I am going to." "Well, go right away, or you will forget it." "No, I will not forget, I am going in a minute; I just want to look at the weather report." Half an hour later Howard appears from the direction of the east meadow with his hands full of meadow lilies which he presents to his mother, saying: "The very first! Put them in the antique vase, please. And set it under the mantle, will you, mamma?" "Thank you, dear, they are beautiful! I will arrange them at once." Then as she turned away, "The hens?" "O, I forgot! I'll go now." "Seems to me," said Mr. Grinnell one morning, "that you have carried that on your shoulders about long enough. Howard should attend to his business without prompting. It did very well at first, but the time has come when he must be held responsible for the prompt discharge of the duty, else take away the privilege. Howard!" "Sir?" responded the boy, turning back on his way to the barn. "After this you are not to be reminded of your work, and if the hens are not cared for before breakfast, I will do it myself, and you will not have any benefit from the eggs, either in money or as food; it will be some little extra trouble for your mother, but you will be provided with food prepared without eggs unless you are faithful to your trust." "Yes, sir." And Howard went on his way. I do not think he made any resolutions; he thought it would be easy enough to attend to the duty as required, and gave himself up to the examination of a weed which had sprung up in the yard and which was a new one to him. The next morning he remembered the hens, but the second morning though remembering he thought of something he wished to hunt up in the cyclopædia, and stopped in the library until the breakfast bell rang. For breakfast there was ham and eggs, and corn muffins. Howard was a little surprised when his father passed him a plate with only a potato on it. He was about to remonstrate, when he caught the significant look on his mother's face, and remembered the compact. He wisely made the best of it and decided that he would try a bowl of bread and milk. After breakfast Mr. Grinnell fed the hens, and at night he brought in the eggs, saying to his wife: "I would like some boiled eggs for supper; as Bridget is away, we can get along very well with bread and butter and eggs. Didn't I see you making a sponge cake this morning?" "Yes." Then they both laughed, but Mr. Grinnell sobered immediately and said: "It is rather hard on the boy when he is so fond of eggs, but it is quite time he had a lesson. His dilatory habits will be a hindrance to his success as long as he lives unless he is cured." Now, privately, I do not believe that Mr. or Mrs. Grinnell enjoyed their supper of boiled eggs and sponge cake. I know the mother would much rather have eaten dry bread and given the boy her supper, but she and her husband chatted over the meal as if everything were quite as usual. Howard ate his bread and butter, missing the canned fruit which Mrs. Grinnell remarked she thought they could do without as they had the extra indulgence of boiled eggs. Now I do not suppose any of you boys are surprised to hear that Howard, after asking to be excused some time before his father and mother were through with their supper, banged the door slightly as he left the room. However, the next morning the hens received attention at the proper time. And so far as that one duty was concerned he did not need another lesson, but he was not yet made over into the prompt boy which his father desired him to be. That woodbox! O, boys! Do you shrug your shoulders and say, "I don't blame him?" The woodbox is a dread to boys, I well know. Howard Grinnell did not particularly dislike the work of filling the box, but he was never quite ready to do it. He was always putting it off until he had finished reading the morning paper, or been the rounds of the garden and meadows to see if there were any new flowers out or any new birds' nests, and at length the school bell would ring and he would go off to school having forgotten that there was such a thing in the wide world as a woodbox. One morning Mrs. Grinnell said, "Howard, Bridget will need a box full of wood to-day; she has a large ironing." "Yes, ma'am," said Howard dreamily from the depths of an arm-chair where he had established himself with a new orchid and a botany. Mrs. Grinnell was busy, and gave the matter no farther attention until two hours later Bridget announced that the wood was out. "Dear me!" said Mrs. Grinnell, "that boy went off without filling the box, after all!" After a moment's thought she said: "Well, Bridget, Howard cannot expect his clothes to be ironed with cold irons. You may hang all his things upon the bars without ironing, and he will have to wear them so. Perhaps you and I can get wood enough for the rest." Bridget thought it a good joke to play upon Master Howard, and her good nature returned in view of the sport she would have at the boy's expense. You may imagine that Howard did not enjoy wearing his rough-dried garments, but he was forced to do so. And as he was a somewhat fastidious boy, it was quite a trial to go to school in that plight. It was by such lessons as this that Mr. and Mrs. Grinnell sought to cure Howard of his fault; and one day when Mrs. Grinnell was looking over same mottoes, she discovered one handsomely illuminated which struck her as being just the one for her son's room. It was this: "Diligent in business, serving the Lord!" FAYE HUNTINGTON. HOW IT BECAME POSSIBLE. "THAT is impossible!" and Mrs. Frazee turned away to hide the tears that were ready to fall. The doctor had just said, "I must tell you plainly, she has no chance for life here; she can never get through the spring months in this stifled air. If you take her into the country at once I have not the slightest doubt of complete recovery; she is sure to rally with fresh air and country living. She ought to go at once." And to this Mrs. Frazee had made answer, "It is impossible!" and indeed it did seem impossible. Where was the money to come from for a journey? Annie Frazee had been ill all winter; first it was the measles, then later the whooping-cough. How that cough did hang on! Day after day the child seemed to grow weaker, though they kept hoping for improvement. They were too poor to have constant medical attendance, but a kind-hearted physician who had been consulted when the cough had proved too obstinate to yield to the mother's nursing, had fallen into the habit of dropping in for a moment whenever he was in the neighborhood. It was one of those bright mornings of early spring. Doctor Emmons had been called to prescribe for Mrs. Murphy's baby. Mrs. Murphy lived away up at the top of the tall tenement house of which the Frazees occupied two rooms on the second floor. The doctor stopped for a few moments on his way down, and his quick professional eye noted immediately the change in Annie since his last call, and he made the plain statement which so distressed the poor mother. "If it could be," she said over and over when Doctor Emmons had gone on his busy way, "but it is impossible!" Suddenly as she was going sadly about taking up the work she must do, and repeating the sorrowful sentence, "It is impossible!" she seemed to hear a voice saying, "The things which are impossible with men, are possible with God." The voice seemed far away, and though Mrs. Frazee was startled she soon realized that it was a memory of words she had read long ago, and as she reflected she knew that they were the words of Christ himself. [Illustration: ANNIE'S WINDOW.] Away back in her girlhood Mrs. Frazee had professed to be a follower of Jesus. The good seed sown in her heart in the Sunday-school seemed to promise to bring forth fruit; but presently the pleasures of life, and afterwards the cares, crowded in upon her Christian life, until it seemed to have withered away. Dropping Christian duties one by one, putting away the privileges of a servant of God, she had for a long time been living away from Christ, struggling under her sorrows without aid from above. And that morning along with the memory of the words, "With God all things are possible," came the thought, "But this is not for me! I cannot claim anything from God; I have so long wandered from Christ, so long denied my Master that I have no right to come in his name asking for help!" Then after a little while thoughts of the prodigal came to her, and then by and by, stepping softly so as not to disturb Annie who had fallen into a light sleep, and saying in a whisper so faint that only the ear of the Infinite could hear, "I will arise and go to my Father," she passed into the other room, and, closing the door, knelt down alone with God to confess her sin and to plead for forgiveness. When did Christ ever turn away from a weary, burdened and repentant soul? When Mrs. Frazee came back to the room where Annie was still sleeping, and looked into the pale face, she murmured, "If it be thy will, dear Father, spare my child." The possibility of bringing about a removal of her darling into the country seemed as remote as ever. Yet now and then there came the thought, "With God all things are possible!" * * * * * In a pleasant home in the upper part of the city a cheerful group sat at breakfast. "If I go home with uncle Ben, I have ever so much to do to-day," said Ethel Miller, a bright young girl of fifteen. "You girls always have so much to do," replied her brother John, two years younger. "I could get ready to go into the country for a few days in five minutes, but I suppose you will have to spend half a day deciding what to take, and the other half in packing two or three trunks!" he added with a smile. "You are quite mistaken; I am not going to take even one trunk. But I have some calls to make." "Calls!" said uncle Ben, arching his eyebrows. "I supposed that as you were a schoolgirl yet, you were exempt from that form of fashionable nonsense." "Oh! I do not mean fashionable calls," replied Ethel; "but you see I am on the lookout committee, and Mr. Myers told me yesterday that the Frazee girl who has been sick all winter seems to be failing, and I ought to go there before I go away. And there are one or two more on my list who live down that way, so I may as well call on them all while I am about it." "What will you do this morning, Benjamin?" asked Mr. William Miller, Ethel's father. "If Ethel will take me along, I think I will go with her, and on the way back I will drop in at the store and go to lunch with you. And this afternoon I propose to give myself over to John." This arrangement gave general satisfaction, only Mrs. Miller suggested that she, being left out of the plans, should claim the evening for herself. Several things happened to delay Ethel and uncle Ben, so that it was quite a little after noon when they reached the home of the Frazees. Ethel in her new spring suit, with her dainty ways and bright face, was a pleasant sight to the invalid, and uncle Ben seemed to Mrs. Frazee to bring in a whiff of that country air which she had been longing for. It all came about naturally enough. Ethel's inquiries brought out the information that Annie was not gaining and that the doctor had recommended country air. And Mrs. Frazee said, "We have not had time to plan yet, but I hope a way will be opened for her to go, though it seems just now to be impossible." Uncle Ben listened, meantime taking in the barenness of the room as to its furnishings. Presently he asked a few questions, not in any sense obtrusive, but such as a sympathetic stranger might ask if he knew how, and uncle Ben did know how. Then he said, turning to Ethel: "Suppose we take your friend here home with us? There's room enough out there, and your aunt would not let her want for care." Ethel's eyes beamed. "That would be just the thing! May we take her, Mrs. Frazee?" Then Ethel explained that uncle Ben lived about forty miles away in the country, that she was going home with him for a week, and that Annie would be a very welcome guest if she could go. "You see," said Mr. Benjamin Miller, "if it agrees with her out there she can stay on after Ethel comes back to school; Ethel being with her for the first few days will help her to get used to the place." Mrs. Frazee was too much overcome to express her joy at this unexpected turn of affairs. She tried to say it was too much, that they were strangers to him, and could not expect such kindness; but uncle Ben said: "It's all right! This seems to be the next bit of work that the Lord has set for me to do, and it is not an unpleasant task, I'm thinking. Someway he gives me pleasant things to do, mostly!" So it was settled, and a week later Mrs. Frazee's heart was cheered by a letter from Annie herself. She wrote: MY DEAR MAMMA: I am getting stronger every day. It is lovely here. The house is the prettiest I ever saw, and my room is just as cunning as it can be. A pair of birds are building a nest under the eaves close to my window. Mrs. Miller brought up some plants in pots for my window. Before Miss Ethel went away she went down the river to where the pussy willows grow and brought me some catkins. Mr. Miller is going to take me out for a ride this afternoon. I have all the milk I can drink, and I do not cough at all nights. I wiped the dishes for Mrs. Miller this morning. So you may know I am better. ANNIE. Mrs. Frazee dropped the letter in her lap, and clasping her hands said, "My God, I thank thee!" Presently Doctor Emmons tapped at the door, and entering, looked about in surprise. "What have you done with my patient?" "O doctor! didn't you know? She has gone into the country and I have a letter here from her. She is getting well!" "Of course she is! But how did it happen?" And then Mrs. Frazee had to tell the story to the wondering doctor. As she ended she added, "And I have found out that 'all things are possible with God.'" FAYE HUNTINGTON. - - - - - - - SOME little folks are apt so say, When asked their task to touch, "I'll put it off, at least, to-day; It cannot matter much." Time is always on the wing; You cannot stop its flight; Then do at once your little tasks; You'll happier be at night. But little duties still put off Will end in "Never done;" And "By-and-by is time enough" Has ruined many a one.--_Well Spring._ SIX O'CLOCK IN THE EVENING. GOD IS A SPIRIT: AND THEY THAT WORSHIP HIM MUST WORSHIP HIM IN SPIRIT AND IN TRUTH. ONE SOWETH AND ANOTHER REAPETH. JESUS SAITH UNTO HIM, GO THY WAY, THY SON LIVETH. WILT THOU BE MADE WHOLE? JESUS SAID UNTO THEM, I AM THE BREAD OF LIFE. IN came the children, one evening when they were to have a story, and Rollo laid the verses in Grandma Burton's lap. The room looked very pretty that evening. There was a bright coal fire burning in the grate, which lighted everything beautifully, and Grandma herself was the prettiest object in it. So the children thought, anyway. "Yes," she said, "I know a story about that last one. It happened a great many years ago, as the most of my stories do. Are you all ready?" The hassock and chairs were by this time fixed in their accustomed places, and the silence kept by all the children showed that they were ready for the story, without Harold's announcement to that effect. So Grandma began: "It was one day in November, just before Thanksgiving, when I was about twelve years old, that my brother Fred and I received a note from a lady who lived out in the country a mile or two, which said that she wanted us to come and spend Thanksgiving with her. We were both very fond of Mrs. Watson, and were delighted when father said we might go. "So that afternoon he harnessed Old Gray to the sleigh, and took us around to Mrs. Watson's. It was quite cold, I remember, and father said he guessed there would be a big snowstorm in the night. The house we were going to was a little low one, that was old-fashioned even then, and with only one story. "Mrs. Watson came to the gate to meet us, and showed us into her warm kitchen, while father said good-by, and hurried home. We had some nice fresh milk and bread for supper, and went to bed early. I was very tired, and didn't waken till I heard the big clock strike six, so I hurried up, and dressed very fast, all the time wondering what made the room so dark. I couldn't see out of doors, because of the curtain at the little window. "When I came into the other room, I saw my brother up on a chair at the window, looking over what seemed to be a white sheet tacked to it, and Mrs. Watson watching him. 'You can't see anything but snow,' he said presently, 'for the little hill hides the road.' 'Why, what is the matter?' I asked, surprising them so that Fred nearly fell off his chair. And how frightened I was when I found the snow had drifted against the house, so that we could neither see out of the windows, nor get out of the door! "My!" said Sarah. "Why, we never see so much snow as that here, Grandma." "I know, dear," said Grandma Burton, "but where I lived when I was a little girl was much farther North than we are now, you know, and I remember that in the winters we often used to go out sleighriding, and ride over the tops of the fences, not being able to see them at all." "What fun! Now go on, Grandma." "Well, we tried to make a way through the drift, but didn't succeed. My brother said he thought he could shovel a path, but Mrs. Watson told him she had lent her big shovel to Mr. Smith the day before, while his was getting mended, and had only a little one for the fire. So all there was to do was to get breakfast, and wait for some one to come and dig as out of the drift, or rather, dig the drift away from us. "We did pretty well for breakfast, only we hadn't any bread. 'I was out of flour,' said Mrs. Watson, 'before I knew it, and Mr. Jones was to bring me another barrel this morning, but I don't suppose he will come, now that there is so much snow.' The turkey was there in the pantry, so were the cranberries; Mrs. Watson let Fred and me help cook them for dinner, and we tried to make the best of our condition, and think as little as possible of the great wall of snow outside the house. But it was hard work; every little while the tears would come into my eyes, to think of my dear father and mother at home, not knowing how we were snowed up in the little red farmhouse. "A little while after breakfast we all sat down to have family worship, and Mrs. Watson, taking down her big old Bible, read part of the sixth chapter of John. I remember it now, just as well as I did years ago, how she read about Jesus' feeding that great multitude, when they had nothing to eat. And then how he told his disciples afterward what was the best bread to have, and said, 'I am the bread of life: he that cometh to me shall never hunger; and he that believeth on me shall never thirst.' "'Children,' said Mrs. Watson, when she had finished reading, 'Jesus can give us the bread we eat, and the bread of life, just as well now as he could then. Let us ask him for the two kinds.' And then we knelt down, and she prayed very earnestly that God would not only give us the bread that we needed then to eat, but would also give us the blessed bread of life. And I am sure Fred and I prayed too. "The dinner was a pretty good one, with the turkey and all, but we missed the bread again. It is wonderful how much you do need that, no matter what else you have. I had often thought, before that Thanksgiving, that I could get along just as well without bread as with it, if I had plenty of other things, but I saw, in just that one day, how necessary it was. "We had a pretty lonely afternoon. Nearly always, when we went to see Mrs. Watson, we had a very good time, but with that great wall of snow outside the house, and the weather growing colder and colder, so that it couldn't melt, it was impossible to be very happy, no matter how much we tried. It seemed awful to go to bed feeling so badly, though I knew that father would be after us in the morning. Every little while, all the afternoon, I would flatten my nose against the window, and after looking at the snow a minute, I would shut my eyes tight, and pray to God that he would have somebody come and help us soon. And I really thought he would answer. "When supper time came, and the clock struck six, we were all real glad, I guess, for we hadn't eaten so very much for dinner, and were pretty hungry; besides, supper would give us something to do. But there wasn't much of it--no bread, and no milk--only a little cold turkey for each of us, for the coal was all gone, and we couldn't cook anything. The room was growing cold. I put mother's shawl around me, and Fred put on his overcoat, while Mrs. Watson got her shawl too. We had to light a candle long before supper time, it got dark so early, when only a little bit of light could come in at the windows. "So there we sat, in the cold kitchen. Once or twice Mrs. Watson suggested that my brother and I should go to bed, but he was sure he didn't want to--neither did I. So she got out an old game of checkers, and we played awhile, till we grew sleepy in spite of ourselves, and I dropped off into dreamland with my head on Mrs. Watson's lap, and Fred with his on the table. I didn't waken till the clock struck ten, and then I sat up and looked about me in surprise. I could hardly remember where I was, when suddenly I heard a dull thud, which made all of us jump. "We opened the front door wide. Just as we did so, a great mass of snow came into our faces, soon a snow-shovel appeared, and next--the face of my father! O, how glad we were! He stepped into the room, and threw his arms about Fred and me, covering us with a coating of snow. Two or three more men came in then, one of them with a basket which had been sent by my mother, and as Mrs. Watson took off the cover, I spied a huge piece of bread and butter, and contented myself with that. You can't think how good it was to have some bread again! It seemed a year since I had had any! "That's about all there is to tell, except that in the morning father drove Fred and me home in the sleigh, just as we had come. The reason the verse made me think of that Thanksgiving was that I had never before realized how valuable and necessary bread was, and why Jesus called himself 'the bread of life.' "My brother told me, a great many years later, that he believed that day was the first time he ever really made up his mind to come to the 'Bread of life,' and never hunger again." "Why didn't they come sooner?" asked Rollo. "They didn't know Mrs. Watson's house was snowed up so. It was out in the country, you know, and the snow hadn't drifted so badly in the town. But they missed us from meeting in the morning, and in the afternoon a man came into town, and told them he had seen the house with the wall of snow all around it. So they got their shovels, and came right out to help us." "I think it was dreadful!" said Marion. "But God was taking care of us, dearie," said Grandma, "and he heard and answered our prayers." PARANETE. [Illustration: OUR BABY.] _Volume 13, Number 27._ Copyright, 1886, by D. LOTHROP & CO. _May 8, 1886._ THE PANSY. [Illustration: GOING A-MAYING.] REACHING OUT. (_A further Account of Nettie Decker and her Friends._) BY PANSY. CHAPTER VII. "YOU see," said Jerry, as Nettie came, protesting as she walked that she could stay but a few minutes, because there was Norm's collar, and she had four nice apples out of which she was going to make some splendid apple dumplings for dinner, "you see we must contrive something to keep a young fellow like Norm busy, if we are going to hold him after he is caught. It doesn't do to catch a fish and leave him on the edge of the bank near enough to flounce himself back into the water. Norm ought to be set to work to help along the plans, and kept so busy that he wouldn't have time to get tired of them." "But how could that be done?" Nettie said in wondering tones, which nevertheless had a note of admiration in them. Jerry went so deeply into things, it almost took her breath away to follow him. "Just so; that's the problem which ought to be thought out. I can think of things enough; but the room, and the tools to begin with, are the trouble." "What have you thought of? What would you do if you could?" "O my!" said Jerry, with a little laugh; "don't ask me that question, or your folks will have no apple dumplings to-day. I don't believe there is any end to the things which I would do if I could. But the first beginnings of them are like this: suppose we had a few dollars capital, and a room." "You might as well suppose we had a palace, and a million dollars," said Nettie, with a long-drawn sigh. "No, because I don't expect either of those things; but I do mean to have a room and a few dollars in capital for this thing some day; only, you see, I don't want to wait for them." "Well, go on; what then?" "Why, then we would start an eating-house, you and I, on a little bit of a scale, you know. We would have bread with some kind of meat between, and coffee, in cold weather, and lemonade in hot, and a few apples, and now and then some nuts, and a good deal of gingerbread--soft, like what auntie Smith makes--and some ginger-snaps like those Mrs. Dix sent us from the country, and, well, you know the names of things better than I do. Real good things, I mean, but which don't cost much. Such as you, and Sarah Ann, and a good many bright girls learn how to make, without using a great deal of money. Those things are all rather cheap, which I have mentioned, because we have them at our house quite often, and the Smiths are poor, you know. But they are made so nice that they are just capital. Well, I would have them for sale, just as cheap as could possibly be afforded; a great deal cheaper than beer, or cigars, and I would have the room bright and cheery; warm in winter, and as cool as I could make it in summer; then I would have slips of paper scattered about the town, inviting young folks to come in and get a lunch; then when they came, I would have picture papers if I could, for them to look at, and games to play, real nice jolly games, and some kind of music going on now and then. I'd run opposition to that old grocery around the corner from Crossman's, with its fiddle and its whiskey. That's the beginning of what I would do. Just what I told you about, that first night we talked it over. The fellows, lots of them, have nowhere to go; it keeps growing in my mind, the need for doing something of the sort. I never pass that mean grocery without thinking of it." You should have seen Nettie's eyes! The little touch of discouragement was gone out of them, and they were full of intense thought. "I can see," she said at last, "just how splendid it might grow to be. But what did you mean about Norm? there isn't any work for him in such a plan. At least, I mean, not until he was interested to help for the sake of others." "Yes, there is, plenty of business for him. Don't you see? I would have this room open evenings, after the work was done, and I would have Norm head manager. He should wait on customers, and keep accounts. When the thing got going he would be as busy as a bee; and he is just the sort of fellow to do that kind of thing well, and like it too," he added. "O Jerry," said Nettie, and her hands were clasped so closely that the blood flowed back into her wrists, "was there ever a nicer thought than that in the world! I know it would succeed; and Norm would like it so much. Norm likes to do things for others, if he only had the chance." "I know it; and he likes to do things in a business way, and keep everything straight. Oh! he would be just the one. If we only had a room, there is nothing to hinder our beginning in a very small way. Those chickens are growing as fast as they can, and by Thanksgiving there will be a couple of them ready to broil; then the little old grandmothers did so well." "I know it; who would have supposed that almost four dollars could be made out of some daisy grandmothers! Miss Sherrill gave me one dollar and ninety-five cents which she said was just half of what they had earned. I do think it was so nice in her to give us that chance! She couldn't have known how much we wanted the money. Jerry, why couldn't we begin, just with that? It would start us, and then if the things sold, why, the money from them would keep us started until we found a way to earn more. Why can't we?" "Room," said Jerry, with commendable brevity. "Why, we have a room; there's the front one that we just put in such nice order. Why not? It is large enough for now, and maybe when our business grew we could get another one somehow." Jerry stopped fitting the toe of his boot to a hole which he had made in the ground, and looked at the eager young woman of business before him. "Do you mean your mother would let us have the room, and the chance in the kitchen, to go into such business?" "Mother would do _anything_," said Nettie emphatically, "anything in the world which might possibly keep Norm in the house evenings; you don't know how dreadfully she feels about Norm. She thinks father," and there Nettie stopped. How could a daughter put it into words that her mother was afraid her father would lead his son astray? "I know," said Jerry. "See here, Nettie, what is the matter with your father? I never saw him look so still, and--well, queer, in some way. Mr. Smith says he doesn't think he is drinking a drop; but he looks unlike himself, somehow, and I can't decide how." "I don't know," said Nettie, in a low voice. "We don't know what to think of him. He hasn't been so long without drinking, mother says, in four years. But he doesn't act right; or, I mean, natural. He isn't cross, as drinking beer makes him, but he isn't pleasant, as he was for a day or two. He is real sober; hardly speaks at all, nor notices the things I make; and I try just as hard to please him! He eats everything, but he does it as though he didn't know he was eating. Mother thinks he is in some trouble, but she can't tell what. He can't be afraid of losing his place--because mother says he was threatened that two or three times when he was drinking so hard, and he didn't seem to mind it at all; and why should he be discharged now, when he works hard every day? Last Saturday night he brought home more money than he has in years. Mother cried when she saw what there was, but she had debts to pay, so we didn't get much start out of it after all. Then we spend a good deal in coffee; we have it three times a day, hot and strong; I can see father seems to need it; and I have heard that it helped men who were trying not to drink. When I told mother that, she said he should have it if she had to beg for it on her knees. But I don't know what is the matter with father now. Sometimes mother is afraid there is a disease coming on him such as men have who drink; she says he doesn't sleep very well nights, and he groans some, when he is asleep. Mother tries hard," said Nettie, in a closing burst of confidence, "and she _does_ have such a hard time! If we could only save Norm for her." "I'll tell you who your mother looks like, or would look like if she were dressed up, you know. Did you ever see Mrs. Burt?" "The woman who lives in the cottage where the vines climb all around the front, and who has birds, and a baby? I saw her yesterday. You don't think mother looks like her!" "She would," said Jerry, positively, "if she had on a pink and white dress and a white fold about her neck. I passed there last night, while Mrs. Burt was sitting out by that window garden of hers, with her baby in her arms; Mr. Burt sat on one of the steps, and they were talking and laughing together. I could not help noticing how much like your mother she looked when she turned her side face. Oh! she is younger, of course; she looks almost as though she might be your mother's daughter. I was thinking what fun it would be if she were, and we could go and visit her, and get her to help us about all sorts of things. Mr. Burt knows how to do every kind of work about building a house, or fixing up a room." [Illustration: THE BURT COTTAGE.] "He is a nice man, isn't he?" "Why, yes, nice enough; he is steady and works hard. Mr. Smith thinks he is quite a pattern; he has bought that little house where he lives, and fixed it all up with vines and things; but I should like him better if he didn't puff tobacco smoke into his wife's face when he talked with her. He doesn't begin to be so good a workman as your father, nor to know so much in a hundred ways. I think your father is a very nice-looking man when he is dressed up. He looks smart, and he is smart. Mr. Smith says there isn't a man in town who can do the sort of work that he can at the shop, and that he could get very high wages and be promoted and all that, if"-- Jerry stopped suddenly, and Nettie finished the sentence with a sigh. She too had passed the Burt cottage and admired its beauty and neatness. To think that Mr. Burt owned it, and was a younger man by fifteen years at least than her father--and was not so good a workman! then see how well he dressed his wife; and little Bobby Burt looked as neat and pretty in Sunday-school as the best of them. It was very hard that there must be such a difference in homes. If she could only live in a house like the Burt cottage, and have things nice about her as they did, and have her father and mother sit together and talk, as Mr. and Mrs. Burt did, she should be perfectly happy, Nettie told herself. Then she sprang up from the log and declared that she must not waste another minute of time; but that Jerry's plan was the best one she had ever heard, and she believed they could begin it. With this thought still in mind, after the dinner dishes were carefully cleared away, and her mother, returned from the day's ironing, had been treated to a piece of the apple dumpling warmed over for her, and had said it was as nice a bit as she ever tasted, Nettie began on the subject which had been in her thoughts all day: "What would you think of us young folks going into business?" "Going into business!" "Yes'm. Jerry and Norm and me. Jerry has a plan; he has been telling me about it this morning. It is nice if we can only carry it out; and I shouldn't wonder if we could. That is, if you think well of it." "I begin to think there isn't much that you and Jerry can't do, with Norm, or with anybody else, if you try; and you both appear to be ready to try to do all you can for everybody." Mrs. Decker's tone was so hearty and pleased, that you would not have known her for the same woman who looked forward dismally but a few weeks ago to Nettie's home-coming. Her heart had so warmed to the girl in her efforts for father and brother, that she was almost ready to agree to anything which she could have to propose. So Nettie, well pleased with this beginning, unfolded with great clearness and detail, Jerry's wonderful plan for not only catching Norm, but setting him up in business. Mrs. Decker listened, and questioned and cross-questioned, sewing swiftly the while on Norm's jacket which had been torn, and which was being skilfully darned in view of the evening to be spent at the parsonage. "Well," she said at last, "it looks wild to me, I own; I should as soon try to fly, as of making anything like that work in this town; but then, you've made things work, you two, that I'd no notion could be done, and between you, you seem to kind of bewitch Norm. He's done things for you that I would no sooner have thought of asking of him than I would have asked him to fly up to the moon; and this may be another of them. Anyhow, if you've a mind to try it, I won't be the one to stop you. I've been that scared for Norm, that I'm ready for anything. Oh! the _room_, of course you may use it. If you wanted to have a circus in there, I think I'd agree, wild animals and all; I've had worse than wild animals in my day. No, your father won't object; he thinks what you do is about right, I guess. And for the matter of that, he doesn't object to anything nowadays; I don't know what to make of him." The sentence ended with a long-drawn, troubled sigh. Just what this strange change in her husband meant, Mrs. Decker could not decide; and each theory which she started in her mind about it, looked worse than the last. Norm's collar was ready for him, so was his jacket. He was somewhat surly; the truth was, he had received what he called a "bid" to the merry-making which was to take place in the back room of the grocery, around the corner from Crossman's, and he was a good deal tried to think he had cut himself off by what he called a "spooney" promise, from enjoying the evening there. At the same time there was a certain sense of largeness in saying he could not come because he had received an invitation elsewhere, which gave him a momentary pleasure. To be sure the boys coaxed until they had discovered the place of his engagement, and joked him the rest of the time, until he was half-inclined to wish he had never heard of the parsonage; but for all that, a certain something in Norman which marked him as different from some boys, held him to his word when it was passed; and he had no thought of breaking from his engagement. It was an evening such as Norman had reason to remember. For the first time in his life he sat in a pleasantly furnished home, among ladies and gentlemen, and heard himself spoken to as one who "belonged." Three ladies were there from the city, and two gentlemen whom Norman had never seen before; all friends of the Sherrills come out to spend a day with them. They were not only unlike any people whom he had ever seen before, but, if he had known it, unlike a great many ladies and gentlemen, in that their chief aim in life was to be found in their Master's service; and a boy about whom they knew nothing, save that he was poor, and surrounded by temptations, and Satan desired to have him, was in their eyes so much stray material which they were bound to bring back to the rightful owner if they could. To this end they talked to Norman. Not in the form of a lecture, but with bright, winning words, on topics which he could understand, not only, but actually on certain topics about which he knew more than they! For instance, there was a cave about two miles from the town, of which they had heard, but had never seen; and Norm had explored every crevice in it many a time. He knew on which side of the river it was located, whether the entrance was from the east or the south; just how far one could walk through it, just how far one could creep in it, after walking had become impossible, and a dozen other things which it had not occurred to him were of interest to anybody else. In fact, Norm discovered in the course of the hour that there was such a thing as conversation. Not that he made use of that word, in thinking it over; his thoughts, if they could have been seen, would have been something like this: "These are swell folks, but I can understand what they say, and they seem to understand what I say, and don't stare as though I was a wild animal escaped from the woods. I wonder what makes the difference between them and other folks?" But when the music began! I have no words to describe to you what it was to Norm to sit close to an organ and hear its softest notes, and feel the thrill of its heavy bass tones, and be appealed to occasionally as to whether he liked this or that the best, and to have a piece sung because the player thought it would please him; she selected it that morning, she told him, with this thought in view. "Decker, you ought to learn to play," said one of the guests who had watched him through the last piece. "You _look_ music, right out of your eyes. Miss Sherrill, here is a pupil for you who might do you credit. Have you ever had any instrument, Decker?" Then Norm came back to every-day life, and flushed and stammered. "No, he hadn't, and was not likely to;" and wondered what they would think if they were to see the corner grocery where he spent most of his leisure time. The questioner laughed pleasantly. "Oh, I'm not so sure of that. I have a friend who plays the violin in a way to bring tears to people's eyes, and he never touched one until he was thirty years old; hadn't time until then. He was an apprentice, and had his trade to master, and himself to get well started in it before he had time for music; but when he came to leisure, he made music a delight to himself and to others." "A great deal can be done with leisure time," said another of the guests. "Mr. Sherrill, you remember Myers, your college classmate? He did not learn to read, you know, until he was seventeen." "What?" said Norm, astonished out of his diffidence; "didn't know how to read!" "No," repeated the gentleman, "not until he was seventeen. He had a hard childhood--was kicked about in the world, with no leisure and no help, had to work evenings as well as days, but when he was seventeen he fell into kinder hands, and had a couple of hours each evening all to himself, and he mastered reading, not only, but all the common studies, and graduated from college with honor when he was twenty-six." Now Norm had all his evenings to lounge about in, and had not known what to do with them; and he could read quite well. THE TWO LITTLE PIGS. ONE bright summer morning as I was strolling toward the beach, on the island of Mackinac, I saw a short distance ahead of me, two little pigs, one perfectly white and the other perfectly black, both the same size, trudging along side by side in the same direction as myself, seemingly engaged in earnest conversation. They seemed so out of place, and I was so curious to know whither they were bound, that I followed them unobserved. They did not walk aimlessly, but as if they had some special object in view, and some definite destination. I wondered what they would do when they reached the water. I was not long in being answered. Without a moment's hesitation, they plunged into the waves, side by side, and swam out and away toward another island, six miles distant. I stood and watched them until their two little heads looked like balls bobbing up and down, side by side all the time. When I related the incident to the landlord, a little later, he looked astonished and annoyed. "Those pigs," he said, "were to have been served up for dinner to-day. They were brought here this morning in a boat from that island, six miles away, and we thought we might allow them their freedom for the short time they had to live, never thinking of their making an attempt to return home. And did you notice," he continued, "they chose the point of land nearest the island where they came from, to enter the water? Singular, the little animals should have been so bright? And, furthermore, they weren't landed there; that makes it more strange." I, too, left the island that day, and I have never heard whether those brave little pigs ever reached their destination or not.--_Harper's Young People._ DECORATION DAY. YES, little daughter, we go again, One glad bright hour in May, To cover with bloom the quiet graves Where sleep the "Blue and Gray." I think I have told you many times The sacred reason why, But mamma often likes to speak Of the sad, sad days gone by. I have told you how your grandpa Fell in the ranks of the Blue, When I was a wee maid, Barbara, Not nearly as large as you. Fell 'neath the dear old banner At the battle of "Cedar Creek," In the days when uncle Charley Was a baby small and weak. I well remember him, darling, So true, and noble, and bold, Though I was such a small, small girlie, Not quite turned eight years old. He told me we of the Northland Were forced to enter the fight, How _we_, not our Southern brother, Were battling for God and right, How they of the fiery Southland Were striving to tear apart The States cemented by life-blood, From many a loyal heart. And I ever was staunchly loyal, For when my baby came, I called her the name our Quaker bard Has given to deathless fame. Of her who so bravely held the flag, Out in the morning air Baring to rebel bullets The crown of her grand white hair. But grandpa dwells where he knows to-day The truth between Gray and Blue Better than they of that far-off time Who thought they alone were true, And mamma has learned that noble men Were there on the conquered side, As any that ever suffered, Suffered and bravely died. So, little maiden Barbara, On that sunny time in May, Let us seek to honor the lonely graves Of the men who wore the Gray. EMILY BAKER SMALLE. [Illustration: LITTLE MAIDEN BARBARA.] _Volume 13, Number 28._ Copyright, 1886, by D. LOTHROP & CO. _May 15, 1886._ THE PANSY. [Illustration: "WILD MAGGIE" AND I SERVED.] MONUMENTS. IT was my first visit to New York. A few days after my arrival uncle took me to Greenwood, the most beautiful cemetery I ever saw. We visited the many points of interest. As we stood gazing at the fireman's monument, uncle told me the story of his heroism; how in one of the fierce fires this brave man lost his life while rescuing a woman from the flames. Then we spent a long time looking at the monument to Miss Conda, the beautiful young heiress who was thrown from a carriage and killed; and her fortune was built up in this wonderful marble. The next morning aunt said, "You will go with me to-day to another Greenwood and see grander monuments than any you saw yesterday." I wondered how that could be. But we were soon on our way. At length we turned into narrow, dirty streets, growing worse and worse. I shuddered at such sights and sounds of human beings, never before dreaming that in grand New York there could be so much wretchedness. I drew closer and closer to aunt, fearing one of the human demons that leered at us would seize me and carry me off. Such people! such places to live in! Such language! Why, it almost makes my hair stand on end to think of it. Aunt did not seem to mind them. May be they knew her, for every one stood aside for us to pass. "Here it is," she said at length. "Here is the other Greenwood." "This?" I answered, looking around for gravestones and monuments, and seeing nothing but dreadful houses and miserable objects. "This Greenwood!" She simply answered, "Yes; come right in and you shall see the monuments." I could only follow, wondering all the while if aunt was not losing her mind. A sweet-faced girl met us with a warm welcome to aunt and an earnest look at me. As she led the way within, aunt whispered: "One of the monuments, Clara." "What? I don't know what you mean." "Her name is Maggie," she quickly whispered back; "used to be called 'wild Maggie;' was one of the worst girls in this region. Never mind now, will tell you more hereafter. Take a good look at her, you'll see her again." Then I heard singing like the songs of many angels. A door swung open. We entered. It was a great company of children, black and white, some with sweet sad faces; others with evil looks, but all singing. Soon Maggie came in from another door and sat among them and I could hear her voice ring out in joyful strains, leading the rest. There was prayer and Bible reading, and such a good talk by a gentleman. It seemed like heaven, while many of the children, some partly blind, some lame, some pale and sad-faced, gathered around after meeting was out and seized aunt Joanna's hand, and seemed so happy. Another lady was there to whom they all pressed for a smile and a word. "That lady," said aunt, "is Sir Christopher Wren." "What _can_ you mean?" I asked. "Sir Christopher Wren was a _man_ who died in England more than a hundred years ago." Aunt Joanna only laughed and said, "And came to life again, my child. This is he, only greater." "What?" said I, more and more bewildered. But she went on: "Look around here at the Monuments. You knew Sir Christopher was the architect of the great Westminster Abbey of London, and that kings and statesmen and poets are buried there, and their names and deeds are written there; but if any one inquires for Sir Christopher Wren's monument, he is told to look at the wonderful building of which he was the architect." "I see," said I, "that lady has 'built up' Maggie." "Exactly," said aunt Joanna, "and more than one hundred other miserable, sick and wicked children. See that frail girl over there coming toward her? It would take a book to tell how this lady used to come daily here and bend over her crib, sometimes holding her in her arms for hours fearing each moment would be her last. But come and I will introduce you and you shall see a greater than Christopher Wren." After we were on our way home, aunt told me the story of this lady; how one day curiosity led her to go through this worst part of New York. Her heart was so touched at the wretchedness of the people that she resolved to do something for them. Her friends tried to dissuade her. Some said the people would kill her; some said it was no use to try to help them. But she went right forward, and now after years of labor and sorrow there is her monument, saved children. Before my return home in the country, aunt Joanna gave a treat to the children of the Home all at her own expense. Maggie, once "Wild Maggie," and I served. How many sandwiches I passed around, how many cups of milk Maggie filled, how some of the urchins were dressed, how they laughed, or chattered, or stared, what they all said to aunt Joanna about the "treat," would fill a book. CLARA. MONKEY POCKETS. I SUPPOSE you did not know that monkeys had any pockets, save those in the little green coats they sometimes wear. But that is a mistake; their real pockets are in their cheeks. The other evening, I travelled in the next compartment to a little becoated monkey and his master. The little creature's day's work was over, and, perched up on the sill of the carriage window, he produced his supper from those stow-away pockets of his, and commenced to munch it with great enjoyment. Several times the platform had to be cleared of the girls and boys who had come to see the little friend off on his journey. At length a porter, whose heart was warm toward little folks, allowed them to slip in and remain. The officials felt the attraction of that window; and the stoker addressed the monkey as "mate." Even the station-master as he passed cast a sly glance toward the monkey, and a cheer was raised when the train was set in motion, and the monkey glided away from big and little spectators. I heard the other day of a pet monkey called Hag, a creature no larger than a guinea-pig, whose master once found in his cheek pockets a steel thimble, his own gold ring, a pair of sleeve-links, a farthing, a button, a shilling, and a bit of candy. Monkeys, I am sorry to say, are given to stealing, and they use these pockets to hide the articles which they have stolen.--_Selected._ MY BRAINLESS ACQUAINTANCE. BY PARANETE. VII.--IN WHICH THE STORY IS FINISHED. "AN easy carriage came to the border of the woods," my acquaintance continued, "and the poor boy who had been shot was put on a couch that had been fixed in it, and carried home. All the other boys went home too. They didn't feel like having any more fun. The boy who had so carelessly fired the last time could hardly be comforted, and nobody blamed him, but every one pitied him. "I learned from day to day, from Fred and the other members of the family, how the sick boy was getting along. He was fast improving, it seemed. "I was soon transferred to the cushion from which I had been taken, where I remained for some time, until fall, indeed. From time to time, though, I was used for little things by different members of the family, but nothing special occurred in my presence, and I was seldom taken from my resting-place, for I was so long, that it was seldom that any one wanted to use me." (Moral: If you are _long_ about doing things, no one will want your help.) "One day trunks were being packed, there was a general air of 'going away' about the house, and I learned that the lady, Fred's mother, was going away to be gone for some time. The children were to remain at home with their father. The last day I, or, more properly speaking, the pincushion on which I was, was packed in a satchel, and taken to the depot, and I knew no more of where I was for a good while, except by the rocking and noise of the train. Soon the satchel I was in was picked up, I felt the motion of a carriage again, and when light was let in upon me, we were in a room in a hotel, and my mistress placed my pincushion on the bureau, where I could see the busy street of a large city. The pins that were with me were pretty good company, and we remained in the city (that is, my mistress did) for some weeks, when one day, to our amazement, she packed up and went off, leaving us behind! [Illustration: THE COUNTRY BOARDING-HOUSE.] "Well, during that winter the room was occupied by various persons, thus affording me opportunity to study human nature, but I will not tire you with the results of the study, for I am simply telling you the story of my life. None of these persons touched me, but finally all the other pins were gone from the cushion, and I was left alone, and consequently was rather lonesome. The room was hired by a mother and her baby, a father and his baby, a young couple taking their wedding trip, I judged, and divers and sundry other people, who, as I remarked before, paid no attention to me. I grew more and more lonely, and was almost despairing of ever getting out of the hotel, when, one day, a fat old gentleman was led into the room by the colored porter, and established himself there. He was an author"-- "The one that boards here now?" I interrupted. "Never mind," responded the pin, "don't interrupt me, please. This gentleman was an author, as I said before. He had papers and papers and papers! He had pens and pens and pens! He had stylographic pens, Mackinnon pens, and Paragon pens, and Todd's pens, and other pens! He came there to be quiet, he said, but he made more noise than anybody else in the house, except the solo singer, who roomed at our right, and the elocutionist (female, of course) who roomed at our left. "One day the old gentleman announced to the porter that he couldn't stand it in that horrid place any longer, and he must help him get away the very next day. So he went. And as he was packing up, he found one roll of manuscript that wasn't pinned together, and so he drew me out from my long resting-place, much to my joy, and fastened the roll together with me. "I was packed up in his satchel, and we journeyed quite a while. When it was opened, we were in a pleasant little room in a country boarding-house"-- "My mother's!" I again interrupted. "Will you please be so kind as not to interrupt me again?" said the pin, his sharp voice growing sharper than ever. "I found myself, as I remarked before, in a pleasant little room in a country boarding-house. The scenery all around was very beautiful. There were fields, a meadow, a brook and some woods." (I very much wanted to interrupt again, but I bit my tongue, and squealed instead.) "My master took long walks, and would sit down every little while on stone, stump, or fence, and write. One day as he was going out he asked the lady of the house to give him some lunch, as he would probably not be back for a good while"-- "My mother!" I burst forth. "I think you are very impolite," the pin replied. "However, to pacify you, I will tell you that you are correct--it was your mother, and she put him up a nice lunch. He took quite a little walk, meditating the while, and every few moments he would lift up his arms, and discourse enthusiastically on the beauty of Nature. These talks were very uninteresting to me, as I felt quite competent to decide for myself what I thought of Nature, but I listened silently and patiently. At one point in the road the gentleman saw a good seat ahead, in the form of a stump, and so he slung his satchel on his arm, after getting some papers out, which he commenced to pin together with me. But at this point, as he was not engaged in looking where he was going, his toe unfortunately collided with the root of a stump which was firmly fixed in the ground, and he fell flat! A breeze coming up at the time, his papers, and so forth, were scattered to the four winds as you might say (though there was but one at the time), and he probably will never find the most of them again. His pens flew into a hollow stump near by, I flew over to the roots of another stump, and he fell on the satchel of lunch that your mother had prepared for him, squeezing it all out on the ground. Then he picked himself up and went home. "As for me, I remained where I fell until you kindly brought me home with you this afternoon. [Illustration: "I COULD SEE THE BUSY STREET OF A LARGE CITY."] "Now, my young friend, I will conclude. I have done my work in this world, so far, as faithfully as I knew how, and I think I have fulfilled the purposes for which I was made. I hope I have proved to you that pins are of some importance, for I came very near causing the death of one person and saved the life of another. If you do your work, no matter how small it may be, as well as I have, you will be as happy as I am, perhaps not joyful, but you will at least be satisfied with yourself, which is a great deal better than being satisfied with others. I am through." The pin stopped. "Now shall I take you back to the stump?" I asked. But there was no answer given. I repeated the question, but still I received no reply. Then I took my acquaintance up carefully, and carried it back to the stump, laying it in a place sheltered from the wet, as that worthy had requested. "Here is your friend the pin," I said. But the stump made no reply. So I turned sadly and went home, and up to my room, to meditate on the singular silence of both the pin and the stump. The supper bell startled me and I arose from my chair and my reverie, and hastened down stairs. As I entered the dining-room, one of the boarders said: "Why, where have you been all the afternoon?" "Oh, I took a walk down to Racket Brook, and then I stayed up in my room the rest of the time." (_I_ was not going to tell about the pin and his story.) "Are you sure you didn't come down again after you went up just after dinner?" "Yes, I did," I indignantly replied. "I peeped into your room this afternoon, and you were asleep by your desk." "You were, I know," assented my little brother. "I saw you way down in the orchard, and you were asleep with your head on the window sill." I made no reply, but went up to my room as soon as I had finished my supper, and spent the evening in writing my composition. And what do you think it was? Why, just the story of the pin as he told it to me that afternoon. The children wanted to know if it was true, after I had come down from the platform, having been greatly applauded by the audience (the fat author being in it). I replied that, every word of it was true, and went with them to the shore of the brook, where we found the identical stump with the young beech-tree growing beside it. Where was the pin? I do not know. It wasn't there, though, much to my chagrin. When I got home, the fat author wanted to know if I would let him have my composition for one chapter of his book. I was perfectly willing, but when he showed me the chapter afterward it was headed "A Boy's Dream." And he had it that a boy had gone to sleep on the window-sill, and had dreamed--my composition! When I returned it to him he asked me what I thought of it. "I like it." "And the title?" I was silent for a moment--then I said, "Perhaps it is so." NOTE TO ALL THE PANSIES.--In my composition about the pin, I mentioned several interesting things about the early history of his family, etc., which he probably didn't know, or he would have told me. If you would like to know about them, just hunt up the word "pin" in the encyclopædia, and it will tell you. PARANETE. OUR ALPHABET OF GREAT MEN. P.--PENN, WILLIAM. THE other day I was looking at a map of Philadelphia, and at once my thoughts went back to my schooldays and the primary geography in which occurred the question, "What can you say of Philadelphia?" And the answer, "It is regularly laid out, the streets crossing each other at right angles like the lines on a checker-board." And again, "What is Philadelphia sometimes called?" Answer, "The City of Brotherly Love." And now I wish I could set before you the calm, sweet, yet strong face of the man who founded and named this city, who truly desired it to be a city of love. William Penn was a native of London. He was born nearly a quarter of a century after the Pilgrims landed upon Plymouth Rock; he belonged to a good family, his father being Admiral Sir William Penn of the British Navy. It appears that the son was of a religious turn of mind, and when he was a boy of twelve years he believed himself to have been specially called to a life of holiness. He was very carefully educated, but he offended his father by joining the Quakers; indeed, it seems that several times in the course of his life his father became very much displeased with him, but a reconciliation always followed, and at last the Admiral left all his estate to the son who had been such a trial to him. While a student at the University, Penn and his Quaker friends rebelled against the authority of the college and was expelled. The occasion of the rebellion was in the matter of wearing surplices and of uncovering the head in the presence of superiors. You know that the Quakers always keep their hats on, thinking it wrong to show to man the honor which they consider belongs only to God. And this reminds me to tell you that in the _Wide Awake_ for February, I think, Mr. Brooks has told a pretty story of William Penn and St. Valentine's Day, in which he mentions this refusal to uncover in the presence of the king even, as one cause of trouble between the father and son. I cannot follow with you all the vicissitudes of Penn's life; after leaving the University he travelled upon the Continent. Afterwards he studied law in London; he became a soldier. This strikes us as being somewhat curious when we remember that the sect to which he belonged are opposed to war, and preach the doctrine of love and peace. However, he was not long in service, and meeting a noted Quaker preacher he became firmly fixed in his devotion to the society of Friends, and was ever after a strong advocate of its doctrines; nothing could turn him from the path he had chosen. He was several times imprisoned on account of his religious opinions and suffered persecution and abuse. Through all he adhered to his views, and stood by his Quaker friends in the dark days of persecution. He had inherited from his father a claim against the British Government of several thousand pounds, and in settlement of this claim he received a large tract of land in the then New World. With the title to the land he secured the privilege of founding a colony upon principles in accordance with his religious views. And in 1682 he came to America and laid the foundations not only of the City of Brotherly Love, but of the State of Pennsylvania. His object was to provide a place of refuge for the oppressed of his own sect, but all denominations were welcomed, and many Swedes as well as English people came. While other colonies suffered from the attacks of the Indians, for more than seventy years, so long as the colony was under the control of the Quakers, no Indian ever raised his hatchet against a Pennsylvania settler. Under a great elm-tree, long known as Penn's elm, he met the Indians in council, soon after his arrival in the territory which had been ceded to him. He said to them: "My friends, we have met on the broad pathway of good faith. We are all one flesh and blood. Being brethren, no advantage shall be taken on either side. Between us there shall be nothing but openness and love." And they replied, "While the rivers run and the sun shines, we will live in peace with the children of William Penn." It has been said that this is the only treaty never sworn to and never broken. William Penn lived to see his enterprise achieve a grand success. Philadelphia had grown to be a city of no small dimensions and no little importance. The colony had grown to be a strong, self-supporting State, capable of self-government. "I will found a free colony for all mankind," said William Penn. Were these the words of a great man? Unswerving integrity, undaunted courage, adherence to duty, and devotion to the service of God--are these the characteristics of a great man? Then William Penn may well be placed in our Alphabet of Great Men. FAYE HUNTINGTON. MY GIFT. ARBUTUS SENDS GREETING TO PANSY. A GIFT she held from the Father; It was pansies fresh with dew; Sweet messengers of Heaven, They bear a blessing true. But her hand too lightly clasped, And could not hold them all, So to the ground unheeded, She let the fairest fall. The uplifted lips of the flower Did not mutely plead in vain; From the dust the blossom I raised, And gave to the owner again. Sweet Pansy's robe is purple, Her crown of the purest gold; All hearts who know, enthrone her, All love her who behold. But I'll away to the forest, And seek my treasures there; 'Tis there Arbutus hideth, Her blossoms I may wear. This is my gift from the Father, Arbutus buds are mine; I'll sing their modest beauty, In them read Heaven's design. And I will bear to the Giver The fragrance and the song That fills my life with blessing-- To Him my blooms belong. ROCKVILLE, MASS. _With love of_ ARBUTUS. [Illustration: SNIPE AND NEST.] _Volume 13, Number 29._ Copyright, 1886, by D. LOTHROP & CO _May 22, 1886._ THE PANSY. [Illustration: SHEPHERD BOY OF THE ALPS.] ST. GEORGE AND THE DRAGON. BY MARGARET SIDNEY. VII. MEANWHILE what of St. George and his faithful comrade? Speeding on in the railroad train, after the departure of the luckless Thomas, they had ample time to bemoan the annoyance of the boys left to the cold comfort of a night on Sachem Hill, and the distress of all the parents when the condition of things became known. "I'm awfully glad we knew enough to cut and run," exclaimed Phipps Benton, hugging himself in his cosey car-corner, "at least that _you_ knew enough," he corrected himself honestly; "that last skate cost those chaps something. Won't Pa Bangs give it to Wilfred though!" He couldn't help the shrug of delight as this thought seized him. Wilfred, to state it mildly, was not a boy to be loved dearly, and circumstances now seemed likely to make him anything but an object of envy. "For shame!" cried St. George hotly, "we've just been there, and he's treated us well." Phipps flushed all over his brown little face, and looked out of the window into the gathering night. St. George jumped out of his seat, and walked rapidly and unsteadily down the aisle to shake off some of his excitement. That he was going home to his mother all right, warm and safe to a capital supper such as only she knew how to get up for a hungry boy, tired and cold after a long winter-day frolic, made it all the worse that other boys who had so little while ago been the larger part of his laughing, noisy troop, should be at this very minute, shivering, half-starved and cross, at their wits' end how to pass the night. He could almost see Bridget setting on the supper things, smell the delicious coffee permeating the house, and hear his mother say, "Come, it is almost time for my boy to be here, you better begin to mix your cake-batter," and his mouth almost watered as he thought of the toothsome, smoking hot cakes that would before long be piled upon his plate. But suddenly he stopped. No cakes for him that night--perhaps not even coffee. Who would tell those parents of the fifteen or so boys stranded on Sachem Hill why they were not to come bounding into their several homes on the arrival of the six o'clock train in the B. and A. Depot? George Edward and Phipps must do all those errands before they could hope to enjoy any supper that night. _Whew!_ He drew himself up with a long breath, turned and rushed back to his seat. "See here," he cried, throwing himself down, "you can take all the places nearest to your house--and I'll do the same." Phipps turned and regarded him with a stare. "To tell the fathers and mothers," explained St. George with a nod, "no other way, you see, why the chaps don't get home." "Good gracious!" cried Phipps explosively, "I never thought of that. We can't! We're as hungry as beavers." "We must." St. George laughed gayly, now that the struggle was over, and indulged in a smart pinch on his companion's shoulder. "Wake up, old fellow." "You let me be," cried Phipps crossly, shaking him off, "and you get out with your 'musts.' I don't know any, I can tell you, and as for going around to tell a lot of people what's none of my business, you won't see me doing it. I'm going home myself." "Who will do it then?" demanded St. George just as sharply. "Don't know," said Phipps doggedly, "only I know I won't, that's all." He returned the look his companion gave him with another no pleasanter, and every whit as determined. "And you mean to let those fathers and mothers go all night without knowing where in creation the chaps are?" cried the other boy in the seat, every feature ablaze with indignation. "Say?" "They should have come along; it's their own fault they got left." "But the fathers and mothers aren't to blame," insisted St. George vehemently. "Yours would go most crazy if you didn't turn up at the right time." Phipps, however, was not to allow his feelings to be worked upon in this way. He now found himself very cold, decidedly hungry, and violently cross, and, giving St. George a push, he declared, "I tell you I won't do a single thing, nor take a single step. I can't hardly move, and I shall go straight home." "Of course," said St. George, brightening up, and relaxing a bit, "so shall I, to tell my folks." "I shall _stay_ there," said Phipps obstinately. With that he turned again to the window. "Do!" burst out St. George in high scorn, "and save your stingy, mean, little pinched-up carcass!" "Boys," said an old gentleman back of them, leaning forward to bring his stern face over into the excitement, "I should think if you must fight, you could find some other place a little more appropriate than a crowded rail-car." St. George brought his flushed face over against that of the old gentleman, and sprang to his feet, reaching for the skates dangling from the rack overhead, while he shivered all over with anger and mortification. Phipps did not turn his head. The old gentleman seeing that his shaft had struck home, wounding at least one individual, put himself back in his own seat, well pleased, and St. George summarily retreated to the rear of the car, full of reflections the farthest removed from agreeable ones. Here he was in a quarrel, and just a moment before he had been giving advice how to spare the feelings of others, and he couldn't control his own, but must anger Phipps with whom he had never had the least falling out. _Faugh!_ He was so disgusted with himself, he would have thanked any one who would take him one side, and give him that castigation he felt he so richly deserved. And there were the eyes of all the passengers in the car directed to him, as if he were a person whose movements were singular, to say the least, and would bear watching. Half of them had heard the old gentleman's sharp, ringing rebuke even if they had not been listeners to the quarrel itself, and the other half were now, he felt, staring at him and whispering over him as he stood pretending to look out of the door, while their eyes seemed burning holes into his jacket. It was interminable, that hour before they could reach the B. and A. Depot, and the only relief he experienced was in pulling out his watch every five moments to see what time it was. At last, in the train swept to the depot. St. George looked back quickly, intending to rush back, bestow a thwack on Phipps' back, say he was sorry, and make up. But the throng was great and a woman with a baby asked him to help her off the car, so by the time he got free most of the passengers had filed out and were hurrying along the platform. St. George caught a flying glimpse of the boy he sought, some little distance ahead, and he bounded after him. "Phipps," he cried, darting in and out between the people, and dodging an expressman with a barrow, "wait, old chap." St. George was positive that his call was heard, but the boy in front now gathered up his skates to a tighter clasp and broke into a run. St. George chased him so long as he saw the least chance of gaining on him, then suddenly pulled up. "All right," he gasped, "if you want it that way, you may have it. I don't care." A WAIF FROM THE SKIES. IN throwing out ballast or any small article from a balloon, a certain degree of caution is requisite, as a bottle or any similar object falls with such velocity that were it to strike the roof of a cottage, it would go right through it. We are told that Gray-Lussac, in an ascent in 1804, threw out a common deal chair from a height of twenty-three thousand feet. It fell beside a country girl, who was tending some sheep in a field, and, as the balloon was invisible, she concluded, and so did wiser heads than hers, that the chair must have fallen straight down from heaven. No one was skeptical enough to deny it, for there was the chair, or rather its remains. The most the incredulous could venture to do was to criticise the coarse workmanship of the miraculous seat, and they were busy carping and fault-finding with the celestial upholstery, when an account of M. Gray-Lussac's voyage was published, and extinguished at once the discussion and the miracle.--_Chambers' Journal._ "THE HUMPY THING." [Illustration] "I never would have made a camel, that's certain," remarked a wise (?) lad, after taking a slight look at the ungainly beast. "Probably not," answered his wiser father. "You would have put the same material into pop-guns or ponies." "But see what an ugly thing he is; not a handsome feature about him," still urged the boy. "Handsome is that handsome does," came back to him. "Look at those abominable humps on his back. Why must he be disfigured in that way?" "Does a trunk disfigure a traveller?" quietly asked the father. "But what has that ill-looking hump to do with a trunk, I'd like to know?" continued his questioner. [Illustration: GENERAL GORDON'S CAMEL.] "There are many more things you ought to 'like to know.' That ill-looking hump is his trunk, which his master sees is well packed with--fat--before he starts on the long journey over the deserts where he can't be sure of any grass or shrubs for days and days. But there is that trunk full on his back from which the camel picnics on the weary way." "Oh! you don't say he carries water there too!" "No; but near by, in another trunk or bottle. He has an extra supply in his stomach. Those 'clumsy' feet are _beautifully_ formed for travelling the desert. Scientific folks might have studied for ages without discovering and patenting such a marvel of a desert foot. "You see no beauty in his eyelashes and queer nose, but you would, after a day in the burning sun or flying sand of the desert. Why, my boy, there's no beast like him for use in his own land. "Just see him, knelt there for his load of one thousand or fifteen hundred pounds, and objecting as plainly as a camel can, when a little too much is put upon him. Then rising up and moving on his way in such dignified patience, on and on, hour after hour, seventy-five or one hundred miles a day. Know of a horse that could do that, my boy? "He is justly called the 'Ship of the Desert.'" "'Ugly beast,' indeed!" repeated his father. "Think you Gordon called him so?" "Gordon? Who did you say?" "General Gordon. That brave, grand man who went to Khartoom to save the garrison and people there from falling into the hands of the false prophet? "It almost seems as if the noble camel that carried him hundreds of miles on the way, knew what General Gordon was going for; he just hurried right on without a word of complaint, till he could not move a step further; then another gladly took his place and pushed on day and night till Charles James Gordon passed through the gates and the city shouted for joy. "Now can't you see some beauty in this beast?" C. M. L. SOME REMARKABLE WOMEN. M.--MITFORD, MARY RUSSEL. "OUR village!" Do you suppose you could write a book about your village? Could you find enough matters of interest to make one book? And yet Miss Mitford wrote five with that title. She wrote about the houses and the people, the shops, the children, about life in an English country village, and delightful reading her sketches are. She wrote as no one had ever before written, and perhaps I might say that no one since has ever written such charming bits of description of rural life. She wrote other books, _Atherton, and Other Tales_, _Country Stories_, and then she wrote such delightful letters to her friends. You will find some of these in her _Life and Correspondence_. She was the daughter of wealthy parents, who later in life became poor. So that from a life of luxury our gifted author was reduced to poverty. The latter part of her life must have contrasted painfully with the days of her childhood, yet she kept through all her trials her sweet serenity of mind, her habit of making the best of everything. She is described as a short, stout woman, with a face shining with quiet happiness and unselfishness. The appreciation with which her sketches were received gave her much pleasure, and the fact that her writings were re-printed in America afforded her the greatest gratification, while it was a surprise to her. She was a delightful person to meet socially, having charming ways and a soft, sweet voice. She died in a wee bit of a house, in 1855, at the age of sixty-eight. Do you ask why I have chosen to place Miss Mitford in our list of Remarkable Women? To begin with, she was the first to discover and set before us in prose writing the beauty in every-day things. She had written poems and tried her hand at writing tragedy, but with indifferent success, and at length when poverty stared her in the face she took up the then new line of writing and tried with grand success to show to the world the beauty there is in common things. Then all through her long life with its sad changes she kept that wonderful serenity of mind, and that happy faculty of living above the vexations of life. Many a woman when forced by growing poverty to move from place to place, each time going to a poorer home, would have grown faint and weary of life, and given up in despair. [Illustration: MISS MITFORD.] If we cultivate the habit of making the best of everything, we shall be the better prepared to meet the vicissitudes of life. FAYE HUNTINGTON. [Illustration: ROUND THE FAMILY LAMP] I SHOULD suggest, dear Pansies, for this lovely month of May, a little evening festival. Winter is over with its long, delightfully cosey evenings. Spring is nearly done, with its shorter evenings, and now we are fairly launched into the flower months--when all life seems an holiday, and every moment that is possible is to be passed out of doors. To get ready for my little proposed festival, everybody must go a-Maying. With baskets, and fern cases, let the children, papa and mamma, nursey, aunt Grace, uncle Fred, and indeed every one who will drop books and work, and go off to the woods for the wild treasures that are playing hide-and-seek there. We do not want on this lovely May festival, any flowers but wild ones that have grown silently all winter under the snow, waiting for us. Their reign is short indeed. We will give them one evening all to themselves before we turn to June with her wealth of roses, and all other sweet and glowing blossoms. Let us gather them all--the hepaticas, the anemones, darling little forget-me-nots, violets, Solomon's seal, and--but the name is legion--and the varieties multiply as we dig and prowl in the damp moss, and explore behind rocks and in crannies. Put them all in the baskets and cases, surrounded by their own moss to keep them green, not forgetting to bring as many roots as possible, cover all with lovely vines, and come home, flowers in the baskets, and flowers in your cheeks. Amy and Ruth have been very busy. No one exactly knew why they got up so early in the morning. No one but the cook, and she promised not to tell. But in the cake-box is a toothsome collection of sugar wafers, ready to be put on the flower-crowned table, and the two little girls have every little while that pleasant "woodsy morning," as Ruth called it, flown at each other in the secret places, when resting from their flower-digging, and something like this might have been heard, if there had been ears to hear. But there were none, only those of the squirrels, and they looked wise, and determined not to tell. "Oh, I _hope_ they will be good." "Our new receipt. Just think, if they shouldn't like them!" Bob has a secret too. Why can't boys as well as girls have one, pray tell. That is, no one but papa knows it, but then papa has a fashion without ever asking, of being informed of his boy's movements. Bob's twenty-five cents hoarded for two weeks, went into the grocer's till only yesterday, and Bob has twelve bright yellow lemons instead, waiting as patiently as lemons will, to be sacrificed to a thirsty group who stand around the same flower-crowned table. Bob's papa is to give the sugar, and moreover he has promised to tie on another apron and help the boy make the loveliest lemonade on that very same night. So Bob and his papa must of necessity go off together on this "woodsy morning" to hunt for flowers, for there is danger if they staid with the large group that they would let the whole thing out. Oh, what fun, to have papa to one's self and a secret! Now then, after your invitations to two or three neighbors, and a little friend or two who hasn't many pleasures of her own, are given out for this evening, and your wood-treasures are ready, and you have had a good lunch and are all bathed and rested, you have nothing to do but to arrange your table with banks of moss, flowers and vines, get uncle Fred who is to give the little talk on "Plants and their Habits," to settle his microscope and specimens just where he wants them in the evening, Mary puts out the music on the piano-rack that she has promised to play, the two secrets are out, because there are the trays laden with sugar wafers, and two bright-faced, white-capped young girls, one with blue ribbons and the other with pink, to pass them around, and there's the lemonade table in the corner, with a big pail covered with green moss, a little well sweep to which is fastened the Baby's tiny pail for a bucket, and Bob stands back of it all with a beaming face ready to serve you to glassesfull from the "old oaken bucket." Oh, it is rare fun, this dainty May festival--the best part after all being the "Plant talk," and the wonders to which the company, young and old, are brought to see through the microscope. Each small spear of green has its delicate meaning--each blossom its tender message. Nothing has been lost there so long under the snow, and the good Giver tells anew to these awakened minds, his story of creative love. Dear children, I hope you will have in each family a "May festival," and my most loving wish is that it may be a happy, bright, and joyous one. MARGARET SIDNEY. JACK-IN-THE-BOX. YOU want a story, another story, One you have never heard before? Stories don't come when you call them, always; I do not know any more. "Jack and the Bean-Stalk," "Goldilocks," "Bright Prince Charming," "Reynard the Fox," And now you ask for a "spandy-new" one, About your Jack-In-The-Box! Poor little Jack-In-The-Box, who never Can open his door himself; Whose house is so small that it almost pinches, With neither cupboard nor shelf. Dark, beside, with a varnishy smell, Enough to keep him from feeling well, And a crick in his back that must surely hurt him, If he could only tell! Now, let's pretend; when he first was finished, This rosy-cheeked little Jack, He stood up straight, with his hands beside him, And never a crick in his back. Oh, what a beautiful world of toys! Little doll-girls and little doll-boys; Drums and trumpets, and everything lovely For making a splendid noise! Ah, but wait--he is not quite finished; Poor little rosy Jack! A knife, some glue, some muslin, some paper-- _Now_ there's a crick in his back! Oh, but the hot glue made him smart; How near the sharp knife went to his heart; And for five dreadful, dreadful minutes, His head and feet were apart! Now for the box--it is very pretty, Painted a charming red. In he goes, his feet are fastened; Down comes the lid on his head! Oh, he knew he was going to smother! He'd have called mamma if he'd owned a mother, But he'd nobody nearer than distant cousins, Neither sister nor brother. Frantic his struggles for fifteen minutes, But it seemed, the more he tried, The tighter his house grew; then his courage Failed; and he cried and cried. Then he heard laughter, soft and low; His door flew up, and he heard an "Oh!" And a dear little face was bent above him-- Your little face, you know. Over and over the darkness caught him, The lid came down on him tight; But he soon found out that after the darkness Always would come the light. He was a hero! Up he went Whenever the lid rose; not content With merely rising, he came up smiling, Though all of his strength was spent. That was the story. Grave and silent Sat my small Goldilocks, Looking down with a tender pity, At brave Jack-In-The-Box. "Thank you, auntie," was all she said. But I found that night, when she'd gone to bed, Jack's box in the grate, and Jack on her pillow, Close to the golden head. M. VANDERGRIFT, _in Youth's Companion_. [Illustration: CYPRESS GROVES OF CHAPULTEPEC (MEXICO) TIME OF MAXIMILIAN.] _Volume 13, Number 30._ Copyright, 1886, by D. LOTHROP & CO. _May 29, 1886._ THE PANSY. [Illustration: "I CAN'T GIVE LULU JANE TO GRANDMA," SAID PATTY.] PATTY PLUMMER'S TRIAL. PATTY PLUMMER awoke one lovely August morning with a delightful feeling that something nice was going to happen that day. The sun was shining in on the rough board walls of her little chamber, and she could see the bits of broken china and glass glitter in her playhouse--a corner of the room outside. Then she thought of her dream! Patty laughed aloud as she dressed herself, at the thought of her old broken dolly Lulu Jane chasing her round the house, and squeezing through a tiny crack when she tried to shut her in the sitting-room! "Aha! I just know why I dreamed that! I know what makes me so happy!" and she danced round in her stocking feet, singing her gayest song, quite forgetful of the old saying, Sing before eating And you'll cry before sleeping! "Oh! I do hope she'll bring it to-day," Patty cried as she put on her slippers and ran out to her play-house, where in a parlor gorgeous with yellow paper carpet and green pasteboard chairs, stood an old accordion as a doll's piano, with a gayly-dressed rag lady sitting before it on a velvet-covered spool, and a fine gentleman by her side in blue paper trousers and black silk jacket. Now the "she" of Patty's remarks was her clever cousin Charlotte who had taken home the "it"--no other than broken-headed, torn-to-pieces old Lulu Jane herself--to make therefrom, as she declared to Patty the day before, "the finest rag doll she ever saw!" "I do b'leeve she'll bring it home this very afternoon," happy Patty kept saying to herself, as she flew out of doors after breakfast and worship was over. Everything seemed lovelier than ever this one fair morning. The little rock-basin filled by water trickling down from a higher one, which Charlotte had named "the fountain," seemed the most wonderful thing that ever was; the hollyhocks and lady-delights fairly smiled as she bent over the flower mound to admire them--all was cheerful and gay. How Patty loved to go over by herself the events of a pleasant play-day with Charlotte! There was the little stone oven place with a mock fire of sticks, where they had played at boiling a pudding made of mud and tied in a rag, while the pot was a hollow ribbon block from old Miss Simpkins' store! there hung the swing her father had made between two ash-trees for her and her cousin. She climbed on the notched board and swayed to and fro, every now and then looking up the pasture hill to see if Charlotte was coming down the path from uncle Nathan's. By and by she gave a joyful shout. An old-fashioned, two-seated carriage was coming up the long grassy lane from the big gate opening into the street. Mother Plummer ran to the door with flowery hands to see Patty's Grandmother Pratt getting out of the carriage. Such goodies as grandma always brought from Mill Village when she came to see the Plummers! This time the driver, uncle Dave, lifted out a huge basket of big fresh blackberries and a large newly caught salmon. Patty was not forgotten; grandma never came without something for her little namesake. The last time she brought Patty a pretty plaid gingham; this time the gift was a gay Indian basket full of tiny pats of yellow butter, covered with cool, broad rhubarb leaves. "O, this is the goodest day that ever I did see!" warbled Patty to the tune of The Battle Hymn of the Republic, as she followed the dear plump old lady into the house. The summer day was as perfect as a day could be. Inside the house everything was sunshiny and cheerful too; and Patty opened her glad heart to take in the pleasure of all things to the uttermost. Grandmother sat in the arm-chair swaying the huge palm-leaf fan as she loosened the ribbon cap strings at her fat white throat, and Patty sat on a cricket beside her in perfect content. They were going to have such a lovely dinner! Tempting pink salmon, mealy new potatoes, blackberries with cream and sugar, and a dainty pie which Patty's eyes spied through the half-open pantry door. A dainty turnover beside it too, on purpose for Patty! Never thought of clouds or showers came into her heart as she sat there softly stroking grandma's gown of silver gray. "Tinkle, inkle," came the sound of old Daisy's bell from the pasture; and the sound started a new train of glad thoughts. If Charlotte would only come with Lulu Jane, what fun she would have showing the doll to grandma! Grandma always took an interest in her doll babies--even in Augustus with his blue paper trousers! They were all seated around the dining-table, Patty beside grandma, with the turnover in her hand to keep it from uncle Dave who pretended he was going to eat it, when the back door opened. Patty's heart went pit-a-pat, and she ran out with mother's leave, turnover and all, to meet cousin Charlotte in the dim little entry. "Here it is," said Charlotte. "I hope you'll be pleased with it; and I must go right back, 'cause I've got to do a big stent o' patchwork 'n help aunt Betsy get supper for comp'ny." Patty took the bundle to the out-door light, and when she opened it, danced and screamed with delight. "You dear, darling old thing!" she cried, hugging Charlotte so hard she fairly hurt her. "How did you fix her up so nice?" she sat on the doorstep admiring Lulu Jane between bites of turnover while Charlotte flew home like a bird. The doll had a new smooth white linen face, the head nicely joined at the top instead of being sewn with big black stitches as Patty sewed hers. The face had beet-juice cheeks and black bead eyes, the feet were neatly shod with velvet, and the old gown had been replaced by a pink ruffled one of calico, edged at the neck with a frill of lace. But the crowning glory was a little pink bonnet trimmed with a downy chicken's feather and a tiny spray of snakeberry vine from which hung wee scarlet berries! Patty hugged her treasure closely, and ran to the swing to enjoy it by herself. Uncle Dave was coming, and he might run off with it just to tease her. By and by she ran in to show it to grandma. "Deary, deary!" said grandma, as she took the dolly from Patty and examined it through her spectacles. "Nice piece o' work, quite a neat little gownd, 'n a bunnit too! Charlotte must be quite tasty." Grandma held it in her fat hand a minute and then after fumbling in her big pocket she brought out a shining new quarter-dollar. "Patty," said she, looking down into the wondering eyes of her little granddaughter, "I'd like to buy this pretty doll to take home to your little cousin Bessie Alice. She's coming to spend to-morrow with me and she'll think so much of a doll that came 'way from Mapleton." The cloud had come down over the sun; the gladness of the perfect day was completely darkened by the trial which suddenly loomed up before the child. "Why, gra'ma!" cried she, the tears flowing fast, "you don't want me to let you have my darling sweety Lulu Jane, when she just got all fixed up new! I never could let her go! Please give her to me, grandma." Grandma placed the precious doll in Patty's arms and said quietly: "I won't take your doll away if you aren't willing; but I was thinkin' how pleased Bessie Alice would be; you know she's no ma now 'n no Charlotte to make dolls for her like you have. Then you'd have the quarter to help buy you a winter hat, and Charlotte would make you another dolly, I'm sure. But if you aren't willing I'll say no more about it," and she put the bright quarter away in her big pocket again. "Can I have a little while to think it over?" asked Patty timidly. Her good mother had taught her to think matters over before she decided, and the sight of the money had brought something to her mind. The Sunday-school superintendent had told the children only last Sunday about two good women who had left their homes to teach the poor Labrador children about Jesus. They needed books and papers. Miss Bridgman, Patty's teacher, had asked her class if they could not bring some money next Sunday even if they had to deny themselves of something to get it. Patty thought it all over upstairs. She looked at the beautiful bonnet, the velvet shoes and the pink ruffles, and gave the doll a hard hug as she cried amid falling tears: "I can't give her to gra'ma, I can't sell her! I wish gra'ma 'd never come! I wish Bessie Alice 'd never been born! That hateful thing! She's got red hair, 'n she did just pinch me awful, once! Oh, dear, _dear_, DEAR! this is the nastiest day I ever did see!" and she threw herself on the trundle bed in a spasm of grief. Then better thoughts came. "Why, ain't I a goose! What am I cryin' for? I needn't sell her 'f I don't wan't to! Poor Bessie Alice, I'm awful sorry she's got no mother to tuck her in bed 'n' kiss her! I s'pose Jesus 'd be pleased if I let her have it. I'd rather have Lulu Jane than twenty quarters; but I'd have all that money to take to Miss Bridgman Sunday, 'n that would please Jesus too. And I do want to please Him, I'm sure! Of course Charlotte would make me another! She's such a '_genius_ girl, mother says. I'll go right away 'n give dolly to gra'ma. I'm goin' to sell it to you," handing the fine lady to Grandmother Pratt. "I want the money for the missionaries, 'n I do pity Bessie Alice. Put her away quick, so I won't want her again," said Patty, dancing away with the quarter in her hand. [Illustration: JACK.] "You are a darlin' child, cert'in," said grandma, looking fondly after her. "Well, this has been the queerest day!" said little Patty as she sat on the doorstep that night watching the old carriage roll away toward Mill Village. "I'd like to have Lulu Jane to play with, 'n' I don't know what Charlotte'll say; but I b'leeve I feel happier now than I did this mornin', 'n I was happy then 's I could be!" GUSSIE M. WATERMAN. HARRY'S SACRIFICE. "SELL Jack! No, indeed, not for any money!" Harry Danvers responded to Colonel Bates' offer almost indignantly. "It is a good offer for the dog," continued the colonel, "more than he is really worth, but Frank has taken a fancy to him, and to gratify him I am willing to give a good price." "No, sir; I shall want money worse than I ever have yet when I part with Jack. Thank you for the offer, but I cannot sell my dog." "That is a foolish boy," said the colonel, turning to a friend as Harry went off down the street whistling to his dog; "I made him a good offer. You know my boy Frank is an invalid, and it was to gratify a whim of his that I offered the boy twice the worth of the dog." "I heard your offer, and I confess I thought it very liberal," replied the friend; "has the boy rich parents, that he can afford to reject such offers?" "No; Danvers is only a day laborer, and I do not suppose the boy ever had five dollars pocket money in his life." "Humph!" was the expressive rejoinder of the friend; then the subject was dropped. There was a missionary convention in progress in the town where Harry Danvers lived. Harry was not specially interested in missions, though he was a Sunday-school scholar and a member of a Mission Band; but someway he did not get interested in the Band. And I suspect that boys generally fail to become interested in the Mission Bands. Can you tell why it is that our missionary societies are so largely made up of girls? Harry had no thought of going to any of the meetings in progress, but at tea time his sister Alice said: "Harry, they say that the teacher from the school where our Band supports a pupil is going to speak to-night at the First Church; let's go down." "I don't want to hear any missionary women speak," said Harry. "But, my son, if your sister wants to go, you will not refuse to go with her?" said Mr. Danvers. "I suppose I can go," replied Harry, not ungraciously, but somewhat indifferently. "I do want to go; and, Harry, you know you said you were to write an essay on the Indian question for next Wednesday; maybe you'll get some ideas; you know Miss R---- is from the Indian Territory." "All right! Count me in. I'll be ready in a jiffy." Harry Danvers was never the same boy after that evening. You might not have noticed the difference, but it was there. He could never again be indifferent towards Missions. He gained, as Alice had suggested, some ideas, but not altogether in the line of his school essay. He for the first time in his life realized that he, Harry Danvers, had a part in the great work given to the church of Christ; that the responsibility of sending the Gospel to the heathen nations rested upon him in proportion to his ability, and the question, What can _I_ give? was pressed home upon his heart. The duty and privilege of sacrifice were set before him, and he asked himself, What can I sacrifice? The questions were unanswered when he went to bed that night. Harry was a Christian boy, and he carried his questioning to his Heavenly Father, and waited for the answer. The next morning as he went down stairs, with Jack's customary greeting there came to him the answer he had sought. Here was an opportunity to prove his sincerity! Was he equal to the sacrifice? "What is the matter, Harry?" asked his mother; "are you sick?" "The missionary meeting was too much for him, I guess," said Alice. "Didn't you like the speaker?" asked Mr. Danvers. "Yes, sir; _I_ liked it all very much. Mother, you ought to go this morning; they say there is a perfectly wonderful speaker to be on the platform--a woman from Syria; are _you_ going, Harry?" "I don't know," replied Harry indifferently. "Dear me," said Alice; "boys are so queer. Now I thought it was just splendid last evening, but Harry won't even say he liked it. I was all stirred up and ready to give all my jewelry--only I haven't any to give," and Alice chattered on until breakfast was over, and the family went their several ways. All the time Harry was thinking, and, as you will see, thinking to some purpose. He had an errand down town for his mother, and as he went out of the gate he said with energy, "I'll do it!" Now Mrs. Danvers was a timid woman, and very much afraid of dogs. True, she tried to hide her fear and aversion for Harry's sake, but she had a nervous dread of some member of the family being bitten by the dog, and only a few days before, Harry's father said: "My boy, I sometimes wish you could make up your mind to give that dog away; your mother dislikes dogs so much." Remembering this, Harry did not consider it necessary to say anything to his father about what he intended to do. His way down the street led him past Colonel Bates' residence. He stopped at the door and rang the bell, asking to see Colonel Bates. When that gentleman appeared he said, though his voice trembled, "Have you bought a dog for Frank yet?" "No; have you made up your mind to part with yours?" "Yes, sir; if your offer holds good for to-day." "Certainly; walk in and we will settle the business. I am very glad; we are going to a rather lonely place for the summer, and the dog will be both a comfort and protection to Frank." The transfer of property was made in the course of the morning, and, strangely enough, Colonel Bates sat beside Harry that evening in the meeting and caught the glitter of the gold piece which the boy dropped into the basket as the collection was taken for the Indian Mission. And this is what he thought: "Here's a boy who has made a sacrifice; he has given that which cost him something, and I gave what I can spare as well as not! for once _I_ will give something that I shall feel." "Father, why didn't you buy those horses you were talking about?" asked Frank Bates a few days later. "Because I bought a dog for you instead!" "But my Jack did not cost a thousand dollars!" said Frank, puzzled. "That is just what it cost me," replied Colonel Bates, smiling at his boy's bewildered looks. And then he told him the story of the gold piece and his own sacrifice, and the boy, after a little silence had fallen between them, said: "Father, you need not buy the dog cart; the old pony phaeton will do. Give me the money it would cost in gold pieces, please, and I will go to the next missionary meeting and offer _my_ sacrifice." FAYE HUNTINGTON. OUR MISSION BAND. THE president of our Band appointed, at the beginning of the year, twelve girls and boys to take charge of the Band Meetings, one for each month. When Lucia Lawrence read the little slip of paper upon which was written her subject, and the month for which she was assigned, she said brightly, "I don't know a single thing about Persia, but I can find out." And I am going to tell you just a few of the things she found out about Persia. She found that in July last the semi-centennial of the beginning of the missionary work among the Nestorians at Oroomia was celebrated. More than fifteen hundred Nestorians came to the jubilee on the college grounds. "College grounds!" exclaimed Lucia's brother Tom as the two sat together working up the programme, for this brother and sister were accustomed to study and work together, "do you mean to say that they have a college over there?" "Yes; there are schools of all grades in Persia," replied Lucia. "The first school was opened in a cellar with only seven small children; but now there are village schools, high schools, seminaries for boys and girls, a college and theological seminary." "Are there many who attend these schools?" asked Tom. "I do not know what you would call many; I should think it was a large number, all things considered, when they can count the day-school pupils by thousands and the boarding-school students by hundreds. But the population of Persia is between seven and eight million, and there are only seven Mission stations in the whole country. Five of these are under the management of the Presbyterian Board of America, and two are under the care of the English Church Missionary Society." "It seems like putting little bits of wedges into a narrow crack in a big rock and thinking to split it by pounding with a hammer. The wedges go all to pieces and the rock stays just as it was." "But, Tom, if your wedges are of iron, with power enough in the arm that strikes the blows, the rock is bound to yield." "Yes; but sometimes people use up a lot of wedges and mallets too." "Well, these missionaries who had given their lives as wedges to make an opening for the Gospel, were only too glad to be used in the service of Christ. That is what wedges are made for, I suppose, to be hammered and go to pieces at last." "But what did they do at this jubilee? That is what I want to find out," said Tom. "Just what we do in this country when we celebrate. They sold tickets which entitled the holders to the privilege of spending the night on the grounds, and also to their meals. The women were made comfortable in the college building, but many of the men had to sleep out of doors. A large booth had been built for the meeting, and men and women told the story of the last fifty years. They had 'papers' prepared. Some of them, on female education, were written by native women who had been educated in the schools. They told about the native churches, about the medical work of the Missions, and about the hospital; you know the only hospital in Persia was built by the missionaries. The history of the work of Miss Fidelia Fiske, and of Mrs. Grant and Miss Rice were given. There was one old woman who came a long distance, part of the way on foot, and that over a rough mountainous road, to attend the celebration; she was one of Miss Fiske's first girls. Seems to me she might have told a story worth hearing. The history of the Hamadan Mission is interesting. Miss Montgomery says, 'What hath God wrought? Come and see his work in Hamadan.' Nine years only since the first missionary was stationed there, and now a church of seventy-five members. A weekly prayer meeting and a woman's prayer meeting; a Sunday-school and several day schools. But this work is done under the most trying circumstances, without either church or school buildings. The schools are gathered in private houses, and in summer the preaching and other church services are held in the yard of Miss Montgomery's house and in winter in the house. It just seemed to me when I read about the work in Hamadan that I wanted to be rich. I should think some wealthy man would want to build a church there." "It seems as though there is such a wide crack there a big wedge would go in and do good work." "There is another thing which is encouraging," said Lucia, "and that is the fact that the people have the Bible in their own language; that is a big wedge, because you see if they once get the Bible into their homes the work will go on faster. The women too are being educated. There was a strong prejudice against the education of women, but that is wearing away and of course the influence of educated Christian mothers will be a great help. Now, Tom, I am going to give you the station at Hamadan for your topic at the meeting, and I shall give Ella the fire worshipers, and Dick will tell us about the Mussulmans. Then I must find somebody who will give an account of the work at Oroomiah. O, dear! there is so much about Persia that the hour will not begin to hold it all." "Well, you may leave something to piece out my hour with. I don't believe I can ever find enough to fill up." "What is your topic?" asked Lucia. "Mexico; and I don't know a thing about it." Lucia expressed her sympathy by laughing at him, and saying, "Just wait until you study it up!" FAYE HUNTINGTON. SELECTION FOR RECITATION. WHY DID YOU NOT COME BEFORE? [An aged Hindoo woman, while first hearing the Gospel, said, "Why did you not come before? My hair has grown gray waiting for the good news."] AN aged woman, poor and weak, She heard the mission teacher speak; The slowly-rolling tears came down Upon her withered features brown. "What blessed news from yon far shore-- Would I had heard it long before. "O, I have bowed at many a shrine, When youth and health and strength were mine; How earnestly my soul has striven To find some gleam of light from heaven; But all my toil has been in vain-- These gods of stone but mocked my pain. "A weary pilgrimage I've trod, To win some favor from my god; And all my jewelled wealth I've laid Beneath the dark Pagoda's shade; But still, the burden on my breast Bowed head and heart with sore unrest. "Now, I have waited many a day, My form is bent, my hair is gray; But still the blessed words you bear Have charmed away my long despair; O sisters, from your happy shore, Would you had sent to me before! "O, precious is the message sweet I hear your kindly lips repeat; It bids me weep for joy again; My stony eyes were dry with pain; My weary heart with joy runs o'er-- Ah, had you come to me before! "How welcome is the glorious name Of Jesus, who to save me came. And shall I live when death is past? And may I all my burdens cast On Him? And is His mercy free? Not bought with gifts? Such news for me! "Yes, please forgive me when I say, I've needed this so many a day. In your glad homes, did ye not know How India's tears of sorrow flow? If you had known on that bright shore, Surely you would have come before!" --MISS P. J. OWENS, _Methodist Protestant._ [Illustration: LITTLE MISSION WORKERS AT MOTHER'S KNEE.] [Illustration: The P.S. CORNER] _Maud_ from Minnesota. Yes, I wrote the book which was your Christmas present. I am glad you like it. I think you will like the closing of the story about "Nettie and Jerry," but I must not tell you how it ends, for that would lessen the interest. "In a minute" is a very troublesome creature; I rejoice that you are going to get rid of his company. _Winnie_ from Pennsylvania. A "temper" is a very good servant, but makes a bad master. If you succeed in keeping rule over yours, as I know you will if you try, remembering the "Whisper Motto," you will be much happier and more useful than you could possibly be if it ruled you. _Deck_ and _Wilder_ from Minnesota. Yes, indeed, your letter shall be published, and I hope "papa" will enjoy it as much as I did. I am also much obliged to "sister" for writing for you. Still, I hope you will write me a letter all yourselves, as soon as you can, and let me know how you succeed. I am truly glad you have resolved not to "contradict each other." Do you know I believe Satan likes to hear people contradict better than he likes almost any other fault which well brought up, truthful people have. _Newton_ from Pennsylvania. My boy, we welcome you with pleasure. To squarely own a fault is sometimes half the battle. You cannot be too careful of the words you speak to "mother." Cross words sometimes sting and burn after the mothers are gone. Watch carefully, and resolve to be a joy and comfort to your mother so long as you have one. _Rachel_ from Kentucky. These "hasty tempers!" You have only to read the answers to the Pansies from month to month to discover how many are troubled with them. It is a wise thing to begin very early in life to keep them under control. About the habit of "forgetfulness," it sometimes grows on people so rapidly that they injure all their prospects in life by it. You do well to watch it. _Emma_ from Massachusetts. It would be very pleasant to the Pansies to hear the story of some one whom you succeed in "Helping." Will you tell it for us? I hope the badge has reached you long ago, and is a comfort. _Ned_ from Massachusetts. Good for you, my brave young soldier! A pledge against all that can intoxicate, and against tobacco, is a grand thing. I hope every Pansy in the garden will follow your example. So you are tempted to say "I don't want to?" Sometimes that isn't a bad thing to say. If anybody coaxes you to do wrong, I hope you will always say boldly, "I don't want to." But if it is something you know you ought to do, suppose you rush right off and set about it so quickly that your tongue will not have time to speak the words. How will that do? _Bessie_ and _Helen_ form North Carolina. Bless your dear hearts, of course you will not fail! Don't think of such a thing. When a pledge is right to take, and therefore right to keep, just shut your lips firmly and say, "We shall succeed, because we ought to, and what we ought to do, we can." Glad to enroll you. _Iya_ from Minnesota. I wonder if I have the name right? I am not sure. I hope your badge gave you help and pleasure. Oh, no, it costs nothing to belong to the P. S. but a good strong tussle with one's faults. _Arthur_ from Massachusetts. My boy, if I should put our roll of honor in THE PANSY, there would be room for nothing else. There are thousands and thousands of names! Hurrah for the temperance pledge! I feel like giving a hearty cheer for every boy who signs it. I wonder how many Pansies we have who have done so? Wouldn't it be nice to know? Dear me, I hope you are not a lazy boy! Because they are almost certain to make lazy men. Don't be a lazy Pansy, please. _Cora_ from South Carolina. So glad to hear the badge is helping you. Give my love to Daisy and little Alice; you will have to be a very careful older sister in order to help them, will you not? So your dear father has gone to Heaven? Poor little Blossom! I know how you miss him. You must be a special flower for your dear mamma now, shedding all the perfume you can around her. _Martha_ from Massachusetts. Yes, I know all about how easy it is to "answer back," and I know just what a trial it is to the mothers. You do well to make a great effort to break the power of the habit. Getting up in the morning isn't the easiest work in the world for a great many people. I knew a lady who said she was obliged to spring out of bed as soon as her eyes were opened, because if she waited five minutes it seemed to her that it was not possible to get up! I suspect, my dear Blossom, that you have a good mother. There is nothing which needs more careful guarding than what we read. Make a rule to read nothing that mother does not approve. _Lena_ from New York. Glad to hear from Lena. These dear mothers are worth minding the very minute they speak. I almost know you will keep your pledge. _Cora_ from Indian Territory. Welcome, dear Cora, to our Pansy bed. I am sorry you have to bloom all alone in your far-away home. Cannot you find some more Pansies who would bloom if they had a chance? Try. I know all about what a nuisance it is to have people around who do not put away their "things." At this moment there lies a cap in the very centre of my study table among the papers. It belongs to a boy who is shouting at somebody in the kitchen to know if they have the least idea where his cap is! He spends an immense amount of time looking for things that ought to be hanging on their hooks, or lying properly on their shelves, and would be, I believe, if they could only walk. _Nettie_ from Ohio. I hope your PANSY reaches you regularly, my dear little girl, and that it gives you a great deal of comfort. You see your "prayer" was answered in just the way you most wanted. Our Father in Heaven always answers all prayer, but sometimes he has to say "No" because He can tell whether what we have asked is the best thing. _Edwin_ from New York. My boy, if you have done a "kind act" each day since you took your pledge, you must have some pleasant stories to tell which the Pansies would like to hear. Cannot you write out one of them for us? _Andrew_ from Illinois. O the teeth! I am very glad you have pledged to take care of them. I know a boy who says he "cannot" remember to brush his, only on Sundays, and I am very much afraid the consequence will be, they will not be worth brushing by the time he is a man. Thank you for being a worker for THE PANSY. I know of no better way to show that you like the magazine than to try to get others to take it. _Ethelwyn_ from Pennsylvania. How many people have you helped, my dear? And how many ways have you discovered in which you can help others? Can we be helpful without speaking a word? One of the most helpful little people I know is a deaf and dumb girl. How do you suppose she manages it? _Minnie_ from Ohio. Dear little friend, it is very easy to be "impatient." There is a little girl of my acquaintance who became so impatient with a door which would not open that she knocked it with her knee. Now it happened that in her pocket was a small cushion with needles on it, and the knock sent a fine needle into her knee, which caused her dreadful pain and kept her from taking a step for many weeks. She used to say, "Oh, dear, if I only _hadn't_!" _Willie_ from Ohio. I like your pledge. When a boy has a good father and mother, and pledges himself always to obey them in everything, he is about as safe as he can be in this world; especially if they are Christian people, who say to him, "My boy, your first duty is to give yourself to the Lord Jesus to obey him in all things." _Jessie_ from Colorado. I wish you had sent me a copy of the "Exercise," "Jesus Our Star." It must have been very beautiful, and perhaps the Pansies would like to use it in their Sabbath-schools. Perhaps you can send us a copy for next Christmas? How many presents you received! What did you do for those who had none? _Frank_ from Michigan. So, my seven-year-old Blossom, you sometimes get angry, do you? That is bad; the perfume of angry flowers is very disagreeable. It is well you have taken the pledge to overcome. _Inez_ from Indiana. You are not alone in your fault, my darling. It is as natural for people to want their own way, as it is to breathe. The important thing is, to be very pleasant about giving it up, when for any reason you cannot, or ought not to have it. This is a thing well worth trying for. _Anne_ from Washington. I was very deeply interested in your letter, and have great sympathy for you in your great affliction. What a wonderful and blessed thing it will be if all the members of your large family meet in Heaven! Are you doing all you can to make sure of that happy meeting? _Florence_ from New York. A letter "all to yourself" is something I cannot give, my Blossom, much as I would like to. Don't you see it would not be fair to the others? I think you have the best possible sort of "pet." Finger nails are very useful things, and have a way of looking very badly if they are forgotten. I am glad you are going to care for yours. _Edith_ and _Lilian_ from Massachusetts. I am always glad to welcome two sisters; I think they can be such helps to each other. We are delighted to accept "Grandma" as an "honorary member." We have a special and tender love for all the dear grandmas. I have not the least doubt but she will keep her beautiful pledge to try to make somebody happy every day; and I can imagine how happy you two can make her if she sees you trying. _Robert_ from Massachusetts. So you "don't like to mind quickly?" Well, never mind whether you like it or not, if you succeed in doing it. I think myself it requires a good deal of decision to accomplish it, and I don't know of any habit more important to acquire, so I welcome you with pleasure. _Pauline_ from Massachusetts. My little "wilful" Blossom! A will is a very good thing if you make a servant of it, and oblige it to do just the right thing; but when one gets to be its slave, oh, dear! I am glad you have begun early to train it aright. _Daisy_ from New York. Poor finger nails! How would you like to be bitten every time you plucked up courage and grew a little. Don't treat your faithful little servants so badly. "Clayton" is very nearly right. We can do almost anything we try hard to do, that is if it is right that we should do it. For, back of this idea lies a great truth: God never gives us any command which is too hard for us to obey. It is very easy to get angry, and sometimes hard to break the habit; but it can be done. _Lulu_ from Virginia. Here is another little Southern Blossom who wants to overcome "all" her faults. Brave little girl! I am sure you will succeed much better than those who never think about their faults at all. _Emma_ from Connecticut. Did she have so many faults that she couldn't count them? Poor little robin! Still I suspect that is the honest truth about every one of us. We are great bundles of faults. If you try with wide-open eyes to overcome each as it appears to you, you will keep a very important pledge. _Arthur Fred_ from Rhode Island. My boy, I can sympathize with "mamma." I am not sure that I know a more troublesome small habit than the one of moving slowly. Especially when one is waiting for you. Did you ever hear of the boy who lost his life because he waited to say "What for?" when told to bend his head? I could tell you of a little girl who lost a long delightful journey because she moved so slowly across a railroad depot that the train went off and left her behind. _Bertha_ from Maine. "Getting mad!" Oh, dear! what a sorrowful fault for a little Bertha. The "Whisper Motto," my dear, is "For Jesus' Sake." It is called so because though we may be often in places where we could not whisper to our father or mother or any earthly friends, it is not possible to go where we could not speak to Jesus, and get his help. If you control your temper for Jesus' sake, you will surely succeed. _Lena_ from Massachusetts. "Little sister" will have a much happier life because of your pledge. And she will probably make a better woman if she lives, because of it. If sisters only knew how much they could help each other, by watching their words, I think they would take your pledge. _Helen_ from Connecticut. You are right, my friend, everybody has "need of patience." I don't suppose you will find a day in your life but you will need a large stock of it to draw from. You do well to begin early to gather it. _Jessie_ from Connecticut. We are glad to enroll you among our number. There is no doubt but that you and your friend can be great helps to each other. Patient people, those who can be patient with little trials or annoyances, are sadly needed in this world. I heard a gentleman say of a quiet little lady once, that she had a remarkable mind. "How do you know?" I asked, for I was aware that he had not talked much with her. "Because," he said, "I saw her keep a perfectly quiet face and gentle manner under a series of annoying circumstances; and only people with very cultured minds or hearts can do that." _Laura_ from New Jersey. Your plan for getting up a P. S. is an excellent one. I hope you will write and tell us how you succeed. We are very glad to welcome Andrew. I wish all the boys in the country would take his pledge to keep their arms off the table. Wouldn't the mothers rejoice! _Anita Harriet_ and _Ada Maud_. Welcome, dear little sisters, who write such nice letters. Does the old giant Impatience trouble you so much, Anita? I suspect about the time he comes along, Giant Cross gets hold of Maud. Am I right? Those two are very fond of working together. You are wise to join hands in fighting them. _Harvey_ and _Lillie_ from New York. A brother and sister starting out together; that is good. Harvey, my boy, I don't often get a letter which gives me more pleasure than did yours. It is not easy work that you have undertaken, it is true, but you have a great Helper on your side. As soon as I can manage it, we must get up a mammoth temperance organization from the members of the P. S. As for the little sister, her sweet and thoughtful pledge will be helpful to you, as well as to herself. - - - - - - - - - DEAR PANSY: In reading my magazine I found you would like to know how your Pansies spent Christmas. I spent mine very pleasantly; we had a small tree in our sitting-room, with presents from papa and mamma, and all the family. In the evening sister went to the organ and played some sweet pieces, and we all joined in the singing. Then we went up to grandpa's. I think the day was filled with pleasant things. Dear Pansy, I do try to keep my pledge. I try hard to keep things in their proper places; but I find I need to be very watchful, and to ask for a great deal of help from God. Mamma has just written to Boston to renew my subscription to THE PANSY. It is rather late, but I hope not too late to wish you a Happy New Year. Lovingly yours, LANETTA BRIGGS. - - - - - - - - - DEAR PANSY: I want to join the P. S. because I have many faults, and I think the badge would help me. I believe my worst fault is being careless. Last year I raised some strawberries, and in that way earned the money for my PANSY. I hope to make enough this year to take it again. I can hardly wait for the next number to come. I would like to have your photograph if you have any to sell. I try to remember our "Whisper Motto." This is the first letter I ever wrote. Your friend, GEORGE CROSLEY. - - - - - - - - - DEAR PANSY: I have a good many faults, but I think my temper is the worst. That is when I get out of patience I am _awful mad_! Don't that sound dreadful? I am trying to control it, and I know THE PANSY helps me. I like it better than all the papers and magazines in the world. Thank you for your good stories. I wish you a Happy New Year, not in words, but from my heart. Your dear friend, WILLIE PARSONS. - - - - - - - - - DEAR PANSY: I write to you to promise three things: 1st. I promise to avoid the use of slang language of all descriptions. 2nd. I promise to avoid being irritable. 3rd. I promise to get as many people to sign the temperance pledge as I can. HARVEY ROMER. I have signed the temperance pledge and would have tried to carry out my third promise before but I did not know where to get pledges. I am aware that what I undertake is not easy to perform, but I am one of Jesus' followers and I know he will help me if I ask him. I hope also that the badge will remind me of my pledge, and the whisper motto encourage me to perform it. Yours Very Truly, HARVEY ROMER. P. S. I am a subscriber to the Pansy and would like a badge. H. R. - - - - - - - - - DEAR PANSY: My brother Milton and I take THE PANSY this year, and I want to be one of your little Pansies. I am seven years old, and can read and make letters and figures on my slate. I am trying to be a good boy, and if you will let me be one of your Blossoms, I will try to be better every day, and will promise not to drink any wine or cider, or anything that will make people drunk, and to be like the little boy my grandma read about in THE PANSY, who signed the pledge when he was such a little boy. I say my prayers, and go to Sunday-school when I am well. I am sick now, have been in bed for two days, and my grandma reads to me out of THE PANSY. We have some pretty pansies in our flower garden in the spring, and when they bloom I shall think of Pansy, and maybe I will send you some. My brother Milton has written to you, and I send twelve cents to pay for one of our badges. Warren wants to join too--says he is going to try to be good every day, but we think he is too little--he is only three years old. Don't you think he had better wait till he is a little bigger? With love from Your little Blossom, D. JEMISON TITLOW. I can write my own name, but not very good yet. - - - - - - - - - DEAR PANSY: My papa takes THE PANSY for me this year, and I want to be one of your little Pansies. I am a little boy five years old, and live away down on the Eastern shore of Virginia. I go to school and am in my Second Reader and spelling-book, and make letters and figures on my slate. I can't write yet, so my papa is writing this for me. I try to be a good boy, but I want to be better, and am going to try and mind my papa and mamma every day, and help them all I can. I also promise not to drink any wine or cider, or anything to make me drunk. I say my prayers every night, and ask the Lord to bless my papa and mamma and brothers, and make me a good boy. I have a brother named Jemison who is seven years old, and a little brother named Warren who is three years old. Warren says naughty words sometimes. He says he is going to stop, and wants to be one of your Pansies, but I think he is too little. Jemmie is going to write to you and send twelve cents to pay for a badge. I go to Ocean Grove sometimes, and if I go this summer I hope I will see you. My papa gave me a copy-book to-day, and I am going to learn to write, so that I can write to you myself. I must now close, with love, from Your little Blossom, MILTON R. TITLOW. A FAMILY FLIGHT OVER EGYPT AND SYRIA. I KNOW you are acquainted with the Hales, Edward Everett and Miss Susan; therefore you know, without my telling you, that they write thoroughly delightful books. But I wonder if you are acquainted with the Horners? Not the family of "Little Jack Horner" who "sat in a corner," but some friends of the Hales who took delightful journeys all over the world. What I want of you is to accompany them, and have a good time, and learn more about the world we live in than you imagined you could without bidding good-by to your father and mother, and spending a great deal of money. This trip is very cheap indeed; in fact, if you belong to the P. S.--as of course you do--it will actually cost you only one dollar and fifty cents! Who ever heard of travelling over Egypt and Spain for a dollar and fifty cents! For the matter of that, if you are not particular about the dress, and will choose one a little plainer, you may save thirty cents and go for a dollar-twenty. The book has nearly four hundred pages, and a great many pictures. It is beautifully bound, and printed on the best of paper. I do not know how you could have a prettier ornament for your book table than it offers. But the best way of helping you to understand how well the book is written, is to give you a piece of it, and I therefore let you have a peep at Damascus with the Horner family: DAMASCUS. One of the first things the Horners did was to go to the top of the minaret of the city gate, for the view which is presented there of the town. They saw below them a plain of flat roofs, broken here and there by a white cupola, and a tall minaret, and the large dome of the great mosque. At their feet was the beginning of a narrow lane, winding along as far as the eye could follow it. This was the "street called straight,"--straight, meaning narrow; for it certainly would not be called straight in Philadelphia. In the Roman period of Damascus a noble street extended through the city in the same direction, and excavations made under the present Straight street have revealed fragments of a Corinthian colonnade which adorned it. For, during the great age since the founding of Damascus, and in the many _evèuements_ it has experienced, one set of buildings after another has been destroyed, so that, as at Jerusalem, there is supposed to be layer upon layer of demolished cities to a great depth, underlying the present one. [Illustration: PUBLIC GARDEN, DAMASCUS.] In the distance they saw Mount Hermon, snow-covered at the summit. A walk through this street led them past scenes of the massacre of 1860, and other interesting sites; then, under a low Roman arch, they entered the region of the bazaars. This reminded them of Cairo, "only more so." The same narrow streets, and same open fireplaces as Bessie had called them, where the merchants sat cross-legged, in front of little shelves, on which were piled their stuffs; but at Damascus there was a greater variety of strange and gorgeous materials, rich and splendid. They could not resist the fascination of these shops, and bought a good many things, Hassan doing the bargaining, which consisted in a long and violent argument between him and the shopkeeper, ending in a mutual compromise. Both parties love these tilts of the tongue, and it is a regular part of shopping in the East. The dealer demands a price which he does not dream of receiving, and Hassan mentions a figure which he knows he shall have to raise. The squabble became sometimes violent, but after awhile the repetition was tedious, especially as our Americans did not understand a word of it. Miss Lejeune saw some pretty little damask napkins, for which her soul longed, bordered with red and yellow stripes. "Well, Hassan," said Mr. Horner, "you may begin the fight over these;" and while it went on, the party turned their attention to the crowds flocking by in the narrow streets, dressed in the brilliant colors of the Orient: the men with gay turbans, and full trousers of every bright tint, the women veiled, in dark garments. A man went by with a cooling drink, rattling tumblers to attract attention; a lemon was stuck on the pointed top of the tin vessel he carried it in. Tommy tried it, and pronounced it "not bad!" [Illustration: A HOUSE TOP SCENE, DAMASCUS.] An expedition on donkeys, which was shared only by Mr. Hervey, Miss Lejeune and Bessie, while the others were busy in bazaars, was to Salahiyah, a suburb of Damascus. They rode at first through a narrow lane, with high blank walls on either side. The houses of Damascus are all built in this way, with all their pleasantness concentrated within, upon an interior court. The street walls are without windows or access, except through heavy doors. This is on account of the numerous attacks the inhabitants have received, leading them to protect their outer works. They stopped before a dingy little door, and knocked. They had to stoop to enter, when lo! they heard the sound of a rushing fountain, and found themselves standing on a balcony surrounded by orange and lemon-trees. Roses and fleur-de-lis were blooming along the paths of a lovely garden, through which poured a deep, though narrow river, with its edge tufted with maiden-hair and grasses that danced in the water. A slowly turning wheel lifted water from the stream to feed the little fountain. The gentlemanly proprietor, in a turban and gown of striped red and blue cotton, spread a carpet and brought chairs for them to repose upon, while he entertained them by playing upon a musical instrument something like a fiddle, and there they ate their picnic lunch, which Hassan, who accompanied them, had brought. This was his surprise. He had proposed the expedition, and was disappointed that the whole party did not join it; but for some reason, they had not understood the extent of the plan, and so the others lost seeing the pretty garden. There is much more about Damascus, for which I have not room. There is much to delight you in the book. I hope you will be able to own it, and will give it careful reading. PANSY. The April issues of the popular [Illustration: WIDE AWAKE ART PRINTS] will be the following: APRIL 1. "THE PIPERS," by Jessie Curtis Shepherd. This charming picture is the very spirit of springtime--springtime of the greening earth, springtime of life, in the gay procession of children blowing on dandelion pipes. APRIL 15. "ON EASTER DAY," by W. L. Taylor. This Easter picture is an exquisite idyl of the maid and the lily. _Already issued:_ Oct. 1. LITTLE BROWN MAIDEN. _Kate Greenaway._ Oct. 15. ON NANTUCKET SHORE. _F. Childe Hassam._ Nov. 1. IN GRANDMOTHER'S GARDEN. _W. T. Smedley._ Nov. 15. THE DREAM PEDLER. _E. H. Garrett._ Dec. 1. MORNING. _F. H. Lungren._ Dec. 15. EVENING. _F. H. Lungren._ Jan. 1. WILD DUCKS. _Charles Volkmar._ Jan. 15. IN HOLLAND. _F. Childe Hassam._ Feb. 1. THE THREE FISHERS. _Thomas Hovenden._ Feb. 15. UNDER THE ELECTRIC LIGHT. _F. H. Lungren._ Mar. 1. TWO CONNOISSEURS. _T. W. Wood, N. A._ Mar. 15. LOST. _W. L. Taylor._ The WIDE AWAKE ART PRINTS are sent post-paid in pasteboard tubes for 50 cents each. Half yearly subscription, $5.50; yearly, $10.00. THE PRESS SAYS of the beauty and art-educational value of the ART PRINTS: "_Will delight the artist, the art lover, and every friend of art-education._"--Boston Beacon. "_Fine examples._"--Art Union, N. Y. "_Deserve to be most popular._"--Boston Sunday Times. "_Will give unfailing and refined pleasure._"--Boston Transcript. "_We can very cordially praise the new_ WIDE AWAKE ART PRINTS. _They are wholly charming. We most unhesitatingly pronounce them admirable specimens of reproductive art, giving the character of the original work, and even the technical qualities of the artist's handling to a very remarkable degree. We wish that such charming gems of art could be in every home ... for they will be a source of very great pleasure ... and have a very important educational value._"--Boston Post. WONDER STORIES OF SCIENCE. =Price, 1.50.= To improve as well as to amuse young people is the object of these twenty-one sketches, and they fill this purpose wonderfully well. What boy can fail to be interested in reading an account of an excursion made in a balloon and a race with a thunder-storm? And is there a girl who would not enjoy an afternoon in the Christmas-card factory? It is a curious fact that only one hundred and thirty years ago the first umbrella was carried in London, much to the amusement of the ignorant, and now there are seven millions made every year in this country. And who would believe it possible that there was a large factory full of women who earned their living by making dolls' shoes. A bright girl or boy who insists to know something about the work done in the world, who does it, and how it is done, cannot fail to enjoy these stories. 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While the New Rogers' Saw is very rich, though not gaudy in appearance, it has been more especially our object to make, for the least possible money, a saw characterized for its Compactness, Strength, and durability, ease of action, and firmness when in operation. With each machine we give six Saw Blades, Wrench, Sheet of Designs and three Drill Points. The Saw alone weighs 25 lbs.; Saw and Box together, 36 lbs. Price of No. 2 Rogers' Saw, $4.00. This Saw is provided with a polished Tilting Table, heavily nickel-plated. =Receiver to pay express or freight charges.= D. LOTHROP & CO., Franklin and Hawley Sts., Boston. PROSPECTUS--=BABYLAND>=--FOR 1886. The Magazine for the Babies, this coming year, in addition to its bright pictures, and gay little jingles, and sweet stories, will have some especial delights for both Mamma and Baby. =THE MAGIC PEAR= will provide Twelve Entertainments of dainty jugglery and funny sleight-of-hand for the nursery pencils. This novelty is by the artist-humorist, M. J. Sweeney ("Boz"). =ALL AROUND THE CLOCK= will give Baby Twelve tiny Lessons in Counting, each with wee verses for little lips to say, and pictures for bright eyes to see, to help the little mind to remember. =LITTLE CRIB-CURTAINS= will give Mamma Twelve Sleepy-time Stories to tell when the Babies go to cribs and cradles. In short, Babyland the whole year will be the happiest, sweetest sort of a home kindergarten. _Beautiful and novel New Cover. Only Fifty Cents a year._ PROSPECTUS--=OUR LITTLE MEN AND WOMEN=--FOR 1886. This magazine, for youngest readers, has earned golden gratitude from teachers and parents this past year. While its short stories and beautiful pictures have made it welcome everywhere as a general Magazine for Little Folks, its series of instructive articles have rendered it of unrivalled value to educators. For 1886 several specialties have been prepared in accordance with the suggestions of teachers who wish to start their "little primaries" in the lines on which older brothers and sisters are being taught. As a beginning in American History, there will be twelve charming chapters about =THE ADVENTURES OF COLUMBUS.= This story of the Great Discoverer, while historically correct and valuable, will be perfectly adapted to young minds and fitted to take hold upon a child's attention and memory; many pictures. =LITTLE TALKS ABOUT INSECT LIFE= will interest the children in one branch of Natural History; with anecdotes and pictures. =OUR COLORADO PETS= will describe wild creatures little known to children in general. These twelve stories all are true, and are full of life and adventure; each will be illustrated. ="ME AND MY DOLLS"= is a "cunning little serial story," written for American children by the popular English author, Miss L. T. Meade. It will have Twelve Full-page Pictures by Margaret Johnson. From time to time fresh "Stories about Favorite Authors" will be given, so that teachers and friends may have material for little literature lessons suited to young children. _Seventy-five Full-page Pictures. Only $1.00 a year._ PROSPECTUS--=THE PANSY=--FOR 1886. For both week-day and Sunday reading, The Pansy, edited by "Pansy" herself, holds the first place in the hearts of the children, and in the approval of earnest-minded parents. Among the more interesting features for 1886 will be Pansy's serial story, =REACHING OUT,= being a further account of "Little Fishers: and their Nets." The Golden Text Stories, under the title, "Six O'clock in the Evening," will be told by a dear old Grandma, who knows many interesting things about what happened to herself when she was a little girl. Margaret Sidney will furnish a charming story, =ST. GEORGE AND THE DRAGON,= to run through the year. Rev. C. M. 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II. THE CRUISE OF THE CASABIANCA. Every boy who sailed in fancy the late exciting races of the _Puritan_ and the _Genesta_, and all lovers of sea stories, will enjoy these two stories of Newport and Ocean Yachting, by CHARLES REMINGTON TALBOT. III. A GIRL AND A JEWEL. MRS. HARRIET PRESCOTT SPOFFORD, in this delicious White Mountain Romance, writes her first young folks' magazine serial. IV. DILLY AND THE CAPTAIN. V. PEGGY, AND HER FAMILY. MARGARET SIDNEY writes these two amusing Adventure Serials for Little Folks. Thirty-six illustrations each. VI. A Six Months' Story (title to be announced), by CHARLES EGBERT CRADDOCK, author of _Down the Ravine_. ROYAL GIRLS AND ROYAL COURTS. By MRS. JOHN SHERWOOD. This series, brilliant and instructive, will begin in the Christmas number and run through the year. A CYCLE OF CHILDREN. By ELBRIDGE S. BROOKS. Illustrations by Howard Pyle. Twelve historical stories celebrating twelve popular holidays. =Master Sandys' Christmas Snapdragon.= Dec., 1611. =Mistress Margery's New Year's Pin-Money.= Jan., 1500. =Mr. Pepys' Valentine.= February, 1660. =The Last of the Geraldines.= March, 1535. =Diccon and the Wise Fools of Gotham.= April, 1215. =The Lady Octavia's Garland.= May, 184. =Etc., etc.= _STORIES OF AMERICAN WARS._ Thrilling incidents in our various American warfares. Each story will have a dramatic picture. The first six are: =The Light of Key Biscayne.= =Joel Jackson's Smack.= =A Revolutionary Turncoat.= =How Daniel Abbott Outwitted the Indians.= =In the Turtle Crawl.= =The Boy-Soldiers of Cherry Valley.= _IN PERIL._ A romantic dozen of adventures, but all strictly true. Each story will be illustrated. The first six are: =Saved by a Kite.= =Taz a Taz.= =In a Mica Mine.= =The Life Trail.= =The Varmint that Runs on the "Heigh-Ho!"= =A Strange Prison.= YOUTH IN TWELVE CENTURIES. A beautiful art feature. Twenty-four superb studies of race-types and national costumes, by F. Childe Hassam, with text by M. E. B. _FIRE-PLACE STORIES._ This article will be a notable feature of the Christmas number. The rich illustrations include glimpses of Holland, Assyria, Persia, Moorish Spain and New England, with two paintings in clay modelled expressly for WIDE AWAKE, and reproduced in three tones. _SOME SPECIAL ARTICLES:_ _L'ENFANT TERRIBLE TURK._ By HON. S. S. COX, U. S. Minister to Turkey. _THE PRINCESS POCAHONTAS IN ENGLAND._ By MRS. RAYMOND BLATHWAYTH. Illustrations include portrait from painting never before engraved. _AUTOGRAPHS AND AUTOGRAPH HUNTERS._ By NORA PERRY. Racy and amusing. _A GRAND PEACE-MEET._ By WILL P. HOOPER. An imposing Indian Ceremony; with many pictures by the author. _A SIXTEENTH CENTURY SCHOOLBOY._ By APPLETON MORGAN. The life of a lad in Shakespeare's time. _MY FIRST BUFFALO HUNT._ By GEN. JOHN C. FREMONT. _THROUGH THE HEART OF PARIS._ By FRANK T. MERRILL. A pen and pencil record of a trip down the Seine. _THE DUMB-BETTY LAMP._ By HENRY BACON. Hitherto untold incidents in connection with "Floyd Ireson's Ride." _TWELVE BALLADS._ These are by twelve of the foremost women poets of America. Each ballad will fill five to seven pictorial pages. The first six are: =The Deacon's Little Maid.= A ballad of early New England. By MRS. A. D. T. WHITNEY. Illustrations by Miss L. B. Humphrey. =The Story of the Chevalier.= A ballad of the wars of Maria Theresa. By MRS. HARRIET PRESCOTT SPOFFORD. Illustrations by E. H. Garrett. =The Minute Man.= A ballad of the "Shot heard round the World." By MARGARET SIDNEY. Illustrations by Hy. Sandham. =The Hemlock Tree.= A ballad of a Maine settlement. By LUCY LARCOM. Illustrations by Edmund H. Garrett. =The Children's Cherry Feast.= A ballad of the Hussite War. By NORA PERRY. Illustrations by George Foster Barnes. =Little Alix.= A ballad of the Children's Crusade. By SUSAN COOLIDGE. Illustrations by F. H. Lungren. Many other enjoyments are in readiness; among them a Thanksgiving poem by Helen Jackson (H. H.), the last poem we can ever give our readers from her pen; "A Daughter of the Sea-Folks," a romantic story of Ancient Holland, by Susan Coolidge; "An Entertainment of Mysteries," by Anna Katherine Greene, author of the celebrated "detective novels;" foreign MSS. and drawings by Mr. and Mrs. Joseph Pennell; "Stoned by a Mountain," by Rose G. Kingsley; a frontier-life story by Mrs. Custer, author of _Boots and Saddles_; a long humorous poem by Christina Rossetti; Arctic Articles by Lieut. Frederick Schwatka; "A Tiny Tale of Travel," a prose story by Celia Thaxter; a "Trotty" story, by Elizabeth Stuart Phelps; beautiful stories by Grace Denio Litchfield, Mary E. Wilkins and Katherine B. Foote; a lively boys' story by John Preston True; "Pamela's Fortune," by Mrs. Lucy C. Lillie; "'Little Captain' of Buckskin Camp," by F. L. Stealey--in short, the magazine will brim over with good things. _THE C. Y. F. R. U. READINGS_ meet the growing demand for the _helpful_ in literature, history, science, art and practical doing. The Course for 1885-86 includes =I. Pleasant Authors for Young Folks.= (_American Series._) By AMANDA B. HARRIS. =II. My Garden Pets.= By MARY TREAT, author of _Home Studies in Nature_. =III. Souvenirs of My Time.= (_Foreign Series._) By MRS. JESSIE BENTON FREMONT. =IV. Some Italian Authors and Their Work.= By GEORGE E. VINCENT (son of Chancellor Vincent). =V. Ways to Do Things.= By various authors. =VI. Strange Teas, Weddings, Dinners and Fetes.= By their Guests and Givers. =VII. Search-Questions in English Literature.= By OSCAR FAY ADAMS. *** A good commission is paid for securing new subscribers, in cash or premiums. Send for Premium List. _WIDE AWAKE is only $3.00 a year._ =D. LOTHROP & CO., Publishers, Franklin and Hawley Sts., Boston, Mass., U. S. A.= THE HOUSEHOLD LIBRARY. $5.00 a Year, - - - - 50 cts. a Number. The Choicest Works of Popular Authors, issued monthly. A Special Inducement to all whose subscriptions are received before June 15th. =A handsome three-shelf Bookshelf= will be presented to each one whose yearly subscription is received before the above date. Any subscriber sending us one NEW yearly subscriber will receive the bookshelf as a premium. Express charges on the bookshelf to be paid by the receiver. The works issued in this library are uniformly of a high standard and may well come under that class of literature styled "home fiction," a literature, that, while free from the flashy, sensational effect of much of the fiction of to-day, is, nevertheless, brilliant in style, fresh and strong in action, and of absorbing interest. It is a class that all the young folks, as well as the fathers and mothers and older brothers and sisters, may read with profit as well as great pleasure. =1. THE PETTIBONE NAME, by Margaret Sidney=, author of _The Five Little Peppers_, etc. It is a delightful story of New England life and manners, sparkling in style, bright and effective in incident, and of intense interest. There has been no recent figure in American fiction more clearly or skilfully drawn than Miss Judith Pettibone. Most of the characters of the book are such as may be met with in any New England village. =2. MY GIRLS. By Lida A. Churchill.= A story of four ambitious girls. Their struggles to realize their ambitions and their trials and successes, make a story of intense interest. =3. WITHIN THE SHADOW, by Dorothy Holroyd.= "The most successful book of the year." "The plot is ingenious, yet not improbable, the character drawing strong and vigorous, the story throughout one of brilliancy and power." "The book cannot help making a sensation."--_Boston Transcript._ =4. FAR FROM HOME.= From the German of Johannes Van Derval. Translated by =Kathrine Hamilton=. A fascinating story of life and travel in foreign lands. =5. GRANDMOTHER NORMANDY. By the author of Silent Tom.= The story is fascinatingly told. The character of Grandmother Normandy, stern, relentless and unforgiving, almost to the last, is strongly drawn, and the author has shown much skill in the construction of the story. =6. AROUND THE RANCH. By Belle Kellogg Towne.= It is original, fresh, and written with great naturalness and power; its pathos is exquisitely touching. The opening scenes are laid in the Colorado mining regions. LOTHROP'S YOUNG FOLKS' LIBRARY. Twelve numbers mailed on receipt of $2.75, if ordered before July 15th. The twenty-four volumes mailed on receipt of $5.00 if ordered before July 15th. Nothing so good and cheap is anywhere to be found. Each volume has 300 to 500 pages, clear type, illustrated. Price 25 cents. Postpaid. 1. TIP LEWIS AND HIS LAMP, by Pansy. 2. MARGIE'S MISSION, by Marie Oliver. 3. KITTY KENT'S TROUBLES, by Julia A. Eastman. 4. MRS. HURD'S NIECE, by Ella Farman Pratt, Editor of Wide Awake. 5. EVENING REST, by J. L. Pratt. 6. THE TRIPLE "E," by the author of Yensie Walton. 7. SHINING HOURS, by a brilliant author. 8. THE OLD STONE HOUSE, by Anne March (Constance Fennimore Woolson). 9. BATTLES LOST AND WON, by George E. Merrill. A story of schoolboy life. 10. THE JUDGE'S SONS, by Mrs. E. D. Kendall. 11. SHELL COVE, by Rev. Z. A. Mudge. 12. LUTE FALCONER, by the author of "Andy Luttrell." A story of rare interest. These twelve volumes constitute the first year's series. The twelve volumes announced below constitute the second year's series. 13. FABRICS, by the author of "Finished, or Not." 14. THE PRINCE AND THE PAGE, by Miss C. M. Yonge. A story of the last Crusade. 15. MYRA SHERWOOD'S CROSS, AND HOW SHE BORE IT. 16. THIS ONE THING I DO, by Mrs. A. E. Porter. 17. SO AS BY FIRE, by Margaret Sidney. 18. OLD SCHOOLFELLOWS, AND WHAT BECAME OF THEM. 19. ROSE AND MILLIE, by the author of "Hester's Happy Summer." 20. VEIL ON THE HEART (The), by Miss L. L. Phelps. 21. THE NEIGHBOR'S HOUSE, by the author of "The New Commandment." 22. FROM NIGHT TO LIGHT, by E. E. Brown. 23. SURE; or, IT PAYS. 24. SISTER ELEANOR'S BROOD, by Mrs. S. B. Phelps. =LOTHROP'S LIBRARY OF ENTERTAINING HISTORY.= Edited by ARTHUR GILMAN, M. A. =China.= By ROBERT K. DOUGLAS. (Just published.) The best summary of Chinese History, from earliest times to this day, ever published. =Alaska.= By E. RUHAMAH SCIDMORE. The only book yet issued in which anything like complete information concerning the history, resources, climate, scenery and people of this wonderful region, can be found. =America. The American People.= By ARTHUR GILMAN, M. A. Edition after edition of this remarkably attractive volume attest the universal verdict as to its value. =India.= By FANNY ROPER FEUDGE. A hand book in which nothing remains to be wished for. =Egypt.= By CLARA ERSKINE CLEMENT. A marvel of painstaking historical writing, and an invaluable manual. =Spain.= By PROF. J. H. HARRISON. With fidelity to facts of history, the charm of its romance is here delightfully presented. =Switzerland.= By H. D. S. MCKENSIE. The story of the Mountain Republic and its brave people has had no better chronicler. Each volume, 100 illustrations, 12mo, extra cloth, $1.50. =THE FAMILY FLIGHT SERIES.= By EDWARD EVERETT HALE and MISS SUSAN HALE. Bds, $2; cloth, $2.50. =A Family Flight around Home.= =A Family Flight through France, Germany, Norway and Switzerland.= =A Family Flight over Egypt and Syria.= =A Family Flight through Spain.= =A Family Flight to Mexico.= History, Biography, Romance, Adventure, Amusement--in brief--entertainment and instruction delightfully blended, characterize these books. The material, unlike most books of the class, is obtained from original sources, and by personal travels. The illustrations are profuse and most attractive. They are unquestionably the most attractive books of the class, and are happily suited to adult, as well as youthful readers. LOTHROP'S POPULAR BIOGRAPHIES. Brief, attractive, and entertaining in style, authentic, and free from any blemish of narrowness or partisanship, the books of this series can be unhesitatingly commended. The volumes are unique in style, handsomely bound, and illustrated, and sold at $1.50 each. The list includes: =Charles XII.=, King of Sweden, by DE VOLTAIRE. =Lord Nelson=, by ROBERT SOUTHEY. =Heroes of American Discovery=, by DR. GEO. T. DAY. =David Livingston=, by J. S. ROBERTS. =Charles Dickens, George Peabody and Abraham Lincoln=, (separate volumes) by PHEBE A. HANAFORD. =Benjamin Franklin=, by JEREMIAH CHAPLIN. =Amos Lawrence=, by DR. W. R. LAWRENCE. =Israel Putnam=, by DR. I. N. TARBOX. =Daniel Webster=, by JOS. BANVARD. =Henry Wilson=, by ELIAS NASON. =Charles Sumner=, by J. D. CHAPLIN. =Horace Greeley=, by DR. W. L. CORNELL. =James A. Garfield=, by E. E. BROWN. =Bayard Taylor=, by R. H. CONWELL. =John G. Whittier=, by W. SLOANE KENNEDY. LOTHROP'S V. I. F. SERIES. No more brilliant and fascinating stories have appeared in recent times. =Within the Shadow=, by DOROTHY HOLROYD. Just issued. =The Pettibone Name=, by MARGARET SIDNEY. =Grandmother Normandy=, by the author of Silent Tom. =Around the Ranch=, by BELLE KELLOGG TOWNE. =After the Freshet=, by REV. E. A. RAND. =My Girls=, by LIDA A. CHURCHILL. =Far from Home=, from the German of Johannes Van Derval. Translated by KATHERINE HAMILTON. The books of this series are 12mo, $1.25 each. LOTHROP'S SPARE MINUTE SERIES. An incomparable treasury of "best thoughts." =Thoughts that Breathe.= From DEAN STANLEY. =Cheerful Words.= From GEORGE MACDONALD. =The Might of Right.= From RT. HON. W. E. GLADSTONE. =True Manliness.= From THOMAS HUGHES. =Living Truths.= From CHARLES KINGSLEY. =Right to the Point.= From REV. THEO. L. CUYLER. =Many Colored Threads.= From GOETHE. 12 mo, $100 each. GEORGE MACDONALD'S BOOKS. As the American publishers of this popular author, D. Lothrop & Co. offer the most attractive and acceptable edition of his works. Among them are =Warlock o' Glenwarlock.= =Weighed and Wanting.= =Donald Grant.= =The Imagination, etc.= 12mo, $1.50 each. 20 vols. in box $30.00. CHOICE MISCELLANEOUS BOOKS. =Odyssey.= A graphic prose translation by S. H. BUTCHER and ANDREW LANG. 12mo, $1.50. =Thucydides.= Translated by B. JOWETT. Introduction by DR. PEABODY of Harvard, and of inestimable value to the student of history and the classics. 8vo, $3.50. =American Explorations in the Ice Zones.= By PROF. J. E. NOURSE, U. S. N. Scholarly, of scientific value and of thrilling interest. 8vo, $3.50. =Bremen Lectures.= (Translated from the German by REV. D. HEAGLE.) Treatises on fundamental Religious Questions. 12mo, $1.00. =Cambridge Sermons.= Strong and versatile discourses delivered in Shepard Memorial Church, Cambridge, by DR. ALEXANDER MCKENZIE. =Story Of the Manuscripts.= By REV. GEO. E. MERRILL, with fac-similes of several new Testament Manuscripts. =LOTHROP'S READING UNION LIBRARY.= 10 vols. 12mo. Illustrated. $1.00 each. =Old Ocean.= =Magna Charta Stories.= =Pleasant Authors.= =How Success is Won.= =Door Yard Folks.= =Great Composers.= =A Boys' Workshop.= =Boy's Heroes.= =The Travelling Law School.= =The Children of Westminster Abbey.= An invaluable series of instructive and pleasing books with which are associated the names of Ernest Ingersoll, Amanda B. Harris, Arthur Gilman, Hezekiah Butterworth, Benj. V. Abbott, Henry Randall Waite, Edward E. Hale and Rose G. Kingsley. =Dean Stanley with the Children.= By FRANCES A. HUMPHREY. 12mo. Ill. $1.00. =How They Went to Europe.= By MARGARET SIDNEY. 16mo. Ill. $1.00. LOTHROP'S HOUSEKEEPERS' LIBRARY. =Anna Maria's Housekeeping.= By MRS. S. D. POWER. 12mo. $1.00. =Cookery for Beginners.= By MARION HARLAN. 16mo. In extra cloth, blank pages. $1.00. =Twenty-Six Hours a Day.= By MARY BLAKE. 12mo. Extra cloth. $1.25. D. LOTHROP & CO., Publishers and Booksellers. Franklin and Hawley Streets, Boston, Mass. THE POPULAR PANSY BOOKS. The works of this popular author are universally acknowledged to be among the very best of all books for Sunday-school reading. Earnest, hopeful, practical, full of the spirit of Christian faith and courage, they are also in the highest degree interesting. COMPLETE LIST OF THE PANSY BOOKS. _Each volume 12mo., $1.50._ Chautauqua Girls at Home. Divers Women. Echoing and Reëchoing. Endless Chain (An). Ester Ried. Ester Ried Yet Speaking. Four Girls at Chautauqua. From Different Standpoints. Hall in the Grove (The). Household Puzzles. Julia Ried. King's Daughter (The). Links in Rebecca's Life. Mrs. Solomon Smith Looking On. Modern Prophets. Man of the House (The). New Graft on the Family Tree (A). Pocket Measure (The). Ruth Erskine's Crosses. Randolphs (The). Sidney Martin's Christmas. Those Boys. Three People. Tip Lewis and his Lamp. Wise and Otherwise. _Each volume, 12mo., $1.25._ Cunning Workmen. Dr. Deane's Way. Grandpa's Darlings. Miss Priscilla Hunter and my Daughter Susan. Mrs. Deane's Way. What She Said. _Each volume, 12mo., $1.00._ Five Friends. Mrs. Harry Harper's Awakening. Next Things. Pansy's Scrap Book. Some Young Heroines. _Each volume, 12mo., 75 cents._ Getting Ahead. Mary Burton Abroad. Six Little Girls. That Boy Rob. Two Boys. _Each volume, 16mo., 75 cents._ Bernie's White Chicken. Docia's Journal. Helen Lester. Jessie Wells. MISCELLANEOUS. Hedge Fence (A). 16mo., 60c. Side by Side. 16mo., 60c. Pansy's Picture Book. 4to., boards, $1.50; cloth, $2.00. The Little Pansy Series. 10 vols., boards, $3.00; cloth, $4.00. Mother's Boys and Girls Library. 12 vols., quarto, boards, $3.00. PANSY'S NEW BOOKS. Among the new books by this favorite author, which Sunday-school Superintendents and all readers of her previous books will wish to order, are:-- =One Commonplace Day.= Pansy has brought out in this book a vivid, lifelike story, full of strong incentives to right thinking and living. 12mo, cloth, $1.50. =Interrupted.= Has all the charm of this author's style, grown riper each year. 12mo, extra cloth, $1.50. =In the Woods and Out.= Admirably suited to the needs of a large class of young folks. It is composed of the choicest of short tales so delightful at the twilight hour when the children clamor for "a story." 12mo, cloth, $1.00. =The Browning Boys.= A fascinating story of the growth of two boys who set out on their birthday to be helpful at home. By applying the "golden texts" of the International Sunday-school lessons in their every-day life, they, without swerving from the strictest sense of right, are able to send their invalid father to Florida, and were the means of his restoration to health. 16mo, cloth, 60 cents. =A Hedge Fence.= A story that will be particularly pleasing to boys, most of whom will find in its hero a fair representation of themselves. 16mo, 60 cents. =An Endless Chain.= From the introduction, on the first page, of the new superintendent of the Packard Place Sabbath-school, to the end, there is no flagging of interest in this bright, fresh, wholesome story. Illustrated. 12mo., $1.50. =Side by Side.= Short illustrated stories from Bible texts for the help of boys and girls in their every-day duties. 16mo., cloth, 60 cents. =Christie's Christmas.= No more charming little heroine can be found than the Christie of this volume, and the story of her journey to spend Christmas, with the great variety of characters introduced, all of them original and individual in their way, is perfectly novel and interesting. As a guide to teachers, rich in suggestions and directions for methods of teaching, etc., there is nothing better than =Pansy's Scrap Book=. 12mo., cloth, illustrated, $1.00. In fact all of Pansy's books have some special charm or attraction which makes them a power for good wherever read. JUST READY The New Sunday-school Library, No. 11. 20 Volumes. Former prices, $1.25 and $1.50 each; net to Schools, $10.00. New Pansy Primary Library. 20 Volumes. Net to Schools, $5.00. 32 FRANKLIN ST., BOSTON, March, 1886. TO SUNDAY-SCHOOL TEACHERS:-- _Ladies and Gentlemen_,--Because we know that to you it is, and should be, largely entrusted to advise our young people in regard to their reading, because you are powerful guardians of "literature for the young," we invite you to examine the periodicals we publish monthly for children and young folks: =Wide Awake=, =The Pansy=, =Our Little Men and Women=, and =Babyland=. We will supply you with specimens of these, if you will call, or if you will write us. These magazines are in the watchful and trained care of their original editors, and the same purity, strength, and sparkle characterize each number from month to month, from year to year. The highest order of fiction, the most inspiring, lifting, and refining poetry, the most instructive lessons in history and natural science, the most entertaining records of travel and adventure, the finest literary and biographical articles, appear in their pages. _The Congregationalist_ said last week of WIDE AWAKE, that it "sets its readers to thinking for themselves along many different lines. It has solved the problem how to proportion fun and soberness best in such a publication better than any of its rivals." _Literary Life_, after saying that "WIDE AWAKE is the best monthly magazine for young folks published in the country," goes on to say of it, "Next to watching Nature herself, it is the finest educational work we ever have seen for children. A child made happy by such a work will possess an intelligence and richness of mind beyond the mere range of school lessons." We do indeed confidently trust that should you direct your classes to our magazines, you will find them a good means of preparation of hearts and minds for your own important work. You will find the magazines graded suitably for the use of infant classes, and upwards. Very truly yours, D. LOTHROP & CO., _Publishers_. (_From the N. Y. Tribune._) Among publishers who have carried into their work serious convictions as to their duty to the public in the matter of supplying good literature, and who have resolutely resisted all temptations in the more lucrative direction of that which is simply sensational, an honorable place may be claimed for D. Lothrop & Co., who have accomplished in the United States a work second to that of no publishing-house. This work was undertaken by D. Lothrop & Co. years ago. With the firm conviction that ultimate success would attend their efforts, they have employed the pens of scores of those who have shared their convictions, including some of the best-known authors at home and abroad, and have sent out an ever-increasing stream of pure, attractive, and instructive literature, which has reached every part of the land, and made their name famous everywhere. In a general way the public are familiar with the aims of this house, and have come to regard its imprint upon a book as a guaranty of excellent in all essential qualities. Illustrated catalogue and full catalogue sent free by D. LOTHROP & CO., 32 Franklin Street, Boston, Mass. =EVERY BOY= } AND } CAN EARN A GOOD WATCH =EVERY GIRL= } AND CHAIN. The Waterbury Watch (and Chain) given for =Four New Subscriptions= to either THE PANSY or OUR LITTLE MEN AND WOMEN; or for =Two New Subscriptions= and $1.30 cash additional, if sent before June 1st, 1886. [Illustration: "The Waterbury."] We make this special offer =only to present subscribers= who send us =new= subscriptions. One dollar must be paid for each subscription (no club rates being allowed) and the order must be sent to us direct, not through an agent. The subscriptions must be secured between April 10th, 1886, and June 1st, 1886. (Premium credits not taken up cannot be used for this special offer.) The above amount includes postage. If the watch is to be registered (and we do not assume responsibility of safe delivery otherwise), 10 cents should be added. The Waterbury Watch will be found a marvel of accuracy and cheapness. Accurate, because it will run 24 hours, and =keep time equal to the better grade of watches=. Cheap, because it will wear for years, and is offered at a price within the reach of everybody. Every watch is perfect before leaving the factory and is tested a few days in our office before being sent away. The price of the watch is $3.50. Remember, the Waterbury Watch =is not a toy, but a real watch=, having less than one half the number of parts to be found in any other going watch in the world. It is a stem winder. Remittances may be made by Money Order, Draft, Bank Check or American Express Money Order, at our risk. [Illustration: NEW ENGRAVED CASE (BACK).] D. LOTHROP AND COMPANY, Publishers, Franklin and Hawley Streets, Boston. SPECIAL PREMIUM OFFERS OF YOUNG FOLKS' LIBRARY. Any subscriber to one of our magazines sending us =one new subscription to THE PANSY=, with $1.00 for the same, may select any =three= volumes of the Young Folks' Library as a premium. Any subscriber sending us =two new subscriptions= to THE PANSY, with $2.00 for the same, may select any four volumes of the Young Folks' Library and one volume from the Household Library as premiums. See the advertising pages of our magazines for description and titles of the volumes. The subscription money must be sent direct to us. These special offers are good only to July 1st. No previous Premium Credits can be used for these offers. D. LOTHROP & CO., Publishers, Franklin and Hawley Streets, Boston. GOOD NEWS FOR THE BOYS. A PRINTING-PRESS GIVEN AWAY. [Illustration: HAND-INKING PRESS.] Having made special arrangements with the manufacturers we are enabled to offer the celebrated =Excelsior Printing-press Outfits= as premiums for new subscriptions. The premiums are =given to present subscribers= to any of our magazines sending us =new= subscribers to WIDE AWAKE, THE PANSY, OUR LITTLE MEN AND WOMEN, and BABYLAND, =at full subscription rates=. The following special inducements are limited to July 15th, 1886. =OUTFIT A= IS GIVEN FOR NEW SUBSCRIPTIONS AMOUNTING TO $8.50. Or, for NEW subscriptions amounting to $6.00 _and_ $1.20 _cash additional_. Or, for NEW subscriptions amounting to $4.00 _and_ $2.00 _cash additional_. A =SELF-INKING PRESS= will be substituted in any of the above offers for additional subscriptions amounting to $2.00. =OUTFIT A= consists of No. 1 Press, complete, 2-1/2 x 3-1/2 inches $3.00 Assortment of Furniture, .10 Ink Roller, 3-inch, with handle, .35 Can of Black Ink, .20 Font of Type, 1.00 Leads .05 Type Case .30 ------ Price, $5.00 (With a SELF-INKING PRESS, price $1.00 additional.) =OUTFIT B= IS GIVEN FOR NEW SUBSCRIPTIONS AMOUNTING TO $16.00. Or, for NEW subscriptions amounting to $10.00 _and_ $2.50 _cash additional_. Or, for NEW subscriptions amounting to $6.00 _and_ $4.50 _cash additional_. A =SELF-INKING PRESS= will be substituted in any of the above offers for additional subscriptions amounting to $5.00. =OUTFIT B= consists of No. 2 Press, complete, 3-1/8 x 5-1/8 in. $5.00 Furniture, .30 Ink Roller, 3-inch, with handle, .35 Can of Black Ink, .20 Two Fonts of Type, 2.50 Extra Feed Table, .30 Leads, Oil Can, .30 Can of Cleaning Preparation, .30 Set of Gauge Pins, .20 Type Case .55 ------ Price, $10.00 (With a SELF-INKING PRESS, price $3.00 additional.) This outfit will do work from the size of postal card down. =OUTFIT C= IS GIVEN FOR NEW SUBSCRIPTIONS AMOUNTING TO $30.00. Or, for NEW subscriptions amounting to $20.00 _and_ $5.00 _cash additional_. Or, for NEW subscriptions amounting to $12.00 _and_ $10.00 _cash additional_. A =SELF-INKING PRESS= will be substituted for additional subscriptions amounting to $10.00. =OUTFIT C= consists of No. 2-1/2 Press, complete, 4-1/2 x 7-1/2 in. $8.00 Furniture, .65 Ink Roller, 5-inch, with handle, .50 Can of Black Ink, .35 Four Fonts of Type, 6.90 Leads, Bodkin and Tweezers, .50 Two Type Cases, 1.10 Set of Gauge Pins, .20 Composing Stick, Oil Can, 1.20 Can of Cleaning Preparation, .30 Extra Feed Table, .30 ------ Price, $20.00 (With a SELF-INKING PRESS, price $6.00 additional.) This outfit is an excellent one, as it will do for bill-heads, note-sheets, etc. [Illustration: SELF-INKING PRESS.] The mechanical plan of the SELF-INKING PRESS is the same as with the hand inker except that inking rollers are added to work by the stroke of a lever. The advantage of a self inker over a hand inker is mainly in speed, which is increased because both hands are left free, one to feed paper and one to work lever. ALL EXCELSIOR PRESSES use ordinary printers' type, as made in any part of the world. No EXCELSIOR PRESS is _cheaply_ made, but has _steel_ bearings, _best_ of screws, etc. =All presses print within 1/8 inch of full size of chase as screws are used to lock up the forms.= Every Excelsior Press is fully warranted in every respect. With every press we send out is included full printed instructions on every point, by which any purchaser can manage type-setting, press-work, etc., successfully and satisfactorily. =The Outfits must be sent by Express at receiver's expense.= D. LOTHROP & CO., Publishers, Franklin and Hawley Sts., Boston. BACK NUMBERS OF THE PANSY WANTED. The Publishers desire to obtain a few copies of THE PANSY for November, 1884 and January, 1885. The magazines must be in good condition, clean and perfect. Seven cents per copy will be paid. Notify the publishers by postal card if you have either of the numbers desired, and do not send them unless requested by mail. D. LOTHROP & CO., Boston. FREE! THE HOUSEHOLD RECEIPT BOOK for a 2-cent stamp. THE HOUSEHOLD GAME BOOK for two 2-cent stamps. THE HOUSEHOLD PRIMER for a 2-cent stamp. Send to D. Lothrop & Co., 32 Franklin St., Boston, for them. [Illustration] Did it ever occur to you how much cleaner and nicer it is to wash the Napkins, Towels, Handkerchiefs, Table Linen, etc., by themselves, with soap not made of putrid fats or questionable grease? Do it with Ivory Soap (ninety-nine and forty-four-hundreths per cent. pure.) made of vegetable oil, and use them confident that they are clean and not tainted. If your grocer does not keep the Ivory Soap, send six two-cent stamps, to pay the postage to Procter & Gamble, Cincinnati, and they will send you free a large cake of Ivory Soap. * * * * * Transcriber's Notes: Punctuation errors repaired. First advertising page, "wokr" changed to "work" (Embroidery Cotton to work) Same, "AAMATEUR" changed to "AMATEUR" (AMATEUR PRINTERS.) Page 205, "unpleasont" changed to "unpleasant" (not an unpleasant task) Page 205, final line of first stanza indented to match rest of poem (It cannot matter much) Page 207, "come" changed to "came" (supper time came) Page 215, "reaehed" changed to "reached" (reached their destination) Page 223, "somwhat" changed to "somewhat" (being somewhat curious) Page 227, "invisble" changed to "invisible" (balloon was invisible) Page 228, "Inever" changed to "I never" (I never would have) Page 237, repeated word "to" removed from text. Original read (ought to to go) Page 237, word "the" added to text (down the street) Page 238, "missonaries" changed to "missionaries" (built by the missionaries) Page 238 and 239, text uses both "Oroomia" and "Oroomiah" once. Page 3, advertising, "andthe" changed to "and the" (literature, and the book) Page 3, advertising, ".00" added to text to match rest of prices. (By Hezekiah Butterworth. $1.00.) Page 12, advertisements, "Pepy's" changed to "Pepys'" (Mr. Pepys' Valentine) Page 12, advertisements, "Tunrcoat" changed to "Turncoat" (A Revolutionary Turncoat) Page 12, advertisements, "VI" changed to "IV." (IV. Some Italian Authors) Page 12, advertisements, "By" changed to "by" (by Anna Katherine Greene) Page 14, advertisements, "o" changed to "of" (fidelity to facts of) Page 14, advertisements, "Dr." changed to "DR." to match rest of type-setting in advertisement (DR. GEO. T. DAY) Page 14, advertisements, word "By" added to text (By FRANCES A. HUMPHREY.) Page 14, advertisements, "HARLA" added to "HARLAN" (By MARION HARLAN.) Page 14, advertisements, "12m" changed to "12mo." (MARY BLAKE. 12mo.) Page 15, advertisements, "she" changed to "She" (What She Said) 
45267	----	[Transcriber's Note: Bold text is surrounded by =equal signs= and italic text is surrounded by _underscores_.] $1.00 a Year. MARCH, 1886. 10 cts. a No. THE PANSY EDITED BY "PANSY" MRS. G. R. ALDEN "PANSIES FOR THOUGHTS" D. LOTHROP & Co. BOSTON, MASS., U.S.A. Copyright, 1886, by D. LOTHROP & CO., and entered at the Boston P. O. as second-class matter. EPPS'S (GRATEFUL--COMFORTING) COCOA. =CANDY!= Send $1, $2, $3, or $5 for retail box by Express of the best Candies in America, put up in elegant boxes, and strictly pure. Suitable for presents. Express charges light. Refers to all Chicago. Try it once. Address C. F. GUNTHER, Confectioner, Chicago. GOLD MEDAL, PARIS, 1878. BAKER'S Breakfast Cocoa. [Illustration] Warranted =absolutely _pure Cocoa_=, from which the excess of Oil has been removed. It has _three times the strength_ of Cocoa mixed with Starch, Arrowroot or Sugar, and is therefore far more economical, _costing less than one cent a cup_. It is delicious, nourishing, strengthening, easily digested, and admirably adapted for invalids as well as for persons in health. =Sold by Grocers everywhere.= =W. BAKER & CO., Dorchester, Mass.= GOLD MEDAL, PARIS, 1878. BAKER'S Vanilla Chocolate, [Illustration] Like all our chocolates, is prepared with the greatest care, and consists of a superior quality of cocoa and sugar, flavored with pure vanilla bean. Served as a drink, or eaten dry as confectionery, it is a delicious article, and is highly recommended by tourists. =Sold by Grocers everywhere.= =W. BAKER & CO., Dorchester, Mass.= =BROWN'S FRENCH DRESSING.= _The Original._ _Beware of imitations._ =Paris Medal on every Bottle.= [Illustration] AWARDED HIGHEST PRIZE AND ONLY MEDAL, PARIS EXPOSITION, 1878. =BABY'S BIRTHDAY.= [Illustration] A Beautiful Imported Birthday Card sent to any baby whose mother will send us the names of two or more other babies, and their parents' addresses. Also a handsome Diamond Dye Sample Card to the mother and much valuable information. =Wells, Richardson & Co., Burlington, Vt.= ROLLER AND ICE SKATES [Illustration] BARNEY & BERRY SPRINGFIELD, MASS. 40 PAGE CATALOGUE MAILED ON RECEIPT OF 2 CENTS =LADIES= _can do their own Stamping for_ =Embroidery= and =Painting= with our Perforated Patterns, which can be easily transferred to Silk, Plush, &c., and =can be used over and over=. Our =new outfit= contains =30= useful Patterns (full size) viz.: 1/2 doz. Fruit Designs, for Doylies, one Spray each of Apple-Blossoms, Pond Lilies, Daisies and Forget-me-nots, Golden Rod and Autumn Leaves, Wild Roses, Fuchsias, Curved Spray Daisies and Rose Buds, corner of Wild Roses, Bird on Branch, 3 Outline Figures, Embroidery Strips for Flannel and Braiding, and several smaller designs for Patchwork Decorations, &c., with your own Initials in 2-in. Letter for Towels, Handkerchiefs, &c., with Box each of Light and Dark Powder, 2 Pads and Directions for _Indelible Stamping_, =85 c.= _Our Manual of Needlework_ for 1885 of over 100 pp., =35 cts.= _Book of Designs_, =15 cts.= =All the above, $1.15,= _postpaid_. _Agents Wanted._ =PATTEN PUB. CO.,= 38 West 14th St., New York. [Illustration] =BEFORE YOU BUY A BICYCLE= Of any kind, send stamp to =A. W. GUMP, Dayton, Ohio,= for large Illustrated Price List of NEW and SECOND-HAND MACHINES. Second-hand BICYCLES taken in exchange. =BICYCLES Repaired and Nickel Plated.= A GREAT OFFER. Recognizing the superior excellence of the _St. Louis Magazine_, we have arranged to furnish it in connection with THE PANSY at the low price of $1.75 a year for both publications, the _Magazine_, under its enlarged and improved condition, being $1.50 a year alone. Those wishing to see a sample copy of the _Magazine_ before subscribing should send 10 cents to _St. Louis Magazine_, 213 North Eighth street, St. Louis, Mo., or send $1.75 _net_ either to THE PANSY or _Magazine_, and receive both for one year. Sample copy and a beautiful set of gold-colored Picture Cards sent for =Ten Cents=. =HEADQUARTERS= FOR LADIES' FANCY WORK. SPECIAL OFFERS! We will send you our 15-c. _Fancy Work Book_ (new 1886 edition), for 3 _two-cent stamps_. A FELT TIDY and _Imported Silk to work it_, for 20 cents. A FRINGED _linen_ TIDY and _Embroidery Cotton to work it_, for 16c., _Florence "Waste" Embroidery Silk_, 25c. per package. _Illustrated Circulars Free._ J. F. INGALLS, Lynn, Mass. FOR 10 CENTS. The _St. Louis Magazine_, edited by Alexander N. de Menil, now in its fifteenth year, is brilliantly illustrated, purely Western in make-up, replete with stories, poems, timely reading and humor. Sample copy and a set of gold-colored picture cards sent for ten cents. Address T. J. GILMORE, 213 North Eighth Street, St. Louis. THE PANSY and _St. Louis Magazine_ sent one year for $1.75. =BEAUTIFUL CARDS for SCRAP BOOKS= New lot just published. Send 6 cts. to H. M. BROOKS & Co., Springfield, O., for a large new elegant sample of the above. Cata. Free. =YOU CAN DYE= ANYTHING ANY COLOR =With Diamond Dyes=, for =10 cts.= They never fail. 32 fast colors. They also make inks, color photo's, etc. Send for colored samples and Dye book. Gold, Silver, Copper and Bronze Paints for any use--=only 10 cents a pk'ge=. Druggists sell or we send postpaid. =WELLS, RICHARDSON & CO., Burlington, Vt.= =Mentholette= the true Japanese Headache Cure. Instantly relieves and cures Headache, Toothache, and other pains by simply rubbing. This curious remedy used in Japan for ages can now be had in Drug Stores for 10c. a box, a larger size, called MENTHOLINE, is sold at 25c. [Illustration] The British Government awarded a Medal for this article October, 1885. Dundas Dick & Co., 112 White Street, N. Y.--By Mail 10c. BEWARE OF IMITATIONS, SOME OF WHICH ARE DANGEROUS. ="5$ Type-Writer."= [Illustration] A practical machine. For information _Address_ =McClees-Millison Type-Writer Co.,= _Wichita, Kan. Agts. wanted._ =SPECIAL COMBINATION OFFER.= The =WIDE AWAKE= one year, and the =Detroit Weekly Free Press= until Dec. 31, 1886, will be mailed on receipt of $3.60 for the two. =The Weekly Free Press alone is $1.00 a Year.= The _Detroit Free Press_ is one of the best, most interesting and purest family papers published. It should be in thousands of homes where it is not now taken. No family will regret having subscribed for this choicest of papers for their household. =BABYLAND AND WEEKLY FREE PRESS, One Year, $1.25. WIDE AWAKE, BABYLAND AND FREE PRESS, One Year, $4.00.= A combination that will afford instructive and entertaining reading to a whole household for a year. Address D. LOTHROP & CO., Boston. =EVERY PANSY SUBSCRIBER= Should possess the beautiful picture of "Pansy" which we have recently issued. It is a very fine lithographic portrait, size 8 inches by 10 inches. =We will send two= of the pictures to any subscriber sending us _one new subscriber_ before May 1st, with $1.00 for the same. Address all the subscriptions to D. LOTHROP & CO., Boston. _Volume 13, Number 18._ Copyright, 1886, by D. LOTHROP & CO. _March 6, 1886._ THE PANSY [Illustration: THE HAMLIN NURSERY.] THE HAMLIN NURSERY. THE little Hamlins were all down with the scarlet fever; and when we say the Little Hamlins, we mean Lucy, Cathie, Harry, Bertie, and the baby; five of them! It was a hard time in the Hamlin nursery, both for the children and the older people. Though Mrs. Hamlin had a nurse from the training school, besides the children's regular attendant, she was quite worn out with the care and anxiety. "The very last Sabbath I was in church," said she to Doctor Wheeler, "Mr. Lewis said in his sermon, that even our afflictions had a blessing wrapped up in them. But I do not believe there is one inside this trouble. I can't conceive of any good that can possibly come out of it all!" "Well, I don't know," replied Doctor Wheeler, "I should never have conceived of anything like that statue, yet it was inside the marble all the time, and plainly discerned by the eye of the sculptor. There are things in the spiritual world which we cannot conceive until they are revealed to us." Poor Mrs. Hamlin shook her head doubtfully. She was very sure no good could grow out of this trial. Doctor Wheeler was a sweet-voiced little woman who looked upon the bright side of things and whom the children loved; they were very sorry for their little friend across the street who had the fever and whose father insisted upon sending for that gruff old Doctor Smith, who never had a smile for children. "Your children have good constitutions and you have good nurses, I see no reason why they should not pull through easily," said Doctor Wheeler when Mr. Hamlin asked her opinion as to the prospects of the recovery of his little folks. "But what about that oldest boy of yours? Does he not have an Easter vacation?" "Yes; and I suppose he ought not to come home?" "Most certainly not! It will not be safe for several weeks; he must be kept away from this vicinity, though I hope the disease will not spread. You should send word for him to remain at the school through the vacation." It was a very sober face indeed that presented itself at Doctor Brown's study door, a day or two after this conversation took place. Doctor Brown was the principal of Howland Hall School for boys, and was the right man in the right place. "What is it, Fred?" he asked kindly. "Come in and let me hear about it." "It is this," replied Fred Hamlin, handing the Doctor his father's letter. "Ah! Well, my boy, it might be worse news. You understand, the little folks at home are all on the high road to recovery, and it is on your account that you are not to go home." "I know; but it will be dreadful lonesome here with the boys all away." "That is so; and what will make it worse is, that we have planned a little trip which will take us all away excepting Mr. and Mrs. Jennings. I am afraid it will be rather doleful for you alone in this great house; but that will be better than the scarlet fever. Eh?" Fred turned away in a very disconsolate frame of mind. The Easter vacation to which he had been looking forward was likely to be anything but pleasant. Now Fred Hamlin was by no means a model boy, and matters did not always go smoothly with him at home. His own mother died when he was a baby, and his grandmother had taken charge of him until Fred was ten years old. Then she too died, and the boy was taken home by his father. The second mother tried earnestly to win the boy's heart, but seeds of suspicion and jealousy had been dropped into the young mind, and he refused to be won. After three years of trial Mr. Hamlin concluded to send Fred to school. Doctor Brown had the reputation of being a strict disciplinarian, and Mr. Hamlin hoped much as a result of school discipline. But Watt Vinton, Fred's room-mate, knew very well that any such expectations were not likely to be realized. I cannot tell you of all the ways in which Fred contrived to make himself disagreeable to his quiet and gentlemanly companion. But so well did he succeed, that Watt, sometimes, with his face buried in the pillow, would whisper just to himself, "He is the hatefulest, meanest, crossest fellow I ever saw! I don't believe he has a particle of respect or love for anybody on earth!" Now perhaps you will almost doubt me when I tell you that the pillow was Watt's only confident. He never breathed a word of his troubles to a single person. There were several reasons for this reticence. Watt was an orphan, and had learned to keep his troubles to himself. He was too proud to complain; he had a notion that it would be more manly to endure annoyances than to make a fuss over them. It was only when he got out of patience that he took his troubles to his friend the pillow. This will explain why Watt Vinton frowned a little over a letter which he received a few days before the Easter vacation, and why he carried it in his pocket a whole day before coming to a decision in regard to one of its propositions. The letter was from his cousin, May Vinton, and here is one sentence from it: "Now that it is settled that you are to spend your vacation here, would you like to bring a boy with you? If there is somebody who cannot go home, or who needs a chance, whom you would like to bring, you may invite him to be your guest for the week." It took Watt a whole day to make up his mind that he could do it. But at the end of the twenty-four hours he wrote to his cousin, "I am going to bring my chum." Well, what came of it all--the scarlet fever, Mrs. Hamlin's trouble, Fred's disappointment, and Watt's sacrifice? Do you suppose God knew that May Vinton could reach that wayward boy's heart, and help him to a better life, and so planned all this to bring about the meeting? Do you not suppose that he knew that Watt's sacrifice would make him stronger and better? It was a day or two after the boys reached the beautiful home of the Vintons that Fred sat in May's lovely room, chatting confidentially with her. Watt had been called to the library by his guardian, and the boy was left alone with the loveliest young lady he had ever met. Just how it was I do not know; Fred himself does not know, but it was not long before he was telling this new and it seemed to him first friend he had ever known, all his story; how nobody loved him, and how he hated everybody; how dreadful it was to have a stepmother, and a great deal of nonsense which to the mistaken and misunderstood boy seemed very solemn truth. I have not space in which to tell you how May Vinton helped him to a better understanding of himself, and of his position. But at the close of one of the many conversations which they had during Fred's visit, he said: "I see how it is! I have been more to blame than anybody else. But the boys have got so used to expecting hatefulness from me, they would never understand if I tried to do differently." "Never is a long time," said Miss Vinton. One day Watt said to his cousin, "What have you done to Fred? He is so different here!" "Perhaps more will come of your sacrifice than you expected," replied May quietly. "What do you know about a sacrifice?" asked Watt quickly. A smile was her only reply. More did grow out of it all than anyone would have suspected. May Vinton's seed-sowing was on good ground. By her love and sympathy she had softened the soil, and the heart of the friendless boy opened to the refining and elevating influences she threw around him, and a month later Watt wrote, "Fred is just as different as you can think. The boys all like him now." FAYE HUNTINGTON. SIX O'CLOCK IN THE EVENING. SO THEY READ IN THE BOOK IN THE LAW OF GOD DISTINCTLY, AND GAVE THE SENSE, AND CAUSED THEM TO UNDERSTAND THE READING. SO WILL I GO IN UNTO THE KING, WHICH IS NOT ACCORDING TO THE LAW; AND IF I PERISH, I PERISH. BEHOLD, I WILL SEND MY MESSENGER, AND HE SHALL PREPARE THE WAY BEFORE ME. THY THRONE, O GOD, IS FOREVER AND EVER; THE SCEPTRE OF THY KINGDOM IS A RIGHT SCEPTRE. GRANDMA BURTON looked steadily at the first verse, and laughed. "I wish I could show you children the picture I see whenever I read this verse," she said. "Though I don't know as you would think I ought to feel much like laughing." "Why, Grandma?" and, "O Grandma, tell us what you see!" and, "Grandma, show us the picture, won't you?" this was the chorus which greeted her laugh. "Dear me! It isn't much of a story, but I remember it as well as though it happened yesterday. I was a little thing, not much over four, I should think. It was a warm Sunday, and first I see myself in church. I was in my best dress, a lovely white slip with blue stars all over it." "Grandma, who ever heard of blue stars?" This from Marion. "I did, child, many a time when I was of your age, and younger; it used to be the favorite print. Mine was very pretty and was made in the latest fashion--a yoke in the neck, and a long full skirt. I had slippers, too, with straps which went around my ankle and buttoned at the side; those slippers had just come in, and I felt very fine in them. I had a shirred hat of white mull, with a puffing of pink ribbon around the edge, and a pink bow exactly on the top. I went to church with father and mother; the high, old-fashioned pew was rather an uncomfortable seat; the only relief I had was to kick my heels softly against the back. I remember it seemed to take the ache out of them wonderfully. Generally I was a pretty good girl in church, but on this day I don't know what was the matter with me--I had the fidgets. Mother shook her head, and grandma gave me a caraway seed to suck, and father looked at me over his spectacles, but it all did no good, I could not seem to sit still. I plaited folds in my nicely-starched calico until mother took my hand and held it for awhile; then I took off my hat and tried to hang it on the button which fastened the door, until father took it away; then I turned the leaves of the psalm book until it scared me by dropping on the floor with a thud. Oh! I couldn't begin to tell you all the naughty things I did; but the last and most dreadful was to fumble in my brother Ralph's pocket until I found a little wooden comb which he always carried, then I softly tore a fly leaf from the psalm book, and before I knew it I went 'toot, toot, toot!' right out there in the meeting. "I tell you, that was a dreadful minute!" said Grandma, looking sober, while her audience giggled. "I hadn't the least idea of making such a noise. It had never gone very well for me before, and I was as much astonished as any one could be to hear it sound out like that. The minister stopped in the middle of his sentence and looked at me with a solemn face. Father set me down hard on the seat, and mother's face turned the color of the red roses which were looking in at the side window. Of course they took the comb and the psalm leaf away, and it frightened me to think they went in my father's pocket. I knew I should hear more of it. After that I sat pretty still, but I did not dare to raise my eyes to the minister's face. "I always used to like Sunday afternoon, because mother told us a story, and grandfather took us a walk through our own home fields and had always something sweet and interesting to tell us. First, though, we went to grandfather's room right after dinner, and each told all we could remember about the church service. I generally had my little story to tell, young as I was. Sometimes it was only a line of a hymn, or a little piece of the text, or maybe one sentence in the prayer. On this Sunday I had not a word to tell; try as I would, I could not recall a line or word. The only thing I could seem to think of, was that noise I made on the comb. Father asked the questions instead of grandfather, and that frightened me, because I knew father was displeased with me. 'What was the matter, Ruth?' he asked at last. 'Don't you think the minister spoke distinctly?' I thought a minute, then I said I didn't believe he did; for if he had, I should have remembered a little bit about it. "'What do you think the sermon was about?' he asked. And I said, 'It was about Ahab.' I don't know what made me say that; only I had heard a story of Ahab only the Sabbath before, and he was in my mind. I thought from father's face that I had guessed right, so when he asked me for any words in the text, I thought I would guess again; and I said it was about Ahab's doing worse than all the rest of the kings. Then father turned to your uncle Ben, and said, 'Benjamin, you may repeat the text; do it slowly, that Ruth may see what part she has left out.' Just think how I felt when Ben repeated, 'So they read in the book in the law of God distinctly, and gave the sense, and caused them to understand the reading.' I cannot tell you how ashamed I felt! "What do you suppose I did! I wanted to hide my face in mother's lap, and tell her how sorry I was; if I had done so, it would have been better for me. Instead, I slipped behind her chair and ran out of the side door. There stood the old well with the bucket full of water and the dipper hanging beside it. I felt very hot, and I thought I would take a drink of water to cool me; then if father asked why I run away, I could say I went for a drink of water. It was an unlucky day for me all around; what ailed that dipper I never could understand. Perhaps it was because I had my hat on; I was swinging that by its elastic when father was questioning me, so finding I had it in my hand when I slipped away, I put it on my head, and I think maybe the dipper hit against its edge; anyway, what did that water do but stream down over my starched Sunday dress, and my white dimity collar; and I never knew it until I drank my fill! [Illustration: "I THOUGHT I WOULD TAKE A DRINK OF WATER."] "Ben came in search of me, and led me back into grandfather's room, wet as I was, and struggling to get free. 'Put her to bed!' said father, in a voice which I knew must be obeyed. So I was undressed and laid in my trundle bed, and all that bright afternoon I had to lie there. My father wasn't over severe, children."--Grandma paused to say this, seeing disapproval in the eyes of her audience.--"You see I had been told not to help myself to a drink from that bucket because it was set too high for me; so, though I did not think of it at the time, of course it was disobedience. Well, I lay there, and the only occupation I had was to spell out the words of that text, to repeat to father the next morning. He sent it up to me all printed out on a card; I was just beginning to learn to read print, and I had to work hard, I tell you, to get it learned. But the worst was the next day. There was to be a ride on the lake in the afternoon, and I was to go. When I was all dressed, in my blue and white, made fresh for the occasion, father came in, took out of his pocket that dreadful comb, with the fly leaf of the psalm book wrapped around it, and said: 'Ruth, your mother and I have decided to give you a treat this afternoon while we are gone for our ride. You are to sit in this chair by the window, and make music on this comb; make it as loud and as much as you want to.' "And if you'll believe it, they went away on their ride and left me sitting there!" The children exclaimed over this, and Marion ventured to say she had no idea that Great-grandfather Wells could be so cruel; she was sure dear Grandfather Burton would never do such a thing; and as for papa, he _never_ could. "Cruel!" said Grandma Burton, with a flash in her eyes which made them look like Marion's. "Never you call him that; a better father never lived in the world; only times are changed, that is all. Mind you this: I never misbehaved in church again; and I could always repeat the real text, after that, instead of stopping to make one up." PANSY. WALTER TAYLOR'S FAULT. WALTER talked too much. He was simply irrepressible. He could never keep anything to himself either of own affairs or of the affairs of other people; either of his own opinions or what he might know or guess of the opinions of others. No secret was safe with him. Even family affairs took occasional airings through this propensity for talking too much. This one fault was likely to bring Walter into no end of trouble first and last, and, what was worse, to bring other people into trouble. One does not like to be obliged to be always on guard lest some private affair slip out in the presence of a boy or girl who will set it flying through the town. Mr. Taylor sometimes found his business sadly interfered within this way. One instance will illustrate; a neighbor had a piece of land to sell. It was not valuable land, but Mr. Taylor wanted it because if anyone bought it for a building spot it would cut off the view of the lake from the front piazza, and Mr. Taylor very indiscreetly remarked in Walter's presence, "I shall buy that corner at any price, for it is worth a great deal more to me than to anyone else." On his way to school Walter stopped to look at what he already counted a part of the home grounds. He was planning rows of trees, and gravel walks, when the owner came along and entered into conversation. Walter was ready to talk, and desirous of telling what he knew, and very early in the conversation he said, "Father means to buy this corner." "Indeed!" "Yes; he says he will have it at any price, for it is worth a great deal more to him than to anyone else; so he means to bid on it to-morrow." "Well, we shall give him a chance," said the owner, laughing. And as he walked on he secretly thanked Walter for that bit of information. To Mr. Taylor's surprise, he found another apparently anxious bidder the next day, and he found himself forced either to pay an exorbitant price or relinquish the idea of becoming the owner of the lot. Before he had fully decided to do the latter, his rival stopped bidding and the lot was struck off to him at three times its real value. The former owner chuckled over what he called his "good luck," and though Mr. Taylor wondered a little, he never knew that his boy's folly in repeating a careless remark of his own, had cost him so dear in giving his unscrupulous neighbor the opportunity of taking an unfair advantage. Another time Walter spoiled a surprise which his father and mother meant to give his sister. "You'd better hurry home from school to-night," he said that morning as they neared the academy. "Why?" asked Ella. "O, nothing! only it is my advice to get home as quick as you can, and see what is going on." "What do you mean?" "You'll find out!" "Are we going to have company?" "Company? Well, yes--I don't know but it might be called company--a sort of dumb companion--well, no--you couldn't call it dumb either." "Walter Taylor! is it something father and mother do not want me to know?" "I don't know how they will help your knowing." "I believe you are letting out a secret and I will not listen! I should think folks would learn not to tell you any secrets." "They didn't tell me. I heard a man tell father that it had come." Ella Taylor failed in her recitations that morning for the first time during the quarter. Her thoughts were at home, in the parlor; she knew exactly where _it_ ought to stand and wondered if they would put it in the right place. She tried to study, but Walter's hints which were too plain to be misunderstood insisted upon crowding themselves into her mind. "Come in, Ella!" her mother called from the parlor as Ella was hanging her hat and wraps in the hall. Ella obeyed the call with flushed cheeks. She could not feign a surprise which she did not feel, and she stood embarrassed and uncertain what to do for a moment, then burst into tears. "Poor child! the surprise is too much for her," said her father. "It isn't that," said Ella; "I tried to be surprised and I couldn't, that is why I cried." "Did you know about it?" asked Mr. Taylor. "Yes, sir; Walter told me this morning, and I was so glad, I could not study at all." Mr. Taylor turned towards Walter who began to excuse himself. "I never said a word about a piano!" "But you said enough for me to guess," said Ella. "I tried not to know," she added, turning to her parents, "but I could not help it. But don't blame Walter. He didn't think." "I do blame him," said Mr. Taylor sternly. "Walter, will you never have any regard for other people's property? You have no more right to dispose of other's secrets than you have to dispose of their money! If you took five dollars from my desk you would be a thief. But what do you call yourself when you take my secrets and use them to gratify your love of talking? I sometimes wonder if you will ever have a lesson severe enough to cure you of this fault. Now you have spoiled this little surprise which we had planned and given Ella an uneasy day." "I am sure I did not mean to tell her; I only wanted to tease her a little." "You wanted to let her know that you possessed knowledge which she did not, I suppose. Or rather I presume you simply wanted to talk. My boy, if you would learn to regard the secrets of others and also to reserve your own opinions now and then, you would save yourself and your friends much mortification." Meantime Ella had dried her tears and was now ready to try the new piano, but Walter was too chagrined to enjoy music, and went up to his own room saying within himself, "I wonder if I can never learn to hold my tongue!" "By thy words shalt thou be justified, and by thy words shalt thou be condemned." Just when he had read or learned those words Walter did not know, but they came into his mind suddenly. He supposed they were in the Bible, but he thought it queer that he should have remembered them just then. And as he repeated them he thought, "I suppose that means that if one's words are wrong or foolish, he is condemned--that makes solemn business of talking!" WILMOT CONDEE. HAPPINESS. THE idea has been transmitted from generation to generation, that happiness is one large and beautiful precious stone, a single gem so rare that all search after it is vain, all effort for it hopeless. It is not so. Happiness is a mosaic, composed of many smaller stones. Each taken apart and viewed singly, may be of little value, but when all are grouped together and judiciously combined and set, they form a pleasing and graceful whole--a costly jewel. Trample not under foot, then, the little pleasures which a gracious Providence scatters in the daily path, and which, in eager search after some great and exciting joy, we are apt to overlook. Why should we keep our eyes fixed on the distant horizon, while there are so many lovely roses in the garden in which we are permitted to walk? The very ardor of our chase after happiness may be the reason she so often eludes our grasp. We pantingly strain after her when she has been graciously brought nigh unto us. [Illustration: DID YOU DO IT, KITTY?] _Volume 13, Number 19._ Copyright, 1886, by D. LOTHROP & CO. _March 13, 1886._ THE PANSY. [Illustration: NETTIE.] REACHING OUT. (_A further Account of Nettie Decker and her Friends._) BY PANSY. CHAPTER V. I DARE say some of you think Nettie Decker was a very silly girl to care so much because her dress was a blue and white gingham instead of being all white. You have told your friend Katie about the story and asked her if she didn't think it was real silly to make such an ado over _clothes_; you have said you were sure you would just as soon wear a blue gingham as not if it was clean and neat. But now let me venture a hint. I shouldn't be surprised if that was because you never do have to go to places differently dressed from all the others. Because if you did, you would know that it was something of a trial. Oh! I don't say it is the hardest thing in the world; or that one is all ready to die as a martyr who does it; but what I _do_ say is, that it takes a little moral courage; and, for one, I am not surprised that Nettie looked very sober about it when the afternoon came. It took her a good while to dress; not that there was so much to be done, but she stopped to think. With her hair in her neck, still unbraided, she pinned a lovely pink rose at her breast just to see how pretty it would look for a minute. Miss Sherrill had left it for her to wear; but she did not intend to wear it, because she thought it would not match well with her gingham dress. Just here, I don't mind owning that I think her silly; because I believe that sweet flowers go with sweet pure young faces, whether the dress is of gingham or silk. But Nettie looked grave, as I said, and wished it was over; and tried to plan for the hundredth time, how it would all be. The girls, Cecelia Lester and Lorena Barstowe and the rest of them, would be out in their elegant toilets, and would look at her so! That Ermina Farley would be there; she had seen her but once, on the first Sunday, and liked her face and her ways a little better than the others; but she had been away since then. Jerry said she was back, however, and Mrs. Smith said they were the richest folks in town; and of course Ermina would be elegantly dressed at the flower party. Well, she did not care. She was willing to have them all dressed beautifully; she was not mean enough to want them to wear gingham dresses, if only they would not make fun of hers. Oh! if she could _only_ stay at home, and help iron, and get supper, and fry some potatoes nicely for father, how happy she would be. Then she sighed again, and set about braiding her hair. She meant to go, but she could not help being sorry for herself to think it must be done; and she spent a great deal of trouble in trying to plan just how hateful it would all be; how the girls would look, and whisper, and giggle; and how her cheeks would burn. Oh dear! Then she found it was late, and had to make her fingers fly, and to rush about the little wood-house chamber which was still her room, in a way which made Sarah Ann say to her mother with a significant nod, "I guess she's woke up and gone at it, poor thing!" Yes, she had; and was down in fifteen minutes more. Oh! but didn't the little girls look pretty! Nettie forgot her trouble for a few minutes, in admiring them when she had put the last touches to their toilet. Susie was to be in a tableau where she would need a dolly, and Miss Sherrill had furnished one for the occasion. A lovely dolly with real hair, and blue eyes, and a bright blue sash to match them; and when Susie got it in her arms, there came such a sweet, softened look over her face that Nettie hardly knew her. The sturdy voice, too, which was so apt to be fierce, softened and took a motherly tone; the dolly was certainly educating Susie. Little Sate looked on, interested, pleased, but without the slightest shade of envy. She wanted no dolly; or, if she did, there was a little black-faced, worn, rag one reposing at this moment in the trundle bed where little Sate's own head would rest at night; kissed, and caressed, and petted, and told to be good until mamma came back; this dolly had all of Sate's warm heart. For the rest, the grave little old women in caps and spectacles, which wound about her dress, crept up in bunches on her shoulders, lay in nestling heaps at her breast, filled all Sate's thoughts. She seemed to have become a little old woman herself, so serious and womanly was her face. Nettie took a hand of each, and they went to the flower festival. There was to be a five o'clock tea for all the elderly people of the church, and the tables, some of them, were set in Mr. Eastman's grounds, which adjoined the church. When Nettie entered these grounds she found a company of girls several years younger than herself, helping to decorate the tables with flowers; at least that was their work, but as Nettie appeared at the south gate, a queer little object pushed in at the west side. A child not more than six years old, with a clean face, and carefully combed hair, but dressed in a plain dark calico; and her pretty pink toes were without shoes or stockings. I am not sure that if a little wolf had suddenly appeared before them, it could not have caused more exclamations of astonishment and dismay. "Only look at that child!" "The idea!" "Just to think of such a thing!" are a few of the exclamations with which the air was thick. At last, one bolder than the rest, stepped towards her: "Little girl, where did you come from? What in the world do you want here?" Startled by the many eyes and the sharp tones, the small new-comer hid her face behind an immense bunch of glowing hollyhocks, which she held in her hand, and said not a word. Then the chorus of voices became more eager: "Do look at her hollyhocks! Did ever anybody see such a queer little fright! Girls, I do believe she has come to the party." Then the one who had spoken before, tried again: "See here, child, whoever you are, you must go right straight home; this is no place for you. I wonder what your mother was about--if you have one--to let you run away barefooted, and looking like a fright." Now the barefooted maiden was thoroughly frightened, and sobbed outright. It was precisely what Nettie Decker needed to give her courage. When she came in at the gate, she had felt like shrinking away from all eyes; now she darted an indignant glance at the speaker, and moved quickly toward the crying child, Susie and Sate following close behind. "Don't cry, little girl," she said in the gentlest tones, stooping and putting an arm tenderly around the trembling form; "you haven't done anything wrong; Miss Sherrill will be here soon, and she will make it all right." Thus comforted, the tears ceased, and the small new-comer allowed her hand to be taken; while Susie came around to her other side, and scowled fiercely, as though to say: "I'll protect this girl myself; let's see you touch her now!" A burst of laughter greeted Nettie as soon as she had time to give heed to it. Others had joined the groups, among them Lorena Barstow and Irene Lewis. "What's all this?" asked Irene. "O, nothing," said one; "only that Decker girl's sister, or cousin, or something has just arrived from Cork, and come in search of her. Lorena Barstow, did you ever see such a queer-looking fright?" "I don't see but they look a good deal alike," said Lorena, tossing her curls; "I'm sure their dresses correspond; is she a sister?" "Why, no," answered one of the smaller girls; "those two cunning little things in white are Nettie Decker's sisters; I think they are real sweet." "Oh!" said Lorena, giving them a disagreeable stare, "in white, are they? The unselfish older sister has evidently cut up her nightgowns to make them white dresses for this occasion." "Lorena," said the younger girl, "if I were you I would be ashamed; mother would not like you to talk in that way." "Well, you see Miss Nanie, you are not me, therefore you cannot tell what you would be, or do; and I want to inform you it is not your business to tell me what mother would like." Imagine Nettie Decker standing quietly, with the barefooted child's small hand closely clasped in hers, listening to all this! There was a pretense of lowered voices, yet every word was distinct to her ears. Her heart beat fast and she began to feel as though she really was paying quite a high price for the possibility of getting Norm into the church parlor for a few minutes that evening. At that moment, through the main gateway, came Ermina Farley, a colored man with her, bearing a basket full of such wonderful roses, that for a minute the group could only exclaim over them. Ermina was in white, but her dress was simply made, and looked as though she might not be afraid to tumble about on the grass in it; her shoes were thick, and the blue sash she wore, though broad and handsome, had some way a quiet air of fitness for the occasion, which did not seem to belong to most of the others. She watched the disposal of her roses, then gave an inquiring glance about the grounds as she said, "What are you all doing here?" "We are having a tableau," said Lorena Barstow. "Look behind you, and you will see the Misses Bridget and Margaret Mulrooney, who have just arrived from ould Ireland shure." Most of the thoughtless girls laughed, mistaking this rudeness for wit, but Ermina turned quickly and caught her first glimpse of Nettie's burning face; then she hastened toward her. [Illustration: "ONLY LOOK AT THAT CHILD!"] "Why, here is little Prudy, after all," she said eagerly; "I coaxed her mother to let her come, but I didn't think she would. Has Miss Sherrill seen her? I think she will make such a cunning Roman flower-girl, in that tableau, you know. Her face is precisely the shape and style of the little girls we saw in Rome last winter. Poor little girlie, was she frightened? How kind you were to take care of her. She is a real bright little thing. I want to coax her into Sunday-school if I can. Let us go and ask Miss Sherrill what she thinks about the flower-girl." How fast Ermina Farley could talk! She did not wait for replies. The truth was, Nettie's glowing cheeks, and Susie's fierce looks, told her the story of trial for somebody else besides the Roman flower-girl; she could guess at things which might have been said before she came. She wound her arm familiarly about Nettie's waist as she spoke, and drew her, almost against her will, across the lawn. "My!" said Irene Lewis. "How good we are!" "Birds of a feather flock together," quoted Lorena Barstow. "I think that barefooted child and her protector look alike." "Still," said Irene, "you must remember that Ermina Farley has joined that flock; and her feathers are very different." "Oh! that is only for effect," was the naughty reply, with another toss of the rich curls. Now what was the matter with all these disagreeable young people? Did they really attach so much importance to the clothes they wore as to think no one was respectable who was not dressed like them? Had they really no hearts, so that it made no difference to them how deeply they wounded poor Nettie Decker? I do not think it was quite either of these things. They had been, so far in their lives, unfortunate, in that they had heard a great deal about dress, and style, until they had done what young people and a few older ones are apt to do, attached too much importance to these things. They were neither old enough, nor wise enough, to know that it is a mark of a shallow nature to judge of people by the clothes they wear; then, in regard to the ill-natured things said, I tell you truly, that even Lorena Barstow was ashamed of herself. When her younger sister reproved her, the flush which came on her cheek was not all anger, much of it was shame. But she had taught her tongue to say so many disagreeable words, and to pride itself on its independence in saying what she pleased, that the habit asserted itself, and she could not seem to control it. The contrast between her own conduct and Ermina Farley's struck her so sharply and disagreeably it served only to make her worse than before; precisely the effect which follows when people of uncontrolled tempers find themselves rebuked. Half-way down the lawn the party in search of Miss Sherrill met her face to face. Her greeting was warm. "Oh! here is my dear little grandmother. Thank you, Nettie, for coming; I look to you for a great deal of help this afternoon. Why, Ermina, what wee mousie have you here?" "She is a little Roman flower-girl, Miss Sherrill; they live on Parker street. Her mother is a nice woman; my mother has her to run the machine. I coaxed her to let Trudie wear her red dress and come barefoot, until you would see if she would do for the Roman flower-girl. Papa says her face is very Roman in style, and she always makes us think of the flower-girls we saw there. I brought my Roman sash to dress her in, if you thought well of it; she is real bright, and will do just as she is told." "It is the very thing," said Miss Sherrill with a pleased face; "I am so glad you thought of it. And the hollyhocks are just red enough to go in the basket. Did you think of them too?" "No, ma'am; mamma did. She said the more red flowers we could mass about her, the better for a Roman peasant." "It will be a lovely thing," said Miss Sherrill. Then she stooped and kissed the small brown face, which was now smiling through its tears. "You have found good friends, little one. She is very small to be here alone. Ermina, will you and Nettie take care of her this afternoon, and see that she is happy?" "Yes'm," said Ermina promptly. "Nettie was taking care of her when I came. She was afraid at first, I think." "They were ugly to her," volunteered Susie, "they were just as ugly to her as they could be; they made her cry. If they'd done it to Sate I would have scratched them and bit them." "Oh," said Miss Sherrill sorrowfully. "How sorry I am to hear it; then Susie would have been naughty too, and it wouldn't have made the others any better; in fact, it would have made them worse." "I don't care," said Susie, but she did care. She said that, just as you do sometimes, when you mean you care a great deal, and don't want to let anybody know it. For the first time, Susie reflected whether it was a good plan to scratch and bite people who did not, in her judgment, behave well. It had not been a perfect success in her experience, she was willing to admit that; and if it made Miss Sherrill sorry, it was worth thinking about. Well, that afternoon which began so dismally, blossomed out into a better time than Nettie had imagined it possible for her to have. To be sure those particular girls who had been the cause of her sorrow, would have nothing to do with her; and whispered, and sent disdainful glances her way when they had opportunity; but Nettie went in their direction as little as possible, and when she did was in such a hurry that she sometimes forgot all about them. Miss Sherrill, who was chairman of the committee of entertainment, kept her as busy as a bee the entire afternoon; running hither and thither, carrying messages to this one, and pins to that one, setting this vase of flowers at one end, and that lovely basket at another, and, a great deal of the time; standing right beside Miss Sherrill herself, handing her, at call, just what she needed when she dressed the girls with their special flowers. She could hear the bright pleasant talk which passed between Miss Sherrill and the other young ladies. She was often appealed to with a pleasant word. Her own teacher smiled on her more than once, and said she was the handiest little body who had ever helped them; and all the time that lovely Ermina Farley with her beautiful hair, and her pretty ways, and her sweet low voice, was near at hand, joining in everything which she had to do. To be sure she heard, in one of her rapid scampers across the lawn, this question asked in a loud tone by Lorena Barstow: "I wonder how much they pay that girl for running errands? Maybe she will earn enough to get herself a new white nightgown to wear to parties;" but at that particular minute, Ermina Farley running from another direction on an errand precisely like her own, bumped up against her with such force that their noses ached; then both stopped to laugh merrily, and some way, what with the bump, and the laughter, Nettie forgot to cry, when she had a chance, over the unkind words. Then, later in the afternoon, came Jerry; and in less than five minutes he joined their group, and made himself so useful that when Mr. Sherrill came presently for boys to go with him to the chapel to arrange the tables, Miss Sherrill said in low tones, "Don't take Jerry please, we need him here." Nettie heard it, and beamed her satisfaction. Also she heard Irene Lewis say, "Now they've taken that Irish boy into their crowd--shouldn't you think Ermina Farley would be ashamed!" Then Nettie's face fairly paled. It is one thing to be insulted yourself; it is another to stand quietly by and see your friends insulted. She was almost ready to appeal to Miss Sherrill for protection from tongues. But Jerry heard the same remark, and laughed; not in a forced way, but actually as though it was very amusing to him. And almost immediately he called out something to Ermina, using an unmistakable Irish brogue. What was the use in trying to protect a boy who was so indifferent as that? SELECTION FOR RECITATION. THE LAND OF THUS-AND-SO. HOW would Willie like to go To the land of Thus-and-So? Everything is proper there: All the children comb their hair Smoother than the fur of cats, Or the nap of high silk hats: Every face is clean and white As a lily washed in light; Never vaguest soil or speck Found on forehead, throat or neck; Every little crimpled ear, In and out, as pure and clear As the cherry blossom's blow In the land of Thus-and-So. "Little boys that never fall Down the stairs or cry at all, Doing nothing to repent, Watchful and obedient; Never hungry, nor in haste. Tidy shoestrings always laced; Never button rudely torn From its fellows all unworn; Knickerbockers always new, Ribbon tie, and collar, too; Little watches, worn like men, Only always half-past ten: Just precisely right, you know, For the land of Thus-and-So! "And the little babies there Give no one the slightest care; Nurse has not a thing to do But be happy and say 'Boo!' While mamma just nods, and knows Nothing but to doze and doze; Never litter round the grate; Never lunch or dinner late; Never any household din Peals without or rings within, Baby coos nor laughing calls, On the stairs, or through the halls: Just great Hushes to and fro Pace the land of Thus-and-So! "O the land of Thus-and-So! Isn't it delightful, though?" "Yes," lisped Willie, answering me Somewhat slow and doubtfully: "Must be awful nice, but I Rather wait till by and by 'Fore I go there; may be when I be dead I'll go there then: But"--the troubled little face Closer pressed in my embrace: "Le's don't never ever go To the land of Thus-and-So!" J. W. RILEY. AT THE CLOCK TINKER'S. AS we were clearing out the attic last spring we came across an old clock; one of those old-fashioned high clocks that had been hidden away in that dark corner of the attic many years. Not that we didn't know of its existence; every annual housecleaning it had been remarked upon; but last spring Tom said, "See here, Nell; don't you know these old clocks are all the rage?" "Yes, I know, but that old thing won't go." "How do you know that?" "I don't, only I should suppose if it hadn't been past its usefulness, Grandfather Bradley would not have bought a new one in its place." "O, people do not always use things until they are worn out; did I not hear you tell aunt Mary that our centre-table looked so shabby and old-fashioned that although it was strong and not broken at all you intended to send it to the attic and have a new one? Now I suppose that either aunt Mary or aunt Charlotte thought the same thing about the old clock, and when some 'Yankee peddler' came along with a new-fashioned Connecticut clock, they coaxed grandfather to buy one and sent this old one to this dark corner. Now I am going to investigate." Indeed Tom was soon ready to report. "See here, Nell! I believe that the old thing only needs cleaning and oiling to put it in running order. Let's take it down to Lampson and see what can be done." By this time I was interested; to have that old clock down in the hall would be to excite the wonder, admiration and envy of the neighborhood. The old man laughed when he saw it. "I remember that clock. I sold your grandfather the one which took its place. I was a young fellow then, and I remember that your aunts wanted a new clock while the old gentleman thought the old one was good enough; but the girls always had their way with their father. I have wondered about this old clock lately and meant to try to get hold of it and make my fortune out of it;" and the old man laughed heartily; "but you young ones have got the start of me. Yes, it is all right; I can make it run about as well as ever. It will outlast half a dozen modern clocks. Thirty years? Yes, more'n that. It's nigher fifty years since I used to sell clocks, hereabouts. Well, changes have come about that would astonish one to know, since then. "Tom," said the old man suddenly, after a pause in which his thoughts seemed busy with the past, "when I was a young fellow like you I did not think that at seventy I should be just an old tinker; there's a place over across the river that used to just suit my fancy and it was my ambition to get rich enough to buy it and take a sweet girl I knew in those days over there and live out my time, growing old, respected and looked up to as your grandfather was. Do you know why I failed? My boy, I threw away just thirty years of my life! That is why I failed. Your father can tell you how he has seen me reeling through the streets in those days. There were half a dozen of us fellows and I am the only one left--the only one who has escaped a drunkard's grave. And I have only just escaped. It was after I had squandered my money, broken my wife's heart, made my children outcasts and ruined my health that I was saved. All the rest went down, drinking to the last. I tell you, my boy, never touch it! _Never tamper with temptation!_ Yes, I can fix the old clock and make it run about as well as ever, but you can't mend up an old drunkard and make him tell off the remaining hours of his life with any certainty. Whiskey somehow uses up the inside works and it is a poor sort of a service that a worn-out old rum drinker can render his Master. And Tom, I say, let rum alone! And Nellie, don't have anything to do with a young fellow that will not sign a pledge!" The old clock adorns our lower hall, is much looked at and admired; but to Tom and me, every stroke as it tells off the hours comes as a warning voice, and we seem to hear the old man saying, "Never tamper with temptation." F. H. [Illustration: "HIS THOUGHTS SEEMED BUSY WITH THE PAST."] _Volume 13, Number 20._ Copyright, 1886, by D. LOTHROP & CO. _March 20, 1886._ THE PANSY. [Illustration: "SHE THOUGHT IT OVER!"] WHERE I WENT, AND WHAT I SAW. NOT a long journey this time. It was a bright Sabbath afternoon, and I walked own Gilbert avenue, then McMillan avenue, then Kibbe street, until I came to a large new building into which all the world seemed to be trying to crowd. We were late; the sound of many voices in song made us try to hasten, but the crowd was so great that this was not easy to do. On the way, Sabbath though it was, we had passed many crowds of a different sort. Men and women pushing into street cars, talking loud and laughing gayly, on their way to park, or garden, or theatre. On the corners were crowds of boys, talking, spitting, swearing; we passed saloons out of which reeled drunken men; in short, we passed places and people which did not make us think of Sunday at all. But this was different. The singing was very sweet; the room was large, and had many windows; the walls were white, and everything was fresh and new. The floor was carpeted, and seated with chairs, and every chair was filled; so also were the aisles, and the doorways leading into the side rooms. But the great evergreen letters on the space opposite the main door, said-- WELCOME. And the ushers came forward cordially and motioned us in, saying cheerily, "Always room here for one more." So we elbowed and wedged our way. What was going on? Why, this was the dedication of Bethany Chapel, the room for which the young men and the young women up on these Hills have been working for years. Yesterday it was in order. On the wall hung a motto at which everybody looked and smiled. It was a very pretty motto: FAITH IN ACTION. Those were the words; and looking about the pretty room, one could not help feeling that there must have been a good deal of it in action to have given us such results. But I noticed that people looked beyond the motto at the nail from which it hung. A gold nail! Very large, and entirely covered with gold. That was certainly a new kind of nail. I wondered what it meant; presently the superintendent of the school told us about it. It seems that, a long time before, the teachers had explained to their scholars just what was to be done, and just how much money, and time, and work, it would take, and how much help would be needed. Among others, the primary teacher had explained very carefully to her little bits, and had said: "Now we all want to help; every little girl and every little boy must do something; I am sure you each want a nail in the new building. Don't you?" Then of course every one of them said "Yes, ma'am," in their eager little voices; and then I suppose some of them went home and forgot all about it. Not so little Faith whose story I am going to tell you. She thought it over, fixing all the powers of her mind on it. She talked it over with her particular friend Robbie, as he worked with the scissors and a sheet of paper trying to cut a pattern for a new kind of cart wheel which he intended to make. "How should she get a nail to put in the new Sunday-school room? It ought to be a _very_ big nail, Robbie," she explained. "Because, you see, I should want it to help hold something; and I should want it to hold real hard, or else I would be ashamed of it." Robbie agreed, but was too busy with his wheel to say much. "And where do you s'pose I could get one?" said Faith. "If I only had some money I could buy a great big one; but I haven't a single cent." It took days of thinking and planning, and hunting, but at last, oh, joy! Faith found the object of her desire; a great big nail! Very rusty and a trifle bent, but so large that it filled her heart with delight. Never was a happier maiden than the one who carried the precious nail to her teacher, all neatly wrapped in paper. Some of the scholars laughed, and said it was not good for anything; but that was because they did not know any better. That blessed superintendent did not laugh. He received the gift with smiles and thanks, and he took it down town and had it straightened, and covered with gold; so that the unsightly rusty thing glowed with beauty, and then it was used to hold the motto; and is to fill its place in Bethany Chapel so long as the building stands. Will anybody say little Faith did not do what she could? But I want to tell you about the meeting. There were many speeches and much singing. When Doctor Hays began to speak, all the little children straightened themselves and made ready to listen; there was something in his voice which made them think he was worth listening to. "Children," he began, "how many know what I have in my hand?" Hundreds of voices answered that he had a watch. "Is there anything about it in the Bible?" This they did not know; so he told them he wanted them to be sure to remember his text, for it was that one word, "Watch," and they would find it in Mark, thirteenth chapter and last verse. He had quite a time getting them to remember where it was, and they laughed a little at their mistakes; but at last I think every boy and girl there could give it correctly. He had a good deal to say about a watch; how the "little fellow" inside of it worked away all day and all night, and day after day, never stopping to fret because it had so much to do; never resolving that it would begin to-morrow morning and do great things, and being content because of that resolve to do nothing, for awhile; it just worked away, a tick at a time. Then he said there were three things he wanted to tie to their memories by the help of that watch. First, they were to watch for scholars for their Sabbath-school. Every boy and girl there ought to be on the watch for those who went nowhere else, and nab them. Second, they were to be on the watch against sin. He knew a very little boy who once prayed this prayer: "Dear Lord, make Satan look just like Satan every time he comes after me, so I will know who he is, and fight." That was a good prayer, said Doctor Hays. "You see to it that you know who Satan is, every time, when he comes after you. When he comes whining to you that it isn't a very bad thing to hang around the street corners, and play, or to disobey your mother, or to tell what isn't true, say to him '_You are Satan_: I know you; and I am not going to have anything to do with you.'" Thirdly, they were to be on the watch for opportunities to do good. There was a very earnest little talk about that, which I have not room for; and besides, I cannot tell it as Doctor Hays said it; I wish I could. But the three heads to his sermon I remember, because of the watch on which he hung them. What made him think of the watch? Because, when the disciples of Jesus were talking with him, one day, he said that word, not only for his disciples, but for you and me: "And what I say unto you, I say unto _all, watch_." And after he was through talking with them, he went to Bethany. So as the new school was named Bethany, the doctor thought the scholars would remember his sermon and text better if he told it in that way. There were some little boys and girls who recited Bible verses about the House of the Lord, each bringing an evergreen letter which commenced their verse, and when the letters were hung on the wire waiting for them, they spelled OUR SABBATH-SCHOOL. I began to copy the verses for you. Then I decided not to do any such thing. I said: I will tell the Pansies about it, and ask them to hunt out verses for themselves which will spell the same; verses that they think would fit their Sabbath-school, or describe what their lives ought to be, or that they like very much, for some reason. Then they will have an acrostic of verses of their own. How many will do it? What is the use of our going to so many places together, if we don't learn some new nice things to do when we get home? PANSY. * * * * * Two little pussy cats wrapped in fur Sit on the wall and they mew and purr Mew! mew! mew! If you listen you'll hear the black one say "I like the night much better than day." If you listen you'll hear the white reply, "You're quite right, pussy, and so do I." Mew! mew! mew! So they sit on the wall and mew and purr These two little pussy cats, wrapped in fur. --_St. Nicholas._ "OLD SNOOKS." THUS the boys built of the snow what they pleased. Sometimes it was "Old Snooks." He was the village drunkard, with a big brandy nose and ragged coat. [Illustration: THE BOYS AT WORK.] When it was done and declared to be a good likeness, each fellow armed himself with snowballs, and, standing a little way off, the command was given to fire, and "Old Snooks" received a merciless pelting, one ball hitting him squarely in the eye, another on the nose, another knocking off an ear, until the image was completely demolished amid shouts of triumph. Then somebody else was set up for a mark. But usually the most fun was in building a fort and laying siege to it--or rather storming and taking it. Once the real "Old Snooks" himself came staggering by while the boys were raising the breastworks. He stopped a moment to swear as he usually did, when one of the little "rascals" took deliberate aim and fired, and Snooks' old hat was lifted into the air and landed over the fence into a big snowbank. Now when the boys saw the rage of the old man, and that he was making for them as fast as his poor legs would let him, away they ran. But all that night and the next day they trembled and kept out of the way, fearing the wrath of Old Snooks. The wretched man found it easier to catch his hat than scampering boys. So he gave up the chase and urged his way homeward. But the track was drifted, and his limbs chilled. Soon he fell, but was picked up by a passing neighbor and carried to his miserable home. Not long after the village bell tolled for his funeral. Those boys were thoroughly sobered when they remembered that their fun had something to do with Old Snooks' death; so they resolved that, whatever they did, they would never find pleasure again over the misery or sin of any one. One day when their snow fortress was done and besiegers and besieged were about to see which party was master of the situation, several of General Gage's soldiers came along. This was more than one hundred years ago, and the "village" was Boston; the playground Boston Common; Gage, the British general in command. It was a time when almost every American man, woman and child, was "mad" at England because of taxes or the "Stamp Act." The wise old men said with an ominous shake of the head that trouble was coming. The boys heard it and began to talk war and "play soldier." They were at it now. Those in the fort were "British;" those about to storm it, "Americans." The passing soldiers heard the words, "Drive the Britishers out;" "shoot them;" "kill the tyrants." Though it was all in play, the words stung them, and coming suddenly upon the boys, they handled them roughly, calling them "young rebels," and demolishing the fort. This did not make the boys less "rebel." They spread the news of their bad treatment by General Gage's soldiers. Teachers, parents, everybody, was angry. The next day a procession of boys, headed by one of the "storming party," marched through the Common and halted before General Gage's headquarters. Three of the number were admitted to his presence and asked what it all meant. Nothing frightened by being surrounded by officers, glittering with armor, the young "captain," looking the great general full in the face, recounted the affair about the destroying of their fort by the soldiers. General Gage patiently heard the statement and promised to reprove his men and see their sport should not be spoiled again in that way. So the procession departed in triumph. The boys were no more molested. But the Revolution soon came on, and instead of snowballs and snow forts and the sport of children, there were musket balls and roaring cannon, there were stone forts and "banners rolled in blood." Seven years of war followed, in which the sword, the bayonet, the bullet, fire and famine, played their awful part, and--"the Britishers" went home to England. America was free! How many of those boys who snowballed "Old Snooks" and visited General Gage became Congressmen, I have never heard. Yet I dare say some of them got into the high places of the new nation. [Illustration: THEIR PLAYGROUND.] But one of the best "resolutions" ever passed was theirs: Never to have fun at the expense of such creatures as "Old Snooks." UNCLE C. MY BRAINLESS ACQUAINTANCE. BY PARANETE. V.--THE SAD FATE OF AN ENGLISHMAN. "I CONFESS," the pin went on, "that I was not sorry I had been brought along. The beautiful, boundless sea was around me everywhere. It was exhilarating. Most people talked about the refreshing odor, but the sight and sound was enough for me. And the day that we had the tempest, when everyone seemed so frightened, I thought it was delightful to watch the giant waves as they raised and lowered the ship. "Finally we reached the shore. I did not know where we were. We got in a train, and after a few hours' ride, changed to a carriage, and drove through the streets. The rest of the party seemed greatly interested in the signs over the store doors, but as I had never learned to read, I saw nothing strange about them. We reached a large building, and were ushered into a fine 'suite of rooms.' That was what they called them. As I was the only pin on the cushion, my mistress sent for some more, and soon several were placed with me. From them I learned that we were in Paris, in the country of France, though it was with difficulty that they made me understand, and doubtless we could not have talked together at all, only they had met an English pin, who had taught them some of his language. They were Parisians, as they told me with much haughtiness, but if they were, I did not like them for they were very proud. My dear young friend, if you ever expect to be agreeable company, you must not be proud. "By some chance, a disconsolate-looking, and acting pin was put on the cushion, after the Parisians had all gone. He told me he was English; and gave me the story of his life, which was a very sad one. He said he did not care what happened to him now, and that the first chance he could get, he should make away with himself. I advised him not to do so, and tried to console him a little. But it was useless. He said that without friends, life was but a burden to him. "When I told him how I was made into a pin, he seemed much amazed, and said the wire that he had been made of had been softened by heating, and then had been pounded and twisted like a horseshoe into the right shape. He said that that was the way with all his former English friends, and he sighed. Then I was proud (I confess it) of my country; proud that I was an American, and did not have to go through all English pins did! While my creation only lasted ten seconds, his took many minutes. "Just as we were discussing the different methods by which we were made, my mistress (and his) came into the room, and he hurriedly said good-by. "'You will never see me again. She will take me, and not you. Mine has been a sad life, and it will have a sad end. I hope that you will be happy. You are the only one that has ever tried to comfort me since all my friends were taken away from me; but you could not. Good-by!' And with that, my mistress took him away. "She went over to the marble basin with the silver faucets, and turned some water in, while she held the pin, not very securely, I suppose, for he tried with all his strength, and gave a leap into the basin. The water carried him swiftly through the hole, and he was seen no more! "O how I felt! To see one of my own race go to destruction before my eyes was hard to bear! I would have wept, but you know that is impossible to me, but whenever I think of the sad, sad fate of him with whom I was acquainted, for so short time, my brassy heart aches, as it were, and I feel as if I must go and comfort him, lie he in sewer or sea!" (Just here the pin seemed much moved, and trembled so violently that I put my hand on the edge of the desk, to keep him from falling off.) Presently he continued: "Let this be a lesson to you, my dear young friend, never to be discouraged, whatever be your lot in life, or you will meet with a sad fate, like my poor acquaintance, the English pin. "It must have been for about a week then, that my life was rather dull. I was sorry for this; I longed for something to divert my mind from the sad scene I had witnessed. All I could do was to gaze disconsolately at the shining marble basin in the corner of the room, feeling that it was a sort of tombstone erected over the body of my friend, and make a solemn resolve never to become so discouraged with that which it was my duty to bear, as to desire to put an end to my existence, but always to bear patiently the task set before me. And you, my boy, will find your life much happier, if you make the same resolve. "One day while my mistress' little girl was sitting reading by the window, a gentleman came in who had made his appearance during the last few days, and whom the children called uncle. He invited her to take a walk. She hastily brushed her hair, and hunting around for a smaller pin, evidently, took me reluctantly, to pin her sash with, and hurried down to meet her uncle, who was waiting at the hotel door; for that I had learned was the name of the building. "They walked along down many streets, until finally they came to one where stores were. Into one of these the little girl went, and bought a paper of pins; as soon as they reached a quieter street, she took me out, so as to fill my place with a smaller pin, and would have thrown me into the gutter, but her uncle stopped her, saying: "'Give it to me, if you don't want it. Never throw away even so small a thing as a pin, my girl, or you may want one very much, some day.' "She laughed, and handed me to him, and he put me on the inside of his coat. When they reached home, or rather the hotel, he bade all the family good-by, and that evening boarded a train, and travelled till we reached another large city, where he took a steamer the next day, and I learned from some of his remarks that he was going back to America. I was very glad, I can assure you, for by this time I had grown homesick. The ride back was just about the same as the ride away from home had been, the only incident of any importance, that I remember, being that my master once fell overboard while I was on his coat, which was exceedingly disagreeable for both of us, until the sailors rescued us, and though I suppose those same brave men did not even know of my existence, I think I was really as thankful to them as was my master. "When the steamer reached New York, the gentleman took a train, which, after a few hours' ride, brought us to a small town, where we found at the depot a carriage waiting for my master, with a gentleman in it, who greeted him warmly. "During the ride to the stranger's house, he suddenly exclaimed: "'Will, my cuff has come unpinned, and the pin has mysteriously disappeared. Have you another for me?' "So my master put his hand to his coat, where I had been ever since we left Paris, and gave me to the gentleman. He, of course, fastened his cuff with me, and I remained in it till night, when, as he was taking it off when making ready for bed, he (whom I had so faithfully served) accidently dropped me from the open window, and I fell into a crack in the sidewalk!" DOES ALCOHOL WARM US? A PATIENT was arguing with his doctor the necessity of his taking a stimulant. He urged that he was weak and needed it. Said he: "But, doctor, I _must_ have some kind of a stimulant. I am cold, and it warms me." "Precisely," came the doctor's crusty answer. "See here, this stick is cold," taking up a stick of wood from the box beside the hearth and tossing it into the fire, "now it is warm; but is the stick benefited?" The sick man watched the wood first send out little puffs of smoke, and then burst into flame, and replied: "Of course not: it is burning itself!" "And so are you when you warm yourself with alcohol; you are literally burning up the delicate tissues of your stomach and brain." Yes, alcohol will warm you, but who finds the _fuel_? When you take food, that is fuel, and as it burns out, you keep warm. But when you take alcohol to warm you, you are like a man who sets his house on fire and warms his fingers by it as it burns.--_Temperance Banner._ [Illustration: A MOST UNWELCOME VISITOR.] _Volume 13, Number 21._ Copyright, 1886, by D. LOTHROP & CO. _March 27, 1886._ THE PANSY. [Illustration: PATIO OF A PRIVATE HOUSE, CORDOVA, SPAIN.] ST. GEORGE AND THE DRAGON. BY MARGARET SIDNEY. V. IT seemed an age to the three frantic passengers before the train ran into Brigham--but it was in reality five minutes ahead of time. St. George and his faithful adherent bade good-by with a heavy heart to Thomas, longing to stay and help him, but knowing that home they must go. Thomas tumbled out on the snowy platform more dead than alive from fear, and realizing that betrayal of a trust wasn't after all so productive of ease as it might be thought to be, he gathered himself up and walked uncertainly to the waiting-room door; a man standing within eyed him narrowly. "We don't allow drunken people in here," he said coldly, "you'll have to stay outside." "I ain't drunk," cried Thomas, roused to action; "I'm blest if I am; I'm only unfortunate." The man laughed loud and long, and called to another, "See here; here's a chap got off his train--not half seas over, you know, oh no! only he's unfortunate." Thomas' face blazed in an instant. That he, Mr. Bang's man, who had filled one place for a good dozen years, and was saving and industrious, with no taste for the company of low-lived fellows and no leaning toward their habits, should be brought face to face with one of them in this unlucky moment of his life when courage was at its lowest ebb, seemed to him the cruelest blow of Fate, and it deprived him of what little remaining sense he had. "If anyone says that to me again I'll pitch right into him," he shouted. "Good--hurrah! he knows what's what!" cried the fellow, a stalwart lounger whose only interest had been in seeing the train come in and depart. When that was over, he had nothing else for his active mind to work upon, and he hailed with delight this new excitement. "Come on, fellows, this chap is _de_termined to fight. So we won't disappoint him. You're a drunken, good-for-nothing sot," he cried in Thomas' face. Thomas gave one plunge and struck the quarrelsome man squarely in the face. "Take that, and that, and that," he cried, beside himself in a passion. Never in his life engaged in a quarrel involving blows, now that he was in one, it was purely delicious to give free rein to his anger, and for the first few moments he felt a man indeed. The young fellow thus struck and two or three other men now closed around him, and he was soon occupied in warding off as best he might the shower of blows, kicks and cuffs that fell to his portion. The noise brought speedily to the spot, the depot officials, one or two farmers riding by, and all the boys in the vicinity. "Stop--hold--I won't have any of that!" cried the ticket agent, puffing up in authority. "Oh! won't you?" cried one of the men whose blood was up, and pounding away at Thomas, whom they had succeeded in getting to the ground. "No, I won't," cried the ticket agent, "I'll have you all arrested." "Who's going to do it, I'd like to know," asked another man derisively. Meanwhile Thomas was shouting out his case, and succeeded in catching the ear of a farmer who sitting on the bags of meal in his wagon had paused to see what the trouble was about. "It's my opinion," said the farmer deliberately, and stopping to clear his throat now and then with a sharp _Hem!_ "that you want me to give you three chaps a poundin' that man, a taste of my whip, and it's also my opinion that I shall do it." With that he sprang from his wagon with surprising alertness considering he looked so old, and, whip in hand, he advanced upon the crowd. They all fell back. He had "whip" in his eye, and beside, every one knew Jacob Bassett, and that there was no reason to think he would fail to do as he said. Before all could desert Thomas, however, the last man had the benefit of the leather lash, and he ran off rubbing his leg, and uttering several ejaculations as if he had received enough. "My man," said Farmer Bassett, tucking up his long whip under his arm and helping Thomas to his feet, "now what's the matter with you?" "I'm in trouble," said Thomas briefly. "So I should think," said the old farmer with a wise nod. "I don't care about myself," said Thomas not regarding certain flapping portions of his once neat suit, nor mindful of the other signs of his predicament, "but it's young master and those other boys who were left to my care." At mention of them, he became helpless once more, and began to bemoan his fate. "Hah!" said the old farmer. He had boys of his own, not so very long ago either, although he looked so old, and though they were all but one out in the world and promising to be successful men, his heart went back to the time when they were little chaps and running about the farm. The one who was not out in the world was safe at rest from all temptation and suffering. There was a tiny grave on the hill-top back of the old homestead, and here the farmer often stole in an odd moment, and Betsey his wife went of an afternoon when the work was done up, for a quiet time with her darling--the little Richard, so early folded away from her care, and Sundays they always went together to get peace and resignation for the coming week. "What's the trouble with the boys?" asked the farmer, quickly. Thomas looked into his face and the first gleam of hope he had known, now radiated his own countenance. Here was a man who evidently meant to help, and that right speedily. "Oh sir," he cried, "they're over at Sachem Hill, and locked out of their house." "Over at Sachem Hill and locked out of their house," repeated the farmer. "How did that happen?" "'Twas me," cried Thomas miserably, and then he laid bare his confession. Farmer Bassett said never a word, only as Thomas finished, "Come," he commanded, and motioning him to the green wagon, he climbed in, and seated himself again on his bags. "I'm goin' to stop a minute an' tell Betsey to put us up a few things, an' while she's doin' it, I'll hitch into the sleigh. I took the wagon to mill, as 'twas poor draggin' along one piece o' bare ground--an' then, says I, we'll be off for them youngsters of yours." Thomas gave a long breath of relief--and the wagon rolled on in silence till it came to a stop before a large red house. OUR ALPHABET OF GREAT MEN. N.--NEWTON, SIR ISAAC. "EVERY body in nature attracts every other body with a force directly as its mass and inversely as the square of its distance." This has been called "The magnificent theory of universal gravitation which was the crowning glory of Newton's life." I doubt not many of you have struggled manfully with this law as laid down in your school-books, and, having conquered it, and fixed the principle in your minds to stay, you may like to know something about the philosopher himself. In 1642, a puny, sickly baby was supposed to be moaning away its young life in Lincolnshire, England. This child's name was Isaac Newton. He belonged to a country gentleman's family. His father having died, his mother's second marriage occasioned the giving of the child into the care of his grandmother. As he grew older he gained in health and was sent to school. Having inherited a small estate, as soon as he had acquired an education which was considered sufficient to enable him to attend to the duties of one in his position, he was removed from school and entrusted with the management of his estate. However, this young Newton developed a passion for mathematical studies which led him to neglect the business connected with his estate. He busied himself in the construction of toys illustrating the principles of mechanics. These were not the clumsy work which might be expected from the hands of a schoolboy, but were finished with exceeding care and delicacy. It is said there is still in existence two at least of these toys; one is an hour-glass kept in the rooms of the Royal Society in London. Isaac Newton's mother was a wise woman in that she did not discourage his desire for the pursuing of his studies and for investigation. She did not say, "Now, my son, you must put away these notions and attend to your business. You have a property here which it is your duty to manage and enjoy. You should find satisfaction in your position as a country squire and consider that you have no need of further study." On the contrary, this mother allowed her son to continue his studies; he was prepared for and entered the college at Cambridge when he was eighteen. From that period until his death, at eighty-five, he devoted himself unweariedly to mathematical and philosophical studies. [Illustration: SIR ISAAC NEWTON.] You all know the story of the falling apple. He had been driven by the plague in London to spend some time at his country-seat in Woolstrop, and while resting one day in his garden he saw an apple fall to the ground. Suddenly the question occurred, Why should the apple fall to the ground? Why, when detached from the branch, did it not fly off in some other direction? And where do you suppose he found the answer? Read the first sentence of this article and see if _you_ find it there! The truth had been the controlling power of all the falling apples since the creation, but it had never before been understood or formulated; perhaps this discovery of the law of universal gravitation gave him more renown than all his other labors put together. He met with a sad misfortune, later, when, by the accidental upsetting of a lighted candle, the work of twenty years was destroyed. The story as told by a biographer is, that Sir Isaac left his pet dog alone in his study for a few moments, and during this brief absence the dog overturned the candle amongst the papers on the study table. It is further told as an evidence of the calmness and patience of the great man, that he only said, "Ah! Fido, you little know of the mischief you have done!" But although he was so quiet under the great loss, the trial was almost too much for him; for a time his health seemed to give way, and his mental powers suffered from the effects of the shock. He died in 1725, and was buried in Westminster Abbey. FAYE HUNTINGTON. SOME REMARKABLE WOMEN. K.--KAUFFMAN, MARIA ANNA ANGELICA. AMONG the women of history we find not a few artists; and of these Anna Maria Angelica Kauffman gained no mean reputation. She lived and worked and suffered during the latter half of the eighteenth century, dying in 1807. Her early life was spent in Switzerland, that land of romantic scenery. She opened her eyes in this world first among the mountains that rise above the beautiful and fertile valleys whose southern slopes teem with vines, whose highlands afford pasturage for the flocks of the farmers. Our artist's father was a travelling painter. Of his work we have no account. He is known to us only as the father of a gifted woman. Inheriting a love of art, she found in her father a ready sympathizer and willing helper. He gave her such instruction as he was able, and when he could carry her no farther in her studies, the family removed to Milan that she might have the opportunity of studying under more competent teachers. She had, however, before this--and she was only thirteen years old when they went to Milan--painted a portrait of the Bishop of Como, which gave her quite a reputation. At Milan she had an opportunity of mingling with other artists, and also the privilege of copying the finest pictures. She excelled in portrait painting; when she went to London she was engaged to paint the portraits of "the most distinguished and beautiful ladies of the court." She everywhere received much attention, both on account of her talents as an artist, and her beauty and charming manner. Some of her pictures are in the Royal Gallery in Dresden; others may be seen in the Louvre in Paris. FAYE HUNTINGTON. SIR JOHN AND THE EREBUS. II. FORTY years ago last May, England fitted Sir John out with two fine ships. They were the _Erebus_ and _Terror_. Away they sailed from the wharf where many came to see them off, among them Lady Franklin, Sir John's wife. Away they pushed through the sea toward the North. On they went, further and further from their home, to see if they could find the North Pole or what was called the "Northwest Passage." Soon they met icebergs, or great mountain castles, moving down from the north. But the _Erebus_ and _Terror_ turned aside and sailed north, north, north, hundreds of miles. Then the winter came on. The two ships were soon hedged in by the ice. They could neither go forward nor backward. The ice became thicker and thicker; the nights longer and colder. The men were clothed in fur, and there were stoves in the ships, but they shivered with the cold. No word came to them from their friends. They, however, tried to be cheerful, hoping for spring and the breaking up of the ice so they could sail out of their prison and find the Northwest Passage. They sang, told stories, read, celebrated each other's birthday; good Sir John read sermons and prayers to his men as was his custom and exhorted them to be of good cheer. It was a joyful thought to them of making wonderful discoveries in that strange land and then coming back some day with the news. But the spring came and went, another and another, but no tidings of Sir John. Then there was alarm. Meetings were called, speeches made, great sums of money raised; brave captains and crews offered to go in search of him. Vessel after vessel went and came, only to report failure. Five years passed; seven; nine; ten--Hope was dying--eleven. Lady Franklin did not give up, but fitted out, at her own expense, a little ship. Captain and sailors bid good-by to wives and friends, not knowing they would ever see them again, as they resolved not to come back till they found out something as to the fate of Sir John. So this little ship disappeared far away northward, and, like the others, in a few weeks, was in the midst of majestic palaces of ice. But it worked its way on, when, lo! one day as the captain was hunting here and there, he came upon parts of a ship, and he knew it was Sir John's. He also found Sir John's own handwriting and many other things that told of great sufferings and death. [Illustration: John Franklin] It appeared that he had died June 11th, 1847; but he was not found till 1857. All had perished. He was a noble Christian man, with a heart tender as a woman's. When the little ship came back with the news, England mourned as did this nation over the fate of Sir John Franklin. C. M. L. [Illustration: ROUND THE FAMILY LAMP] FOLLOW MY LEADER. HAVE each of the company put on a sheet, securing it around himself like the pictures of a Roman toga. Put on his head a pillowslip, making it assume any fanciful shape desired, and bringing it closely around his face, concealing features as much as possible. All this must be done _before_ assembling, as it is the object to have players disguised as far as possible from each other. Have your Leader chosen. Then you must follow him implicitly; whoever fails to, must be counted out of the game. Those who do not wish to dress in sheet-and-pillow-case costume must form audience. The Leader must wear high above his pillow-case-enveloped head, a small United States flag, so that all can recognize him as Leader. (You will remember that the fourth of March is always the Inauguration Day, when the President of the United States goes into the White House as Leader for four years.) Now let the Leader start to music from the piano--through the parlors, halls, dining-room--perhaps if the cook is pleasant, to the kitchen. These little games do a great deal to draw all the family together with a happy feeling. If he stops a minute to examine anything, the company following him in Indian file must stop too and imitate his movements, as if examining something closely. If he says in the course of his travels "ooh--ooh!" just like a pig, each one of the pillow-slip-and-sheet brigade must say "ooh--ooh!" also in the same tone _without smiling_, unless he laughs. If he says "cock-a-doodle-_doo-o!_" each one must say it. Whoever fails to follow his Leader imitating him in everything, and whoever smiles or laughs, or says anything unless the Leader does, must be pointed out by the audience, dropped out of ranks, set up in a corner, told to stand there until the game is played out, and all take off sheets and pillow-slips--to sit down and laugh over it all, before plates of apples and cracked walnuts. May you have a jolly time with your March game. I wish I could play one with the Pansies. MARGARET SIDNEY. SIR EDWIN LANDSEER. YEARS ago, a man now living in Cincinnati was sent by the President to South America to look after the interests of our country there. The people were very kind to him, and, among other gifts, presented him a parrot on his return home. I spent a day at his house and had many funny talks with Poll; parrots can talk after a fashion. She was a fine lady, not so large as some you may have seen at the New Orleans Exposition. Some of them were from two to three feet long. One was perfectly green; another, white; a third, nearly all bright colors. The one I saw in Cincinnati was fond of her friends, but sulky and cross to me, a stranger. She had learned many wicked words from passers-by, swearing words even. When she could not have her own way and, like other folks, was out of humor, she would "let fly" her worst opinions of people and things in her bad language. At such times she did not seem so beautiful with all her gay plumage. Few folks do appear well when out of sorts, no matter how rich and fashionable their clothes. Remember that. In the picture you see a parrot sitting upon a perch. It is another one and there is a long story about it. But all stories can't be put into THE PANSY without bursting its covers. However, you may hear a little about this one and think out the rest when your thinkers get time. This Pol came from a distant land. She had such rich feathers, and could talk and sing so well, and, withal, her manners and behavior were so correct that she made friends of everybody. So in due time Pol was treated like one of the family and as one of the first ladies in society--so far as a parrot could be. Her bread and drink and bed were all any bird could wish. She had the freedom of the house. Without asking, she could go up stairs or down, out door, into the barn, to the top of the highest trees, sometimes to the neighbors. She always came home at meal and bed time. Every one, nearly, knew her and treated her politely. Thus she forgot her far-away relations and became happy "as happy can be." She was now a maiden lady of sixty years. Some parrots live to be one hundred. Pol's life had been pleasant as a June morning. But June doesn't last forever. Trouble came. One day she went out to call and was quietly walking home. A bad boy met her and made some provoking remarks. Instead of paying no attention to such creatures and going right on her way, she stopped, listened, lost her temper and "sauced him back." Then what should the fellow do but strike Pol and tear out some of her finest feathers and, leaving her half-dead, went his way. Pol managed to drag herself home, and, as best she could, tell what had happened. How grieved they all were and wondered who could have treated her so cruelly. They suspected who had done it; for that boy was given to such things. Some seem to delight in giving pain to animals. I need not say what was done to that hateful boy. He deserved punishment and received it. But Poor Pol, what of her? She was tenderly washed and coaxed to eat and tell more about it. Her appetite left her in spite of all that could be done and she became sad and silent and wished to retire to bed. It was hoped that she would feel better in the morning; but when morning came, there she sat, her wings drooping and her eyes cast down like one that is passing through great sorrow. Near by lived a lad by the name of Eddie Landseer. He thought the world of Pol. As soon as he heard of her misfortune he came running in with a playmate, a bright little girl, to see what they could do for their afflicted neighbor. Eddie was a great lover of horses, dogs, birds and almost all animals. Some say that when he went into the woods he would always carry something good for animals to eat and he would somehow call the squirrels and birds down around him from the trees. They would come and eat from his hands and let him handle them as tame animals do. He really seemed to know just how some animals feel and to cheer them in trouble. He took pains to study them as you do your Sunday-school lesson. So in he came with a most dainty dish for Pol. He and his little friend were prettily dressed, not to show themselves, but to please Pol, for Eddie believed that she had an eye for beautiful clothes like her own. But when he saw Pol, how sad her countenance was and how she mourned over her lost feathers, he and Bertha could hardly keep back their tears. However, they put on cheerful faces and sang so sweetly and begged so hard Pol actually got out of bed, arranged her feathers neatly, talking away as though nothing had happened. Now, what if I should tell you that this Eddie became a great painter of animals! When he was but five years old he could draw pretty good pictures of cows and pigs; at eighteen he made that famous picture "Dogs of St. Gothard rescuing Travellers." Queen Victoria was so pleased with it she put honor upon his name and everywhere he was called Sir Edwin Landseer. Some day you may see his famous picture "Peace and War." Ten years ago was seen in Philadelphia his wonderful painting "The Sick Monkey." Many people would stop a long while looking at it; the mother monkey had the sick one in her arms. The poor thing seemed ready to cry, while all the other monkeys looked at the sick one with such sad eyes. It is said no artist has done so much to teach us how to love animals. Did you ever hear of Mr. Henry Bergh? He has spent many years writing, speaking and pleading with law-makers to pass laws to protect animals from cruelty. I suppose if the horses of New York City, where he lives, could speak, they would all daily shout to him as they see him on Broadway, "Thank you, dear friend Bergh. No living man has ever cared so much for our race as you have." If they knew how, they would surely shake hands with him, and when he comes to die build a grand monument to his memory. It would seem as though God's love is in his heart. Jesus came to save the worst people, even those who nailed him to the cruel cross. Surely Jesus pitied the poor helpless animals. Not one sparrow falls to the ground without his notice. Try to be a friend to animals, won't you? C. M. L. [Illustration: "EDDIE AND BERTHA COULD HARDLY KEEP BACK THEIR TEARS."] [Illustration: The P. S. Corner] ARE you having a good time with the March winds, my Blossoms? But then, you are so scattered that you can have all sorts of times. Some of you may be blowing around the street corners in a way to make you think of balloons, while others of you are picking wild-wood flowers in the sunny South; and away down in Maine, the boys are snowballing, while away on the southern slopes of California the girls are gathering roses! What a wonderful world it is! Oh! do you know, my dear Pansies, I am going West this summer? I can't tell you much about it until the summer is over and I am settled down again for winter work; but I mean to keep my eyes wide open on purpose for you. I shall be in Utah, I think, and in Kansas, and Wisconsin, and Nebraska, and I don't know just where, but you shall know all about it after I have been, and returned. Wide-open eyes; that is our motto for the summer. I know a great many of you are going away, to the seaside, to the mountains, to Chautauqua, to Europe, where not? Will you be selfish, dwarfed-up little Pansies, keeping all your delights of travel to yourselves, or will you keep diaries of all the interesting things you see, and hear, and learn, and write beautiful letters for the stay-at-homes? Why not? Let us join hands and see how much we can use our eyes and ears for others during the long bright summer. Lovingly, PANSY. _Louie_ from New York. My dear, I hope THE PANSY came in time for the "little brother's birthday." We made all possible speed. Yes, Faye Huntington is to continue her work for THE PANSY during another year. I am glad you love her. So do I. Please give my kind regards to your mamma, whom I remember very well. _Mamie_ from Connecticut. You dear little Blossom! I am glad you have not choked yourself with pins before you took your pledge! I presume you think you never would have done so; but do you really suppose there was ever a person who choked to death with a pin, _on purpose_? Yet there have been deaths caused in just that way. Your mother will be glad that you have resolved to give up so foolish and dangerous a habit. _Emily_ from Maryland. Your pledge commences with the right sentence, my friend. One who honestly trusts in His help, is sure to succeed. I think you will find it helpful if you will study His life on earth, and see how many proofs you can find of His perfect unselfishness. _Maria_ and _Lucy_ from Missouri. Welcome, my little Missouri sisters. May you blossom luxuriantly in that sunny land. I hope the "temper" will grow as sweet as the Southern jessamine which I enjoyed so much in your South land last winter, and that the little fingers tempted to be "tardy" now, will quicken under the spell of the earnest pledge which has been taken. _Ward_ from Michigan. Glad to receive you, my boy. "I can't" is an enemy who has stolen many a grand action from boys and girls as well as from men and women. Did you ever notice also, that he generally speaks what is false? Nearly always "I can't" means "I don't want to," or a bold "I won't." _Ina_ from Iowa. Dear friend, do you know of what your pledge reminds me? Of a great many grown people who, though pledged to obey the Lord Jesus, forget to "mind" him so often, now that he is away. While you are carefully keeping your pledge to obey the dear mamma as well in her absence as when her eye is on you, will you sometimes think of Jesus, and his wish that we should remember always that his eye is on us? _May_ from Iowa. You are not alone in that fault. I know many people who can "remember" the faults of others, while seeming to be quite forgetful about their own. It is a good rule to remember nothing against any other person, unless we believe that Jesus Christ wants us to remember it, and speak of it, in order to help somebody else. _Otho_ from Iowa. Another little "high" temper. A temper is an excellent thing if it is of the right sort. It wants to be even; neither "high" nor "low." Try hard to make yours what in your honest little heart you think it ought to be. Remember your greatest help will be found in our Whisper Motto. _Roy_ from Michigan. My boy, I liked your letter ever so much. Do you know how much that is? Yes, I am sure you do. It is so full of suggestions for the other Pansies that I am going to copy some of it for them. It is a great thing to be able always to "speak pleasantly." What a power for good you will be in this cross world, if you keep your pledge. To be pleasant, when everything is going crooked, or at least seems to be, is a virtue which very few people have. _Arthur_ from Chicago. How is the "club" succeeding? I am more than willing that you should have an officer's badge if you earn it. What "kind acts" have you succeeded in doing since you took your pledge? Is there not some story growing out of them that you can tell us, and so help others? _Kitty_ from Vermont. Yes indeed, we want all the "kittens" of your sort that we can get hold of. Oh! I know all about the people who do not hang up their clothes. Aren't they troublesome, though! What a pleasant thing it will be to "mamma" to find all the dresses, and sacks, and hats and hoods in their places, after this! I should not wonder if the clothes-press did not know itself, and if the piano, and the table in the back hall, and the hat-rack in the corner should feel very lonesome, in the course of time. But a certain Pansy Badge will blush for joy! _Bertha_ from Connecticut. Glad you like the badge. And _so_ glad to think the poor little fingers do not get "sucked" any more. Will you give my dear love to "aunt Katie," and kiss her very softly and sweetly for me? I know something about that precious "Shut in Band;" I used to have a dear friend who was a member of it. But the Master one day called her out, to do active work, and she has been in the field ever since. _Pearl_ from Indiana. Teeth are very important and much abused members of society, my dear Pearl. I hope yours will reward you for good care, by never aching a bit. By the way, little Pearl, I wonder if you know the fourth commandment? See if you can tell me why I wonder it. _Marion_ from Iowa. We welcome our new Western Blossom. It is astonishing to me how many of my Blossoms hate to shut their eyes when night comes! At least, they and "mamma" someway cannot agree as to the best time to do it. Now in a "truly" pansy bed, I have noticed that the Blossoms seem to be glad when night, and dew, and hush, tell them that the resting time has come. Can it be, do you suppose, that they, without souls, or brains, are more obedient to the Gardener's voice than little human blossoms succeed in being? Some people who are quick-witted are strongly tempted to "answer back," especially when they think of something which would be "just the thing" to say. I knew a wise man who said when he was a boy, he had to adopt the habit of counting ten before he answered a person in argument, because if he didn't, he was sure to say what he was sorry for afterwards. I have often thought if some people I know would "count ten" oftener, they would not say so many foolish and disagreeable things. _Frank_ from Ohio. Impatient, are you? Well, there is a wonderful promise for such as you in the Bible. See if you can find it. I haven't the least doubt but that you want to grow up a great man; and here is your opportunity. _Lillie_ from Connecticut. My dear, I earnestly hope the patience with which you waited has long before this been rewarded. They do seem to be very slow people in Boston, sometimes, but when there are so many "lilies," and roses, and pansies to be attended to all at once, how can they help it? We are glad to get your full name for enrollment. Are you also the secretary of your Band? If so, we shall hope for an account of your meetings. The Pansies like to know how the different members of their great army conduct their monthly meetings. _Lester_ from Ohio. My boy, we are glad that you are not only a subscriber, but a worker. "Teasing" is really a great nuisance. Between you and me, don't you really think so yourself? I asked a boy who is fond of doing disagreeable things "just for fun," whether he really thought he should like to have them done to him, and he opened his eyes wide, and said: "Why, of course not!" Yet it had not seemed to occur to him what a mean spirit he confessed in that very sentence. I am very glad to receive your pledge. _Jennie_ from Connecticut. I shall want to hear all about the bed-quilt when it is done. I am acquainted with a society of girls who made a beautiful album quilt not long ago. The blocks were of silk, given by the ladies of the church. The young girls did the work, very nicely, and allowed their lady and gentleman friends to write their names in the centre blocks, for ten cents each. The money thus secured they sent toward the support of their little adopted girl in Alaska, and the quilt they sent for a Christmas present to their minister's wife, who was away from home, sick, and lonely. The names on the blocks were those of her friends in whom she was much interested, and many of the pieces of silk were well known to her, and gave her pleasant thoughts of the original givers; so the work was a comfort and a help all around. "Besides," said one of the girls, "we learned to sew beautifully, that winter. Mrs. F. would accept nothing but the very nicest stitches." A great many people "forget" what they ought to remember. I am glad you have left their ranks. _Ray_ from Colorado. What a rich boy you are to have so much company in your own home! Also, what a good boy you must try to be, when you have so many who will be sure to follow your example. It is a good thing you have taken a pledge not to "speak cross" any more. If the twins should learn such things from you, how sad it would be! _Minnie_ and _Floy_ from Wisconsin. My dear little friends, it will be a great victory when you learn not to be impatient over anything, and to be pleasant when you feel cross! Oh yes, you can even do such hard things as those. But let me remind you that you will need the help of the Whisper Motto every hour of the day. I am glad the birthday present was a Bible. I think you must both of you study it a little, and try to follow it, else you would hardly have such good reports from school. By the way, I must tell you a story about my Bible. It was given me when I was eight years old. On Sunday, in church, the sermon was long, and I grew very tired, so I thought I would put something on the fly leaf of my new Bible which would be very appropriate, and which would not be wrong to write on Sunday. I worked away at it, and produced in my best style, these lines: Holy Bible book divine Preshus treshure thou art mine! Actually, that was the way I put it! Don't you think my beautiful new Bible might have blushed, if it could express its feelings in that way? _Lizzie_ from Kansas. So they "bite their finger nails" in Kansas, as well as everywhere else! Before our P. S. was organized I had not the least idea that fingers were so cruelly treated. What a pleasure it is to me to think that so many of them have peace now. We are glad to welcome you to our roll. _Susy_ from Elyria. There! I forgot to put the "a" in, after Susy. Well, I suppose you are called "Susy Sunbeam." I think that is a lovely name. It shows there must be a good deal of sunshine in your life. I know a young lady whose face is always so bright and happy that her home friends call her "Sunny," and I have often thought she might be proud of the pet name. I am glad you like "Grandpa's Darlings." It is a true book. The dear grandpa was my very own blessed father; and the children, Minie and Grace, were my pet nieces. Grace is now a young lady and lives in the same house with me, and works all day with her pencils and her paints, learning to be an artist. As for Minie, I don't know what she does all the long bright days. She was called years ago, to her Father's palace; for she is the daughter of a great King. We do not hear from her; but we know much about the beautiful home where she lives, and we are all looking forward to going there, some day, to be with her, for the King has promised to send for us--all. More than that, he has invited any one to come who would like to do so. Will you go? _Ella_ from New York. I do wonder what there is about a piano which should nearly always make young people impatient? Do you suppose the fault is in the instrument? I have sometimes thought that if such is the case, they ought to go out of fashion. But perhaps the little Pansy Badge will be too much for yours. Let me hear how you succeed. _Clara_ from Iowa. I hope you received the autograph safely, my dear, and that you like the picture. "Cack" is certainly a very original nom de plume. What do you write? I once had a little friend who called on me to ask how she should finish her book! She said she knew how to begin it, and how to make it _very long_, but it _would_ not end! I think a great many people are troubled in that way. Don't you? "BALLAD OF THE LOST HARE." NOW all you Pansies who have grown too old to enjoy sweet cunning things written on purpose for five and six and seven-year-old Blossoms, may skip this article. The gray-headed fathers and mothers, and the dear sweet grandmothers who never grow old, will enjoy it as much as the darlings themselves; but I am aware that there is an age somewhere between ten and sixteen when almost everything that the babies can enjoy is "too young!" All those are requested not to listen, while I tell about the "Ballad Of The Lost Hare." A big book, with a bright cover, and with a great many colored pictures large and bright, and with the cunningest little story running all through the book, about a poor little, dear little, naughty little hare. Yes, I am going to copy just a bit of the introduction for you. Listen: Far from wild, far from wood, In a field rich and good; Near to hill and winding glade, Lived the naughtiest Hare, ever was made. Father scolded, mother whipped, But every day away he slipped. Brothers three, and sisters two, Cried and cried, as off he flew. Sore-sore-sore was the sobbing, Wild-wild-wild was his race; Only the woods to echo his footsteps, Only the winds his hiding place. After the introduction, come the stories of his adventures; and the pictures of them. Oh! but you would be so sorry for him if you could see the cow, and the goat, and the pony that scared him nearly out of his small wits! And then the conclusion! Ah me, the sad ending of it all! Do you suppose he wishes his home to see, His sisters two, and his brothers three? Would he like to lie down in his own little bed? And does he recall what his father said? [Illustration: OFF HE FLEW.] There! I mustn't tell you any more, or the whole story will be out. Buy it, my darlings, and read it for yourselves; it is in nice clear print. Or, if you haven't quite managed that business of reading yet, let me whisper a word in your ear: those wise old brothers and sisters of yours, who have known how to read these five years, and are ciphering in fractions, and writing essays on "Spring," will be willing to read the story, just to please you, you know, not for their own amusement, at all; oh no! Try them. Now who do you think wrote it for you? Who but Margaret Sidney herself! the author of "Five Little Peppers," which you liked so much; and the author of "Kensington Junior," and you know how many more nice things. Of course you will want the book. The price? Oh yes, surely, I had almost forgotten. Why, it has a special price on purpose for the wee P. S. Blossoms. Only sixty cents. Think of it! [Illustration: PROSPECTUS WIDE AWAKE 1886] A mother, whose five children have read WIDE AWAKE in her company from its first number to its latest, writes: "_I like the magazine because it is full of Impulses. Another thing--when I lay it down I feel as if I had been walking on breezy hill-tops._" _SIX ILLUSTRATED SERIALS:_ =I. A MIDSHIPMAN AT LARGE.= =II. THE CRUISE OF THE CASABLANCA.= Every boy who sailed in fancy the late exciting races of the _Puritan_ and the _Genesta_, and all lovers of sea stories, will enjoy these two stories of Newport and Ocean Yachting, by CHARLES REMINGTON TALBOT. =III. A GIRL AND A JEWEL.= MRS. HARRIET PRESCOTT SPOFFORD, in this delicious White Mountain Romance, writes her first young folks' magazine serial. =IV. DILLY AND THE CAPTAIN.= =V. PEGGY, AND HER FAMILY.= MARGARET SIDNEY writes these two amusing Adventure Serials for Little Folks. Thirty-six illustrations each. =VI. A Six Months' Story= (title to be announced), by CHARLES EGBERT CRADDOCK, author of _Down the Ravine_. =ROYAL GIRLS AND ROYAL COURTS.= By MRS. JOHN SHERWOOD. This series, brilliant and instructive, will begin in the Christmas number and run through the year. =A CYCLE OF CHILDREN.= By ELBRIDGE S. BROOKS. Illustrations by Howard Pyle. Twelve historical stories celebrating twelve popular holidays. =Master Sandys' Christmas Snapdragon.= Dec., 1611. =Mistress Margery's New Year's Pin-Money.= Jan., 1500 =Mr. Pepys' Valentine.= February, 1660. =The Last of the Geraldines.= March, 1535. =Diccon and the Wise Fools of Gotham.= April, 1215. =The Lady Octavia's Garland.= May, 184. =Etc., etc.= _STORIES OF AMERICAN WARS._ Thrilling incidents in our various American warfares. Each story will have a dramatic picture. The first six are: =The Light of Key Biscayne.= =Joel Jackson's Smack.= =A Revolutionary Turncoat.= =How Daniel Abbott Outwitted the Indians.= =In the Turtle Crawl.= =The Boy-Soldiers of Cherry Valley.= _IN PERIL._ A romantic dozen of adventures, but all strictly true. Each story will be illustrated. The first six are: =Saved by a Kite.= =Tax a Taz.= =In a Mica Mine.= =The Life Trail.= =The Varmint that Runs on the "Heigh-Ho!"= =A Strange Prison.= =YOUTH IN TWELVE CENTURIES=. A beautiful art feature. Twenty-four superb studies of race-types and national costumes, by F. Childe Hassam, with text by M. E. B. _FIRE-PLACE STORIES._ This article will be a notable feature of the Christmas number. The rich illustrations include glimpses of Holland, Assyria, Persia, Moorish Spain and New England, with two paintings in clay modelled expressly for WIDE AWAKE, and reproduced in three tones. _SOME SPECIAL ARTICLES:_ _L'ENFANT TERRIBLE TURK._ By HON. S. S. COX, U. S. Minister to Turkey. _THE PRINCESS POCAHONTAS IN ENGLAND._ By MRS. RAYMOND BLATHWAYTE. Illustrations include portrait from painting never before engraved. _AUTOGRAPHS AND AUTOGRAPH HUNTERS._ By NORA PERRY. Racy and amusing. _A GRAND PEACE-MEET._ By WILL P. HOOPER. An imposing Indian Ceremony; with many pictures by the author. _A SIXTEENTH CENTURY SCHOOLBOY._ By APPLETON MORGAN. The life of a lad in Shakespeare's time. _MY FIRST BUFFALO HUNT._ By GEN. JOHN C. FREMONT. _THROUGH THE HEART OF PARIS._ By FRANK T. MERRILL. A pen and pencil record of a trip down the Seine. _THE DUMB-BETTY LAMP._ By HENRY BACON. Hitherto untold incidents in connection with "Floyd Ireson's Ride." _TWELVE BALLADS._ These are by twelve of the foremost women poets of America. Each ballad will fill five to seven pictorial pages. The first six are: =The Deacon's Little Maid.= A ballad of early New England. By MRS. A. D. T. WHITNEY. Illustrations by Miss L. B. Humphrey. =The Story of the Chevalier.= A ballad of the wars of Maria Theresa. By MRS. HARRIET PRESCOTT SPOFFORD. Illustrations by E. H. Garrett. =The Minute Man.= A ballad of the "Shot heard round the World." By MARGARET SIDNEY. Illustrations by Hy. Sandham. =The Hemlock Tree.= A ballad of a Maine settlement. By LUCY LARCOM. Illustrations by Edmund H. Garrett. =The Children's Cherry Feast.= A ballad of the Hussite War. By NORA PERRY. Illustrations by George Foster Barnes. =Little Alix.= A ballad of the Children's Crusade. By SUSAN COOLIDGE. Illustrations by F. H. Lungren. Many other enjoyments are in readiness; among them a Thanksgiving poem by Helen Jackson (H. H.), the last poem we can ever give our readers from her pen; "A Daughter of the Sea-Folks," a romantic story of Ancient Holland by Susan Coolidge; "An Entertainment of Mysteries," by Anna Katherine Greene, author of the celebrated "detective novels;" foreign MSS. and drawings by Mr. and Mrs. Joseph Pennell; "Stoned by a Mountain," by Rose G. Kingsley; a frontier-life story by Mrs. Custer, author of _Boots and Saddles_; a long humorous poem by Christina Rossetti; Arctic Articles by Lieut. Frederick Schwatka; "A Tiny Tale of Travel," a prose story by Celia Thaxter; a "Trotty" story, by Elizabeth Stuart Phelps; beautiful stories by Grace Denio Litchfield, Mary E. Wilkins and Katherine B. Foote; a lively boys' story by John Preston True; "Pamela's Fortune," by Mrs. Lucy C. Lillie; "'Little Captain' of Buckskin Camp," by F. L. Stealey--in short, the magazine will brim over with good things. _THE C. Y. F. R. U. READINGS_ meet the growing demand for the _helpful_ in literature, history, science, art and practical doing. The Course for 1885-86 includes =I. Pleasant Authors for Young Folks.= (_American Series._) By AMANDA B. HARRIS. =II. My Garden Pets.= By MARY TREAT, author of _Home Studies in Nature_. =III. Souvenirs of My Time.= (_Foreign Series._) By MRS. JESSIE BENTON FREMONT. =IV. Some Italian Authors and Their Work.= By GEORGE E. VINCENT (son of Chancellor Vincent). =V. Ways to Do Things.= By various authors. =VI. Strange Teas, Weddings, Dinners and Fetes.= By their Guests and Givers. =VII. Search-Questions in English Literature.= By OSCAR FAY ADAMS. *** A good commission is paid for securing new subscribers, in cash or premiums. Send for Premium List. _WIDE AWAKE is only $3.00 a year._ =D. LOTHROP & CO., Publishers, Franklin and Hawley Sts., Boston, Mass., U. S. A.= =PROSPECTUS--BABYLAND--FOR 1886.= The Magazine for the Babies, this coming year, in addition to its bright pictures, and gay little jingles, and sweet stories, will have some especial delights for both Mamma and Baby: =THE MAGIC PEAR= will provide Twelve Entertainments of dainty jugglery and funny sleight-of-hand for the nursery pencils. This novelty is by the artist-humorist, M. J. Sweeney ("Boz"). =ALL AROUND THE CLOCK= will give Baby Twelve tiny Lessons in Counting, each with wee verses for little lips to say, and pictures for bright eyes to see, to help the little mind to remember. =LITTLE CRIB-CURTAINS= will give Mamma Twelve Sleepy-time Stories to tell when the Babies go to cribs and cradles. In short, BABYLAND the whole year will be the happiest, sweetest sort of a home kindergarten. _Beautiful and novel New Cover. Only Fifty Cents a year._ =PROSPECTUS--OUR LITTLE MEN AND WOMEN--FOR 1886.= This magazine, for youngest readers, has earned golden gratitude from teachers and parents this past year. While its short stories and beautiful pictures have made it welcome everywhere as a general Magazine for Little Folks, its series of instructive articles have rendered it of unrivalled value to educators. For 1886 several specialties have been prepared in accordance with the suggestions of teachers who wish to start their "little primaries" in the lines on which older brothers and sisters are being taught. As a beginning in American History, there will be twelve charming chapters about =THE ADVENTURES OF COLUMBUS.= This story of the Great Discoverer, while historically correct and valuable, will be perfectly adapted to young minds and fitted to take hold upon a child's attention and memory; many pictures. =LITTLE TALKS ABOUT INSECT LIFE= will interest the children in one branch of Natural History; with anecdotes and pictures. =OUR COLORADO PETS= will describe wild creatures little known to children in general. These twelve stories all are true, and are full of life and adventure; each will be illustrated. ="ME AND MY DOLLS"= is a "cunning little serial story," written for American children by the popular English author, Miss L. T. Meade. It will have Twelve Full-page Pictures by Margaret Johnson. From time to time fresh "Stories about Favorite Authors" will be given, so that teachers and friends may have material for little literature lessons suited to young children. _Seventy-five Full-page Pictures. Only $1.00 a year._ =PROSPECTUS--THE PANSY--FOR 1886.= For both week-day and Sunday reading, THE PANSY, edited by "Pansy" herself, holds the first place in the hearts of the children, and in the approval of earnest-minded parents. Among the more interesting features for 1886 will be Pansy's serial story, =REACHING OUT,= being a further account of "Little Fishers: and their Nets." The Golden Text Stories, under the title, "Six O'clock in the Evening," will be told by a dear old Grandma, who knows many interesting things about what happened to herself when she was a little girl. Margaret Sidney will furnish a charming story, =ST. GEORGE AND THE DRAGON,= to run through the year. Rev. C. M. Livingston will tell stories of discoveries, inventions, books, people, places. Faye Huntington will be a regular contributor during the year. Pansy will take the readers with her wherever she goes, in papers under the title of =WHERE I WENT, AND WHAT I SAW.= There will be, in each number, a selection from our best standard poets suitable for recitation in school or circle. From time to time colloquies for Mission Bands, or for general school exercises, will appear. There will be new and interesting books for the members of the Pansy Society, and, as before, a generous space will be devoted to answers to correspondents in the P. S. Corner. _Fully Illustrated. Only $1.00 a year._ Address all orders to D. LOTHROP & CO., Publishers, Franklin and Hawley Streets, Boston, Mass. [Illustration: WIDE AWAKE ART PRINTS] ARTISTIC FAC-SIMILE REPRODUCTIONS OF ORIGINAL PICTURES. DESIRING to bring within reach of all homes Pictures of real charm and real art value, we began, October 1st, the publication of a series of superb fac-simile reproductions of the finest original pictures belonging to the WIDE AWAKE magazine. This collection of water colors, oil paintings, and line drawings, gathered during the past ten years, includes fine examples of eminent American and foreign artists: Walter Shirlaw, Mary Hallock Foote, Wm. T. Smedley, Howard Pyle, Henry Bacon, Jessie Curtis Shepherd, Harry Fenn, F. S. Church, Chas. S. Reinhart, Miss L. B. Humphrey, F. Childe Hassam, E. H. Garrett, F. H. Lungren, H. Bolton Jones, St. John Harper, Miss Kate Greenaway, George Foster Barnes, Hy. Sandham, and others. And while the skill of foremost engravers has enabled us to give in the magazine many beautiful engravings from these originals, the mechanical limitations of the graver, and of the steam press, render these "counterfeit presentments," at their best, but disappointing attempts, to those who have seen the originals with their greater delicacy and richness and strength. The real touch of the artist's brush, the finer subtler atmosphere, the full beauty and significance, and the technical excellence, is missing--and it is these features that are retained in these fac-similes. The method of reproduction employed is the new photogravure process of the Lewis Co., which in result is only equalled by the famous work of Goupil & Cie of Paris. Each impression is on the finest India paper, imported expressly for this purpose, and backed by the best American plate paper, size 12x15 inches. Only a limited number of hand proofs will be made. Ordinary black inks are not employed, but special pigments of various beautiful tones, the tone for each picture being that best suited to emphasize its peculiar sentiment. These beautiful fac-simile reproductions are equally adapted for portfolios or for framing. They are issued under the name of [Illustration: WIDE AWAKE ART PRINTS] Along with the unfailing and refined pleasure a portfolio of these beautiful pictures will give, attention is called to their educational value to young art students, and to all young people, as the photogravure process preserves each artist's peculiar technique, showing how the drawing is really made, something that engraving largely obliterates. _The_ WIDE AWAKE ART PRINTS _are issued on the first and fifteenth of each month, and are regularly announced in the magazine_. SPECIAL. Keeping in view the interests of our readers, we have decided not to place the Art Prints in the hands of agents or the general trade. In this way our patrons are saved the retailers' and jobbers' profits, so that while these beautiful works of art, if placed in the picture stores, would bear a retail price of $3.00 to $10.00, we are able to furnish them to our readers and patrons at a UNIFORM NET PRICE OF ONLY FIFTY CENTS EACH. Orders for half-yearly sets of twelve will be received at $5.50 in advance; and for yearly sets of twenty-four at $10.00 in advance. All pictures are sent in pasteboard rolls, postpaid. Half-yearly and yearly subscribers will receive each monthly pair in one roll. Portfolios, suitable for holding twenty-four or less, will be supplied, postpaid, for 75 cts. NOW READY: OCT. 1. "=Little Brown Maiden.=" KATE GREENAWAY. The sweetest and quaintest of Miss Greenaway's creations. The original watercolor was purchased in her London studio by Mr. Lothrop, and is perhaps the only original painting by Kate Greenaway in America. OCT. 15. "=On Nantucket Shore.=" F. CHILDE HASSAM. A wood engraving from this sea-beach picture was the frontispiece to the September WIDE AWAKE. In a boy's room it would be a delightful reminder of vacation days. NOV. 1. "=In Grandmother's Garden.=" WM. T. SMEDLEY. This is a picture of the time when mother was a little girl, and walked with grandmother in the dear old lady's garden. NOV. 15. "=The Dream Pedler.=" EDMUND H. GARRETT. Every nursery should have this picture of the captivating Dream Peddler, standing on the crescent moon and with his bell crying his dreams for sale. DEC. 1. "=Morning.=" F. H. LUNGREN. DEC. 15. "=Evening.=" F. H. LUNGREN. These are companion pictures--the beautiful ideal figures set, the one in the clear azure of a breezy morning, the other in the moonlight mystery of evening. [Illustration: hand]_Other Subjects in rapid Preparation. See current numbers of_ WIDE AWAKE _for particulars_.[Illustration: inverted hand] Address all orders to D. LOTHROP & CO., Publishers, Boston. Mass., U. S. A. D. LOTHROP & CO.'S LATEST PUBLICATIONS. =ENGLAND: As Seen by an American Banker.= The author of this book, an unusually observant, wide awake business man, travelled from one end of England to the other, and saw much that other travellers have failed to notice. Price, $1.50. =TREASURE THOUGHTS FROM CANON FARRAR.= (Spare Minute Series.) Compiled by ROSE PORTER. In this book the compiler has arranged with care a large number of extracts from the sermons and other writings of Canon Farrar, which have been selected with insight and discrimination. Price, $1.00. =DIVINE SOVEREIGNTY.= By REUEN THOMAS, D. D. A volume of sermons by the eloquent pastor of Harvard Church, at Brookline, Mass. The sterling worth of these sermons, as well as the wide popularity of their author, will secure for this book an extensive sale. Price, $1.50. =WHEN I WAS A CHILD.= By ERNEST W. SHURTLEFF. An exceedingly attractive poem by one of the youngest of New England poets. To a delicate imagination Mr. Shurtleff unites a keen sense of the melody of words. Price, $1.00. =JANUARY.= Edited by OSCAR FAY ADAMS. This book is the second in the series entitled "Through the Year with the Poets," and contains a carefully arranged selection of poems from English and American sources, relating to January and midwinter. Full indexes will be found in each volume of the series. Price, 75 cents. =CLOVER LEAVES.= By ELLA M. BAKER. A complete collection of the poems, with a memoir of Miss Ella M. Baker. The poems are miscellaneous in subject, and the volume is one that will be much prized by the many admirers of this author. 12mo, vellum cloth, $1.25. A new edition of =Soldier and Servant=, so widely popular, by ELLA M. BAKER, is now ready. Price, $1.25. =IN THE KING'S GARDEN.= By JAMES BERRY BENSEL. A volume of poems by an author whose graceful and musical verses have been winning their way with the public during the past ten years, and are now for the first time brought together in book form. Price, $1.00. =SOCIAL STUDIES IN ENGLAND.= By MRS. SARAH K. BOLTON. The talented author of this volume, during her residence in England had unusual opportunities for observing social conditions at present existing there, and has ably succeeded in reproducing her impressions in this volume. =WIDE AWAKE. Vol. "U."= This latest bound volume of the prince of young folks' magazines marks another step in its steady upward movement. No annual approaches this in the wide range of practical and entertaining literature, or in the beauty of original illustrations. Its authors, artists and engravers include many of the most notable here and abroad. =IN TIME OF NEED.= Compiled by E. W. S. A fine poem by W. F. SHERWIN forms the introduction to this volume of religious selections. The extracts are classified under such headings as "Actions," "Discouragement," "Peace," etc., and the whole forms a helpful companion for daily needs. 18mo, cloth, 50 cents. =LIFE OF GEN. GRANT.= By E. E. BROWN. A carefully written life of the hero of Vicksburg, from his boyhood to his death at Mt. McGregor. Its style as well as its subject entitles this volume to a place among the most popular biographies of the time. 12mo. Price, $1.50. =THE GOLDEN TREASURY.= This famous anthology, compiled by FRANCIS TURNER PALGRAVE, stands well the test of years of use, and remains to-day as popular as at first, amid a host of competitors for public favor. Illustrated, 16mo, elegant edition. Laid paper, vellum cloth, 75 cents. _PUBLISHED LATE IN DECEMBER._ =DECEMBER.= Edited by OSCAR FAY ADAMS. The first volume of the series "Through the Year with the Poets." It contains over a hundred poems by English and American writers which refer to December, the early winter, and the closing of the year. It includes in addition a table of contents, indexes of subjects and of first lines and a list of authors which contains much biographical data. Similar indexes will appear in each of the succeeding volumes of the series. Price, 75 cents. =THE PILGRIM'S PROGRESS.= By JOHN BUNYAN. A choice edition of this great English classic, printed on the finest laid paper. Illustrated. Vellum cloth, 75 cents. =BUT HALF A HEART.= By MARIE OLIVER. The seventh volume of the famous V. I. F. Series. A vigorous and original story, "interesting and admirably told." Price, $1.25. =TEMPERANCE TEACHINGS OF SCIENCE.= By A. B. PALMER, M. D., LL. D., Dean of the Medical Faculty of the State University of Michigan. Showing the action of alcoholics upon the brain, heart, lungs, liver, nervous system, etc., in a simple and forcible manner, exceedingly interesting to younger, as well as to older readers. Price, 60 cents. =CHILDREN OF WESTMINSTER ABBEY.= By ROSE G. KINGSLEY. In this book the accomplished daughter of Charles Kingsley has given in a way admirably designed to interest young people, an account of the royal and noble children buried in the famous Abbey. Price, $1.00. =BOYS' HEROES.= By EDWARD EVERETT HALE. The characters of twelve famous men, of all time are in this book ably and picturesquely sketched. The information given concerning each is accurate and trustworthy, and the volume is one that cannot be spared from a boy's library. Price, $1.00. D. LOTHROP AND COMPANY, PUBLISHERS, BOSTON. EVERY BOY AND EVERY GIRL CAN EARN A GOOD WATCH AND CHAIN. The Waterbury Watch given for =Three New Subscriptions= to =The Pansy= and =75 cents cash additional=, if sent before March 25, 1886. [Illustration: "The Waterbury."] [Illustration: NEW ENGRAVED CASE (BACK).] We make this special offer =only to subscribers= to THE PANSY who send us =new= subscriptions. One dollar must be paid for each subscription (no club rates being allowed) and the order must be sent to us direct, not through an agent. The subscriptions must be secured between Feb. 25th, 1886, and March 25th, 1886. (Premium credits not taken up cannot be used for this special offer.) The above amount includes postage. If the watch is to be registered (and we do not assume responsibility of safe delivery otherwise), 10 cents should be added. The Waterbury Watch will be found a marvel of accuracy and cheapness. Accurate, because it will run 24 hours, and =keep time equal to the better grade of watches=. Cheap, because it will wear for years, and is offered at a price within the reach of everybody. Every watch is perfect before leaving the factory and is tested a few days in our office before being sent away. The price of the watch is $3.50. Remember, the Waterbury Watch =is not a toy, but a real watch=, having less than one half the number of parts to be found in any other going watch in the world. It is a stem winder. Remittances may be made by Money Order, Draft, Bank Check or American Express Money Order, at our risk. D. LOTHROP AND COMPANY, Publishers, Franklin and Hawley Streets, Boston. SPECIAL PREMIUM OFFERS OF YOUNG FOLKS' LIBRARY. Any subscriber to one of our magazines sending us =one new subscription to THE PANSY=, with $1.00 for the same, may select any =three= volumes of the Young Folks' Library as a premium. Any subscriber sending us =two new subscriptions= to THE PANSY, with $2.00 for the same, may select any four volumes of the Young Folks' Library and one volume from the Household Library as premiums. See the advertising pages of our magazines for description and titles of the volumes. The subscription money must be sent direct to us. These special offers are good only to April 1st. No previous Premium Credits can be used for these offers. D. LOTHROP & CO., Publishers, Franklin and Hawley Streets, Boston. [Illustration] BABY'S BATH. MUCH of the chafing of children under the joints where the skin lies in folds is due to the use of Soap containing too much alkali. In the IVORY SOAP there is no excess of alkali, so it can be used in the nursery with the most satisfactory results. When applying it, rub a wet cloth upon the Soap, then wash tenderly, but thoroughly, and rinse perfectly, especially the folds of flesh, with clear water, and dry with equal care. Prof. Leeds, of the Stevens Institute of Technology, says: "The IVORY SOAP, while strongly cleansing, leaves the skin soft and pleasant to the touch." If your grocer does not keep the Ivory Soap, send six two-cent stamps, to pay the postage, to Procter & Gamble, Cincinnati, and they will send you _free_ a large cake of IVORY SOAP. * * * * * Transcriber's Notes: Punctuation errors repaired. Front advertising section, "For 10 Cents", "Samples" changed to "Sample" (Sampy copy and a set of) Page 138, "bnried" changed to "buried" (his face buried in the) Page 149, "disdianful" changed to "disdainful" (whispered, and sent disdainful) Page 150, "too" changed to "to" (appealed to with a pleasant) Page 150, "partie" changed to "parities" (nightgown to wear to parties) Page 159, "where" changed to "were" (where stores were) Page 159, "foom" changed to "from" (wood from the box) Page 162, "thoHght" changed to "thought" (might be thought to be) Page 165, "niether" changed to "neither" (neither go forward nor) Page 5, advertisements, "Pepy's" changed to "Pepys'" (Mr. Pepys' Valentine) Page 5, advertisements, "Tunrcoat" changed to "Turncoat" (A Revolutionary Turncoat) Page 5, advertisements, "VI" changed to "IV." (IV. Some Italian Authors) Page 5, advertisements, "By" changed to "by" (by Anna Katherine Greene) 
32278	----	SEVEN GRADED SUNDAY SCHOOLS A SERIES OF PRACTICAL PAPERS EDITED BY JESSE LYMAN HURLBUT _Secretary of the Sunday School Union of the Methodist Episcopal Church_ NEW YORK: EATON & MAINS CINCINNATI: CURTS & JENNINGS Copyright, 1893, by HUNT & EATON NEW YORK. CONTENTS. PAGE THE ESSENTIALS OF A GRADED SUNDAY SCHOOL. By Jesse L. Hurlbut, D.D., Secretary of the Sunday School Union of the Methodist Episcopal Church 5 THE AKRON PLAN. By Hon. Lewis Miller, of Akron, O. 11 THE WILKESBARRE PLAN. By George S. Bennett, Esq., of Wilkesbarre, Pa. 33 THE DETROIT PLAN. By Horace Hitchcock, Esq., of Detroit, Mich. 51 THE ERIE PLAN. By H. A. Strong, Esq., of Erie, Pa. 65 THE CHICOPEE PLAN. By Hon. L. E. Hitchcock, of Chicopee, Mass. 79 THE LYNCHBURG PLAN. By Irvine Garland Penn, of Lynchburg, Va. 90 THE PLAINFIELD PLAN. By Jesse L Hurlbut, D.D. 103 A MODEL SUNDAY SCHOOL ROOM. 113 THE ESSENTIALS OF A GRADED SUNDAY SCHOOL. BY JESSE L. HURLBUT, D.D. THE living question in the Sunday school of to-day is that which considers its form of organization. As every good public school at the present time is a graded school, so every first-class Sunday school must be. There can be no efficient, regular, and satisfactory work done in a Sunday school without a system of grade. On this subject there is extensive inquiry, yet general lack of information. The majority of superintendents and teachers have either no conception or at best an exceedingly vague idea of what constitutes a graded Sunday school. We propose in a few words to set forth what are the essential features of a graded Sunday school. The first essential is that the school be divided into certain general departments, which may be three, four, or five in number. In our opinion the best division is into the four departments--Primary, Intermediate, Junior, and Senior. These departments should exist in reality, as well as in name, and each department should be recognized as a separate element in the working of the school. A second essential is that of a definite and fixed number of classes in each department. It is not a graded Sunday school where a teacher and her class are advanced together into the Senior Department whenever the pupils reach the specified age. The inevitable result of such a course will be to have in a few years in the Senior Department a large number of "skeleton classes," each with a few members, which is the very evil to be avoided in the graded system. There should be in each department a definite number of classes, proportioned to the size of the school, and this number should be kept uniform. A Sunday school is always "dying at the top," by the loss of its scholars after the age of fifteen years. For this fact there are many causes, some necessary, others avoidable. But, whatever be the cause, it is a fact to be provided for in the management of the school; and the provision should be, not in adding new classes, but in advancing scholars from the Junior Department and filling up senior classes already organized. The classes in the Senior Department should be kept few in number, but kept full in size. A third essential of the graded Sunday school is that of regular promotions from grade to grade, with change of teachers. It is not necessary for the pupils to pass from one class to another every year in the Sunday school, though this is done in the public school. While a pupil remains in the same department he may continue in the same class and with the same teacher. But when he passes from one department to a higher, or from Junior to Senior, there should generally be a change of teachers. At the period of change from Primary to Intermediate, from Intermediate to Junior, from Junior to Senior, the pupil should come under the care of a new teacher. If teachers are advanced with their scholars the entire system of gradation will be broken up, and the school will be graded in name only. A fourth essential element is that of stated and simultaneous transfers. The pupils should not be changed from class to class or from grade to grade whenever the superintendent thinks a change should be made. All the promotions should be made at once throughout the school. A "promotion Sunday" should be observed, and provided for long in advance. For three months preparations should be made, the superintendent and teachers should consult, a committee should consider every case, and the changes should be made deliberately and systematically. On one Sunday in the year pupils should be promoted from department to department, and classes should be advanced from grade to grade in the several departments. The basis of promotion should be age, knowledge, and general maturity of character, and the authorities of the school should decide just how much weight should be given to each requirement. The above are all the elements that we consider essential; but there are also two adjuncts of Importance in the graded school. One is that of a graded supplemental lesson for each department. Some regard this as an essential, and consider no Sunday school properly a graded school without it. We regard it as important, but do not look upon it as one of the necessary features. There is need of a supplemental lesson; it will greatly aid in making the Sunday school efficient, and it should be adapted to the various grades. But the supplemental lesson, valuable as it is, we do not regard as one of the essential features of the graded system. Another is that of the annual examination. There are a few Sunday schools which require the pupil to pass an examination as the condition of promotion. This follows the analogy of the public school; but in our judgment it is not an essential part of the graded system. The examination in the Sunday school must of necessity be a very easy one, since it is upon lessons studied but little at home and given for a few minutes only once a week. It is apt to be a mere form, and sometimes is only a pretense. While we recommend examinations we believe that they should be left optional, and that the requirements for promotion should be those of age, general ability, and fitness of character. Some reward might be given in the form of a certificate, but it should not be necessary to obtain the certificate in order to receive promotion. THE AKRON PLAN. BY HON. LEWIS MILLER. AFTER an experience of more than twenty-five years with the graded system as carried on in our Akron Sunday school it can with confidence be recommended to others. It embraces the entire school for all this time, but more especially a course of sixteen years which I will try to explain. Our rooms are a great convenience, and aid much in perfecting the classification; the system, however, can be carried on in any of the present Sunday school rooms; in fact, for a number of years this system was a success in a church at Canton, O., also in the old Akron Church. In each case there was one larger room and but a few separate small rooms. The classification is based on the age of the scholar; if, however, a scholar seems from some cause to have advanced beyond his age in his general studies, which in most cases is determined by his standing in the public schools, such scholar is put in a class suited to his advancement. The following analysis will show more definitely the system. THE INFANT DEPARTMENT meets in a separate room, fitted for the purpose with elevated seats. Children of about four years of age are received into this department, and remain until they are between eight and nine. Boys and girls are kept together in the same room or class. The class can be of any number; we sometimes reach one hundred and fifty. The class is put in charge of one teacher, with as many assistants as desired. The regular International Berean Lessons are taught, and much time is given to song. In our Missionary Society this department becomes a separate band, with name and motto, making separate contributions, of which proper records are kept. THE INTERMEDIATE DEPARTMENT meets in a separate room, fitted similarly to the one described for the Infant Department. Scholars from the Infant Class are promoted into this department when eight years old, or sooner if, in the public schools, they are in the "Second Reader" grade. This class may be of any number; ours sometimes reaches one hundred. Girls and boys are kept in the same class. This department is also put in charge of one teacher, who has such number of assistants as desired. The regular International Berean Lesson is taught in this room, similar in method to that in the Infant Class. The "No. One" Catechism is taught in this department as a supplemental lesson, and it is expected that, before a scholar leaves this room, the Catechism will be thoroughly memorized. A public examination is made before the scholars are promoted out of this department. This, like the Infant Department, becomes a separate missionary band. THE YOUTHS' DEPARTMENT meets in the main room, which is provided with a small table for each class; chairs are used; books and papers are kept in the class table, the teacher carrying the key, the superintendent and his assistants having master-keys. Scholars are promoted from the Intermediate Class to this department when ten years old, or when, in the public schools, they are in the "Third Reader" grade. As nearly as possible scholars of the same standing in the public schools are put in classes together, and this distinction is made with scholars of the same age. In this department boys and girls are put in separate classes numbering not to exceed eight, six being the standard. Each scholar is expected to have a Bible and read the story of the lesson. Much attention is given to have the scholar understand and comprehend the simple story as told in the Bible. The regular International Berean Lesson is taught: the lesson book or Berean Leaf is given to each scholar to aid in preparing the lesson. The memorization of the names of the books of the Bible, names of the prominent Bible characters, and sections of the Catechism are required as supplemental lessons. For these supplemental lessons a series of pocket memory lessons is prepared by the school; it is a neat little book, suited for a boy's vest pocket. An examination is made at the end of each year, and the names of scholars having the proper standing are placed on the Roll of Honor. Scholars remain in this department about four years. The younger classes are put nearest the superintendent's stand and, as they are promoted, are moved back each year, the teacher remaining with the same class during the four years. Each one of these classes is a separate missionary band and makes its separate report of missionary contributions. THE SENIOR DEPARTMENT classes meet in separate rooms. Scholars are promoted into this department when they are fourteen years old, or when they can show a standing equal to the public high school grade. Boys and girls are put into separate rooms, in which they remain under the charge of one teacher for three years. The class membership numbers from fifteen to twenty-five. The regular International Berean Lessons are taught, more in the analytical form, requiring simple analysis. A blackboard is permanently put on the wall of each room, which affords good opportunity for blackboard explanations. For supplemental lessons the scholars in this department take up the study of Bible history, Bible geography, and sections of the Catechism in suitable form for memory exercises. These classes form themselves into regular missionary bands, taking a missionary field for a name, with suitable mottoes. It is expected that members of these classes acquaint themselves by reading, and by communication with some missionary, with the country and people which they have selected. The classes are socially entertained at the homes of the teacher or parents as frequently as is deemed proper to keep up a social interest. THE NORMAL DEPARTMENT. Scholars, when seventeen years old, or sooner if graduates of the public high school, are promoted into this department. The class may be of any number; our classes have averaged about sixty. Ladies and gentlemen are placed in the same class, one teacher having charge. They organize themselves into a regular society, having a simple constitution, and subject to the regulation and direction of the Sunday school society. To the teacher is given the responsibility of seeing that proper decorum is always maintained. As nearly as possible the regular Chautauqua course of normal study is pursued. Regular monthly literary and social meetings are held at the homes of the parents, which aid much to keep up the interest of the normal study. At the end of two years the scholars that have the proper standing on the several written examinations in the normal studies receive, at the annual graduating exercises, suitable diplomas, prepared by the school. The scholars do not understand that they are expected to leave or are excused from remaining longer in the school, but they are only now prepared for a better and higher work, that of teaching and leading others in the good work. Many of these graduates become volunteer teachers; they join what, in our school, is known as our YOUNG PEOPLE'S DEPARTMENT. We have now three large classes in this department, numbering in the aggregate about two hundred. One of these classes calls itself the "Reserve Corps." They are mostly composed of the normal alumni. This class take up the regular lesson one Sabbath ahead of the school and, in regular order, become supplies for absent teachers. They also study the best methods of impressing scriptural truth. The other two classes in this department include quite a number of our young married people. They aim to bring out the higher and deeper thoughts and teachings of the lesson. THE ASSEMBLY DEPARTMENT is composed of adult members of the school, meeting in a separate room, under one teacher; the number in the class is not limited. The lesson is here taught more on the lecture plan. A course of reading has been prepared, suited to each grade, which will give new life and interest to our library, and will enable us, without interfering with the regular lesson study of the school, to impress many things of deepest interest, such as temperance, church government and history, amusements and proper entertainments for young folks, leading them on, step by step, to habits of proper employment of leisure hours. Our aim is to interest the entire church by intrusting the educational interests of the church to the Sunday school society, electing many of our oldest members to offices and selecting them as teachers. One of our officers is over seventy years of age, and no one in the Sabbath school takes greater interest or is more efficient, none more acceptable. The school is regularly organized and governed by the constitution, as approved by the General Conference, and placed in the Church Discipline. Teachers are selected and placed by the superintendent, with the concurrence of the pastor, in the departments to which they are, in the superintendent's judgment, best adapted, and remain with the scholars or class through one department only unless specially changed by the superintendent. Promotions are made only once a year; exceptional individual promotions may occur in some instances. This system possibly seems complicated and difficult to carry out; we find it simple, easy, and natural, solving many problems that constantly arise in an ungraded school. It especially solves the problem of how to retain our young people in the Sunday school. Our system is thus given in detail in the hope that other schools may profit thereby. I will add some suggestions for practically working the scheme: There must be entire unanimity among the officers and teachers in order to successfully start and carry out a graded plan. First. It must meet with the approval of the pastor. Second. The superintendent must with the whole heart be in the effort. In fact, he should be, and I believe must be, the prime mover in every step. The superintendent and assistant superintendents in our school during all these years have every year done all of the work of classifying and arranging of classes, made their own "roll," etc. In this way, and in this way only, can they be properly strengthened for the work. They may, if they so choose, call other officers to their aid; the pastor should, of course, at all times be consulted. The secretary might, in some cases, be of service. Third. The officers other than the superintendent, are expected to give their full approval and do all in their power, by encouragement and talk, to aid the work, and, where this cannot be had, secure at least no direct opposition. Fourth. The teachers have much to give up. The scholars in whom they have taken special interest may be taken away from them. They may not be assigned to have charge of such a class of scholars as they desire; they may be asked to take a place or room which to them for some reason is not agreeable. Fears will be entertained by some that scholars will be lost from the school, etc. All these various objections should be overcome. The aggressive members should have much patience until the teachers are, as a body, at least willing to forego their fears and misgivings and will give the scheme a fair trial. Harmony will nearly always produce enthusiastic workers. METHOD FOR GETTING A PROPER GRADE. 1. Make an enrollment of the school as follows: John Brown, Third Reader, age eleven years, March 16, 1892. Samuel Findley, Fourth Reader, age twelve years, July 13, 1892. In this way complete the enrollment of the entire school, commencing either with the older or younger scholars, as may best suit; of course those whose ages are above twenty need not be taken; all above that age should be enrolled as married and young people. This kind of an enrollment enables a clear understanding into what class to place every member of the school. 2. Prepare an outline floor plan of the Sunday school room on a scale large enough so that a space can be marked which each class is to occupy, and in each space write the names of the scholars, their ages, the number of the class, and the name of the teacher who is to have charge. For rooms with galleries or without the outline plan is the same. Arrange your plan so as to have all the different class spaces on the same sheet of paper. The diagram on page 23 will give an idea of one kind of room. A sheet three feet by two and a half will be needed for a school of a thousand members. 3. Having the age and standing in ability on a sheet of paper, outlined as described and illustrated, the next step is to make the selection of the scholars for the different grades and classes they are to occupy. Commencing with the Infant Class, write all the names of the Infant Class scholars into the space outlined for their class. Then place the names of the Intermediate Class in the space outlined for them. These two classes are not difficult to arrange, as all below eight years, boys or girls, are placed in the Infant Class, and those between eight and ten in the Intermediate. These two grades may be subdivided into as many classes as may be desired; in our school we have each of these two grades under one teacher, with one or two assistants. Where rooms are convenient subdivisions by age could be made with profit; we so divide these classes, and sometimes teach them by sections. [Illustration: PLAN OF AKRON SCHOOL. N. B. This plan represents two floors on one diagram. The rooms numbered from 1 to 10 are in the gallery; those from 11 to 19 are under the gallery on the ground floor. The classes numbered from 20 to 56 are not separated by partitions, but are seated in chairs around tables.] The Youth's Department is separated into classes of six to eight members each, and occupies the main room, boys and girls in separate classes, but so arranged that there is a class of girls, then a class of boys, and so on alternately; as far as possible for boys we have a lady teacher and for girls a gentleman. We place the older scholars in the rear of the room, or in the "rear circle," as we say in our school. The roll of the school now serves an excellent purpose; select all the boys that are past thirteen years old, but not fourteen, and list them with their standing in the public schools. This is probably best understood by grade, say: John Brown, seventh Primary Grade, thirteen years, March 6, 1892. Samuel Jones, seventh Primary Grade, thirteen years, July 24, 1892. Jacob Smith, seventh Primary Grade, thirteen years, September 16, 1892. Isaac Miller, seventh Primary Grade, thirteen years, April 20, 1892. Joseph Crankshaw, seventh Primary Grade, thirteen years, May 19, 1892. Thomas Marshall, seventh Primary Grade, thirteen years, February 10, 1892. You will not have much difficulty, in a school of three or four hundred scholars, to find several class lists all in the same grade and same age. This will also permit the selection of certain scholars somewhat in accordance with their social standing. Probably one or two classes of each age will not all stand in the same grade as in the public schools, and there will be others who are not in the public or any other school. The judgment of the superintendent or committee must guide; age probably will be much the best guide, and one, at least, that scholars will recognize and consent to more readily. As fast as classes are formed the names are placed in their locality on the diagram or school room plan. Sometimes, in order to keep the grade by years, the classes may not number six and sometimes may exceed six. All the classes are selected in the same way, a class of boys, then a class of girls, and the names of the scholars placed on the diagram as illustrated. Scholars above fourteen and under seventeen are comprised in another department, and should be grouped in the same way, only into much larger classes. Where separate rooms can be had fifteen or twenty will not be too many--young ladies and gentlemen separate. In small schools, of course, the classes would be less in number. The age will largely govern in this grade; only such as are advanced ahead of their class will go into higher grades. The names for each class should be placed in the space they are to occupy on the diagram. The Normal Department is next to be selected. All above seventeen and below twenty that desire to take the course should be put into one class. If a room can be secured large enough fifty to seventy will not be too many. Ladies and gentlemen are placed in the same class. This class becomes an organized literary society, the teacher ex officio president. They meet frequently through the week at some home; a short literary program is arranged and the evening filled up with proper social entertainment. The class may be composed of all the grades, first, second, third, and fourth, on the same plan as the C. L. S. C. readings are arranged, all the grades taking the same studies at the same time, as the studies are so prepared that either may precede the rest. Not all who enter the Normal will probably pursue the studies with such vigor as to undertake the written examinations, of which there should be at least two each year. A good plan is to have all go along with the class, because such as will not do thorough work enough to pass these examinations will, after all, probably get as much good in this class as they would in any other, and the associations are such as will in nearly all cases retain them in the school; and many times, before the final graduation comes, they will make up the required work and finally receive their diplomas. Only those who have pursued the studies and have, with credit, passed the written examinations, should receive diplomas; this gives the proper recognition and is an incentive to study. All who began the Normal work at the same time pass out of the class at one and the same time, unless by special request some one or more remain behind. Those who have not passed the examinations go out without diplomas, in our school we hold to a two years' course, half of the class moving out of the class each year, and new members being promoted into the class. This, it will be perceived, keeps a continuous class, some coming into the class each year and others being removed, either with or without diplomas. With us this plan is working admirably, keeping up a continuous interest. The Assembly or Post-Graduate Department: The Department of the Young People is divided into a Reserve Corps and a Young People's Class. The Reserve Corps is made up of young people who have passed through the Normal Department and such others as will obligate themselves to act as supply teachers in cases where regular teachers fail; from this class permanent teachers are usually chosen. Other young people's classes are provided for those who do not thus obligate themselves but are willing attendants. In addition a Young Married People's Class and an Old Folks' Class belong to the Assembly or Post-Graduate Department. Having thus arranged to place in some department and class every member of the school, and having every name placed on the diagram in the place or class where each scholar belongs, you can study the school members and their varied wants and desires, and so adjust teachers, rooms, and locations and provide for a thoroughly harmonious school. All this work should be done at least a week before promotion day, so that changes can be made after a careful looking over of the scheme of classification. Do not consult teachers or other officers than those who have been aiding in arranging the classification. You must give teachers and scholars to understand that all has been done that is possible in the judgment of the officers for the interest of all the best possible results. Secure from the school a willingness to submit to the judgment of those whom they have placed at the head. All preparations being completed before the day of promotion, it will not need to exceed thirty minutes after the school is opened on promotion day to place every scholar in the class and department to which he belongs in a school of six to eight hundred scholars. The superintendent, with diagram in hand, remains at his desk, the assistants being his aides. He first calls the names of the Old Folks' Class and asks them to go into whatever room is assigned them; next the Young Married Folks' Class, the Reserve Corps, and Young People's Class, each in order will be asked to retire into the rooms or apartments assigned them. The teachers assigned for these classes will at once be asked to take charge of such classes. The Normal Class members will be asked, with their teacher, to remove into the room assigned them. Then the classes between the ages of sixteen and seventeen, with their teachers, to the rooms assigned them. The assistant superintendents will see that the rooms are in readiness and that the scholars recognize the rooms that they are to occupy. In the same way classes whose ages are between fifteen and sixteen, with their teachers, will be arranged in their rooms or apartments. In like manner the classes between fourteen and fifteen. This disposes of the Assembly or Post-Graduate, the Normal and the Bible or Senior Departments. If in a modern room, with a full suite of apartments, these departments can be asked to close their doors and proceed with arranging themselves for work. The Youth's Department comes next in order. Every class, section, or desk being numbered to correspond with the diagram numbers, and the assistant superintendents being fully posted as to the order of these numbers, the teachers should be asked to remove to the class place to which they were assigned by the superintendent. The older scholars will be asked first, by reading the names of the scholars who belong to each class separately, requesting them to move to the class to which they were assigned. Read slowly enough to avoid confusion, waiting after the names of a class are read until all are fairly in their places; soon all will understand and the work will proceed rapidly. Having thus called every teacher and every scholar and placed them in their proper classes in their order in the Youth's Department (the whole being done much quicker than it can be told how to do it), this department is set to work; the names of the scholars are carefully ascertained by the teacher of each class, preparatory to making up the class record, then the lesson can be taken up. All children between the ages of eight and eleven are placed in the Intermediate Department and placed under the care of the teacher selected for this division. Then all children under eight years go into the Infant Department. In some schools these last two departments might be placed in one room and a suitable number of teachers provided, so that grading, similar to that of the Youth's Department, might be arranged. THE WILKESBARRE PLAN. BY GEORGE S. BENNETT. THE topic assigned me is a large one. Being a business man I shall not attempt anything theoretical, but shall be as practical as possible. The best way I can serve you will be to give you the result of the effort made by our own school in trying to solve some of the problems of to-day, in the organization, management, and grading of Sunday schools. We have been asked to do this, and in speaking, therefore, of our own school, do not accuse us of seeking only to parade our school before you. We shall give you only the plans that have worked well with us, and tell you of the system and methods employed and now in actual operation in the Sunday school of the First Methodist Episcopal Church of Wilkesbarre, Pa. It has taken some time and much labor to get our machinery in working order. We do not claim to be pioneers or original. We have taken many of our ideas and plans from others; we have no patent right on our system. What we have is yours, and if we should find anything of yours in this line suited to our use we should not hesitate to appropriate and incorporate it in our own. CHURCH AND SCHOOL. We have a short and simple constitution, the form of which can be found in the Discipline of the Church. The school is a part of the church, and is under the supervision of the Sunday School Board, consisting of the pastor, the Sunday School Committee appointed by the Quarterly Conference, the officers and teachers of the school. The superintendent is nominated annually by the Sunday School Board, and confirmed by the Quarterly Conference. The other officers of the school, male and female assistant superintendents, secretary, treasurer, librarian (who appoints a suitable number of assistants), chorister, organist, teachers of the Primary and Intermediate Departments (who appoint their assistants), and the teacher of the Teachers' Class, are elected annually by ballot of the board. The teachers are nominated by the superintendent, with the concurrence of the pastor, and are elected annually by the board. The school is thus brought under the immediate care and control of the church, and is not a separate or distinct organization. Being thus one department of the church the official board of the church annually appropriates a sum of money sufficient to meet the ordinary running expenses of the school. Extra expenses are met in various ways. EXECUTIVE COMMITTEE. We have an Executive Committee of five, elected from among the officers and teachers, with the superintendent as chairman. This committee represents the school in the interim between the stated meetings of the Sunday School Board, conducts all examinations, has charge of all promotions from one class or department to another, the distribution of pupils to classes, and the assignment of teachers to classes. BUILDING. The building occupied by our school is one of the finest ever erected for Sunday school purposes. When dedicated, in 1877, Dr. (now Bishop) Vincent declared it to be the most complete Sunday school chapel in the United States, and this, he added, meant the world, for the buildings of the United States for Sunday school use were infinitely superior to those of other countries. It is constructed in the shape of a semicircle and is two stories high. The first, or ground floor, contains a prayer room, church parlors, class rooms, and the library. The second, or principal floor, is arranged especially for Sunday school uses. This is a vaulted room with a gallery running entirely around it. Beneath the gallery, and facing the superintendent, are placed the Primary and Intermediate Departments; their seats are on raised platforms. Large folding doors with glass panels and illuminated Scripture texts shut off these rooms from the Junior Department. The gallery over these rooms contains five large Senior Class rooms. The floors are a series of wide platforms, and chairs are used for seats. Lifting glazed doors, beautifully ornamented with appropriate Scripture texts, shut off these rooms from the auditorium. The main floor is occupied by the pupils of the Junior Department, who sit on chairs grouped around their class tables. The Normal Class sits at one side and the Reserve Corps at the other side, behind the Junior Classes. The superintendent, from his platform, commands a view of the entire school. He can see everyone and everyone can see him and the blackboard behind him. The rooms are so arranged that at the opening and closing exercises the schoolrooms can be made one audience room. The visitors' gallery is behind and over the head of the superintendent, facing the school. The woodwork of the interior is of Southern pine, finished in oil. The entire building is beautifully painted and frescoed, but the decorator's hand is shown more prominently on the walls and vaulted ceiling of the Sunday schoolroom, where the passion flower and grapevine are artistically blended with the Greek and Latin symbols representing Christ. In the arch over the superintendent's desk is a large--almost life-size--oil painting on canvas, and attached directly to the wall. It is a copy of Hoffmann's celebrated picture, "Christ in the Temple," and is pronounced a fine work of art. The floors are all covered with carpets, which are of colors that harmonize with the wall decorations, and the rooms are seated with chairs, making this Sunday school building unusually attractive and elegant. GRADING. Our school numbers 700, officers, teachers, and pupils, with a large percentage of men and women in the Senior Classes. We have most of the modern appliances for Sunday school work, and a most enterprising and faithful corps of officers and teachers. Until within four or five years our school had been divided into the usual Primary, Intermediate, Junior, and Senior Departments, and the teachers had for many years sustained a successful weekly teachers' meeting for the study of the lesson. There were, however, manifest weak points in the work done. The instruction on the part of the teachers, in many cases, was superficial, and there was lack of study on the part of the pupils. The Sunday school had been considered too much as a place where an hour or two could be pleasantly passed on the Sabbath, where the members could be entertained without much work or study on their part, and consequently was of little profit. Our officers and teachers for some time considered how our school might be improved, made more efficient, and more satisfactory results be obtained. A committee was appointed to consider the whole subject. The public school of to-day is looked upon as a model in method and thoroughness of work. While there are many points of difference between the two, yet progressive Sunday school workers have sought to overcome the apparent difficulties, and incorporate, as far as possible, the best features of the secular school. Some of the members of our committee had been either directors, officers, or teachers of public schools, and thus gave to the subject the benefit of their knowledge and experience. The committee spent considerable time in studying the plans adopted in successful schools--some of the more noted were visited; prominent Sunday school leaders were consulted, and in every way light and information were sought. They in due time made their report, which, after being thoroughly considered and discussed, was unanimously adopted, and the committee were instructed to carry out the recommendations of their report. The committee had a delicate task to perform, to take a school of 700 members and arrange them in the different grades sought to be established. The whole plan was carefully explained to the school, and printed circulars, containing full information, were placed in the hands of the Senior Department, where the greatest changes were to be made. The teachers for the new classes to be formed were first chosen, then the committee met with the other teachers of the classes in the Senior Grade, and by mutual agreement their scholars were permitted to leave any of the existing classes and join any of the new classes to be formed as they saw fit, without the least hesitation or embarrassment either on the part of pupil or teacher. The members of the Reserve Corps were secured by special invitation from the superintendent. The classes of the Junior Department were, with the general consent of their teachers, divided by the committee into the first, second, third, fourth, and fifth years. The committee used their best judgment and made the assignments without examination, general attainments and age being the standards. Transfers were also made from the Primary to the Intermediate, and from the Intermediate to the Junior Department of such as should be promoted. Most of these changes were made on a review Sunday, though some time was previously taken in the necessary detail work, and the transformation was accomplished with the best of feeling, both on the part of teachers and scholars. We have six grades. Primary, Intermediate, Junior, and Senior Departments, Normal Class, and Reserve Corps. LESSONS. The International Lessons are used throughout the entire school. The standard of promotion from one department to another is the age of the pupil, knowledge of the ordinary lessons, and especially of the supplemental lessons studied in each class of the school, with two or three exceptions. These supplemental lessons occupy the first five minutes of each lesson period, and contain valuable information in regard to the Bible and the Church. THE PRIMARY DEPARTMENT. In this room the instruction is oral, and the lesson is taught to the entire class by the principal. She is assisted by several ladies in maintaining order, leading the music, marking the roll, taking the collection, noting birthdays, and caring for the wants of the children. The blackboard and visible illustrations are freely used. The children remain here until they are eight years of age. They are taught besides the regular lessons the Lord's Prayer, the Beatitudes, a number of verses of Scripture, and several Psalms. On passing an examination on these supplemental lessons they are promoted to the intermediate Department. THE INTERMEDIATE DEPARTMENT. In this room also the instruction is mainly oral. The children are taught the lesson by the principal, who uses blackboards and charts when needed. She likewise has her assistants, who perform for her the same service as is rendered by the assistants in the Primary Department. The Catechism of the Church, the Ten Commandments and the Apostles' Creed are taught as supplemental lessons. Here the children remain three years, or until they are eleven years of age. On passing an examination on the supplemental lessons they are promoted to the Junior Department. THE JUNIOR DEPARTMENT. In this department the boys and girls are assigned to separate classes. As far as possible the girls are taught by male and the boys by female teachers. Each class contains six or eight pupils, who sit around a little table, the drawer of which holds their order of exercises and singing books. The pupils remain in this department five years, or until they are sixteen years of age. These classes are divided into five sections, representing the five years of study in this grade. The pupils of the first section, or year, occupy seats to the right, immediately in front of the superintendent; the pupils of the second year at the left, immediately in front of the superintendent; the pupils of the third year behind the first, and the pupils of the fourth year behind the second. The pupils of the fifth year sit at one side, at the left, and are divided into two large classes for convenience sake, and use for recitation two of the church rooms on the first floor of the building. The teachers go with their classes as they are promoted from year to year in this grade, and when their classes are promoted to the Senior Department they turn back and take new classes from the Intermediate Department. The pupils of the first year, the most recent from the Intermediate Department, remain in this section one year, and then, if able to pass a satisfactory examination in the names of the books of the Bible and the five doctrines of grace, they may be promoted with their teachers to the second year. The supplemental lessons in this grade are printed on cards and furnished to each scholar. The pupils of the second year remain in this section one year, and then, if able to pass a satisfactory examination in Bible biography from Adam to the Judges, the Apostles' Creed and the Beatitudes, they may be promoted to the third year. The pupils of the third year remain in this section one year, and then, if able to pass a satisfactory examination in Bible biography of the Judges and Kings, the Ten Commandments, the Great and New Commandments, they may be promoted to the fourth year. The pupils of the fourth year remain in this section one year, and then, if able to pass a satisfactory examination in the biography of the New Testament, the women of note in the Old and New Testaments and the eight points of Church economy, they may be promoted to the fifth year. The pupils of the fifth year remain in this section one year, and then, if able to pass a satisfactory examination in Bible geography and history, they may be promoted to the Senior Department. THE RECEPTION CLASS. Connected with the Junior Department is a Reception Class for pupils between the ages of eleven and sixteen. All new scholars who join the school and are entitled to enter the Junior Department become members of this class. The teacher makes it her special duty to learn the scholar's age, attainments, home influence and surroundings, and tests his punctuality and regularity of attendance. After the scholar has passed a satisfactory probation he is assigned to a class in the graded system of the school. THE SENIOR DEPARTMENT. In the Senior Department the classes occupy three of the five large rooms in the gallery. The members of these classes remain in this grade three years. They study as supplemental lessons "The Chautauqua Text Book Number 19--'The Book of Books,'" divided into a course of study for three years. Those who pass satisfactory examinations, and who desire it, are promoted to the Normal Class. There is connected with the Senior Department a Lecture Class, where the lesson is taught entirely by the lecture method. No questions are asked the members. Visitors and strangers are made welcome to seats in this class. There is also a General Bible Class, where the lesson is largely taught by questions and answers. These two classes--the Lecture and General Bible Class--occupy large rooms in the gallery, and are for those graduates of the Senior Department who do not wish to fit themselves for teachers in the Normal Class, and for all others of mature years who wish to study the International Sunday School Lessons without entering the graded system of the school. THE NORMAL CLASS. The Normal Class occupies seats on the main floor, at the left of the superintendent, during the opening and closing exercises, and uses for recitation one of the church rooms on the first floor of the building, furnished with blackboard and maps. In the Normal Class the regular International Lessons are studied very briefly. For two years the class is taught the lessons of the Chautauqua Normal Union, and passes yearly written examinations on the studies pursued. At the end of two years the members who have passed satisfactorily the examinations on the printed papers furnished by the Normal Union are graduated, receive their diplomas, and are promoted to the Reserve Corps, to be drafted on occasion into the teaching force. THE RESERVE CORPS. The Reserve Corps consists of the graduates of the Normal Class and others who are specially fitted for teaching. They occupy seats on the main floor, at the right of the superintendent, during the opening and closing exercises, and use for recitation one of the church rooms on the first floor of the building. The members of this class enter it with the distinct understanding that they will hold themselves in readiness to teach when called upon, and they act, in turn, as substitute teachers for the regular teachers who may be absent. They study the lessons one week in advance of the school, so when asked to teach a class they are prepared by the study of the previous Sabbath. From this class the permanent teachers of the school are generally taken. This fact is a great incentive to diligence and punctuality on the part of the regular teachers, as they know that a number of qualified persons stand ready to take their places if they are irregular or not acceptable. PROMOTIONS. Examinations in each department are held during the month of March, by the Executive Committee, and the promotions are all made on one Sunday in April. This promotion or commencement day becomes one of great interest and importance. The members of the Normal Class who have passed their examinations are presented before the entire school by their teacher for graduation. They receive their diplomas from the hands of the pastor, who presents them with words of praise and encouragement. They then take their seats with the Reserve Corps. Promotions from the Senior Department then fill up again the Normal Class. Promotions from the Junior Classes fill up the empty room in the Senior Department. The Junior Classes are all advanced one year, and the Intermediate Department gives a new first year to the Junior Grade. The depletion of the Intermediate Department is then supplied from the Primary Department. The primary room fills up, not by promotions, but by constant accessions made from Sunday to Sunday. CONCLUSION. We have tried to give you, as best we could, some idea of our school. We are by no means satisfied with it; there are too many weak places yet to be found. We do not allow, however, our pupils to go on from year to year without learning something, and we afford them the opportunity of gaining much valuable knowledge. We shall continue to labor on in this line and try to make it what its name signifies that it is, a school--a school on the Sabbath for the study of God's word. We have gone into detail in regard to our work that we might help some out of difficulties under which they may labor. If we have dropped a word, or made any suggestions that shall be helpful to Sunday school workers in organizing and conducting their schools, we shall be amply paid for the preparation of this paper. THE DETROIT PLAN. BY HORACE HITCHCOCK. FOR many years, while serving as superintendent of Sunday schools, I saw hundreds of children grow up to young manhood and womanhood, and in a majority of cases go out from the school because they had reached such maturity. Every conceivable effort was made to retain them by securing the best teachers and offering such attractive social influences as could be introduced into a class. Occasionally some magnetic teacher with marked and strong personality would succeed for a time in holding a considerable number of young people in the school, but such teachers were hard to find. The The scholars never seemed willing subjects, but bound in some way to a service that was neither palatable nor in all cases profitable. Why is this so? was the question asked by troubled teacher and superintendent, and too often it was attributed to the perverseness of the young people, and they were given over to the world with the hope that early instruction might have left some seed in their hearts that would in future years bear fruit for their good and the glory of God. In the midst of these discouraging conditions, which seemed to be almost universal in the Sunday school (so much so that in every institute program was found this topic: "How can the young people be retained in the Sunday school," and when the paper was read and the discussion ended, the mystery was not solved), the writer began to search for the cause that produced these conditions, and asked the question of himself. Why did you leave the Sunday school at the age of sixteen, just as these people do you are so troubled about? Going back to those days and digging out of memory their thoughts, I found that there existed in my mind the thought which was confirmed by the conduct of all schools, that the Sunday school was for children, and not for young people, and that as I was no longer a child I was out of place. It was not that I did not like to be in the school, but that I had changed conditions and the school had not; therefore was not adapted to me or my wants. This was a revelation which led to the thought that the fault was not in the splendid young men and women who left us, but that of the organization and adaptation of the school to their needs. The conclusion was that if we would retain our young people in the school and church, we must adopt methods and instruction which would be in accord with their age and thought. The public schools at once gave a pattern to be followed. The graded system made some part of the school fit every scholar who came to it, and gave to each one in lower grade a laudable and helpful ambition to reach the higher. This idea, I conceived, might, in a modified form, be introduced into the Sunday school, and as soon as the plan was matured I proceeded to introduce it into the Central Methodist Episcopal Sunday School of Detroit. I will as briefly as possible outline it, trusting it may be helpful to others. GRADES. The school was divided into four grades, namely, the Primary, Intermediate, Junior, and Senior, with two other departments, the Normal and the Home, each one of which was under the direction of a special superintendent, all of whom were under the direction of the general superintendent, the object of this being to make some person who was adapted to the place responsible for the department; and it has proved to be an excellent feature of the graded system, as every assistant superintendent, without any friction with others, has been ambitious to make his or her department as successful as possible. THE PRIMARY DEPARTMENT. This grade should consist of all children under eight years of age, under the instruction of a single teacher, with such assistants as are needed. Kindergarten methods of instruction may be introduced to give variety, and by the object lessons used to teach through the eye and by the movements of the body lessons from the Word never to be forgotten. Before promotion to a higher grade scholars should be able to repeat from memory the Apostles' Creed, the Ten Commandments, and the Twenty-third Psalm. The ingenious teacher in this grade will invent a hundred methods for instruction, but before all she must comprehend that she is in the most responsible position in the school. She is laying the foundation for the instruction of the other grades, and as she builds so will the superstructure be strong or weak. THE INTERMEDIATE DEPARTMENT. This grade should be made up of scholars promoted from the Primary Grade, and all between the ages of eight and twelve years, and should be divided into classes of about seven scholars each. They should study the same lesson as the Junior and Senior Grades, and in addition to that the Catechism of the Church to which the school belongs. This may be taught by the teacher of the class or by the superintendent of the department. Promotion to the Junior Grade should be made when scholars are about twelve years of age, or upon a test of fifty questions in the Catechism, to be answered in writing, the scholars to pass if forty are answered correctly. This is the test we employ in this grade. It is important that much should be done for these scholars. Special printed programs and reviews should be prepared for them, and they should receive much attention from the officers of the school. This department should also be a training school for teachers, who should be selected from the Seniors for their fitness for such work and after a pledge has been made that they will attend the weekly teachers' meeting for study and help in methods. These teachers should be promoted with their classes when they show they can do more advanced work. Great care should be taken in the selection of a superintendent. One who is apt to teach will find abundant opportunity to assist both teachers and scholars. THE JUNIOR DEPARTMENT. All scholars between the ages of twelve and sixteen should be placed in this grade. In most schools this will be the largest department. The wisest and best teachers should be selected for it, as the scholars are of that age in which we find them restless and difficult to interest. As a rule it will be in the same room with the Seniors, and should be recognized as a grade as frequently as Seniors. It may be done in many ways, but should be especially in the opening and closing exercises of the school. They may be called upon to read responsively with the Seniors, or to sing the solo part of a hymn while all join in the chorus. Special work may be given them in connection with the school, but not jointly with any other department. If you can keep the Junior Grade busy you can both educate and benefit them. They have great pride in being recognized as a separate organization. The members of this grade should be promoted at the age of sixteen to the Senior Grade. It may be on some examination, but I believe it not best, for this is the point where the boy and girl have gone away from school because they thought they were no longer children and a child's school was not the place for them. Recognize the fact that they are young people as soon as they do, and promote them because they are, into an element that is congenial. At once they are bound to the school by personal pride and by social influences that they are not quick to abandon. Use these elements wisely, and the school has won a victory. The superintendent of this department should be a person whom all the boys and girls like because he is one of them, and while he is "one of them" he should not forget above all things that he is their superintendent, with a responsibility resting upon him to secure their salvation. THE SENIOR DEPARTMENT. This most important grade will have in it all persons over sixteen years of age, and all classes should be on an equal footing; that is, that all should be called Senior Classes, whether the members are sixteen or sixty. There should be no "Bible classes." In the formation of Senior Classes great care should be taken so to adjust them that there shall be no friction. The social idea must be considered, although the scholar should not know that it is being thought of. Scholars who would have no sympathy with each other, and who would never harmonize, should never be placed in the same class; if they are, one or the other will leave the class or school. In the selection of teachers for the Senior Classes great care should be taken. These scholars must be taught, not entertained; so men and women must, if possible, be found who are well informed, apt to teach, consecrated to their work, and who will give to their lesson and class such attention as is required to insure successful work. It is far better in this grade to have a few good teachers with large classes than many teachers, some of whom are incompetent to instruct, and smaller classes. Special instruction should be given in the way of courses of consecutive lessons, lectures, and anything that will supply the intellectual wants of these young people. Never allow the methods of instruction to get into ruts. Teachers should be helped by pastor and superintendent, and nothing should be left undone which would interest and attract the young people. The social element should be employed under careful supervision, but always with the Senior Grade alone. Never allow the children of lower grades to have a part in a social gathering with the Seniors unless by special invitation of the young people. This is the point where they are sensitive, and it must be well guarded. Employ the young people in every possible way. Let the ruling members of the church recognize them and give them all the church work possible, and they will do it, not only well, but with a spirit that will be inspiring to the church. Many years of experience convince me that from this department must come the best material for teachers for the school, and will help to settle the vexed question as to where we can get teachers. Take them from the Senior Grade and give them such Normal training as will fit them for teachers and officers. The knowledge that the superintendent is looking among the Seniors for competent persons to fill all places of responsibility is a great inspiration to them, and exalts their idea of the character and usefulness of the Sunday school. The members of this grade are at an age when they are ready to enter upon some business, and the question as to what it shall be and where they shall get a situation is a very serious one to them. There is no way in which officers and teachers can bind the young people more closely to themselves and the school than by taking a personal interest in their business, and helping them to secure such employment as they need, and securing situations where they will be under good influences. SUGGESTIONS. In the Primary Grade a great effort should be made by the teachers to secure a personal acquaintance with the mothers of the children. If possible call at their homes and thereby learn something of their home life, always making a memorandum of such things as impress the teacher as having an influence upon the character of the scholar. A Saturday afternoon reception for the mothers, who, if possible, are to bring their children, is an excellent method. It should be very informal. Avoid in this grade, as in all others, the idea of paying scholars by prizes, or in any other way, for efforts made to learn or do what is right, but always keep before them the idea that they are to do well because it is right. This gives the little ones a self-respect which is powerful in its influence. In making promotions from one grade to another it is not best to have ironclad rules. If a class is to be promoted it is not best to leave one or more out because they have not quite reached the age required. Neither is it wise to insist upon a scholar being promoted because he has reached the proper age, unless he is willing to leave the class he is in. Promotion may be made once or twice a year. I think once is best, and then it should be at a special service in which all the school should take part. If a teacher is a misfit in a class the time for promotions is the time to put that teacher where he can work without friction, without giving any publicity to the change. It is also an excellent time to place a scholar not easily controlled with a teacher who is especially fitted to handle him. The scholar should never know why the change was made. Every Sunday school should have a Normal Class. Courses of study have been prepared which can be handled by any good teacher or pastor who will make an effort. This course will give not only teachers but scholars an exalted idea of the Bible as a book, and prepare them to expound the lessons as they could not without such a course of study. If there is not a class individuals may take the course alone and pass examinations, which will entitle them to the diploma of some of the Sunday school assemblies. Many superintendents say they cannot grade their schools because they have not separate rooms for the departments. It is desirable to have separate rooms, but if you do not have them you should grade the school, putting each grade by itself in some part of the room, if you have but the one. An aisle or a curtain may be the dividing line. Most excellent results have been realized where the whole school was in one room. The Home Department is for the benefit of persons who cannot attend Sunday school. The conditions upon which membership is secured are that they shall study the lesson for the day one half hour on the Sabbath; all members to report quarterly whether they have kept the pledge. Those who join this department are members of the school and entitled to all its privileges, such as lesson helps, the use of library, and all other things that other members enjoy. This department should include persons who are distant from the school, the aged, the sick, and may include persons who reside hundreds of miles away, especially those who have been members of the school in other days. This department should have a superintendent who will give it attention and look after all who become members. THE ERIE PLAN. BY H. A. STRONG. THE query often arises whether the modern Sunday school is now at its maximum of efficiency in the line of its development. Wonderful is the progress already attained. The introduction of the International Lesson System marks an epoch. Before that separate schools and even teachers were a law unto themselves. Now schools are in touch one with another; sectarian barriers have been broken down; the unity of the cause is recognized. The Church is one; so are her schools. The culture and the spirituality of the Church catholic everywhere are now the teacher of the teachers. Helps to Bible study are so multiplied and improved that it is difficult to see how an advance step could be taken here. The testimony is well-nigh uncontradicted that the Bible is studied as never before in the light of modern research and science. Teachers, as a body, are measuring up to these privileges and responsibilities. The advance movement in Sunday school work may not be in its literature, nor in the efficiency or the enthusiasm of its corps of teachers. Elsewhere must we look for the necessity for improvement. The Sunday school is a school. The expression sounds trite and tautological; but it needs emphasis. Bishop Vincent in his latest book, "The Modern Sunday School," discusses the proposition that the "Sunday school is and must be a school." Out of the fullness of his knowledge and experience proof is there given that the organization, system of teaching, and methods of the public schools must be appropriated by the Sunday school of the day. The modern Sunday school must stand or fall as it is contrasted with the modern public school. By such a comparison alone can excellencies or deficiencies be revealed. Wonderful has been the development of the public school system in the present generation. Great teachers have appeared in all ages and schools have gathered about them. But this age is remarkable in this, that it has adopted a system of instruction for youth and has trained teachers for that system. The combination of these two elements makes the modern common school system. Let the adults of to-day state the case of their day. Such a comparison would show the value of the present. The great boon from the State to the youth of to-day is an educational system based on scientific principles. In that system two essentials must be emphasized: first, departments; and, second, the place of the pupil. These departments form a series that are mutually related and dependent. They each mark a step in the development of the mind of the pupil. Again, the pupil has his proper place in that system, assigned not by caprice but by a principle. That principle is the attainment of the pupil in the studies of the system. A competent instructor could find by examination the true place of any pupil in any city public school. Such a statement is so self-evident that it excites no surprise. It is as it should be. The method of assignment and promotion is the public school system. Without it that system would not be what it is. Apply now these essentials as tests to the Sunday schools. How are pupils there assigned and promoted? The answer must be that such assignment and promotions are there unknown. Here we touch a radical defect and weakness. The statement of that weakness hardly needs elaboration. As we study further the public school system we find there a course of study. That course of study, comprehensive and complete, the work of educators, is the glory of the system. It is this curriculum that makes its pupils students. In these points also compare the Sunday school. A summary of these conclusions may be made. The modern Sunday school is not the peer of the modern public school. The Sunday school has a defective system of unrelated, independent departments. The modern public school has a perfect system of correlated dependent departments. The Sunday school has no system of promotions, no training school for teachers, and no course of study. Do its pupils study? Why, they are not required, nor examined. Is there a remedy for such defects? Could its department be perfected? Yes; but the disease is deeper than that. Could a system of promotions be devised? Undoubtedly. Could a teachers' class be formed? Many schools have that. To treat these symptoms separately is not to reach the source of the disease. It is but to tamper with difficulties. The solution lies in a "Course of Study." In the public school the system rallied around a common center--its course of study. All the agencies employed were to render that course effective. Out of a supplemental lesson system will arise conditions that will crystallize into correlation of departments, methods of promotion, a Normal Department with its commencement day, and, best of all, by the help of the home and the church, an atmosphere of study for the scholar without which a school cannot be. It is believed that such a course of study is practicable. Is it not thus that the modern Sunday school as a school must be improved? It is evident that the course of instruction in the Sunday school will be different from that of the day school. There, mental culture is sought; here, spiritual culture is the end in view. There, many are the text-books on diverse themes; here, one book and one theme. The Bible and its revelation must be the book and the theme of any supplemental lesson system. It may be taken as an axiom that that system will be the most efficient and acceptable which has the most of the Bible in it and whose teachings best mirror the Bible. The writer has prepared a series of text-books to be used as a supplemental course of study in the Sunday school. These books have been compiled in connection with his work as superintendent; and as they were completed they were tested in the Sunday school at Erie, Pa. The first one was written five years ago, and since then they have been continuously used. This school, as now graded, consists of the following departments: Primary, Junior, Senior, Normal, Reserve, and Assembly. The Primary Department has a four years' course and classes to correspond. The Normal Department has adopted the two years' course of study of the Chautauqua Normal Union. The course of study to which attention is directed is an eight years' course--four years for the Junior Department and four for the Senior Department. This course receives pupils from the Primary room at the age of about ten, and, after it is finished, passes them on to the Normal Department. THE BOOKS OF THE COURSE:[A] _Junior Department:_ First Year--Catechism. Second Year--Catechism. Third Year--Life of Christ. Fourth Year--Church History. _Senior Department:_ First Year--Jewish History. Second Year--Jewish History and the Bible. Third Year--Christian Evidences. Fourth Year--Christian Evidences. All these books are catechetical in form, simple in statement, and seek through the questions to give the theme a natural unfolding. They are printed uniform in series. The Junior books have each about twenty pages the size of the Church Catechism, and the Senior books have each about thirty pages. The Catechism is the first book of the series. Experience teaches that then memory best aids in its mastery. To these text-books on the Catechism is added a supplement on the books of the Bible and its history and geography. The "Life of Christ" undertakes to tell that life in the words of the gospels. "Church History" treats of the apostolic Church and great events in that history, as the Crusades and the Reformation under Luther and Wesley. The first Senior book, "Jewish History," follows mainly the outline of the Old Testament emphasized by the lessons of the international course. The second year book completes that history, and has chapters on the Bible--its translations and geography, etc. The third and fourth years are employed in the study of "Christian Evidences." A glance shows that the course of study is a study of the Bible, the Junior books being taken from the New Testament, while the Senior cover the Old Testament. This system calls for regular examination in which the classes of the school participate; it creates an atmosphere of study for the scholars. They are expected and required to study, and they meet that expectation. This system further promotes harmony between the different departments of the school and forms a basis for promotion for the scholars and classes. Promotions are as regular and as judicious as in the public schools. For what it is, and what it promises, it is brought to the attention of the Church and Sunday school. THE GRADING. In this work the number of departments into which the school is to be divided must be fixed. The following will probably be found requisite: Primary, Junior, Senior, Normal, Assembly, and Reserve Departments. The Primary Department may be graded in unison with the school and a course of four years' study be adopted. The Normal Department takes the Chautauqua Assembly course of study. The Assembly is the adult Bible Class of the school. Graduates of the Normal Department constitute the Reserve Department. This department studies the Sunday school lesson a week in advance of the rest of the school, and stands ready to fill the places of absentee teachers. The main body of the school constitutes the Junior and the Senior departments. The course of study is for these Departments, and covers a period of eight years. Their grading is a work of tact and difficulty. The scholars should be formed into classes, averaging seven to a class. These classes, when organized, should be seated in the school, with the view of promotion from year to year. In a school of five hundred pupils the classes would average about five to each grade. Where these departments occupy the same room the Juniors may be seated on one side, according to rank, and the Seniors on the other side. The position of the class, being won by merit, becomes a place of honor which the superintendent wisely uses. In the first organization a perfect grade is not attainable. Out of the material given only an approximation to the ideal can be hoped for. Time will cure defects. Each year the entire system moves. With a few annual promotions the actual attains the ideal and the system becomes perfect in its grade. In this we make haste slowly. THE STUDY OF THE BOOKS. The time of the introduction of the books and the method of their study are for the decision of the school. A suggestion may be offered. The Sunday school year may follow that of the public school. If so, their study would begin in September, and the examination would be the June following. But, whenever introduced, it should be made plain that the books are auxiliary only to the International System of Bible study. Each session should have an allotted period of time, at least five minutes, for their study. Each teacher can divide the given matter into convenient parts so that the whole may be mastered in nine months. This study will be tested by an examination. THE ANNUAL EXAMINATION. This examination is the keystone of the whole system. Without it the course of study is a failure. Its importance must be emphasized before the whole school. How to emphasize it is a problem that each school must solve. A description of the plan adopted in the school where the system originated may throw some light on that question. Some Sunday in June is selected as the day for the examination, and of that day the school is forewarned. Examination questions, twenty in number, and covering the work of the year, are furnished each scholar. These questions are so printed as to leave blank spaces under each question for the answer to be written by the scholar. The whole session of the school is given up to the examination. The papers are gathered and careful work is put thereon in marking the same. Each answer is marked on a scale of 5, and, if the answers are correct, the paper is marked 100. The marks thus make a system of percentage easily understood by all. The minimum percentage to pass the examination is 75. Those who get 75 and upward are known as honor students. The Sunday following the examination a full report of the work of the school is read. An honor roll of students who pass the examination is placed upon the blackboard or printed in fine form and placed upon the walls of the room. These honor names are arranged alphabetically and without the percentage of standing, so that it is an equal honor to all students. The Commencement Day of the graduates of the Normal Class occurs shortly after the examination. These exercises are given on some suitable evening of the week, and are made the event of the school year. After the exercises comes the banquet. For this occasion the Sunday school room is made by the graduates a veritable bower of floral beauty. The Normal graduates and the honor students are received as the honored guests at these festivities. Such a description may make plain how to emphasize the examination. At least two months before the examination the superintendent should make short, pointed appeals to the scholars and try to fill them with the spirit of study. These examination honors, open to every one, should be made plain to all. Adults work with an object in view. It is the same with the children. The written examination, its report read to the school, the roll of honor, the promotions, the Commencement and its banquet, are appeals not made in vain to the modern child. What must be the legitimate result of such an appeal to the children? They work for the examination as they do for the examination in the public schools. These last weeks are busy ones. They meet evenings at the homes of the teachers, and on Sunday they gather at the church in special session for class study. Under such inspiration whole classes have handed in perfect papers. And yet some may and will fail. For them a second examination is given. Then on the day of promotion the whole school moves forward and occupies the rank won. A course of study can thus revolutionize a school and create an atmosphere of genuine study. FOOTNOTE: [A] These books have been published in pamphlet form by the Methodist Book Concern as "Graded Lessons for the Sunday School." THE CHICOPEE PLAN. BY HON. L. E. HITCHCOCK. CAN the graded system be successfully used in small Sunday schools? The plan described in this article has been in successful operation for several years in the Central Methodist Episcopal Sunday school in Chicopee, Mass., in which the membership during that time has averaged 200 and the average attendance has been about 150. Before describing in detail the plan it may be well to stale three principles on which the plan is based: 1. A school, in order to be such, must be instructive as well as evangelistic, and if instruction is to be given there are many principles of instruction which have been worked out in our system of public schools and which have come to be accepted as right principles of teaching anything, and these principles cannot be ignored in teaching in the Sunday schools any more than they can in the day schools without impairment of the results desired. 2. In general terms, the most important principle of successful teaching is that it should be progressive and adapted in succeeding years to the normal development of the mind of the average child, and this relates to the method of teaching a given subject as well as to the selection of the subjects which shall be taught. 3. Another principle of successful teaching which is of almost as much importance as the one just alluded to is that there shall be one person at the head with a definite plan of work. Applying these principles to Sunday school work, this school supposes that there is certain instruction which properly belongs to the Sunday school to give; that there is no reason why the Sunday school should not make use of the best methods of instruction which are known to educators so far as applicable; and that when the superintendent is elected to his place the church in effect commits to him or her the entire care of that part of the work of the church, and that it is perfectly proper for him to direct his teachers in the work which he will have done in his school during his term of office. PLAN OF ORGANIZATION The school is divided into three departments, Primary, Intermediate, and Senior. The Primary Department keeps the children until the New Year after they are eight years old; the Intermediate takes them through a ten years' course of study, and then the Senior Department receives them into the Bible classes. The Primary Department, which meets in a room by itself and has its own order of exercises, is divided into as many classes with separate teachers as may be necessary for the proper care of its little folks, and all under the care of a superintendent of that department. The usual exercises of this department are of the general character customary in such grades. In July the class which will graduate at the end of the year is formed and placed in the care of a certain teacher, whose special duty is to see that the class is prepared to graduate. The graduating exercises are public, and a neat diploma is presented to each scholar who thus graduates. The Intermediate Department is divided into ten grades, each representing a year of study and each containing two classes, one of boys and one of girls, although there is no reason why boys and girls should not be together in the same class. There is no division of the Senior Department into grades. It contains only three classes, namely, the Young Men's Bible Class, the Young Ladies' Bible Class, and the General Class. COURSES OF STUDY. The principal work of the school is done along the lines of the International Lessons, which are used in all the departments, although the method of teaching them varies in the different grades. In addition to the International Lessons Supplemental Lessons are taught in the Primary and Intermediate Departments. In the Primary Department these include the Lord's Prayer, the Ten Commandments, the Twenty-third Psalm, the Beatitudes, and the Apostles' Creed. The following schedule will show at a glance what are the specific studies of each grade in the Intermediate Department: ----------------------------------------------------------------------- Age. | Grade. | International Lesson. | Supplemental Lesson.[B] ----------------------------------------------------------------------- | | | 9 | I | Learn and recite the | First half of Catechism | | memory verses. | No. 1. | | | 10 | II | Same as Grade I. | Last half of Catechism | | | No. I. | | | 11 | III | Learn memory verses | Life of Jesus. | | and one thought. | | | | 12 | IV | Study persons (if any) | Studies about the | | and one thought. | Bible. | | | 13 | V | Study places (if any) | Bible Geography. | | and two thoughts. | | | | 14 | VI | Study manners and customs | Bible History. | | and two thoughts. | | | | 15 | VII | Teachings of the lesson | History of Christian | | having special reference | Church. | | to manhood and | | | womanhood. | | | | 16 | VIII | Same as Grade VII. | History of M. E. | | | Church. | | | 17 | IX | Teachings of lesson bearing | Doctrine and rules | | directly upon practical | of the M. E. | | Christianity. | Church. | | | 18 | X | Same as Grade IX. | Government of M. | | | E. Church. ----------------------------------------------------------------------- Some explanation of the above is needed: 1. The study of the International Lessons. In all the grades the first things to be learned in each lesson are the title, the Golden Text, and the lesson story, and after these are learned the teachers take up the specific grade instruction as above. The lesson thought, which appears first in Grade III, is carried through all the remaining grades as the central thought for the session. These thoughts are selected by the superintendent, and by him indicated to the teachers at the beginning of each quarter. To illustrate: Take the lesson for September 11, 1892, the title of which was Philip and the Ethiopian. After learning the title, Golden Text, and lesson story the different grades will study as follows: Grades I and II. Learn the memory verses: 35-38. Grade III. Learn the memory verses and study thought: "Philip preached Jesus." Grade IV. Study about the persons: Philip, Candace, the eunuch, and Esaias, and also the same thought as in Grade III. Grade V. Study about the places: Jerusalem, Gaza, Ethiopia, Azotus, and Cesarea, and the two thoughts: "Philip preached Jesus," and "Prompt response to call of duty." Grade VI. Study customs: going to Jerusalem to worship, ceremony of baptism, riding in chariot, and the same two thoughts as in Grade V. Grades VII and VIII. Thoughts-- "Philip preached Jesus." "Prompt response to call of duty." "Habit of reading." "Understand as you read." "Act up to your knowledge." Grades IX and X. Thoughts-- "Philip preached Jesus. I can do the same." "Prompt response to call of duty. How these calls come." "Fulfillment of prophecy." "Immediate conversion and baptism." "The new-found joy." 2. The Supplemental Lessons. The aim of these lessons is to furnish systematic instruction upon the subjects indicated, which are matters that every well-informed person ought to know, but which cannot be taught from the International Lessons. Each year contains thirty-six lessons which can easily be memorized and recited in the twenty minutes usually allowed for this study. The titles readily suggest the nature of the lessons. A weekly teachers' meeting is held under the direction of the superintendent for the purpose of assisting the teachers in the right understanding of the things required to be taught on the succeeding Sunday, and instructing them in methods of teaching that particular lesson. It is a sort of teachers' meeting and normal class combined. EXAMINATIONS AND MARKS. Written examinations upon the International Lessons are held at the end of each quarter, and one upon the Supplemental Lessons is held near the close of the year, upon each of which the scholars are marked. Each scholar is also marked at each session of the school upon a scale of five credits, as follows: one for attendance at the opening of the school, one for attention during school time, one for attendance at closing the school, one for attendance upon preaching service, and one for lesson study at home. These marks, taken in connection with the examination marks and the knowledge of the general work of the scholar during the year, determine his promotion at the end of the year. The scholar who completes the course satisfactorily is awarded the diploma of graduation and admitted to the Senior Department of the school. No special work other than that usually taken up in Bible classes has been attempted in any of the classes of the Senior Department. SPIRITUAL WORK. Although great stress is laid upon the work of instruction in the school, it must not be concluded that the spiritual work is overlooked. This is attended to in two ways: first, in the lesson thoughts in connection with the International Lessons, which are selected, as far as possible, to enable the teachers to illustrate and enforce spiritual truths; and, secondly, each teacher is expected to do all she can in the way of personal example and influence to bring the members of her class to Christ. Of course, if any special religious interest at any time in the church seems to call for it, the work of the school is suspended and all the energy is brought to bear upon the evangelistic part of the work. RESULTS. The actual working of this plan has demonstrated that many things which might seem to be objections have been only imaginary. At the start the scholars were classified according to their ages, with occasional modifications with reference to their places in the public schools, and the teachers were placed in the different grades with reference to their relative abilities, and they were asked to teach certain specific things, which of course they cheerfully did. The scholars, who are accustomed to this method in the public schools, at once caught the idea, and their parents became interested to see that their lessons were learned before coming to the school. The attendance of teachers became more regular, for each teacher, having his own specific work to do, very soon realized that if he were absent his work could not be fully done by a substitute, and the attendance of the scholars was much improved, for they could see actual advancement from Sunday to Sunday. The attendance of scholars in the Intermediate Department averages fully twenty per cent more than in any other department. Of course, the adoption of any system of graded work means considerable work for a superintendent at the start, and this to a busy man is a serious matter; but after the system is fairly started it works easier and with less friction to annoy than any other plan, and the cause is worthy of the effort required. Two reasons why schools should be graded may be given: 1. Children will be interested in what they can understand, and if the instruction both as to form and substance is adapted to their growing intellectual abilities it will easily be received and taken care of, while, on the other hand, if it is not comprehended it excites no interest in the mind of the child, and he is glad to get out of the school as soon as he can. 2. The teachers do not go on with their classes from year to year indefinitely, and by this means it is possible to bring ten succeeding classes under the teaching of the ablest teacher you can get in a particular grade, instead of confining that able teacher to only one class for ten years. There can surely be no question as to which is the better course. FOOTNOTE: [B] These Supplemental Lessons have been published by Hunt & Eaton, New York, as "The Ten Minute Series." THE LYNCHBURG PLAN. BY IRVINE GARLAND PENN. IT was early in the year of 1890 when it became a positive fact, to the superintendent who is now leading our Sunday school, that we had accomplished practically nothing as a school during the twenty years of our existence. In this school our superintendent was entered when but a lad of five years. He had shifted from class to class, not by reason of any promotion by the superintendent, teacher, or any other officer of the school, but as he advanced in age from five to eight, eight to ten, and ten to fifteen years he correspondingly grew in size, and of his own free will and accord he moved from class to class, with no other recommendation for promotion but age and size. At the age of fifteen he was made secretary, and in that official capacity he took account of the pennies collected, disbursing them as the board might order. Our future superintendent was then promoted to be the teacher of Bible Class No. 3. It was not Class "Three" because its members knew more or less than Class 1 and 2, but because its members were a class of misses, while Classes 1 and 2 were masters and young men. In fact, Class 3 was as much entitled to be Class 1 as Class 1 was to be Class 1. He was then promoted to his present position. His career is related in order that it may be shown that the conclusion which he had reached was founded upon personal experience and observation, which he took no account of then, but which served to demonstrate more forcibly to him that the Sunday school was accomplishing nothing save the one fact that it met on Sunday mornings ostensibly for religious instruction. It must be said, however, in justice to other superintendents, that, whatever inclination he had to seek and ascertain the defects and best needs of the school, he was led slightly in that direction by those who had shown that something was needed, and who knew that a change must take place if our Sunday school would maintain her standing as a large and growing one in the community. We numbered four hundred, in round figures, and while during the boyhood of our superintendent the corps of teachers were not efficient, by reason of the lack of advantages necessary to proper qualification, yet when he came into office he found himself surrounded by a corps of teachers nearly all of whom were prepared by intellectual and divine strength to teach anything that could possibly be put into a Sunday school course with propriety. No longer were there "blind leaders of the blind" in the school, but intelligent leaders in mind and heart. It was a proposition that needed no demonstration to our superintendent that he now had the opportunity to present the one thing needful in the school, namely, method and system in instruction and the adaptiveness of work to the susceptibility of the pupil, which is the essence of the grade idea. As soon, then, as this idea was clear, our superintendent at once began inquiry and to hunt literature bearing on this subject. "The Modern Sunday School," by Bishop J. H. Vincent, was the first book consulted, and the first sentence of Chapter XII, on Gradation, gave the idea which settled the conviction. The sentence reads: "The Sunday school is a school." Nothing is truer than this one sentence, and the sooner our superintendents and teachers get this one idea ineradicably fixed in their minds the better it will be for our Sunday school interests. Most assuredly the "Sunday school is a school" to teach the things of God, to instill his truths and impress his good deeds and loving favors to the children of men upon the mind and hearts of those who must grow up in the admonition of the Lord, if they would make valiant soldiers and good citizens. It was evident that our Sunday school was a school, though poor in order, poor in work, and poor in everything but singing and the giving of picnics. Dr. Vincent's book was further consulted, with others, and our superintendent reserved several months to mature his plans and present them. In the meantime several articles in the "Sunday School Journal" of May and September, 1890, greatly helped him. A plan of action was finally decided upon; first a new registration, giving name, age, educational fitness, and some minor matters, was gotten of each pupil as accurately as possible. In the meantime our plan had by this time been told the school, and the taking of a new registration, preparatory to the gradation, created a genuine revival of interest in the work. And, too, when the fact was known that the school was undergoing a change which would give larger and better opportunities to the children, fathers and mothers who could not themselves read, but who knew what it was to have John and Mary to go from Catechism to Catechism, from class to class, every time higher and higher, gave vent to their feelings in many "Amens" and "God-bless-yous." To these expressions of approval and the prayers of this class the success of our system may be greatly attributed. The registration having been taken, our superintendent was intrusted with the gradation of the school. On the one hand the burden was light; on the other heavy. The labor was light, for no amount of it could seem a burden, so great was the interest in the four hundred souls who were now for once to be put into the shape of an ideal Sunday school. On the other hand, it was for once a burden to do duty as he saw it, because there were large boys and girls who had been hitherto neglected in this ghost of a school, and now had to suffer the worry of doing a thing over when it might have been done well at first. But our superintendent had no time now to indulge in sentimentality; the work was to be done, it was given him to do, and he knew it was for the best good of the school; hence he went at the work in the fear of the Lord. During three weeks of incessant prayer and labor the work was done, submitted to and approved by our board. What a change to be made during the next Sunday! John, who could not read, used to be in Bible Class No. 1; now he is to study the Catechism. During the next Sunday the grading was done, classes rearranged, teachers replaced to suit the departments; and after all was done we looked calmly upon the scene, and never in all the history of our Sunday school did it look so well, and never have we seen children with such bright and happy faces as were in that school on that morning. It will never be forgotten even by the smallest pupil. As I have said, they were always good singers, but with new life in them they sang the praises of God on that morning until it seemed we were all tasting of the riches of God as never before. The three departments arranged were Primary, Intermediate, and Normal, with provision for a Normal Training Class. It may be said here that we have seen the necessity very clearly for the introduction of a Junior Department or Course on account of the length of our now existing departments. This will be done on "Promotion Sunday" after our January examination. A course of study was carefully arranged to cover the three departments, consisting of seven years: Primary Course (provided child entered at the age of three), ages from three to ten years; five years' Intermediate Course, ages from ten to fifteen years; five years in the Senior Course, ages from fifteen to twenty years. These departments, and the years in each, will be slightly modified by the introduction of the Junior Course. The course embraces in our Primary Department the International Lessons in the form of the "Picture Lesson Paper." The Lesson Paper is, however, not taken up until the pupil has been in this department for four years, presuming that he enters at three years of age. The lessons during the first four years are orally taught, and consist of selected verses of the Bible, Lord's Prayer, Beatitudes, and selected portions of Catechism No. 1. Since the day school system only admits pupils at six and seven years, it is presumed that they are not prepared to be classified in any way as students of the International System on account of their inability to read. Thus all of the pupils from three to six years are put into one class and taught orally, as explained above. There are sometimes exceptions to this general rule in the case of children who may have had early training around the fireside. The pupils in the Primary Department, having received the Lesson Paper at seven or eight years, have only from two to three years to remain there before the proper age is reached, all other things being equal, for their transfer to the next department. During the last two or three years of the Primary Course the pupils have for supplemental lessons selected Psalms and verses, Catechism No. 1 to Question 25, inclusive. It has been demonstrated to our board in our promotions that this Primary Course is well conceived and serves admirably well the purpose intended, which is to lay a foundation upon which a structure might be reared without fear of tottering. In our Intermediate Course the International study begins the first year with the "Beginner's Leaf" and is used during three years of the five years' course. In the remaining two years the "Berean Lesson Leaf" is used. In the use of the Beginner's and Berean Leaves the course of teaching is laid down by the Examining Board, and the teacher directs her talk and instruction in that direction. This is to avoid what may be termed "splatterdash" teaching--the teaching of everything with special reference to no one particular thing, the teaching of what is understood and not understood. The supplemental lessons for the Intermediate Course include the Ten Commandments, Catechisms Nos. 1, 2, and 3, and the Old Testament read and thoroughly considered from Genesis to Numbers, inclusive. In this department special effort is made to impress the Baptismal Covenant, the Ten Doctrines of Grace, Ten Points of Church Economy, etc. The pupil is now fifteen years of age, and, all things being equal, he is ready for the Senior Course. In this department the "Senior Lesson Quarterly" is used. The supplemental work consists of a completion of the Old and New Testaments thoroughly read and considered during the five years. In addition to this, McGee's "Outlines of the Methodist Episcopal Church" is studied the first year; "The Teacher Before His Class," by James L. Hughes, in the second year; "Normal Outlines for Primary Teachers" in the third year; "History of the Sunday School," by Chandler, in the fourth year; Discipline of the Methodist Episcopal Church, and "Christian Baptism," by Bishop S. M. Merrill, in the fifth year. Our pupils are then entered in the Normal Training Class, where they read such books as "Open Letters to Primary Teachers," by Mrs. W. F. Crafts; "Hand Book for Teachers," by Dr. Joseph Alden. They also consider more fully the doctrines of our Methodism and the history of "that great religious movement," as one has termed it. The pupils of this class subject themselves to much training for Sunday school teachers. They are permitted and are expected to meet the teachers in their weekly meetings in order that they may go over the lessons with the teachers and be prepared in case of an emergency. Our examinations are held semiannually. In the supplemental work the examinations are conducted in written form. As to the International studies, the recommendation of a pupil by a teacher is sufficient to determine his work and his ability to pass to a higher grade. The teachers conduct their own examination and make tabulated results, the whole of which is submitted to our Examining Board, consisting of eight members, who carefully pass upon it and order the promotion. The promotion is then made by the superintendent according to the tabulated results. As an encouragement to pupils we have found it wise to issue certificates to everyone as they complete the course of study of each department, and finally, when the Senior Course is completed, to issue a diploma. The assembly idea also obtains in our school as a part of our system. This has been found indispensable as an incentive to devotion, because it makes our higher Intermediate and Senior classes feel their importance in a measure when they are called together every fortnight to hear some talk or paper upon some religious topic, apart from the Primary and lower Intermediate classes. In order that the teachers might be more thoroughly interested in the success of the system, and thus influence their children, our superintendent has very wisely introduced the social feature into our work, and very often in our consideration of Sunday school matters we find ourselves in the midst of a pleasant and agreeable reception. This has worked well, for we are all creatures of humanity with the same innate social tendencies. The day of days, yes, the red-letter day, is "Promotion Sunday." These Sundays will never be forgotten. The enthusiasm is equal to that of Children's Day in every respect. Boys and girls with eager hearts pass from class to class. As a means necessary to the success of our system our superintendent very carefully presented the necessity of a larger library than we had. The plans for raising the money were arranged, and, to use the popular expression, "they worked like a charm." Hundreds of dollars were raised, with which we now have over one thousand volumes and a neatly built library case of twenty feet in length. It would be a pleasure to tell how that money was raised. As to the results accomplished in our school by the system, suffice it to say they are manifold. Order, system, interest, care, study, regular and punctual attendance by officers and teachers, have been some of the results. In conclusion, let us pray that our superintendents and boards will see the necessity for this system in their schools, and that before long the schools of our Methodism may be one of continuous gradation. THE PLAINFIELD PLAN. BY JESSE L. HURLBUT, D.D. TWO years have passed since our Sunday school was graded, and the results of the system are now so apparent that we can safely recommend our plan, for it has met and endured the test of time. Our Sunday school, before the grading was accomplished, embraced about four hundred scholars of all ages, with an average attendance of two hundred and seventy-five. Its officers and teachers were fifty in number. It was by no means an ideal school, though above the average in the efficiency of its work and the interest of its exercises. Its building, however, is a model of convenience and adaptation to the work of the Sunday school, having around the main hall eighteen class rooms, all capable of being either secluded or opened together at a moment's notice. We found in out Sunday school certain evils and defects, all of which may be seen elsewhere. Some of these were: 1. "Skeleton classes" in the Senior Department, consisting of four or five scholars, being the remains of what had once been large classes of boys and girls. 2. A constant tendency among the young people to fall away from the school after reaching the age of sixteen or eighteen years. 3. Great discrepancies of numbers in the classes; large and small classes side by side in the same grade. 4. In almost any given class a lack of unity in the age and the intellectual acquirements of its members. 5. Great difficulty in obtaining suitable teachers for new classes, or to take the places of teachers leaving the school. After many conversations a conclusion was reached that most of these evils might be removed, and others of them might be lessened, if the school were reorganized according to a good system, and then maintained as a thoroughly graded school. A committee was chosen to prepare a plan. Correspondence was held with graded schools, all printed information was carefully studied, a plan was prepared, printed, submitted to the Sunday School Board, discussed, modified, and finally adopted unanimously. The following are the principal features of the plan, for which we make no claim of originality, as each of its elements was already in successful operation in one or more graded Sunday schools: 1. That the school should be arranged in four general departments: The Senior, for all over sixteen years old; the Junior, from ten to sixteen years; the Intermediate, from eight to ten; and the Primary, for the children younger than eight years. These divisions are not arbitrary, but represent the average standard of age, to which exceptions might be made in special cases. 2. In each department the number of classes to be fixed and invariable, except that in the Junior Department there might be some necessary elasticity in the number of classes, owing to the varying number of scholars promoted into the department in different years. 3. Promotions to be made annually, and all at the same time, on the last Sunday of March. Except in special emergencies no changes in classes to be made during the year, either by teachers or scholars. If a teacher accepts a class on "Promotion Day" it is generally to be considered an engagement for the entire year, unless a necessity arise. 4. While in the same department a teacher and his class to be advanced together; that is, from the first year of the Intermediate Grade to the second, from the first year of the Junior Grade to the second, etc. But the promotion from one department to another to be attended with a change of teachers, in order to keep the same number of classes in each department, especially the Senior Department, from year to year. 5. While special supplemental lessons may be provided for each department, the promotions to be made upon general fitness, age, and intelligence, and not upon the result of an examination. No examination upon the plan of the public schools is practicable in the Sunday school, where all the classes are studying the same lesson. All attempt at making an examination the prerequisite of promotion is apt to become a pretense in the actual working of the scheme. 6. It was also decided that the entire school should be reorganized on a certain day, in accordance with the above plan. A careful committee of seven members, including the pastor and superintendent, made a canvass of the school, ascertained the age of each scholar under seventeen, conferred with the teachers, and then prepared a new list of teachers and scholars for all classes in the school, making many changes, both in the teaching staff and the assignment of scholars. Sunday, March 30, 1890, was a memorable day, being our first "Promotion Sunday." We approached it with some anxiety, for on that day our committee held in its hands the fate of every teacher and every scholar. Old ties were to be broken, new relations were to be entered upon. Ten teachers were to be returned to the ranks as Senior scholars, and the complexion of every class was to be changed. No one could tell what heart-burnings would be engendered and what disappointments would come. The superintendent made a statement of the new plan, and proceeded to read the new roll, beginning with Class No. 1 of the Senior Department. As the names were called the members left their former classes and took their new places in the class room. Eight classes were assigned to the Senior Grade, each having a separate room. These classes were a young men's class, three young ladies' classes, a class of elderly ladies, a lecture class of ladies and gentlemen, a class of reserve teachers, and a normal class to be trained for teachers in the course of the Chautauqua Normal Union. In the Junior Department sixteen classes were formed. Those of the lowest rank, the first year, took the front row of seats; the second year the second row, etc. Those of the fifth year Junior were in two classes, one for boys and another for girls, each having a room. The teachers of these two classes remain constant, and change their scholars every year; but during the first four years of the grade the teachers advance with their scholars, changing their seats every year, but retaining their classes. The Intermediate Department consists of two large classes, each in a separate room. One class is of little children just promoted from the Primary Department; the other, of those who have been in the Intermediate Grade a year. The teacher remains with each class for two years, the term of this grade. We are inclined to favor a three-year term in this grade, with a class for each year, thus making the age at admission to the Senior Department seventeen instead of sixteen years. Our Primary Department formerly consisted of nine or ten small classes under one Primary superintendent. In the reorganization we constituted it as one class, with a teacher and an assistant. This change released a number of teachers for service in the school, and was on the whole an improvement. Whether it would be desirable everywhere depends on circumstances. In many places it might be easier to find ten teachers, each of whom can teach ten scholars, than one who can teach one hundred. When the roll of the school had been fully called every teacher and every scholar had been assigned, except one boy, who had joined the school that day, and was left standing in the middle of the room in a bewildered state of mind over the revolution which was going on around him. A view of the newly arranged classes from the platform showed the school looking more orderly than ever before, and gave it the appearance of having twice as many adult scholars as formerly. One item must not be forgotten. The superintendent announced that each department would hold a "reception" adapted to the age of its members. The Senior reception was appointed for Monday evening of the next week, and was to include upon its program music, addresses, readings, cake, and cream. All the young people were eager to be counted in, and hence willing to leave their old classes for the new ones. A fortnight later the Junior Department held its reception, with a stereopticon entertainment and the refreshments. Even if a boy can obtain a superabundance of cake at home he will be drawn by the prospect of another slice to the Sunday school sociable. Each department held its own reception, all were happy, and the young ladies and gentlemen were not made to feel that they were simply on the fringe of an institution adapted mainly to little children. The system thus inaugurated has been in operation two years. What have been its results? There were at first some complaints by teachers, scholars, and parents. But only one teacher left the school; the classes settled down to work and soon became acquainted; a few changes, but only a very few, were made in the assignments of the scholars, as, for example, where a mistake had been made in the age of a pupil; and soon everybody was satisfied with the new arrangement. Among its manifest benefits we may note the following: 1. The Senior Department is maintained with large classes and growing numbers. There is a social feeling, an "esprit de corps," in a large class which is not found in a small one; hence the shrinkage is less. And whatever loss is met is more than supplied from the new blood infused each year on "Promotion Sunday." 2. The scholars in the Junior Department have an aim and a hope before them. They look forward to their promotion with earnest expectation, and are on this account the more loyal to the school. 3. Inasmuch as all changes are made at a given time they are prepared for. For three months the superintendent is planning for "Promotion Sunday." If a teacher can be better fitted with a class, a change is made at that time; and where many changes are made at once the friction of each is reduced to a minimum. Classes are made more nearly uniform in their constituency, and the school is kept up to an evenness of organization which greatly increases its efficiency. 4. There has been a marked increase in the membership of the school. Notwithstanding the organization of a mission school by the church, taking away several workers and some scholars, the school has an attendance from seventy-five to one hundred larger than that of two years ago. After a trial of two years we are sure that the establishment of a graded system and a faithful adherence to its plans have greatly benefited our Sunday school. A MODEL SUNDAY SCHOOL ROOM. THE Sunday school is the door to the Church through which enters the great majority of its members. This fact alone would account for the increasing interest that the Church now manifests toward the school. As the institution which trains the young for the Church, and leads both young and old into the Church, the Sunday school is entitled to the Church's support and care. The housing of the Sunday school is one of the most important subjects that can come before the Church as the guardian of the school. Too often the work of the school is impeded by unsuitable and inconvenient quarters. Just as the public school building now claims the attention of architects and sanitary engineers, the Sunday school hall is also attracting notice. It is only twenty-two years since the first building thoroughly adapted for the uses of the Sunday school was erected at Akron, O. This building, the joint conception of the Hon. Lewis Miller, superintendent, and Mr. Jacob Snyder, architect, has furnished most of the ideas peculiar to Sunday school construction, and is therefore entitled to preeminence in the record. Others have improved upon the details of the Akron plan, but its fundamental principles have never been superseded, and can never be. Those principles are only two, and they seem almost incompatible with each other. They have been called "aloneness" and "togetherness;" that is, that each class in certain departments shall be isolated in a separate room, and yet that all the classes may be brought together into one room for general exercises without delay, without confusion, and without the change of seats by the classes. [Illustration: FIRST FLOOR PLAN VINCENT CHAPEL] Among the dozen or more Sunday school buildings on the Akron plan one of the most convenient and most complete, yet not one of the most expensive, is that connected with the Methodist Episcopal Church in Plainfield, N. J. As this was for twenty years the church home of the Rev. Bishop John H. Vincent, the Sunday school bears the appropriate name of "Vincent Chapel." The plans were drawn by Mr. Oscar S. Teale, architect. Mr. Teale was at that time the efficient secretary of the school, and added to an architect's knowledge a worker's practical acquaintance with the needs of the Sunday school. The chapel, as may be seen by the diagrams, embraces a large room, with eighteen smaller class rooms around it, nine upon each floor. The partitions of the class rooms are so arranged as to offer no obstruction to the line of vision from any seat in the building to the superintendent's desk and the blackboard fastened to the wall back of it. Thus the superintendent can see and be seen by every pupil and teacher in the building. He can also be heard with perfect ease in every class room, as the acoustic properties of the building are excellent. The main room is used by the Junior Department, in which the scholars are from eleven to sixteen years of age. The classes are seated according to grade, the "first year Juniors" on the front row of classes; the "second year Juniors" on the second row, etc., for four rows, the boys on the superintendent's right, the girls on his left. Each year, on "Promotion Sunday," the classes move one row farther from the desk, and the new classes formed from the Intermediate Department take the front row of seats. The nine class rooms on the ground floor are used as follows: In the left-hand corner, just where the most of the scholars pass in entering and leaving, is the secretary's room. Next is the "fifth year Junior," into which all the girls enter after four years in the Junior Grade, leaving their former teachers for a new one. In this class they stay either one or two years, according to age and acquirements, and from it are promoted to the Senior Department. The third room is that of the "Ladies' Bible Class;" the fourth, the "Reserve Class." Next comes the church parlor, seating a hundred people, and used by a large Senior Class. The next room is for the "first year Intermediate," that is, those just advanced from the Primary Department; the seventh, the "second year Intermediate;" the eighth, a "young men's Senior Class;" the ninth, and last, the boys' section of the "fifth year Junior," the largest class of boys in the Junior Department. On the ground floor are four entrances, one at each corner. As the chapel stands at the rear of the church it was necessary to have the principal entrance on each side of the room facing the school. This is a slight drawback, as a rear entrance would be preferable, in order not to distract attention to the late comers. The partitions between the class rooms are windows of ground glass of amber color. They are movable, so that classes can be united whenever desirable. Those between class rooms and the main room are double doors of ground glass, so hung that they may be swung aside easily, and arranged when open not to interfere with the line of vision. All the rooms are well lighted and well ventilated; and the main room, when all the rooms are closed, has abundant light and air from a clear story above, with movable windows. To the gallery and its classes there are three entrances. The one from without the building leads exclusively to the Primary Class, which, by having its own exit, can adjourn earlier than the rest of the school. The two other stairs are interior and lead to the gallery corridor, on which all the class rooms of the upper floor open. These are separated from each other and from the main room by sliding doors of amber glass, so that they may be united or isolated at will, and in a moment. The seats in these classes rise in tiers so that those in the rear as well as in the front can see the platform and the blackboard. There are nine class rooms, of which the central one is for the Primary Department, and all the others are for the Senior classes. All the Senior classes are large, and are kept full by promotion every year from the Junior Grade. [Illustration: GALLERY PLAN VINCENT CHAPEL] The library room is at the main entrance, so that books may be delivered by the pupils while passing into the school, and might be given to them while passing out, though in fact they are brought by the librarian to the classes. On the opposite side of the building, in the rear of the entrance, is a kitchen, which is used at entertainments and social gatherings. For these two or three of the class rooms are thrown together as a refreshment room adjoining the kitchen. One advantage of such a chapel is its expandable character. When all the rooms are closed there is seating capacity for two hundred and fifty chairs in the main room, which generally suffices for the prayer meeting, while room after room may be opened as the congregation increases. This form of building is equally adapted for the Sunday school, the prayer meeting, and the social gatherings of the Church. THE END. * * * * * Transcriber's Notes: Obvious punctuation errors repaired. Page 51, repeated word "The" removed from text (The scholars never seemed) 
45559	----	[Transcriber's Note: Bold text is surrounded by =equal signs= and italic text is surrounded by _underscores_.] THE PANSY EDITED BY "PANSY" MRS. G. R. ALDEN D·LOTHROP & Co. BOSTON, MASS., U.S.A. Copyright, 1886, by D. LOTHROP & CO., and entered at the Boston P. O. as second-class matter. EPPS'S (GRATEFUL--COMFORTING) COCOA. =CANDY!= Send $1, $2, $3, or $5 for retail box by Express of the best Candies in America, put up in elegant boxes, and strictly pure. Suitable for presents. Express charges light. Refers to all Chicago. Try it once. Address C. F. GUNTHER, Confectioner, Chicago. =GOLD MEDAL, PARIS, 1878. BAKER'S Breakfast Cocoa.= Warranted =absolutely pure Cocoa=, from which the excess of Oil has been removed. It has _three times the strength_ of Cocoa mixed with Starch, Arrowroot or Sugar, and is therefore far more economical, _costing less than one cent a cup_. 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No family will regret having subscribed for this choicest of papers for their household. =BABYLAND AND WEEKLY FREE PRESS, One Year, $1.25.= =WIDE AWAKE, BABYLAND AND FREE PRESS, One Year, $4.00.= A combination that will afford instructive and entertaining reading to a whole household for a year. Address D. LOTHROP & CO., Boston. _Volume 13, Number 14._ Copyright, 1886, by D. LOTHROP & CO. _Feb. 6, 1886._ THE PANSY. [Illustration: MAY VINTON WAITING FOR HER PONY PHAETON.] HELD BACK. SHE made a pretty picture standing there on the veranda waiting for the carriage to come around. It was the last time she would ever stand there looking so fresh and fair in the morning light. This is a sad story, yet it has its bright side, so I hope you will not turn away from it without gathering up some of the sweetness that is shed as a perfume from May Vinton's daily life. May was an only, a much-petted, and some people said, a spoiled child. However, this last was a mistake. What might have been, had not her Heavenly Father interfered, we cannot tell. A friend of Mr. Vinton who was spending a few days with the family was interested in the management of a theatre, and this gentleman had been studying this fair young daughter of his host and had discovered what others among her friends already knew, that she was a girl of unusual talent, and he fancied that if she were educated for the stage she would, as he expressed it, "create a sensation." He had proposed to Mr. Vinton to take May home with him and educate her for his favorite profession. He had pictured to the young girl the pleasures of such a life, dwelling upon the sweetness of the world's praises which she was sure to win. It would have been no wonder if May's head had been turned by all the flattery and promises of a brilliant future. Mr. Vinton had given his consent to the proposal of his friend, but May hesitated. May Vinton was the only Christian in that household; while at boarding-school she had been led to give her heart to the Saviour, and now that she was at home again she had found it not quite easy to keep herself unspotted from the world. Mr. Vinton had not openly opposed her in what he termed her "fanaticism," but now that her religion was in the way of what was becoming his ambition for her, there was likely to be trouble. And the perplexity into which May was thrown showed itself in her face that morning. There was just a slight shadow in her brown eyes as she waited for her pony phaeton to come around to the steps. She had come from her room with this prayer on her lips: "Dear Father, help me to decide rightly. I am so ignorant and so foolish that I cannot tell what is right. Canst thou not settle this question for me? Shut up every path but the right one, I pray thee." How speedily God sometimes answers our prayers! It was the common story of a runaway horse, a carriage thrown over a steep embankment. And May Vinton, helpless and limp, was carried home, not dead, but to hear the verdict of the physicians who were hastily summoned, "She may live for years, but she will never walk again." The father groaned when he heard it, but to May even in that first hour of the terrible knowledge there came a swift flashing thought "The question is settled!" This was twenty years ago. During those first months of suffering, May Vinton's faith sometimes grew faint and she prayed that she might die; her life seemed useless; all its joy and brightness gone out. Her faith looked forward to the mansion prepared for her, but it did not light up the present, at least not for a long time. There came at length out of the suffering a sweet peace that almost glorified the face, which was a little thinner and paler than of old, but now clothed with a new beauty. There came too a tender patience that won and held the hearts of all with a firmer grasp than ever before. Gradually the hearts of her father and mother were won from the world and centred upon Christ, and as one and another of those who came in daily contact with the patient invalid were led into a knowledge of the truth, May began to realize that her life need not be a useless one, and she began to interest herself in matters outside her own home. I cannot tell you of all the schemes for work which she has on foot. The Mission Band meet in her room once a month. I ought to tell you about that room. When it became evident that she would spend the greater part of her life in a reclining chair, only varying the monotony by being lifted from chair to couch or bed, Mr. Vinton fitted up what had been the front parlor with a smaller room once used as a library, for her use. "We can use a back room for a parlor," he said, "but May must have as good an outlook as we can give her." Excepting the invalid herself in her chair there is no sign of invalidism in that large room, but as a young girl said the other day, "It is just as pretty as it can be!" There are long mirrors on every side, there is a piano, softest of carpets and easiest of chairs--a few; in that little storeroom at one side are dozens of folding chairs which can be brought out when the visitors are many, and this is very frequently. Once a month the Mission Band, every week the Children's meeting, every Sabbath afternoon a class of young men. Then there is a young ladies' meeting--I think I must take another time to tell you of some of these gatherings. Sometimes Miss Vinton is too ill to meet with the young people, but the room is always ready for them and a bright young girl who is her companion takes the place of hostess. "It must be very hard for you to be shut in so much with an invalid," said an acquaintance to this girl. "O, I am not shut in! Miss Vinton has so many errands to be attended to that I go out a great deal." "Yes; but after all, an invalid is poor company for a young girl." "Not such an invalid as ours! Why, Miss Vinton is the cheeriest person in the house. She keeps us all in good spirits and she has company almost constantly. I assure you we are not moping at our house." Once when some one spoke of her wrecked life May said, "O, no, my life is not wrecked! I came near making a failure of it, but my Father in heaven reached out and held me back." WILMOT CONDEE. THE LAST OPPORTUNITY. "FOR many years I have made it a rule never to spend a half-hour with any person without finding out if that person was a Christian, and if not, trying to preach Christ to him." This in substance is what the minister said in the little church at the quiet summer resort by the river side, where Edith Manton was staying. "For," continued the speaker, "it may be my last opportunity to speak for Christ, or it may be some one's last chance of hearing the truth." Edith was thinking of these words that morning when she went out in Jerry's boat after lilies. Jerry knew where the flowers were thickest and fairest, and too he was counted as the best oarsman on the river. Edith often went out with Jerry, and that morning she was thinking, "I have had more than _one_ opportunity to present Christ to Jerry. But I do not even know whether or not he belongs to Christ. If I had only spoken to him before! I don't know how to begin now." Presently she began singing, Pull for the shore, sailor, pull for the shore. Jerry listened and when she ended he said: "That's a good one, Miss." "Yes; but, Jerry, are _you_ pulling for the other shore?" "Well, I don't know much about them things," replied Jerry. "Reckon as how when one has no oars to pull with he must just drift. And maybe he will drift to the shore, and maybe he won't." "But why shouldn't you have the oars?" asked Edith. "Well, I s'pose it's like this; sometimes a boat gets loose and starts off without oars, and then at other times the oars gets broken or lost in the middle of the river. I never lost nor broke an oar in my life, so I s'pose I must have started without any." "And so you mean to keep on drifting?" asked Edith, growing interested. "What can a fellow do? Out in the middle of the river without any oars? He hasn't much chance of getting back to the wharf after them." "But if the oars have been lying in the bottom of his boat all the time? Wouldn't a man be foolish if he didn't pick them up and use them when he found he was drifting down stream and making no progress toward the other shore?" "Humph! it ain't much likely that a fellow would let them oars lie right afore his eyes and never touch them, is it, now?" "That is what puzzles me," replied Edith. "You have only just to put out the hand of faith and take hold of the oars of prayer and the word of God and pull for the shore." "My! Miss, I never thought of that! I've got a Bible that my old mother gave me when I started out; and she taught me a prayer too. And I've been letting them oars lie idle in the bottom of the old boat all these years. D'ye s'pose they are as good and stout as ever? And would they pull an old fellow like me into port?" "I am sure they would. O, Jerry, I wish you would take hold of them and pull!" "I believe I will! I'll get out the old Bible to-night and I'll say that little prayer; or if I can't remember that I'll whittle out a new one. I promise you, Miss, I'll do it!" The next morning, Edith was just starting out to walk down to the river when a messenger came in haste: "O, Miss Manton! There's been an accident, and Old Jerry is most killed! He wants you. You'll have to come quickly, for they say he can't last long. He is out of his head and keeps saying something about pulling for the shore. Folks say he thinks he is out in a boat." This the boy said as they were hastening to the wharf. "How did it happen?" asked Edith. "I don't rightly know. They were unloading a vessel at the wharf and some way Jerry slipped and a heavy cask rolled over him. The doctor says he can't live." [Illustration: OUT IN JERRY'S BOAT.] When they reached the place where Jerry was slowly breathing his life away, some one said--"Jerry, Jerry, here is Miss Manton!" Jerry opened his eyes and said faintly, "Sing that!" And there, surrounded by a group of rough, though kindly men, Edith sang: Light in the darkness, sailor, day is at hand, See o'er the foaming billows, fair haven's land, Drear was the voyage, sailor, now almost o'er, Safe within the life-boat, sailor, _pull for the shore_. As she paused Jerry's lips moved, and bending low to hear, Edith caught the whisper: "I did it! I took the oars; I pulled for the shore. I guess I'll make the harbor!" A few more labored breaths and Jerry had, as we trust, "made the harbor." "What if I had not used that last opportunity?" said Edith to herself as she walked back to her cottage. FAYE HUNTINGTON. SIX O'CLOCK IN THE EVENING. OUR GOD WHOM WE SERVE IS ABLE TO DELIVER US FROM THE BURNING FIERY FURNACE. THOU ART WEIGHED IN THE BALANCES AND FOUND WANTING. THEY PRAISED THE LORD, BECAUSE THE FOUNDATION OF THE HOUSE OF THE LORD WAS LAID. GIVE US HELP FROM TROUBLE: FOR VAIN IS THE HELP OF MAN. GRANDMA BURTON studied the verses in silence for a few minutes. "They are all good," she said at last; "I know a story about each of them; I've been trying to decide which to tell." "It's the little chick's turn," Rollo said, good-naturedly, so the "little chick" had it, and the first verse on the paper was taken. "Yes," said Grandma, "I knew the boy very well indeed who believed that, and lived by it; and he got his help too in the way that he least expected; just as help is apt to come. He was a little fellow when I was quite a young woman. We visited, my brother and I, at a house which was only across the street from a famous boarding-school for boys. There was one little fellow in that school whom I used to watch, because he looked like my little brother at home; he seemed very small to be in boarding-school. I wondered if he was homesick, and sometimes cried himself to sleep as my brother did the first time he went to uncle Daniel's alone on a visit. [Illustration: AUNT HARRIET PEABODY.] "Miss Harriet Peabody was the mistress of this house where I visited; she was a maiden lady, the aunt of the boy and girl who were our friends; a good kind woman, but a little prim in her ways. I remember she never dressed quite in the fashion; her clothes were very nice, and beautifully made, and cost a trifle more, if anything, than those of her neighbors, but they were always made a little behind the styles, as though she thought things which were a little out of fashion were less wicked, some way, than others. "The young folks of the neighborhood, and especially the boys of the boarding-school, were inclined to make sport of her; this always made me indignant, for I loved Miss Harriet. One evening we were seated in the library, having the cosiest time; the boys had popped some corn, and cracked nuts, and we had apples and cider; in those days an evening wasn't really finished without a pitcher of cider; Miss Harriet sat by the window, and said suddenly: 'Hark! what is that? didn't you hear a child crying?' "We listened, and said no, we heard nothing. Her nephew suggested dogs, and doves, and owls, but Miss Harriet insisted that she heard a child. "We were soon in the very merriest of our fun, and forgot all about the noise; but it seems Miss Harriet didn't. I don't know just when she slipped out, but just as Tom Peabody was flinging an apple paring over his left shoulder, to see if he couldn't make the first letter of my name, in walked Miss Harriet, dripping with rain and holding by the hand a little frightened boy; and he was the very boy I had watched from the window so often! He was wet to the skin, and shivering as though he had an ague fit. We all jumped up, and gathered about asking questions, but Miss Harriet waved us off. 'Not yet,' she said. 'The poor fellow is wet and cold; Tom, take him up to the bath-room, and get him some of Robbie's clothes and help him dress; then bring him down to get some nuts and apples.' "Tom went off to do her bidding, and the rest of us questioned her. 'I don't know much about it, yet,' she said, 'but I mean to; there's been some mean business going on, or I'm mistaken. I _knew_ I heard a child crying; when I couldn't stand it any longer, I lighted the lantern and went out to look around; I found the sobs came from our old coal shed which hasn't been used in six months. I listened at the end door, and I heard the little fellow sob out: "I know you are able to do it, O, Lord, and if you _only would_!" Then I walked around to the other door, and found it was fastened on the outside by a good-sized rope slipped through the latch, and wound around the big nail. Of course I unfastened it and walked in; and here was this little morsel crouched in a corner, dripping with rain, as it pelted down on him from the roof. He seemed dreadfully scared at seeing me, and began to protest that he had done nothing wrong, and did not want to be hiding there; but I told him to come in and get warm, and then we would talk about it.' "When the boy came down with dry clothes on, he looked less frightened than before; and we established him in a big chair and gave him plenty of nuts, and a glass of cider; I poured it out with my own hands; you needn't look so shocked at Grandmother, Harold, I didn't know any better in those days. He had a real pleasant evening, and Miss Harriet invited him to stay all night, because it rained so hard, and sent her black Toby over to the school to ask permission for him, and told him she would make it all right in the morning. He seemed to be so glad to think he had not to go back to the school, that we knew something must be wrong; but it was not until he went up to bed with Robbie, that Tom told us about it. "'Those scamps over there,' said Tom, his eyes flashing, 'they deserve a whipping, and I will help get it for them. There are half a dozen great boys always in mischief of one sort or other. It seems they have made a kind of slave of this little fellow; his mother is dead, and he is the youngest boy in school; they have made him run errands, and do all sorts of things for them; to-night they planned that he was to go down to Jordon's and get them some nuts, and raisins, and cider, and cake, and smuggle it into their rooms after hours, for them to have what they call a 'spread.' And it seems the little chap had the pluck to refuse to do it, because it was against the rules. They had a stormy time, and finally they threatened to lock him up in a hole where he would have to spend the night, and how much longer they could not tell. It seems he is timid in the dark, and they knew it. He was awfully afraid, he told me, "but then I couldn't do wrong, you know," he said, and his eyes were as blue as the sky, when he looked up in my face. Well, the rascals blindfolded him, and led him around and around the grounds, I presume, for he thought he walked a mile or more; then thrust him into a dark hole, and fastened the door and left him. When he pushed off the bandage from his eyes, no light was to be seen; he had not the least idea where he was, but thought it was somewhere in the woods, and he was dreadfully afraid, and cried aloud, he says, but he was sure no one could hear him. Then he remembered about the fiery furnace, and what the men said about God being able to deliver, and he got down in the dark and prayed for deliverance; but he says he didn't feel _sure_ it would come; he was only sure that God was able to do it if he thought best. He hadn't an idea, when he saw aunt Harriet, that she had come to answer his prayer. He knew her, and for some reason the little chap was afraid of _her_. He thought that she had been told that he had done something wrong.' "'What horrid, awful boys!' I said. 'Do you suppose they were going to leave him there all night?' "'No,' Tom said, he didn't suppose they were; probably they were only going to leave him long enough to get him thoroughly scared; but if he was not much mistaken they were the scared ones this time. Toby, when he went over to the boarding-house, saw two or three fellows skulking around the coal house, and he walked boldly up to them and said: 'If you are looking for Master Andrews, he is in Miss Peabody's library eating nuts and apples;' Toby's a sharp fellow; he said the way they scampered was worth a dollar. "I suppose that evening's work was about the best thing that ever happened to 'Master Andrews.' Miss Harriet all but adopted him; she had him with her on Sundays, and holidays, and to spend the evening as often as she could get up an excuse for his coming. He told me once, with the great tears in his eyes, that she was the best friend a fellow ever had in the world. 'And to think,' he said, 'that very morning of the day she found me in her coal shed, I had joined in the laugh the boys had over her because she walked so straight and looked like a soldier! I tell you I never laughed at her again.'" "What became of the boys who treated him so meanly? Were they expelled?" "No; little Andrews plead for them, and got them forgiven; he said they didn't mean to be ugly, only darkness and rain were nothing but fun to them and they could not understand his dreadful fright. No, they really grew to be better boys under his influence; and one Thanksgiving Day Miss Harriet had them all to dinner, to please Andrews. One of them, the tallest and handsomest, actually cried when he was telling me about how frightened little Andrews was, and how sorry he felt for him afterwards. He slipped out, unknown to the others, to let him out of the coal shed; but it was too late; fortunately, Miss Harriet had found him. Oh! he wasn't a very bad boy, only a thoughtless one; he grew to be a splendid man; and young Andrews and he were friends as long as he lived." "Are they both dead?" "Oh, no; Andrews died when he was a young man; he was a good noble man, and died bravely because he wasn't afraid to run into danger to help save a life; but the other one is down in the library reading his paper, and I ought to go this minute and read it for him." Grandma fumbled for her spectacles, and went off smiling. "There!" said Rollo, "I had a feeling it was Grandpa, all the time. Just think of Grandma calling him 'a horrid, awful boy!'" PANSY. POEM FOR RECITATION. THE TWO GREAT CITIES. SIDE by side the two great cities, Afar on the traveller's sight. One, black with the dust of labor, One, solemnly still and white. Apart, and yet together, They are reached in a dying breath; But a river flows between them, And the river's name is--Death. Apart, and yet together, Together, and yet apart, As the child may die at midnight, On the mother's living heart. So close come the two great cities, With only the river between; And the grass in the one is trampled, But the grass in the other is green. The hills with uncovered foreheads, Like the disciples meet, While ever the flowing water Is washing their hallowed feet. And out on the glassy ocean, The sails in the golden gloom Seem to me but the moving shadows Of the white enmarbled tomb. Anon from the hut and the palace, Anon, from early till late, They come, rich and poor, together, Asking alms at the beautiful gate. O silent city of refuge On the way to the city o'erhead! The gleam of thy marble milestones Tells the distance we are from the dead. Full of feet, but a city untrodden, Full of hands, but a city unbuilt, Full of strangers who know not even That their life-cup lies there, spilt. They know not the tomb from the palace, They dream not they ever have died; God be thanked, they _never will_ know it, Till they live, on the other side! SAMUEL MILLER HAGEMAN. [Illustration: A TROUBLESOME LITTLE HELPER.] _Volume 13, Number 15._ Copyright, 1886, by D. LOTHROP & CO. _Feb. 13, 1886._ THE PANSY. [Illustration: FRED, THINKING ABOUT IT.] THE ENGINE'S PUNISHMENT. WE were driving along to town one day-- Papa and I, behind "Old Gray," And our little Fred was along beside, Looking out o'er the fields, enjoying the ride. I was sitting back reading, contented and calm, While Fred had the whip held tight in his palm, And was snapping it round at urchins and dogs, And sometimes at only some old rotten logs. We were crossing the track, when we heard such a shout That all of us jumped, and looked quickly about, When we saw the old flagman as frantic and wild As a pea on a shovel that's hot; and his child Screamed out "Stop, O, stop! here comes the train!" Papa looked quickly out, then drew in the rein. I shut my eyes tight, and held to the seat, And I knew I could hear my frightened heart beat! A rush and a roar, a sudden pull back, A "toot! toot! toot! toot!" and a terrible crack; And I heard papa say, "Cheer up, little maid, For here we are, safe, so don't be afraid!" "But what was that crack?" when I'd quite got my breath, And all things around us were silent as death (Except the low rumble of the distant train, Which, when we were safe, had steamed off again). "Why, Katy, 'twas me!" and Fred turned in his place, "I whipped the old engine right in the face! I guess he won't scare us again so, do you? For I gave him a cut that just made him boo, hoo!" Well, we laughed, and we laughed, till tears came in our eyes, At how little Fred did the engine chastise, Until over his face came a flush of bright red. "You are right; he won't scare us again," papa said. PARANETE. REACHING OUT. (_A further Account of Nettie Decker and her Friends._) BY PANSY. CHAPTER IV. THAT was the way it came about that little Sate not only, but Susie and Nettie, went to the flower party. They had not expected to do any such thing. The little girls, who were not used to going anywhere, had paid no attention to the announcements on Sunday, and Nettie had heard as one with whom such things had nothing in common. Her treatment in the Sabbath-school was not such as to make her long for the companionship of the girls of her age, and by this time she knew that her dress at the flower party would be sure to command more attention than was pleasant; so she had planned as a matter of course to stay away. But the little old ladies in their caps and spectacles springing into active life, put a new face on the matter. Certainly no more astonished young person can be imagined than Nettie Decker was, the morning Miss Sherrill called on her, the one daisy she had begged still carefully preserved, and proposed her plan of partnership in the flower party. "It will add ever so much to the fun," she explained, "besides bringing you a nice little sum for your spending money." Did Miss Sherrill have any idea how far that argument would reach just now, Nettie wondered. "We can dress the little girls in daisies," continued their teacher. "Little Sate will look like a flower herself, with daisies wreathed about her dress and hair." "Little Sate will be afraid, I think," Nettie objected. "She is very timid, and not used to seeing many people." "But with Susie she will not mind, will she? Susie has assurance enough to take her through anything. Oh, I wonder if little Sate would not recite a verse about the daisy grandmothers? I have such a cunning one for her. May I teach her, Mrs. Decker, and see if I can get her to learn it?" Mrs. Decker's consent was very easy to gain; indeed it had been freely given in Mrs. Decker's heart before it was asked. For Miss Sherrill had not been in the room five minutes before she had said: "Your son, Norman, I believe his name is, has promised to help my brother with the church flowers this evening. My brother says he is an excellent helper; his eye is so true; they had quite a laugh together, last week. It seems one of the wreaths was not hung plumb; your son and my brother had an argument about it, and it was finally left as my brother had placed it, but was out of line several inches. He was obliged to admit that if he had followed Norman's direction it would have looked much better." After that, it would have been hard for Miss Sherrill to have asked a favor which Mrs. Decker would not grant if she could. _She_ saw through it all; these people were in league with Nettie, to try to save her boy. What wasn't she ready to do at their bidding! There was but one thing about which she was positive. The little girls could not go without Nettie; they talked it over in the evening, after Miss Sherrill was gone. Nettie looked distressed. She liked to please Miss Sherrill; she was willing to make many grandmothers; she would help to put the little girls in as dainty attire as possible, but she did _not_ want to go to the flower festival. She planned various ways; Jerry would take them down, or Norm; perhaps even _he_ would go with them; surely mother would be willing to have them go with Norm. Miss Sherrill would look after them carefully, and they would come home at eight o'clock; before they began to grow very sleepy. But no, Mrs. Decker was resolved; she could not let them go unless Nettie would go with them and bring them home. "I let one child run the streets," she said with a heavy sigh, "and I have lived to most wish he had died when he was a baby, before I did it; and I said then I would never let another one go out of my sight as long as I had control; I can't go; but I would just as soon they would be with you as with me; and unless you go, they can't stir a step, and that's the whole of it." Mrs. Decker was a very determined woman when she set out to be; and Nettie looked the picture of dismay. It did not seem possible to her to go to a flower party; and on the other hand it seemed really dreadful to thwart Miss Sherrill. Jerry sat listening, saying little, but the word he put in now and then, was on Mrs. Decker's side; he owned to himself that he never so entirely approved of her as at that moment. He wanted Nettie to go to the flower party. "But I have nothing to wear?" said Nettie, blushing, and almost weeping. "Nothing to wear!" repeated Mrs. Decker in honest astonishment. "Why, what do you wear on Sundays, I should like to know? I'm sure you look as neat and nice as any girl I ever saw, in your gingham. I was watching you last Sunday and thinking how pretty it was." "Yes; but, mother, they all wear white at such places; and I cut up my white dress, you know, for the little girls; it was rather short for me anyway; but I should feel queer in any other color." "O, well," said Mrs. Decker in some irritation, "if they go to such places to show their clothes, why, I suppose you must stay at home, if you have none that you want to show. I thought, being it was a church, it didn't matter, so you were neat and clean; but churches are like everything else, it seems, places for show." Jerry looked grave disapproval at Nettie, but she felt injured and could have cried. Was it fair to accuse her of going to church to show her clothes, or of being over-particular, when she went every Sunday in a blue and white gingham such as no other girl in her class would wear even to school? This was not church, it was a party. It was hard that she must be blamed for pride, when she was only too glad to stay at home from it. "I can't go in my blue dress, and that is the whole of it," she said at last, a good deal of decision in her voice. "Very well," said Mrs Decker. "Then we'll say no more about it; as for the little girls going without you, they sha'n't do it. When I set my foot down, it's _down_." Jerry instinctively looked down at her foot as she spoke. It was a good-sized one, and looked as though it could set firmly on any question on which it was put. His heart began to fail him; the flower party and certain things which he hoped to accomplish thereby, were fading. He took refuge with Mrs. Smith to hide his disappointment, and also to learn wisdom about this matter of dress. "Do clothes make such a very great difference to girls?" was his first question. "Difference?" said Mrs. Smith inquiringly, rubbing a little more flour on her hands, and plunging them again into the sticky mass she was kneading. [Illustration: THE TWO BEAUTIES THAT SATE SAW.] "Yes'm. They seem to think of clothes the first thing, when there is any place to go to; boys aren't that way. I don't believe a boy knows whether his coat ought to be brown or green. What makes the difference?" Mrs. Smith laughed a little. "Well," she said reflectively, "there is a difference, now that's a fact. I noticed it time and again when I was living with Mrs. Jennison. Dick would go off with whatever he happened to have on; and Florence was always in a flutter as to whether she looked as well as the rest. I've heard folks say that it is the fault of the mothers, because they make such a fuss over the girls' clothes, and keep rigging them up in something bright, just to make 'em look pretty, till they succeed in making them think there isn't anything quite so important in life as what they wear on their backs. It's all wrong, I believe. But then, Nettie ain't one of that kind. She hasn't had any mother to perk her up and make her vain. I shouldn't think she would be one to care about clothes much." "She doesn't," said Jerry firmly. "I don't think she would care if other folks didn't. The girls in her class act hatefully to her; they don't speak, if they can help it. I suppose it's clothes; I don't know what else; they are always rigged out like hollyhocks or tulips; they make fun of her, I guess; and that isn't very pleasant." "Is that the reason she won't go to the flower show next week?" "Yes'm, that's the reason. All the girls are going to dress in white; I suppose she thinks she will look queerly, and be talked about. But I don't understand it. Seems to me if all the boys were going to wear blue coats, and I knew it, I'd just as soon wear my gray one if gray was respectable." [Illustration: THEIR NEW HOME.--_See Moving Day._] "She ought to have a white dress, now that's a fact," said Mrs. Smith with energy, patting her brown loaf, and tucking it down into the tin in a skilful way. "It isn't much for a girl like her to want; if her father was the kind of man he ought to be, she might have a white dress for best, as well as not; I've no patience with him." "Her father hasn't drank a drop this week," said Jerry. "Hasn't; well, I'm glad of it; but I'm thinking of what he has done, and what he will go and do, as likely as not, next week; they might be as forehanded as any folks I know of, if he was what he ought to be; there isn't a better workman in the town. Well, you don't care much about the flower party, I suppose?" "I don't now," said Jerry, wearily. "When I thought the little girls were going, I had a plan. Sate is such a little thing, she would be sure to be half-asleep by eight o'clock; and I was going to coax Norm to come for her, and we carry her home between us. Norm won't go to a flower party, out and out; but he is good-natured, and was beginning to think a great deal of Sate; then I thought Mr. Sherrill would speak to him. The more we can get Norm to feeling he belongs in such places, the less he will feel like belonging to the corner groceries, and the streets." "I see," said Mrs. Smith admiringly. "Well, I do say I didn't think Nettie was the kind of girl to put a white dress between her chances of helping folks. Sarah Ann thinks she's a real true Christian; but Satan does seem to be into the clothes business from beginning to end." "I don't suppose it is any easier for a Christian to be laughed at and slighted, than it is for other people," said Jerry, inclined to resent the idea that Nettie was not showing the right spirit; although in his heart he was disappointed in her for caring so much about the color of her dress. "Well, I don't know about that," said Mrs. Smith, stopping in the act of tucking her bread under the blankets, to look full at Jerry, "why, they even made fun of the Lord Jesus Christ; dressed him up in purple, like a king, and mocked at him! When it comes to remembering that, it would seem as if any common Christian might be almost glad of a chance to be made fun of, just to stand in the same lot with him." This was a new thought to Jerry. He studied it for awhile in silence. Now it so happened that neither Mrs. Smith nor Jerry remembered certain facts; one was that Mrs. Smith's kitchen window was in a line with Mrs. Decker's bedroom window, where Nettie had gone to sit while she mended Norm's shirt; the other was that a gentle breeze was blowing, which brought their words distinctly to Nettie's ears. At first she had not noticed the talk, busy with her own thoughts; then she heard her name, and paused needle in hand, to wonder what was being said about her. Then, coming to her senses, she determined to leave the room; but her mother, for convenience, had pushed her ironing table against the bedroom door, and then had gone to the yard in search of chips; Nettie was a prisoner; she tried to push the table by pushing against the door, but the floor was uneven, and the table would not move; meantime the conversation going on across the alleyway, came distinctly to her. No use to cough, they were too much interested to hear her. By and by she grew so interested as to forget that the words were not intended for her to hear. There were more questions involved in this matter of dress than she had thought about. Her cheeks began to burn a little with the thought that her neighbor had been planning help for Norm, which she was blocking because she had no white dress! This was an astonishment! She had not known she was proud. In fact, she had thought herself very humble, and worthy of commendation because she went Sabbath after Sabbath to the school in the same blue and white dress, not so fresh now by a great deal as when she first came home. When Mrs. Smith reached the sentence which told of the Lord Jesus being robed in purple, and crowned with thorns, and mocked, two great tears fell on Norm's shirt sleeve. It was a very gentle little girl who moved about the kitchen getting early tea; Mrs. Decker glanced at her from time to time in a bewildered way. The sort of girl with whom she was best acquainted would have slammed things about a little; both because she had not clothes to wear like other children, and because she had been blamed for not wanting to do what was expected of her. But Nettie's face had no trace of anger, her movements were gentleness itself; her voice when she spoke was low and sweet: "Mother, I will take the little girls, if you will let them go." Mrs. Decker drew a relieved sigh. "I'd like them to go because _she_ asked to have them; and I can see plain enough she is trying to get hold of Norm; so is _he_; that's what helping with the flowers means; and there ain't anything I ain't willing to do to help, only I couldn't let the little girls go without you; they'd be scared to death, and it wouldn't look right. I'm sorry enough you ain't got suitable clothes; if I could help it, you should have as good as the best of them." "Never mind," said Nettie, "I don't think I care anything about the dress now." She was thinking of that crown of thorns. So when Miss Sherrill called the way was plain and little Sate ready to be taught anything she would teach her. They went away down to the pond under the clump of trees which formed such a pretty shade; and there Sate's slow sweet voice said over the lines as they were told to her, putting in many questions which the words suggested. "He makes the flowers blow," she repeated with thoughtful face, then: "What did He make them for?" "I think it was because He loved them; and He likes to give you and me sweet and pleasant things to look at." "Does He love flowers?" "I think so, darling." "And birds? See the birds!" For at that moment two beauties standing on the edge of their nest, looked down into the clear water, and seeing themselves reflected in its smoothness began to talk in low sweet chirps to their shadows. "Oh, yes, He loves the birds, I am sure; think how many different kinds He has made, and how beautiful they are. Then He has given them sweet voices, and they are thanking Him as well as they know how, for all his goodness. Listen." Sure enough, one of the birds hopped back a trifle, balanced himself well on the nest, and putting up his little throat trilled a lovely song. "What does he say?" asked Sate. "Oh, I don't know," said Miss Sherrill, with a little laugh. Sate was taxing her powers rather too much. "But God understands, you know; and I'm sure the words are sweet to him." Sate reflected over this for a minute, then went back to the flowers: "What made Him put the colors on them? Does He like to see pretty colors, do you sink? Which color does He like just the very bestest of all?" "O you darling! I don't know that, either. Perhaps, crimson; or, no, I think He must like pure white ones a little the best. But He likes little human flowers the best of all. Little white flowers with souls. Do you know what I mean, darling? White hearts are given to the little children who try all the time to do right, because they love Jesus, and want to please him." "Sate wants to," said the little girl. "Sate loves Jesus; she would like to kiss him." "I do not know but you shall, some day. Now shall we take another line of the hymn?" "I tried to teach her," explained Miss Sherrill to her brother. "But I think, after all, she taught me the most. She is the dearest little thing, and asks the strangest questions! When I look at her grave sweet face, and hear her slow, sweet voice making wise answers, and asking wise questions, a sort of baby wisdom, you know, I can only repeat over and over the words: 'Of such is the kingdom of heaven.' To-day I told her the story of Jesus taking the little children up in his arms and blessing them. She listened with that thoughtful look in her eyes which is so wonderful, then suddenly she held up her pretty arms and said in the most coaxing tones: 'Take little Sate to Him, and let Him bless her, yight away.' Tremaine, I could hardly keep back the tears. Do you think He can be going to call her soon?" "Not necessarily at all. There is no reason why a little child should not live very close to Him on earth. I hope that little girl has a great work to do for Christ in this world. She has a very sweet face." MOVING DAY. IT was Kitty's moving day. This is how it happened: One Saturday morning Mr. Blake came into the barn and said: "John, we will be ready to draw in that hay by ten o'clock. We will fill up the bay first. As soon as you feed the horses you may as well take a look for hens' nests. We do not want to cover up any hens this year!" Now I do not suppose that Kitty really understood what they were saying; probably the sound of their voices alarmed her and she concluded to move. First she set out to hunt up a home. There was the empty clothes basket; Bridget had been late with her ironing and had set the basket emptied of the clean clothes down in a hurry, and a blanket had been thrown into it. Walking into the deserted laundry on her round of house hunting Kitty spied this and decided that it was just the place. And so she set about moving her family. By ten o'clock it was accomplished and a happier group it would be hard to find than Kitty and her little kitties were when Bridget going after the basket found them having a grand frolic. It seemed such a pity to disturb them! But kind-hearted Bridget brought an unused basket and very tenderly moved the family once more. Mother Kitty seemed quite satisfied, though rather shy of visitors aside from Bridget, whom she seems to look upon as a friend. LOU. [Illustration: GOOD NIGHT!] _Volume 13, Number 16._ Copyright, 1886, by D. LOTHROP & CO. _Feb. 20, 1886._ THE PANSY. [Illustration: THE "SERVANT" THAT SHOWED SUCH ILL BREEDING.] WHERE I WENT, AND WHAT I SAW. I STARTED from Cincinnati. Only a short ride on the "Bee Line" and I reached Dayton. A beautiful little city; looking, after the greatness and the noise, and the smoke of Cincinnati, like a pretty little village nestling in among trees. Yet when one forgets the large places, Dayton is quite a city. However, it is not about the _city_ that I want to tell you, but rather about a home there. A lovely home. In the rooms are gathered all the beautiful things which go to make up a pretty house; carpets and curtains, and easy chairs and lovely plush-covered sofas, and pictures, and books, and flowers, and birds. I cannot think of anything that they lacked. Yet all these do not make lovely _homes_. I have been in places filled with all the beauties which money could buy, and arranged with all the care which refined taste could give, yet which were not homes at all, but great beautiful cold _rooms_! Haven't you been in places where the carpets were only ingrain, or perhaps rag, or where there was even no carpet at all, and the chairs were plain wooden ones, and the pictures on the walls were only a few cheap mottoes, yet which was all full of gentle words, and cheery smiles, and unselfishness in little things? Such places are sure to be homes. I have discovered that the furniture makes very little difference, after all. Well, the house at which I stopped was a _home_ in the truest sense of the word. I shall never think of the sweet Christian lady who is at its head, without feeling thankful to God for having made so good and true a woman, and given her so many beautiful things to use in making others happy. After all that, I am afraid you will be astonished that I should only tell you the story of one member of the family. But you can't think how much she interested me. I reached the home late at night and went at once to my room. In the early morning I was awakened by a loud call from a voice downstairs. "Clara!" shouted the shrill voice, then waited, and seeming to get no reply, screamed again, "Clara!" with no better success than before. This was repeated I should think a dozen times; until from being only amused I became half-vexed. I thought it very strange that in so fine a house and with so many evidences of culture, the mistress should allow a servant to stand in the hall below and scream after any one in that way. Then I wondered who "Clara" was, and why in the world she did not answer the call; it did not seem possible that she could be asleep, after her name had been rung out so often. I buried my head in the pillows and tried to take another nap; but that was impossible; there that persistent servant stood, and shouted out at intervals that one name, dwelling on each letter until it seemed to me that the name was a half-hour long! At last I arose in despair, and began to make my toilet; only hoping that "Clara's" slumbers had been disturbed as well as my own. When I made my way to the back parlor, none of the family was in sight, but in the middle of the floor looking at me with doubtful eyes, as though she would like to know where I came from, and what right I had there, was a great green parrot! I was not very well acquainted with parrots, so I stood at a respectful distance, but I thought it was proper to be courteous, and I said "Good-morning!" To this I received no sort of reply; the creature put her head on one side and looked somewhat disdainful; then raising her voice to a loud shrill note, she called "C-l-a-r-a!" The mystery was explained! Here was the "servant" who had shown such ill breeding in the beautiful home. Presently we went in to breakfast, and Polly parrot went along. She moved about the dining-room, wherever she chose, and was very quiet, until one of the young ladies whose name I discovered was "Clara," went away to attend to some household duty; then Miss Polly began her cry for "C-l-a-r-a" so loud we could hardly converse. "Polly," said her mistress, "you must be quiet; you disturb us; you cannot go to Clara, she is busy." What did that parrot do but throw herself on her back, kick her clumsy feet into the air, and cry with all her might! I saw no tears, it is true; but if I had not been looking on, I would have been sure that a very spunky child was having a fit of crying. Imagine my astonishment! I had never heard a parrot cry; did not know that it was ever one of their accomplishments. Being a parrot, what would have been extremely disagreeable in a child, was really as funny as possible, and I laughed until I was in danger of shedding tears myself. Still the passionate whine went on. Suddenly the back parlor door was opened slightly, and a sweet voice said: "Mamma, you may let Polly come to me; I am not doing anything which she will disturb." "Polly," said her mistress, "do you hear that? Get up. Clara says you may go where she is." Instantly the parrot rolled over on her side, and burst into the most jubilant peal of laughter I ever heard--"Ha, ha, ha! ho, ho!" triumph in every note. Then she straightened herself up, shook out her feathers, and waddled triumphantly out of the room. "She is a curious creature," said the lady; "quite a study. We have not had her long, and it is very amusing to us; we know the habits and customs of the family from whom she came almost as well as though we had lived with them. You know parrots get all their knowledge by imitation. Isn't it remarkable, and rather startling when one stops to think of it, that even a parrot can produce your faults and foibles for others to laugh at? I often wonder what I am teaching her, unintentionally, which will astonish some one else." "It is wonderful!" I said. And then I fell to wondering whether it was a girl or boy who had taught that parrot to lie on its back and cry because it couldn't have its own way. And what sort of a man or woman such a child would be likely to make. I doubt whether the child, whoever he was, would have done it before me--a stranger--and here the parrot had told me all about it! PANSY. - - - - - - - AUNT ESTHER was trying very hard to persuade little Eddy to retire at sunset, using as an argument that the little chickens always went to roost at that time. "Yes," replied the wide awake little Eddy, "but the old hens always goes with them, auntie." MY BRAINLESS ACQUAINTANCE. BY PARANETE. IV.--MY BRAINLESS ACQUAINTANCE SWALLOWED. "WHEN the box was opened," the pin continued, "all the papers were taken out, and carried to a large dry goods store in what seemed to me a very large city. We were put just behind one of the large glass windows, where everybody could see us, and we felt quite proud, and much enjoyed looking at all the strange things, and at people who passed. "One by one the papers were sold, until finally ours was the only one left, and we remained so long in the window that we began to think we should never get out. By that time we were tired of staring out at the street all the time, and wanted a change. One day a lady came into the store and asked the clerk for some pins. "So he came over to the window and took us out. How delighted we were! The lady put us in her little satchel, and soon we felt ourselves rolling along the street in a carriage. Pretty soon we were taken out and laid in the bureau drawer of the lady's room, where we remained a long while. Then she laid us on the little shelf belonging to the bureau, where we could see everything that went on in the room. "One evening I was put in the lady's collar, and went to a great room, brightly lighted, where my mistress danced with gentlemen all the evening. I enjoyed it very much, because it was so strange, and because I have no feelings; but my mistress grew very tired and sleepy as soon as the ball, for that is what she called it, was over. "At night, or rather early in the morning, when we reached home, she put me on the pin-cushion, where I found many of my former acquaintances. "Now our life grew rather dull. I think winter-time came, and my mistress removed to a warmer room. After a long, long while, during which we saw no one, when the birds returned, and the buds came on the trees, she moved back again, but now there was somebody with her--a little bit of a baby! How cute it was! We pins discussed it a great deal, and grew to loving it very much. [Illustration: THE BABY THAT SWALLOWED THE PIN.] "One day its nurse took it out to ride in its little carriage, and took me (how delighted I was!) to pin its dress. We went a long way off, to a part of the city where the houses were smaller, and the yards larger, and there were more flowers and trees. The nurse stopped in front of one of the little white houses, and walked in, rolling the baby-carriage before her. She called the woman who came to the door 'mother,' so I supposed that this was her former home. Her mother took her to another room, and they were gone quite awhile. So the baby for something to do, and putting up its fat little hand, took hold of me, and tried to pull me out of its dress. "Now I knew that the baby put everything in its mouth that it could, so I stuck on just as hard as I could; but it tugged away at me, finally got me out, and put me in its mouth, much to my dismay. Not only was it very disagreeable for me to be there, but I knew there was danger of the baby's swallowing me. Still, I could do nothing. The little one chewed me and poked me around with its tongue, until finally, by a mis-poke--as you might say--it sent me down its throat, and there I stuck. Then, O, what a commotion there was! The child screamed slightly, swallowed, and gurgled, and choked, and I--O, my dear friend, you cannot imagine my state of mind! To think I should be the cause of such suffering, and possibly the death of one I loved so much! "Finally the noise that the child made brought the nurse and her mother to the room. 'Mercy on us!' exclaimed the former, 'the child is choking to death!' "The mother took the baby on her lap, and pounded, actually pounded, on its back! But this treatment was effectual, though apparently cruel, for the pounding sent me on the floor, out of the baby's mouth! I cannot express my delight in the feeble words that our language possesses. I was in ecstasies. The nurse's mother picked me up, and seeing where I had come from, replaced me in the child's dress, cautioning her daughter to keep watch of me. "Then we speedily returned home. The story was recounted with many apologies on the part of the nurse. I think the baby's mother would have discharged the poor girl, only, as she afterwards remarked to her husband, 'that was a very difficult season to get good nurses.' "That night I was replaced on the cushion, and was not taken off for what seemed to me ages. I was in a part of the cushion where beads where, and I suppose my head looked so much like them, that I was not noticed. The other pins were gradually taken out of the paper, used, and either lost or replaced on the cushion, till finally they were all gone, and a new paper was bought. These, of course, were strangers to me, but I soon became acquainted with those on the cushion, and they were very pleasant. On the whole, I did not so much dislike my life then, though naturally enough, I wanted a change. "The family was quite a large one; beside my mistress and her husband, there was the baby, the nurse, a dear old lady whom I loved very much, a little girl about twelve years old, and a middle-aged lady whom the children called auntie. Before I had been swallowed, I had had occasion to be used by all these people, and so felt acquainted with them. "Well, one week there was a great commotion in the house. Trunks were being packed, things being folded up and put in packages, and from divers remarks that different members of the household made, I learned that they were all going to Europe, excepting the old lady, because, they said, her health was not good enough to go. This seemed rather strange, for they said they _were_ going for the health of the baby and its mother. I did not know whether I was to go with them or with the old lady, who was to remain with a friend of hers at a town not far distant. (All this I learned by using--not my ears, for I have none, but my sense of hearing.) I rather hoped my fate would be the latter, for although I was anxious to travel, I thought I would be lonely without the old lady, who, though I could neither talk to her, nor understand all of her talk, had become very dear to me. [Illustration: "THE BOUNDLESS OCEAN ALL AROUND US."] "Well, my pin-cushion was put in a satchel, and I felt myself rolling along in a carriage. Then I knew no more of where I was going, or what was happening around me, until one morning the satchel was opened, the cushion taken out, I was discovered, and put in the cuff of my mistress. She was in a queer little closet, with two shelves with bedclothes on them against the wall, and a little bit of a window high up. "Then she went out, and soon I found that we were on the deck of a great steamship, with the boundless ocean all around us." OUR ALPHABET OF GREAT MEN. M.--MORSE, SAMUEL FINLEY BREESE. LONG before he reached the pinnacle of his fame, Samuel Finley Breese Morse passed many quiet summer hours on the pleasant wooded borders of the ravine overlooking the peaceful Sconondoah; and even to this day if you wander through the beautiful Sconondoah wood and hunt out its sequestered nooks, you will find here and there, cut deep in the rugged bark of old forest trees, the initials S. F. B. M., carved by his hand more than half a century ago. Professor Morse was born at Charlestown, Mass., in 1791. He was the son of a Congregational clergyman, who was the author of a series of school geographies familiar to our fathers and mothers in their schooldays. He was educated at Yale College, and, intending to become a painter, went to London to study art under Benjamin West; but becoming interested in scientific studies he was for many years president of the National Academy of Design in New York. He resided abroad three or four years. On returning home in 1832 the conversation of some gentlemen on shipboard in regard to an experiment which had recently been tried in Paris with the electro-magnet, interested him and started a train of thought which gave him the conception of the idea of the telegraph. The question arose as to the length of time required for the fluid to pass through a wire one hundred feet long. Upon hearing the answer, that it was instantaneous, the thought suggested itself to Prof. Morse that it might be carried to any distance and be the means of transmitting intelligence. Acting upon the thought, he set to work, and before the ship entered New York harbor had conceived and made drawings of the telegraph. He plodded on through weary years endeavoring to bring his invention to perfection, meeting on every hand jeers and ridicule and undergoing many painful reverses in fortune; but for his indomitable will, he would have given up his project long before he succeeded in bringing it before the public, for all thought it a wild scheme which would amount to nothing. In 1838 he applied to Congress for aid that he might form a line of communication between Washington and Baltimore. Congress was quite disposed to regard the scheme a humbug. But there was a wire stretched from the basement of the Capitol to the ante-room of the Senate Chamber, and after watching "the madman," as Prof. Morse was called, experiment, the committee to whom the matter was referred decided that it was not a humbug, and thirty thousand dollars was appropriated, enabling him to carry out his scheme. Over these wires on the 24th of May, 1844, he sent this message from the rooms of the U. S. Supreme Court to Baltimore: "What hath God wrought!" and connected with this message is quite a pretty little story. Having waited in the gallery of the Senate Chamber till late on the last night of the session to learn the fate of his bill, while a Senator talked against time, he at length became discouraged, and confident that the measure would not be reached that night went to his lodgings and made preparations to return to New York on the morrow. The next morning, at breakfast, a card was brought to him, and upon going to the parlor he found Miss Annie Ellsworth, the daughter of the Commissioner of Patents, who said she had come to congratulate him upon the passage of his bill. In his gladness he promised Miss Ellsworth that as she had been the one to bring him the tidings, she should be the first to send a message over the wires. And it was at her dictation that the words, "What hath God wrought?" were sent. Success was now assured; honors and riches were his, and those who had been slow to believe in the utility of his invention were now proud of their countryman and delighted to do him homage. Upon going abroad again he was received more as a prince than as a plain American citizen, kings and their subjects giving him honor. It may be believed that even in his wildest flights of fancy Professor Morse did not dream of the rapid spread of the use of his invention, or look forward to the time within a few years, when the telegraph wires would weave together the ends of the world and form a network over the entire Continent. Five years ago, the only telegraph wire in China was one about six miles in length, stretching from Shanghai to the sea, and used to inform the merchants of the arrival of vessels at the mouth of the river. A line from Pekin to Tientsin was opened a few months ago. The capital of Southern China is in communication with the metropolis of the North, and as Canton was connected by telegraph with the frontier of Tonquin at the outbreak of the late political troubles, the telegraph wires now stretch from Pekin to the most southern boundary of the Chinese Empire, and China, ever slow to adopt foreign ideas, is crossed and re-crossed by wires; we may say the thought which came to Prof. Morse upon that memorable voyage has reached out and taken in the whole world. FAYE HUNTINGTON. HOW FATHER CURED HIS HORSE. "WELL," exclaimed Reuben the story-teller, "father always wanted a horse, because the folks in Greene lived scattered, and he had so far to go to attend funerals, weddings and visit schools; but he never felt as if he could afford to buy one. But one day he was coming afoot from Hildreth, and a stranger asked him to ride. "Father said: 'That's a handsome horse you're driving. I should like to own him myself.' "'What will you give for him?' said the man. "'Do you want to sell?' says father. "'Yes, I do; and I'll sell cheap, too,' says he. "'Oh, well,' says father, 'it's no use talking; for I haven't the money to buy with.' "'Make an offer,' said he. "'Well, just to put an end to the talk,' father says, 'I'll give you seventy-five dollars.' "'You may have him,' says the man; 'but you'll repent of your bargain in a week.' "'Why, what ails the horse?' says father. "'Ails him? If he has a will to go, he'll go; but, if he takes a notion to stop, you can't start him. I've stood and beat that horse till the sweat ran off of me in streams; I've fired a gun close to his ears; I've burned shavings under him. But he wouldn't budge an inch.' "'I'll take him,' says father; 'what's his name?' "'George,' said the man. "'I shall call him Georgie,' said father. "Well, father brought him home, and we boys fixed a place for him in the barn, and curried him down and fed him well, and father said, 'Talk to him, boys, and let him know you feel friendly.' "So we coaxed and petted him, and the next morning father harnessed him and got into the wagon to go. But Georgie wouldn't stir a step. Father got out and patted him, and we brought him apples and clover-tops; and once in a while father would say, 'Get up, Georgie,' but he didn't strike the horse a blow. By and by he says: 'This is going to take time. We'll see which has the most patience, you or I.' So he sat in the wagon and took out his skeletons"-- "Skeletons?" said Poppet, inquiringly. "Of sermons, you know. Ministers always carry around a little book to put things into they think of when they are out walking or riding or hoeing in the garden. "Well, father sat two full hours before the horse was ready to start; but, when he did, there was no more trouble for that day. The next morning 'twas the same thing over again, only Georgie give in a little sooner. All the while it seemed as if father couldn't do enough for the horse. He was round the stable, feeding him and fussing over him, and talking to him in his pleasant, gentle way; and the third morning, when he had fed and curried him and harnessed him with his own hands, somehow there was a different look in the horse's eyes. But when father was ready to go, Georgie put his feet together and laid his ears back, and wouldn't stir. Well, Dove was playing about the yard; and she brought her stool and climbed up by the horse's head. Dove, tell what you said to Georgie?" "I gave him a talking to," said the little girl. "I told him it was perfectly 'diculous for him to act so; that he'd come to a real good place to live, where everybody helped everybody; that he was a minister's horse, and God would not love him if he was not a good horse. That's what I told him; then I kissed him on the nose." "And what did Georgie do?" "Why, he heard every word I said; and when I got through, he felt so 'shamed of himself he couldn't hold up his head; so he just dropped it till it almost touched the ground, and he looked as sheepish as if he had been stealing a hundred sheeps." "Yes," said Reuben; "and when father told him to go, he walked off like a shot. He has never made any trouble since. That's the way father cured a balky horse. And that night when he was unharnessing, he rubbed his head against his shoulder, and told him, as plain as a horse could speak, that he was sorry. He's tried to make it up with father ever since, for the trouble he made him. When he's loose in the pasture, father has only to stand at the bars and call his name, and he walks up as quiet as an old sheep. Why, I've seen him back himself between the shafts of the old wagon many a time to save father trouble. Father wouldn't take two hundred dollars for the horse to-day. He eats anything you give him. Sis very often brings out some of her dinner to him." "He likes to eat out of a plate," said Dove; "it makes him think he's folks."--_Golden Censer._ [Illustration: MINDING THE BABY.] _Volume 13, Number 17._ Copyright, 1886, by D. LOTHROP & CO. _Feb. 27, 1886._ THE PANSY. [Illustration: "A LONG GRAND DAY BEFORE THEM."] ST. GEORGE AND THE DRAGON. BY MARGARET SIDNEY. IV. AND "St. George" he was from that day. George Edward was powerless to stop it, though he flew into innumerable small rages and offered to whip any boy who uttered the obnoxious name. They became silent, for he was good for his promises, they knew, but the girls took it up, and as he could not very well whip them, his sainthood grew speedily and beyond his control. It was the day before Washington's Birthday. The snow was deep on the ground, piled high in drifts here and there, the air was clear, and the sun bright. Everything promised beautifully for the holiday to which the school looked forward on the morrow. "St. George" ran home early from school, and flung down his bag of books on the sitting-room table. "I'm to be off early in the morning, mother," he said. "Put me up a rousing good lunch, do." "You are sure you can have steady fires in the house? Mr. Bangs' man can be relied on?" Mrs. Allen's voice was a bit anxious. "Tiptop." "St. George" was busy extricating his foot from its protecting boot. "Now then, for my 'slips' and then the old books. I'll get these lessons inside my head and out of the way before night." "Because if there is a little carelessness in this respect," continued his mother, "you might take a cold that would last you all winter. The only reason your father consented to your going, George, you know very well, was because the house is so near your playground that you could run in and get warmed whenever you felt chilly." "Right on the playground, mother, you mean," corrected "St. George" with a laugh; "it's set on Sachem Hill itself--up in the clouds in a jolly fashion." "There was one other reason," added Mrs. Allen after a pause, "and that was, he said 'I can trust George Edward.'" The boy occupied with his other boot looked up quickly, said nothing, but a bright smile flashed over his face; and he jumped up, ran for his slippers, and settled down to work with a will. The next morning was a fine one, and the nine o'clock train saw a gay party of twenty-five boys with knapsacks or bags containing lunch and skates assembled at the B. and A. Depot ready to board the train for Sachem Hill. Thomas, Mr. Bangs' man, had gone up the day before to open the country house left unoccupied since the family's return to town in the autumn. And he was already making fires, and getting things into comfortable shape for the boys' arrival for the grand frolic to which Wilfred Bangs had invited his very especial friends; the parents of the twenty-four boys only insisting that their sons should each carry his own lunch, to add to the hot coffee for which Thomas was famous. So here they were. And a long grand day before them! * * * * * "Now see here, Old Saint"--one of the boys was thoroughly provoked and he meant to show it--"if you want to go around the world making yourself disagreeable, just keep on with that talk, 'we ought to stop' and so forth. Don't you suppose we know what we're about. There's plenty of time to catch that train. I for one shall have one more skate up the pond and back, and I'll bet you a new knife I'm at the depot as soon as you are." "St. George doesn't preach," cried an impulsive champion. "And besides, he always _does_ first himself." "Well, you hold your tongue," cried Wingate Morse, tightening his skate-strap; "I wasn't talking to you." "Say that again, and I'll pitch into you," declared the champion with a very red face not altogether produced by the sharp air. "Haven't any time," said Wingate, striking off. "Come on, all you fellow's who are able to take care of yourselves, and get one good glorious good-by skate." All but two, the champion and St. George went, and their merry shouts came floating back as the pair left behind took off their skates, tossed them hurriedly into their waiting bags and set off on a hearty run for the depot. "I wanted to go awfully," confessed the champion on the way, "but I'll stick by you, St. George." "I'm unpopular," said the Saint, pulling up into a walk as they came into sight of the depot. "But I suppose that makes no odds so long as my mother isn't scared to death when I don't get home by the right time." "They're lost, they're lost!" exclaimed the champion excitedly. "My goodness me! look at that smoke! She's coming in!" Sure enough, "She" was. And having no time to lose other than the moment in which the champion wildly jumped up and down in a snow-drift screaming to the fellows, by this time at the head of the pond, to "Come on--she's in!" they soon found themselves in a comfortable seat, and the train pulling back to town at a smart rate. "I lost my head," remarked the champion, "and that's a fact," as he stumbled along the aisle; "but then, I guess nobody saw me. Whew! but won't those chaps catch it, though, when they do get home." Just then from the car ahead walked in Thomas, Mr. Bangs' man. He glanced anxiously along the car-length, peering right and left. When his eye fell upon "St. George" and the champion he brightened up, and hurried as fast as was possible with his rotundity down to them. "Where are the rest of the boys?" he asked quickly. "Left," said St. George concisely. "Skating up to the other end of the pond." It was all told in a second. Thomas said something which it was well the boys could not hear in the noise of the bounding train, then rushed frantically back for the conductor, followed by St. George and the champion, on the way repeating-- "Master Wilfred told me he'd be sure to catch the train, so I came down the back way, and jumped on at the last minute. I didn't see the use of staying another night in that house." By the time he reached the conductor, realizing the result of his unfaithfulness to collect all the boys and bring them safely back to town on the five o'clock train, the unhappy man was in such a state that the two boys had to take turns in explaining to that railroad official what the matter was. "Do run the train back," cried St. George imploringly; "you'll be paid well." "Are you wild?" cried the conductor sharply. "This train is bound for town with a lot of passengers who have something else to do than to turn back to hunt up foolish boys." "But they will freeze to death," cried "St. George" and the champion together. "The house is shut, and there isn't a neighbor nearer than two miles." Thomas was too far gone to do anything but wring his hands and moan helplessly. "Can't help that," exclaimed the conductor inexorably, "the world won't lose much. They should have obeyed orders then." He was terribly tired and half-frozen himself, and was getting very nervous at the predicament in which he saw himself placed. How to help these people in distress, and yet take care of his train, was more than he could tell. "I'll stop at Highslope, though I don't usually on this night train; as it's the last into town, we run in pretty fast. There you can get a wagon or sleigh maybe and drive back ten miles and pick 'em up. That's the best I can do for you." With that he broke away from them and began to take up the tickets. TABLEAUX. "WHAT is going on in the attic?" asked old Mr. Davidson one afternoon as he wakened from his after-dinner nap and heard some unusual sounds about the old mansion. "Oh! did the children waken you? I am sorry," replied old Mrs. Davidson. "Well, I reckon I have slept long enough," was the good-natured reply, and you will know by this that the old gentleman was good-natured, for it is well understood that to be wakened from an after-dinner nap is a test. "I gave the young folks permission to look over the big chests in the attic," said Mrs. Davidson. "And I presume they will appear dressed in some of those old costumes." Mr. Davidson was apparently satisfied with the explanation of the unusual noise, and settled himself over his newspaper. Presently a young girl fluttered down the staircase and entered the room where the elderly couple sat. "Grandpa," said a fresh young voice, "we want to come and call upon you." "Call upon me! Well, what is to hinder?" "Well, we want to have it a sort of tableau; we want you and grandma to be the Emperor of Germany, and cousin John is to be the Crown Prince, and I am to be 'Vicky,' and we are to call upon you in state. Lannie is making your epaulettes. She will come and fix you and grandma, and tell you where to stand, then when we get dressed we will enter." The old people laughed, but grandpa said: [Illustration: CARRYING OUT THE PROGRAMME.] "All right!" and when his wife would have demurred a little, he said, "We must make things lively for the young folks or they get homesick." The programme was carried out. The satin dress and mantle came out of the old chest, but those epaulettes and stars and badges! Let me tell you a secret, they were home-made, but you would never have guessed it. Cousin John upon inspecting the work, exclaimed, "Lannie, you are a genius; how did you know the way to do it?" "Oh! there are ways of knowing things," returned Lannie, with a good-natured laugh. After the formalities of the call had been carried out grandpa said: "Now, will some one tell us who we are?" "Not know yourself!" said one, laughing; "Lannie, tell grandpa who he is." "Yes, Lannie, who am I, and what have I done to deserve the honor of this occasion?" "Why, you are Emperor William the First, and this is a long time ago when you were younger and your grandchildren here were not grown up. And on the whole, I think this is before the war with France, at which time you gained great popularity. This is your son, the Crown Prince of Prussia, and this is his wife, the daughter of Queen Victoria. And these are your grandchildren." "Thank you! I feel better acquainted with myself." They all laughed at this and the callers withdrew. Mr. Davidson settled to his newspaper again, but presently he looked up to say: "That was play. But we do belong to a royal house, eh, mother?" And the wife and mother smiled; she understood. THEODOCIA. SIR JOHN AND THE EREBUS. THIS is a real Johnny. He was born one hundred years ago in England. When a very little fellow he was fond of the water. He would make little ships like the one in our picture, and slip away back of the barn and down through the bars, which he didn't always put up in his hurry to the pond among the trees. Here with his ship he would spend hours seeing the wind blow it from shore to shore. When there was no wind to make it skip over the water, he would puff sharp blasts from his cheeks against the sails. He learned a great deal watching his ship. And he thought, may be, he would some day have a big one, be its captain, sail away off upon the ocean, visit distant lands and see strange people and strange things. And he did. But he was going to school, learning fast and making many friends by his good conduct. His father told him one day when he came from school, right after tea, when they were sitting about the bright fire, that he wanted him to learn all he could and make haste and grow up a good man and be a minister of Christ. But though our boy thought it would be a grand thing to spend his life telling about Jesus and his love, yet he thought also he could do it as well in a ship as in a pulpit. And when his father saw how much he loved the sea, how much he knew about ships, and how well he could sail his own little vessel, he consented. Soon after Johnny was taken on board the ship _Polyphemus_ as midshipman. He was a sort of servant, or a _cadet_, to carry the commands of the captain. Of course he was very happy. This was a first step to being captain himself. But the _Polyphemus_ was a war ship. There was war at that time and many battles in which brave men suffered much and died. He could not escape now if he had wished to. He did not wish to. One day the _Polyphemus_ met an enemy's ship and the cannon were soon sending shot into each other like leaden hail. Many dropped dead. Johnny did every thing he was told to, often going right in the midst of danger. He was brave. Not a shot, however, hit him. He was in many other dreadful battles on the sea where the shot were flying all about him; but he always came off unhurt. [Illustration: "SIR JOHN AND THE EREBUS."] Then, being now a man, he was put in command of a ship. He had sailors and soldiers under him. He said to one "go here or there," and he went; to another, "do this," and he did it. He was captain over a big ship, and at the call of his country, away he sailed over the great ocean to the North to find out what he could about things in that strange icy land. He was gone several years, and travelled many thousand miles. One day as his wife and some friends stood on the wharf where the ships land and looked out upon the ocean, they saw a little thing no bigger than your hand. Then as they kept looking and wondering what it might be, it grew larger and larger, and came nearer, and through their spy glass they saw masts, sails, and flags flying from the very tops, and then, behold! they read the name of the ship and they knew that it was the very ship on which, not Johnny, nor John, but Sir John--for that was his name now--had sailed more than three years before. How the ship soon rode into the harbor and dropped her strong anchor into the water to hold her fast, and how the soldiers and sailors and Sir John came on land, and what he did and said and what his happy wife, Jane, did, and how handsome she looked I can't tell you. But there's another part I will tell you next time. C. M. L. THE LITTLE SWEEP. SEVERAL years ago, an effort was made to collect all the chimney-sweepers in the city of Dublin, for the purpose of education. Amongst others came a little fellow who was asked if he knew his letters. "O yes, sir," was the reply. "Do you spell?" "O yes, sir," was again the answer. "Do you read?" "O yes, sir." "And what book did you learn from?" continued his interrogator. "O, I never had a book in my life, sir," said the manly little fellow. "And who was your schoolmaster?" "O, I never was at school." Here was a singular case. A boy could read and spell without a book or master. But what was the fact? Why, another little sweep, a little older than himself, had taught him to read by showing him the letters over the shop doors which they passed as they went through the city. His teacher, then, was another little sweep like himself, and his book the sign-boards on the houses. What may not be done by trying? [Illustration: ROUND THE FAMILY LAMP] A GAME FOR THE EVENING OF WASHINGTON'S BIRTHDAY. DEAR PANSIES: I want to propose a new game for to-night. Let us all see how much good our lessons on American History, and our knowledge of the life of George Washington, "first in the hearts of his countrymen," have done us. You know that all our studying is for some good purpose; that it is to enable us to do grand service for God, and for others. You know every bit of knowledge upon any good subject is a powerful weapon to help us in the battle of life. God gives us our privileges, our schooldays, our fitting-time. Let us see to it that we make good use of them all--_every one_. Now then, here is the game. Choose a bright boy or girl, one who loves history, and who has been careful to come to the class-room pretty well prepared the last year. You know who these nice scholars are. Now send Winthrop or Lucy as the case may be, out of the room, and all the rest of you get up as many questions concerning the early history of our country, before, during, and just after the War of the Revolution, being careful to let the interest centre in George Washington himself, his character, and services to America. Now call Winthrop or Lucy in, and launch the questions, beginning at one end of your circle of players, and going in turn around the circuit, each player only asking one question, and the boy or girl who stands in the centre of the circle having three moments allowed in which to answer a question. If there is no clock in the room some one must give out the time--father or mother, or aunt Susan will doubtless be willing to do this. If the boy or girl cannot answer the question, he or she must be fined a forfeit. Then proceed with the next one in the circle asking a question--and so forth. If it is answered correctly the one who asked it must go out, and the successful Winthrop or Lucy can hop into his place. After this has been played as long as you like, save the questions (which some one in the room can write down, with the answers) and let every girl and boy look over them, and see if they could be answered better, in fewer words giving more information, and more correctly. In this way you will learn to make your knowledge available, and you will be quite astonished to find how much you do know about this subject. Now for the forfeits, for you will probably have a fine pile to redeem. Let some one be blindfolded and seated in a chair in the centre of the room, while another player holds up each article, and dispensing with the other usual questions, asks, "What shall the owner do?" He (or she) shall tell when George Washington's Birthday was first celebrated. He (or she) shall tell some little anecdote of George Washington (not the cherry-tree episode). And so on, to end with a grand march two and two, through the parlors and hall, to the gayest tunes that a deft-fingered performer can give on the piano. May you enjoy this "Washington-Birthday-Game" heartily. MARGARET SIDNEY. SOME REMARKABLE WOMEN. J.--JOAN OF ARC. JOAN OF ARC, as we call her in English; Jeanne D'Arc, as she was called in her native country; "The Maid of Orleans," as she is called in history, was the daughter of a French peasant. In her childhood and through her girlhood she was often employed in tending sheep, and so lived much alone. She grew dreamy and imaginative; and her young heart was much given to religious exercises. It is said that she used to spend hours at her devotions, and when she was thirteen years old her mind had dwelt so much upon the superstitious legends of those days that it was not strange she should in one of those exalted moods of religious fervor imagine that she had a vision, and heard voices speaking to her of the wonderful exploits she was to achieve. The people among whom she lived were ignorant and superstitious, and could very easily be made to believe in anything which had a tinge of the supernatural. Mythical stories of the saints, accounts of the doings of fairies and demons were told around every fireside, and the children eagerly drank in the strange tales. What you boys and girls would turn away from with a decidedly skeptical shrug of your shoulders, declaring, like a boy I know, "Ghost stories are no good!" these children of a dreamy, visionary people drank in as truth, and very solemn truth too. And so when Joan, walking in the shadow of the chapel, fancied she heard a voice and saw a great light, or when standing at the altar of the Catholic church she imagined the pictures of the saints coming out of their frames speaking to her, it is not surprising that the people of that neighborhood believed she really saw and heard these things. And when she imagined that she heard St. Michael speaking to her and telling her that she was sent to deliver her country from the English, some of the people believed it--but it appears her father with more practical sense than the others declared it was only a delusion, and sought to convince her of the absurdity of her wild idea. But she could not be persuaded out of it, and at length when she was twenty years old the king hearing of her and of what she considered her mission, sent for her and placed her at the head of the French army. A number of curious things are said to have occurred upon the occasion of her interview with the king. For one thing she recognized him at once among his courtiers though she had never seen him before. Then she told him of a certain sword hidden in an old chapel which it was necessary to bring out for her use, though it is said she never struck a blow; she only led the army, so I suppose an old rusty sword would do as well as any. The city of Orleans was besieged by the English. This city was a stronghold of great importance to the French, but the starving inhabitants saw no hope of relief and would very soon have been forced to surrender. But Joan, the peasant girl, mounted upon a white horse, and wearing a suit of glittering armor, rode boldly forward until they reached the city. The French soldiers were so inspired by her courage that they fought their way bravely and the English on the contrary were frightened. Believing this young girl to be a witch, they were easily overcome, though their commander declared that her pretensions as to having had a revelation from heaven were all nonsense. But you see the English soldiers were superstitious as well as the French. And doubtless it was partly owing to their fright that the English gave way and the siege was at an end. Thus having delivered Orleans, the peasant girl was henceforth known as "the Maid of Orleans." She continued to lead the army on to victory, and finally the coronation of Charles the Seventh, took place in Rheims. Then Joan felt that her work was done and asked to be allowed to go home. But the king would not allow this and still kept her in the army. But she no longer heard voices. Her enthusiasm and courage were gone, and no longer successful, she was at length taken prisoner, tried and condemned to be burned as a sorceress. The sentence was carried out, the king whom she had helped to establish upon his throne never interfering to save her. As a visionary enthusiast, we may not hold up Joan of Arc as a model; but as a noble, earnest-hearted girl, true to what she believed to be her heaven-given mission, facing difficulties and dangers in order to carry out what she deemed to be the plans of her Lord, we must admire her and do her honor. At one time she said, "I would far rather be spinning beside my poor mother; but I must do this work because my Lord wills it." "Joan of Arc was no wilful impostor. She fully believed that she beheld the faces of departed saints, and heard the voices of beings from the unseen world. The result of her wonderful career was that Charles ultimately won back to the royal house of Valois the whole kingdom of France. An imposing mausoleum in the city of Orleans perpetuates her memory, but her name stands above mortality, independent of bronze." FAYE HUNTINGTON. [Illustration: ROUEN.--ENGLISH LOST POSSESSION OF, 1419, EIGHTEEN YEARS AFTER THEIR SACRIFICE OF JOAN OF ARC.] [Illustration: The P. S. CORNER] DEAR PANSIES: How I wish I could coax each one of you to read this Corner carefully, so you would not bother your little brains by asking me the same questions over and over again, which I answer here! Will you each try it? To become a member of the P. S. one must subscribe for THE PANSY, at one dollar a year, send a letter to the editor (Mrs. G. R. Alden, Chapel street, Walnut Hills, Cincinnati, Ohio) mentioning some fault or faults which he will pledge himself to try to overcome; and promising to try each day to "do some kind act, or say some kind word which will help somebody," always making the Whisper Motto, "For Jesus' Sake," the strong motive of all words and acts, not only, but of thoughts as well. If you would rather not mention the special fault which you mean to try to conquer, you have a right to be silent about it; but I can help you more understandingly if you let me know your temptations. All such pledgers will be sent badges, and their names enrolled on the pledge book. Their letters will be answered in due time in the magazine; and the editor will be always glad to hear from them, and will try to keep her eyes open in search of that which will help them. There is also a list of books, games, etc., which are offered at special prices to the members of the P. S. Brothers and sisters of subscribers, or even young friends of theirs who have the reading of THE PANSY, but are not subscribers, may join the P. S. by writing to the editor, as described above, and enclosing ten cents for their badges. Only enrolled subscribers to the magazine have badges sent free of charge. Neither can these members get the P. S. books and games at special prices. Such privileges are reserved for those who take the magazine. An officer's badge is somewhat prettier than the "private's," and has gold fringe. Any one who secures five or more subscribers to THE PANSY, and pledges from each, is entitled to an officer's badge. Officers of a P. S. are expected to call the members together at stated times, and hold meetings, for work or reading, or to spend the time profitably in whatever way they may plan; always remembering their pledge, and their Whisper Motto; so, being sure to choose no occupation that the great Leader under whose banner they serve might not approve. Such an organization is expected to have a secretary whose duty it shall be to report to the editor of THE PANSY, from time to time--say every three months, giving a brief account of their meetings, what they are trying to do, and how they succeed. Now will you study this letter with great care, and see if you fully understand it? Another thing, will you try to be as patient as possible about receiving answers to your letters? Please remember that while you have but one letter to write, the editor has at least five thousand to answer! Indeed, I think there must be more than that number waiting their turn. I look at the great and ever-increasing army, and shake my head, and tell them to lie still and be patient. Then I push into each PANSY as many as I possibly can! Don't conclude from this that you must not write any more letters. I don't mean that, at all. I am only cautioning you to be as patient as meek little pansies should be, and await your turn. Meantime, of course, I want to get your letters; the more the merrier, so that you don't frown and scold because I do not answer you _all_ at once. Good-by, my Blossoms! PANSY. * * * * * _Lucile_ from Missouri. I do hope, dear little girlie, that we have rescued those poor fingernails from any further bad treatment. I made all haste I could, as soon as I heard of your needs. It is really wonderful how many naughty teeth there are in our P. S. biting what they ought not to touch! _Menton_ from Massachusetts. That is right. A well "governed" tongue is a most useful member of society. I know a great many tongues that were sadly neglected when they were young, and now are engaged in making all the people around them uncomfortable. I am glad yours will never be in that list. _Anna_ from Georgia. Yes, my dear, all members of the P. S. are subscribers to THE PANSY; except the little brothers and sisters of subscribers, who have the use of the magazine in their homes; those we receive as members, and they can have badges by sending in their pledges and ten cents each to pay for the badges. Subscribers receive the badges free of charge. I was much pleased with your letter. As a rule, I know, letters should be written with pen and ink; but yours was very plain. I hope you are a faithful scholar in your school. _Joanna_ from Michigan. Thank you for the card. It was very pretty. I was much interested in your letter. Yes, I am glad to hear anything interesting about birds and animals of every kind. I will copy your letter for the Pansies to enjoy. It gave me a great deal of pleasure to notice the resolve you made. If you keep it, you will have a good and happy life. _Anna_ from Iowa. Here is another Blossom who "wants her own way." Shall I tell you how to always have it? Just decide that your way shall be the one that the Saviour of the world wants you to have, and then it will be the right way, and you will always get what you want. There is a beautiful secret hidden in that thought; I hope you will hunt for it until you find it. _Anna_ from Wisconsin. Dear little friend, I am afraid you expect too much of the P. S., if you hope that joining it will keep you from being "selfish" and "spunky." It will help, but you must do your part, you know. You would make poor work of mending the hole in your apron without a needle and thread, but just imagine what a mess the needle and thread would make of it without your hands to help! _Maud_ from Pennsylvania. "Dreaming" is really very pleasant, but you are right, it does not help work along very well. The best time to dream is at night when your eyes are tightly closed. I know a little girl who sat dreaming she was a fairy, and when she wanted anything had only to wave her wand and it would come to her; and she let the water boil from the potatoes, and they burned to the kettle and were spoiled; so because of this naughty fairy, the family had to eat their dinner without potatoes. _Auburn_ from Pennsylvania. My boy, that is a splendid pledge to take. As I watch the boys at play, I am constantly wondering what pleasure they can find in being so "rough" that lookers-on will be sure to say: "What a disagreeable boy that is! I should think his mother would teach him how to behave better than that." I wonder if the boys know how constantly mothers are blamed when they do wrong? I think it would make some boys who love their mothers more careful. Don't you? _Minnie_ from Minnesota. Were you named for the State, my dear, or was the State named for you? What a question! We receive your name with pleasure. I wish I knew about some of the "kind acts." Tell us their story. _Walter_ and _Laura_ from New Jersey. We are very happy to welcome this brother and sister to our ranks. I wonder if I met you last summer? I saw a great many boys and girls when I was at the seaside where you live. Perhaps you were among them. I remember a sweet-faced little girl who was trying to speak gentle words to two older ones who were in ill humor about something. They called her Laura. Perhaps it was you, little Blossom. Be sure that you both shed fragrance about you for Jesus. _Fannie_ from Illinois. Your pledge reminds me of two boys who were under my window not long ago. They were very angry; they called each other hard names, and threw mud at each other, and at last they took off their little jackets and began to fight with their strong little fists. When they were separated, and peace was declared, it was discovered that they had been disputing as to whether a small brown bug which they had found, had four legs or six! But as the bug had crawled away, I am afraid it will never be known which was right. _Maxwell_ from Ohio. Yes, indeed, I sent you a badge, with pleasure. The more boys we can get to pledge each day to do a "kind act" the better are we pleased. I believe a boy who honestly tries to do one good kind act each day, will grow into the habit of it, so that, some day, he will do a great many. Don't you think so? _Clara_ from New York. I do not know that I have ever received a pledge which gave me more pleasure than yours. To help to lead others to give themselves to the Lord Jesus, is the greatest work we can do in this world. God bless you in your efforts! _Cora_ from New Hampshire. Thank you for your very high opinion of THE PANSY. I believe all the Pansies are fond of it. I like to think of their bright faces when I am writing anything that I think will please them. I do everything I can think of, to make it a good and helpful magazine for them. _Stella_ from Ohio. Oh! not at all too old. We have many who are older than you. What an astonishing age your "chicken" reached! I have never heard of such a thing before. I should think it would have forgotten how to be a chicken! Orderly people are very pleasant to live with. I really do not know much about it by experience, but I know all about what it is to travel after a disorderly young person, and put away hat, and coat, and books, and blocks. I send my congratulations to your mother. _Carrie_ from Minnesota. Bless her heart! You certainly do have need of patience. Five little people to copy all you say and do. If you chance to slam a door, or bang a book down hard, or say, "Oh, dear!" in a sharp sort of way, just as likely as not five doors will slam! and five "oh dears!" will be singing around the room. Yet, my Blossom, there is a very sweet side to it; what a chance you have to help the little lives to grow up pure, and sweet, and patient. May the dear Saviour give you a fresh blessing every day! _Marion_ from ---- You do not give me the State, so I have to "guess" at it. It always gives me pleasure to hear of a Missionary Blossom. I wish you had told us the subject of your Bible reading. Did you select the verses yourself? Suppose you send me a copy for the Pansies? Thank you for the sweet bit of good news which you gave me at the close of your letter. Nothing better could have been told. _Fred_ from Massachusetts. Your letter gave me great joy. When I can write down one of the P. S. members as a servant of the Lord Jesus, I always feel so safe and glad. May you be a brave soldier as long as you live. _Lizzie_ from Nebraska. Welcome. May the "kind words" you are pledged to speak echo so far that we shall catch their music and send them on until they reach around the earth. Nay, they will reach further than that; every one of them echoes around God's throne. _Agnes_ from Massachusetts. Do you know I think it is a very good hint as to a girl's character, when she says she always likes her teacher? It is apt to prove that she behaves herself in such a manner that her teacher can be kind and gentle to her. Is that it? Remember the "kind words" you are pledged to speak. _Alice_ from New York. It is a great trial to a teacher to have whispering girls in her school. I know how your teacher will rejoice that you have chosen to break yourself of that habit. I suspect you will find it hard to do. Don't get discouraged. _Chauncy_ from Massachusetts. Another boy with a temper! As soon as I get time, I am going to count the number of boys in the P. S. who have already taken that pledge. Then I shall know the number who are sure to be better men than they would have been without that resolve. _Mary_ from Nebraska. I wish you had given me the name of the fault, my dear Blossom. I could so much better understand what your temptations are, and perhaps be able to help you. Still, you are welcome to all the privileges of the P. S. Will you let us hear how you succeed? _Oscar_ from Pennsylvania. That is right, my boy. "By-words," beside being senseless things, are very apt as you say, to lead one at last into using profane by-words. I heard an old man who was trying hard to break himself of that dreadful habit, say that he began by constantly using the by-word, "My goodness!" until the time came when it did not seem to be strong enough to express his feelings, and he took a worse form of the same sin. _Minnie_ from Pennsylvania. Another "dreamer." "I dreamed I was a great merchant," said a boy to his father, one morning. "Well, you will never be one," said his father, "for you will spend your time sitting and dreaming how nice it would be if you were somebody, instead of setting to work with a will, and being somebody." This habit of talking about others is one very easily formed. If we would always say good and sweet things of them, I suppose it would do no harm. Did you ever hear of the dear old lady who was in the habit of always saying something good about every one who was mentioned in her hearing? One day, a daughter said of her, "I believe mother would find something good to say about Satan himself, if we should try it." So they agreed to try the experiment, and when their mother entered the room they were talking about how he tempted people constantly to do wrong. "Yes," said the dear mother, "I have often thought we might learn a lesson from his perseverance. He doesn't waste any time!" As to wearing the badge, you must be your own judge of when. Some of the Pansies only wear them at their weekly meetings; others wear them when they think there is a reason that they will be specially tempted to break the pledge. Others wear them all the time, and when they are soiled, send ten cents to have them renewed. _Mary_ from Kentucky. How sorry I am for your disappointment! I do not know how it happened. We always attend to the badges as soon as the letters come. But about answers to letters, sometimes the poor little Blossoms have to wait until I am afraid they will almost wilt in their impatience! You see there are so many thousands of them, that, try as hard as I can, it is impossible to keep "caught up." We must each take a pledge of patience, and try to live up to it. _Annie_ from Massachusetts. That is good news. It is a great joy to me to hear from my Pansies that their badges are really helping them. A great many forget to tell me anything about it. I hope you will have a very pleasant visit. When you lie in your hammock under the trees, looking up into the blue sky, I hope you will have sweet and helpful thoughts. _Nellie_ from Pennsylvania. My dear, your pretty things that you make for those who have none, are to be sent wherever you please. Some of the Pansies send them to the great cities, in all of which there are hospitals for the sick poor children who have no parents to take care of them. Some select homes in their own town where they think their gifts would do good, and send them there. If you have anything to send, you might select the city nearest you, and address the package to the matron of the Children's Hospital, sending a letter of explanation with it. _Julia_ from Virginia. We are glad that you find so much pleasure in THE PANSY. Hope you will succeed with your "club." It is those who try who are always the successful ones. I congratulate the "teeth." I know they are shining over their good fortune at this moment. _Ettie_ from California. You have a "giant" to fight, it is true; but there is a happy thought--you are sure of success if you wear the armor which the great Captain has provided. Have you read a careful description of the armor? And are you clothed in it from head to foot? We should like to hear something about the country you live in; the birds, the flowers, the fruits, anything which interests you. _H. A. M. W._ from Wisconsin. Dear friend, what an honor you have bestowed on the P. S. A "Blossom" which has been cultivated for threescore years must have a wonderful record of perfume shed for the glory of the Master! I regret that your young friends should have had to wait so long for their badges. There is some misunderstanding or it would not have occurred. We try to be very careful, but in a family of sixty thousand some mistakes will happen. _Carroll_ from Vermont. You have plenty of company. The people who "start right off" to do things are few and delightful. They are the people who will, one of these days, do things that the world will be proud of. In other words, in this busy world, one must be "diligent in business" if he wants to accomplish much. As to the "hectoring," if you decide to attend promptly to all your duties, you will find that you have not so much time for that occupation, and I shouldn't wonder if it would also lose its interest to you. Do you know a little couplet-- Satan finds some mischief still For idle hands to do? _Clara_ from Michigan. So you don't mean to tell us what that "worst fault" is? Well, tell it to Jesus, and ask his hourly help; then you will overcome it. I hope the badge will remind you of your Helper. WONDER STORIES OF SCIENCE. I HOPE that name pleases you, my dear Pansies, and I wish each one of you had a copy of the book to which it belongs. Let me describe the one which now lies on my desk. A lovely colored binding, I don't know whether the artists call it "olive" or "old gold" or "crushed strawberry" or what. It isn't exactly _any_ color, but reminds me of sunshine and autumn leaves. There is a medallion in gold on the upper half, and the monogram of the publishers on the lower right-hand corner. There are three hundred and eighty-three pages of good clear print, and some excellent pictures. It is a book which retails for one dollar and fifty cents; and now comes my special bit of news which ought to rejoice your hearts. Every subscriber to THE PANSY who is also a member of the P. S. can secure it for eighty-five cents, by sending that amount to D. Lothrop & Co. with their order! As for the things which it talks about, of course you know that in so many pages many interesting topics can be handled; for instance, "Christmas Cards," and "Newspapers," and "Camphor," and "Umbrellas," and "Combs," and "Thunderstorms," (!) and "Brooms," and "Lace," and a dozen other things. The fact is, if you take one article, no matter how simple, and seat yourself in a corner to think about it, you can get up twenty questions, right away, which you wish somebody would answer for you. Well, this book answers those very questions. Now I am going to copy for you a bit right out of the heart of a story in it, which I know will delight the boys; the name of the story is: "TALKING BY SIGNALS." When boys live some distance apart, it is pleasant to be able to communicate with each other by means of signals. Many and ingenious have been the methods devised by enthusiastic boys for this purpose. But it can be brought much nearer perfection than has yet been done, by means of a very simple system. At the age of fourteen, I had an intimate friend who lived more than a mile away, but whose home was in plain sight from mine. As we could not always be together when we wished, we invented a system of signalling requiring a number of different colored flags; but we were not quite satisfied with it, for we could send but few communications by its use. Then, when we came to test it, we found the distance was too great to allow of the different colors being distinguished. The white one was plainly visible. It seemed necessary, therefore, that only white flags should be used. We studied over the problem long and hard, with the following result. We each made five flags by tacking a small stick, eighteen inches long, to both ends of a strip of white cloth, two feet long, by ten inches wide. Then we nailed loops of leather to the side of our fathers' barns, so that, when the sticks were inserted in them, the flags would be in the following positions: [Illustration] The upper left-hand position was numbered 1, upper right 2, lower right 3, lower left 4, centre, 5. Notice, there was no difference in the _flags_; the _positions_ they occupied, determined the communication. Thirty combinations of these positions can be made. These combinations were written down, and opposite each, was written the question or answer for which it stood. The answers likely to be used most, we placed opposite the shortest combinations, to save time in signalling. My old "Code" lies before me, from which I copy the following examples: (Then follows a list, and an interesting account of a flag conversation which you can read for yourselves when you get the book.) We usually spent our noon hour conversing in this manner; and, when it became necessary for either to leave his station, all the flags, 1, 2, 3, 4, 5, were put out, signifying "gone." One combination, 1, 2, 3, 4, was, by mutual consent, reserved for a communication of vital importance, "Come Over!" It was never to be used except in time of trouble, when the case would warrant leaving everything to obey the call. We had little expectation of its ever being used. It was simply a whim; although, like many other things, it served a serious purpose in the end. Not far from my father's house stood a valuable timber lot, in which he took an especial pride. Adjoining this was an old apple orchard, where the limbs of several trees that had been cut down, and the prunings of the remainder, had been heaped together in two large piles to be burned at a favorable opportunity. One afternoon, when there was not the slightest breath of wind, we armed ourselves, father and I, with green pine boughs and set the brush-heaps a-fire. We had made the heap in as moist a spot as possible, that there might be less danger of the fire spreading through the grass. While the flame was getting under way, I busied myself in gathering stray bits of limbs and twigs--some of them from the edge of the woods--and throwing them on the fire. "Be careful not to put on any hemlock branches!" shouted my father from his heap. "The sparks may snap out into the grass!" Almost as he spoke, a live coal popped out with a loud snap, and fell at my feet, and the little tongues of flame began to spread through the dead grass. A few blows from my pine bough had smothered them, when snap, snap, snap! went three more in different directions. As I rushed to the nearest, I remembered throwing on several dead hemlock branches, entirely forgetting their snapping propensity. Bestowing a few hasty strokes on the first spot of spreading flame, I hastened to the next, and was vigorously beating that, when, glancing behind me, I saw to my dismay that the first was blazing again. Ahead of me was another, rapidly increasing; while the roaring, towering flame at the heap was sputtering ominously, as if preparing to send out a shower of sparks. And, to make matters worse, I felt a puff of wind on my face. Terror-stricken I shouted: "Father! The fire is running! Come quick!" In a moment he was beside me, and for a short time we fought the flame desperately. "It'll reach the woods in spite of us!" he gasped, as we came together after a short struggle. "There isn't a neighbor within half a mile, and before you could get help it would be too late! Besides, one alone couldn't do anything against it!" A sudden inspiration seized me. "I'm going to signal to Harry!" I cried. "If he sees it, he'll come, and perhaps bring help with him." "Hurry!" he shouted back, and I started for the barn. The distance was short. As I reached it, I glanced over to Harry's. There were some white spots on his barn. He was signalling, and of course could see my signal. Excitedly I placed the flags in 1, 2, 3, 4, and without waiting for an answer, tore back across the fields to the fire. It was gaining rapidly. In a large circle, a dozen rods across, it advanced toward the buildings on one hand, and swept toward the woods on the other. We could only hope to hinder its progress until help should arrive. Fifteen minutes of desperate struggle, and then, with a ringing cheer, Harry and his father dashed upon the scene. Their arrival infused me with new courage; and four pairs of hands and four willing hearts at length conquered the flame, two rods from the woods! My father sank down upon a rock, and as he wiped the perspiration from his smutty face, he said: "There, boys, your signalling has saved the prettiest timber lot in the town of Hardwick! I shall not forget it!" For the way in which the father proved his gratitude, and what resulted, and a great deal more which is delightful reading, I must refer you to the book; for I have already taken too much space. PANSY. [Illustration: WIDE AWAKE ART PRINTS] ARTISTIC FAC-SIMILE REPRODUCTIONS OF ORIGINAL PICTURES. DESIRING to bring within reach of all homes Pictures of real charm and real art value, we began, October 1st, the publication of a series of superb fac-simile reproductions of the finest original pictures belonging to the WIDE AWAKE magazine. This collection of water colors, oil paintings, and line drawings, gathered during the past ten years, includes fine examples of eminent American and foreign artists: Walter Shirlaw, Mary Hallock Foote, Wm. T. Smedley, Howard Pyle, Henry Bacon, Jessie Curtis Shepherd, Harry Fenn, F. S. Church, Chas. S. Reinhart, Miss L. B. Humphrey, F. Childe Hassam, E. H. Garrett, F. H. Lungren, H. Bolton Jones, St. John Harper, Miss Kate Greenaway, George Foster Barnes, Hy. Sandham, and others. And while the skill of foremost engravers has enabled us to give in the magazine many beautiful engravings from these originals, the mechanical limitations of the graver, and of the steam press, render these "counterfeit presentments," at their best, but disappointing attempts, to those who have seen the originals with their greater delicacy and richness and strength. The real touch of the artist's brush, the finer subtler atmosphere, the full beauty and significance, and the technical excellence, is missing--and it is these features that are retained in these fac-similes. The method of reproduction employed is the new photogravure process of the Lewis Co., which in result is only equalled by the famous work of Goupil & Cie of Paris. Each impression is on the finest India paper, imported expressly for this purpose, and backed by the best American plate paper, size 12×15 inches. Only a limited number of hand proofs will be made. Ordinary black inks are not employed, but special pigments of various beautiful tones, the tone for each picture being that best suited to emphasize its peculiar sentiment. These beautiful fac-simile reproductions are equally adapted for portfolios or for framing. They are issued under the name of [Illustration: WIDE AWAKE ART PRINTS] Along with the unfailing and refined pleasure a portfolio of these beautiful pictures will give, attention is called to their educational value to young art students, and to all young people, as the photogravure process preserves each artist's peculiar technique, showing how the drawing is really made, something that engraving largely obliterates. _The_ WIDE AWAKE ART PRINTS _are issued on the first and fifteenth of each month, and are regularly announced in the magazine._ =SPECIAL.= Keeping in view the interests of our readers, we have decided not to place the Art Prints in the hands of agents or the general trade. In this way our patrons are saved the retailers' and jobbers' profits, so that while these beautiful works of art, if placed in the picture stores, would bear a retail price of $3.00 to $10.00, we are able to furnish them to our readers and patrons at a UNIFORM NET PRICE OF ONLY FIFTY CENTS EACH. Orders for half-yearly sets of twelve will be received at $5.50 in advance; and for yearly sets of twenty-four at $10.00 in advance. All pictures are sent in pasteboard rolls, postpaid. Half-yearly and yearly subscribers will receive each monthly pair in one roll. Portfolios, suitable for holding twenty-four or less, will be supplied, postpaid, for 75 cts. =NOW READY=: OCT. 1. "=Little Brown Maiden.=" KATE GREENAWAY. The sweetest and quaintest of Miss Greenaway's creations. The original watercolor was purchased in her London studio by Mr. Lothrop, and is perhaps the only original painting by Kate Greenaway in America. OCT. 15. "=On Nantucket Shore.=" F. CHILDE HASSAM. A wood engraving from this sea-beach picture was the frontispiece to the September Wide Awake. In a boy's room it would be a delightful reminder of vacation days. NOV. 1. "=In Grandmother's Garden.=" WM. T. SMEDLEY. This is a picture of the time when mother was a little girl, and walked with grandmother in the dear old lady's garden. NOV. 15. "=The Dream Pedler.=" EDMUND H. GARRETT. Every nursery should have this picture of the captivating Dream Peddler, standing on the crescent moon and with his bell crying his dreams for sale. DEC. 1. "=Morning.=" F. H. LUNGREN. DEC. 15. "=Evening.=" F. H. LUNGREN. These are companion pictures--the beautiful ideal figures set, the one in the clear azure of a breezy morning, the other in the moonlight mystery of evening. [Illustration: hand] _Other Subjects in rapid Preparation. See current numbers of_ WIDE AWAKE _for particulars._[Illustration: flipped hand] Address all orders to D. LOTHROP & CO., Publishers, Boston. Mass., U. S. A. THE PANSY SOCIETY P. S. THE motto of the Society is "Pansies for Thoughts." What kind of thoughts? Oh, sweet, good, pure, unselfish, hopeful thoughts, such as Pansies, beautiful Pansies ought to inspire. Now "who may join?" Every boy and girl who takes the PANSY, and is willing to promise to try to overcome his or her faults, to encourage every good impulse, to try to conquer some hard lesson at school, to do anything that shows a disposition to help the cause of right in the world. Any one who will say from the heart: "I promise to try each day to do some kind act, or to say some kind word that shall help somebody;" honest effort will be accepted as much as if success were gained. This promise must be dated, and will be copied into the "P. S." roll-book. The most important of all to remember is our whisper motto: "I will do it for Jesus' sake." "FOR JESUS' SAKE." Whatever He will own, the "P. S." will be proud and glad to copy on its roll-book. Then you must write a letter to Pansy (Mrs. G. R. Alden, Cincinnati, O.), saying that you thus pledge yourself, and you will become a member of the Pansy Society, and receive a badge. Now, about the badges. The officer's is of satin, trimmed with gilt fringe, and has a gilt pin to fasten the badge to the dress or coat. In the centre is a pansy in colors--above it the words, _Pansy Society_, and beneath it, _Pansies for Thoughts_. The badge for members will be the same as the officer's, with the exception of having no fringe and a silver pin. And the PANSY will help. As it has always been glad to encourage those who are struggling up toward the light, so now it reaches forth its helping hand to those little ones who will rally bravely around it, to the work, of putting down the evil, and the support of all things good and beautiful. So many of you have little brothers and sisters who want to join the P. S., and who of course do not need an extra copy of the paper, that we have concluded to receive all such, letting them pay ten cents each for their badges, if they wish them. Understand! If you are a subscriber to THE PANSY, and have a badge, and have a little sister who would like a badge, write at her dictation a little letter to Pansy, taking the pledge, telling of some habit which she means to try to break, and enclosing twelve cents in two-cent stamps, ten to pay for the badge, and two to pay the postage for sending it. Her name will be enrolled as if she were a subscriber. The same advice applies of course to little brothers. Send your letters to MRS. G. R. ALDEN, Chapel Street, Walnut Hills, Cincinnati, O. It is also asked:-- What makes an officer of the Pansy Society? You are to endeavor to organize a club of as many members as you can. Each one forming such a Club or Society will receive the Officer's badge, and become President of the same. The local Society may contain as many members as can be secured. Then, of course, you will plan for your Society; how often it shall be called together, and what your rules shall be; whether you will sing, or visit, or work, or have a literary society, or read a book. The only thing you call on the members to positively promise is that each will try to overcome some bad habit, and will take for the whisper motto the words-- "FOR JESUS' SAKE." Each member of the "P. S." is invited to write to the editor, Mrs. G. R. Alden (Pansy), Cincinnati, O., how far the trial has proved a success, how many temptations have been resisted, how much progress in any direction has been made, etc., feeling sure of encouragement and loving help. THE PANSY has extra pages each month under the heading, "The Pansy Corner," in which Pansy holds monthly talks with her correspondents. There is ample space in the corner devoted to interesting items connected with the Pansy Society; also letters from its members. Mrs. Alden would also be pleased to know how the members are getting on--what they are reading, studying, talking about, etc., and whether the badges are helping them to keep their pledges. THE HOUSEHOLD LIBRARY. The Choicest Works of Popular Authors in a cheap and substantial Form. D. Lothrop & Co. desire to call your attention to their new =HOUSEHOLD LIBRARY= to be issued monthly at the low price of =fifty cents a volume, $5.00 a year=. The works to be issued in this library will be uniformly of a high standard and may well come under that class of literature styled "home fiction," a literature, that, while free from the flashy, sensational effect of much of the fiction of to-day, is, nevertheless, brilliant in style, fresh and strong in action, and of absorbing interest. It is a class that all the young folks, as well as the fathers and mothers and older brothers and sisters, may read with profit as well as great pleasure. The first volume in the =HOUSEHOLD LIBRARY=, was issued Nov. 15th. =THE PETTIBONE NAME, by Margaret Sidney=, author of _The Five Little Peppers_, etc. It is a delightful story of New England life and manners, sparkling in style, bright and effective in incident, and of intense interest. There has been no recent figure in American fiction more clearly or skilfully drawn than Miss Judith Pettibone. Most of the characters of the book are such as may be met with in any New England village. The second volume of the =HOUSEHOLD LIBRARY= is =MY GIRLS. By Lida A. Churchill.= A story of four ambitious girls. Their struggles to realize their ambitions and their trials and successes, make a story of intense interest. The third volume will be =WITHIN THE SHADOW, by Dorothy Holroyd=. "The most successful book of the year." "The plot is ingenious, yet not improbable, the character drawing strong and vigorous, the story throughout one of brilliancy and power." "The book cannot help making a sensation."--_Boston Transcript._ (_In Preparation._) =FAR FROM HOME.= From the German of Johannes Van Derval. Translated by =Kathrine Hamilton=. A fascinating story of life and travel in foreign lands. =GRANDMOTHER NORMANDY. By the author of Silent Tom.= The story is fascinatingly told. The character of Grandmother Normandy, stern, relentless and unforgiving, almost to the last, is strongly drawn, and the author has shown much skill in the construction of the story. LOTHROP'S YOUNG FOLKS' LIBRARY. Nothing at once so good and cheap is anywhere to be found. Each volume has 300 to 500 pages, clear type, and illustrated by popular American authors. Price 25 cents. Postpaid. =1. TIP LEWIS AND HIS LAMP, by Pansy.= =2. MARGIE'S MISSION, by Marie Oliver.= =3. KITTY KENT'S TROUBLES, by Julia A. Eastman.= =4. MRS. HURD'S NIECE, by Ella Farman Pratt, Editor of Wide Awake.= =5. EVENING REST, by J. L. Pratt.= =6. THE TRIPLE "E," by the author of Yensie Walton.= =7. SHINING HOURS, by a brilliant author.= =8. THE OLD STONE HOUSE, by Anne March (Constance Fennimore Woolson.)= =9. BATTLES LOST AND WON, by George E. Merrill. A story of schoolboy life.= =10. THE JUDGE'S SONS, by Mrs. E. D. Kendall.= =11. SHELL COVE, by Rev. Z. A. Mudge. A story of the seashore and of the sea.= =12. LUTE FALCONER, by the author of "Andy Luttrell." A story of rare interest.= These twelve volumes constitute the first year's series. The twelve volumes announced below constitute the second year's series. =13. FABRICS, by the author of "Finished, or Not." It inculcates a lesson of loving and living for others.= =14. THE PRINCE AND THE PAGE, by Miss C. M. Yonge. A story of the last Crusade.= =15. MYRA SHERWOOD'S CROSS, AND HOW SHE BORE IT.= =16. THIS ONE THING I DO, by Mrs. A. E. Porter.= =17. SO AS BY FIRE, by Margaret Sidney.= =18. OLD SCHOOLFELLOWS, AND WHAT BECAME OF THEM.= =19. ROSE AND MILLIE, by the author of "Hester's Happy Summer."= =20. VEIL ON THE HEART (The), by Miss L. L. Phelps. Issued Nov. 15th.= =21. THE NEIGHBOR'S HOUSE, by the author of "The New Commandment." Issued Dec. 15.= =22. FROM NIGHT TO LIGHT, by E. E. Brown. A beautiful and thrilling story of Bible times.= =23. SURE; or, IT PAYS. It ministers naturally to what is highest in social morals and vital in religion. To be issued Feb. 15.= =24. SISTER ELEANOR'S BROOD, by Mrs. S. B. Phelps. It has a fascination in its purity of tone and moral sentiment.= WHAT THE PRESS SAY OF US. It would require much more space than we have at command to quote all the kind and flattering things the press has said of the publications of D. Lothrop & Co. And it is matter of just pride to the publishers to feel that every word of it is deserved. Below are appended some of these opinions from standard critical sources: =Five Little Peppers and How They Grew.= (MARGARET SIDNEY.) A charming little story of the home life of a poor but happy family, whose members, from the mother to the youngest child, are full of the spirit of helpfulness and of love for each other.--_New England Farmer._ The affection, happiness and goodwill prevailing among the members of the humble family living in the "little brown house," as narrated by the author of this charming volume, cannot but have a beneficial influence on the disposition of every little reader.--_Chicago Evening Journal._ _Five Little Peppers and How They Grew_ is a good title, and no mistake, and Margaret Sidney has made a thoroughly readable and instructive story of which it is the name.--_Boston Congregationalist._ Of all books for juvenile readers which crowd the counters of dealers this season, not one possesses more of these peculiar qualities which go to make up a perfect story. It ought for the lesson it teaches, to be in the hands of every boy and girl in the country. It is finely illustrated and bound in handsome form, and it will find prominent place among the higher class of juvenile presentation books the coming holiday season.--_Boston Transcript._ A capital story for young readers.--_Eastern Argus._ =Magna Charta Stories.= A real bright and healthy little volume, showing excellent taste and judgment on the part of the editor and compiler.--_Philadelphia Times._ These stories will, we doubt not, be found stimulative of a love of history, which is the chief design of the author. It contains a great deal in a small compass.--_Cincinnati Farmer._ The style of each narrative is picturesque and easy, and all may read these pages with pleasure and profit.--_Christian Advocate._ =Boy Life in the United States Navy.= This is a right wholesome story of a Maine boy who enlisted for service on the United States training ships. The book gives a clear and full account of the rules, usages, and course of study and discipline in this department of the naval service. It depicts in a lively way life on a man-of-war and contains much information regarding other lands. Boys are sure to read such a book as this, and to read this book can have no influence but for good.--_Maine Sunday-School Reporter._ The entire account is a very interesting one, but we are especially pleased with the information imparted as to the character of instruction given the boys entering the United States naval training service. In this book that is so fully explained that every reader need have no question to ask in relation thereto. It tells just how far one can receive promotion in this line of the service. It is a very interesting book and one with which boys will be especially delighted.--_Boston Sports and Pastimes._ Very graphically told, and the boy who reads it gets a clear and actual idea what a boy must go through on board a man-of-war before he can graduate as an "able-bodied seaman." The writer shows a thorough acquaintance with everything on board ship, even to the minutest details.--_Cape Ann Advertiser._ Told in a manner to enlist the sympathy and admiration of all boys, who, however, learn from the book that the life of a sailor is not all sunshine.--_Brattleboro' Household._ =How We are Governed.= (ANNA LAURENS DAWES.) Although this book is written in a simple and explicit manner intended for the comprehension of young people, many who are not young would be greatly benefited by studying it. In short it is a political history, thorough and complete in its way, and one which should be read by every voter who is not already acquainted with the details of government.--_Cleveland Leader._ It would be an excellent text-book for our high schools and academies, as well as a very useful and attractive addition to the family library. It will refresh the mind of any reader, however experienced he may be, and add to the clearness of his comprehension of the present processes of government, to read this comprehensive and admirable treatise.--_Zion's Herald._ The specific merits of the book are the clear way in which the underlying principles upon which our government is founded are kept in view in explaining its form and laws, and the simplicity and familiar phraseology in which this information is conveyed. Young people--and old ones, too--can learn from Miss Dawes' book what it means to be an American.--_St. Paul Pioneer and Press._ The whole style of the author is simple and helpful, and the book ought to be welcome everywhere and preserved for frequent reconsideration. It is especially commended to young people and such as have not read the professional writers on the same subject.--_Boston Beacon._ =Wild Flowers and Where They Grow.= (AMANDA B. HARRIS.) Just the book that every young person, or old person, too, for that matter, who is interested in wild flowers, should have in hand. It is not a text-book, neither is it an essay about flowers, but it is a bouquet itself, with bits of description, and the very information that one wants. Miss Harris's style is fascinating, and there is a freshness in this book of the dew and the wind of springtime.--_Chicago Advance._ It is a real pleasure to accompany Miss Harris in her rambles through fields and woods, where wild flowers grow, and the pleasure is heightened by the faithful illustrations contributed by Miss Humphrey.--_Chicago Journal._ =China.= (R. H. DOUGLAS.) A good book, which cannot fail to do much good, as it is eminently suitable for popular circulation. The work is particularly well written, amply illustrated, and remarkably accurate. It ought to dispel forever the idle illusion that China is a barbarous country.--_Boston Beacon._ Like every book that comes from the press of D. Lothrop & Co. it is of a high order, paper and print superior, and a neat as well as useful addition to the library.--_Elmira_ (N. Y.) _Husbandman._ =Alaska.= (MISS R. SCIDMORE.) A well written and exceedingly interesting volume. Miss Scidmore's descriptions of the various places she visited and the curious things she saw are vivid and picturesque, and one can learn more of both from her pages than from all the official reports that have been published. It is a book that ought to have a wide popularity. It is well illustrated and contains a map reduced from the last general chart of Alaska published by the Coast Survey.--_Lancaster_ (Ohio) _Gazette._ The author has a bright and pleasant style, and has the advantage of describing regions which are little known and ill understood. There are numerous illustrations.--_Boston Journal._ A pleasant book, well suited for popular circulation and a people's library; thoroughly entertaining as well as instructive.--_Boston Beacon._ =Dean Stanley with the Children.= The beautiful book now in hand will make a good many children and young people familiar with the name and work of the good Dean of Westminster.--_Chicago Standard._ The sermons here given are full of exquisite tenderness, and form admirable models for discourses of like character. Canon Farrar says that there was not one sermon ever preached by Dean Stanley which did not contain at least some one bright, and fresh, and rememberable thing. Mrs. Humphrey's sketch not only gives us an excellent idea of the man himself, but also tells us many interesting things about the great English public schools.--_Zion's Herald._ In this charming book the author makes us feel the presence of that character so dear to all who know him--Arthur Stanley, Dean of Westminster. Even from his gentle childhood his life was devoted to Christian truth and Christian history, and this volume with its information concerning the illustrious dead, who lies in Westminster, and its sermons to children is one that every Christian mother will delight to read with her boys.--_Springfield_ (Ill.) _Register._ An admirable gift book for young people is Mrs. Humphrey's volume entitled Dean Stanley with the Children.--_Boston Advertiser._ The book has a singularly beautiful moral influence which commends it to parents.--_Boston Globe._ Every mother will be glad to add this little book to the children's library, for the record it contains of the life of a strong and noble character.--_New Bedford Standard._ It is in every sense a timely as well as excellent contribution to biographical literature.--_Cleveland Leader._ Mrs. Humphrey's book _Dean Stanley with the Children_, is a book so winsome that old and young readers cannot fail to find it fascinating.--_Boston Traveller._ =The Pettibone Name.= (MARGARET SIDNEY.) If the publishers had offered a prize for the brightest, freshest and most entertaining picture of home that fiction could give, they could not have been more successful than in securing _The Pettibone Name_, for the story is one that deserves a wide and enthusiastic popularity.--_Hartford Courant._ It is always a pleasure to read a well-written story of every-day life--one whose characters appear to be faithful types of humanity. Such is _The Pettibone Name_.--_Chicago Times._ The story is written with great simplicity, but with many touches of pathos, and it is not often that Calvinism is made as touching and attractive as it is in some of the religious passages.--_Boston Budget._ Unless our judgment be at fault, _The Pettibone Name_ will create a decided sensation in the world of fiction. It is so thoroughly free from weak and sickly sentiment, the characters are so finely and sharply drawn, and the whole impression so good, that its success is beyond all question.--_Lutheran Observer._ The story is not only entertaining, but incidents of New England life and manners are wrought in, that will give the book more than a transient interest.--_Advance._ "The Pettibone Name," by Margaret Sidney, as a realistic picture of New England rural society, has the details of a photograph. Its pages are often mirth provoking, and yet under them all runs a current of sober meaning that is impressive. Samantha Scarritt and Dr. Pilcher are equal to Mrs. Stowe's best New England delineations; and Bobby Jane is as thoroughly alive as they. Indeed, the whole characterization has crispiness and individuality, and is strong with the flavor of humanity.--_Rural Home, Rochester, N. Y._ "One of the finest pieces of American fiction." Its two ministers are well drawn. Its village gossips are "racy of the soil," and in Judith Pettibone, the Puritan woman with intense family pride and stern reticence of life, finds a fitting representative.--_Sun._ =How They Went to Europe.= (MARGARET SIDNEY.) The story is illustrated and well told, and is suggestive.--_Herald and Presbyter._ This is a charming fresh story of young girl-life, presented in Margaret Sidney's most attractive style.--_New Bedford Standard._ Margaret Sidney is one of the best and brightest story writers we have. Her books are just such as we would place in the hands of every story-loving boy or girl; pure, bright, fresh and interesting. _How They Went to Europe_ is no exception to the standard maintained by her other works. In it a new and entirely practicable plan for interesting the young in profitable and stimulating mental culture is developed. The book is full of valuable and suggestive ideas, and, withal, is a very good story.--_Presbyterian._ If any author knows how to write for children, Margaret Sidney does. She can feel and sympathize with them; all that she writes about is natural and real, and pervaded by such a spirit as should eminently recommend it to Christian homes.--_Southern Sun._ This admirable little volume has all the sprightliness and attractiveness of Mrs. Sidney's other books, and this is saying a good deal in the way of praise. Although written primarily for the younger class of readers, it will have an equal charm for the older folks.--_Christian Advocate._ It is a delightful book, the story is told in a sprightly way, and is thoroughly wholesome.--_Chicago Advance._ How we are Governed. =By Anna Laurens Dawes.= 12mo, $1.50. The task undertaken in this work by the accomplished daughter of Senator Dawes, has been to present an explanation of the constitution and government of the United States, both national, State, and local, in so simple and clear a way as to offer to the masses everywhere such an opportunity for their study as is not afforded by the numerous volumes in which such information is chiefly to be sought. She has accomplished her aim with remarkable success, and her book will have a hearty welcome from the thousands who appreciate the need of it. Lilith: the Legend of the First Woman. =By Ada Langworthy Collier.= 12mo, $1.00. GILT EDGES, $1.25. In this book, which is characterized by rare brilliancy of expression, beauty of thought, and tenderness and pathos in sentiment, and which is withal as intensely interesting as any recent work of prose fiction, the accomplished author presents a poem based upon the Rabbinic legends that Eve was not Adam's first wife, but that she had a predecessor in the world's first Eden, who bore the name of "Lilith." The poem, based upon these legends, cannot fail to establish the writer's reputation as an exceptionally able writer of verse, a reputation which she has already gained as a writer of prose. Boy Life in the United States Navy. =By H. H. Clark.= 12mo, ILLUSTRATED, $1.50. If there is anything in the way of human attire which more than any other commands the admiration and stirs the enthusiasm of the average boy of whatever nation, it is the trim uniform and shining buttons that distinguish the jolly lads of the "Navy." In this graphically written and wonderfully entertaining volume, boy life in the Navy of the United States is described by a navy officer, in a manner which cannot fail to satisfy the boys. Memorial of Rev. Warren H. Cudworth. =By His Sister=; WITH PORTRAIT, 380 PAGES, $1.50. Simply told and remarkably interesting is this story of the life of one of the most saintly of Christian men. It will be welcomed and read with satisfaction by all who knew him. Those who never saw him, cannot fail to be stimulated by its suggestive thought. Money in Politics. =By Hon. J. K. Upton.= LATE ASSISTANT SECRETARY OF THE UNITED STATES TREASURY. EXTRA CLOTH, TOP. 12mo, $1.25. This volume presents a complete history of money, or the circulating medium, in the United States, from the colonial days to the present time. Mr. Edward Atkinson, in his introduction, pronounces it the most valuable work of the kind yet published. Baccalaureate Sermons. =By Rev. A. P. Peabody, D. D. LL. D.= 12mo. $1.25. These sermons, delivered before the graduating classes of Harvard University, it is safe to say, are not excelled by any production of their kind. They are not only rarely appropriate, as discourses addressed to educated young men upon the threshold of active life, but are models of logical thought and graceful rhetoric worthy the study of all ministers. What's Mine's Mine. =By George MacDonald=, AUTHOR OF "ANNALS OF A QUIET NEIGHBORHOOD," "DONAL GRANT," ETC. 12mo, CLOTH, $1.50. From original MSS. It will be published by D. Lothrop & Co., in advance of the publication in England. Boys' Heroes. =By Edward Everett Hale.= READING UNION LIBRARY. 16mo, ILLUSTRATED. PRICE, $1.00. This handsome volume unites the charm of the _Arabian Nights_ with the solid value of an Encyclopædia. In its twelve chapters, Dr. Hale gives careful and definite account of a dozen famous characters the boys of all ages have agreed to regard as heroes, but about whom their information is often neither full nor accurate. Japan and its Leading Men. =By Charles Lanman.= NEW EDITION, ILLUSTRATED. 12mo, $1.50. This volume gives full information of the Empire and also a highly interesting account of the origin of the American expedition to Japan. One of the most charming sketches of the "Leading Men" is that of Yoshida Kiyonari, who was for years our minister in Washington, and who with his agreeable wife entertained with fine hospitality President Grant and his lady while sojourning in Japan. Mr. Lanman has given in his book information and the result of scholarly research in most graphic language, which will do much to bring before us the elevated, progressive and gifted Japanese nation. The volume presents to the student of Japanese political progress, an invaluable work of reference. The Children of Westminster Abbey. =By Rose G. Kingsley.= READING UNION LIBRARY. 16mo. VERY FULLY ILLUSTRATED FROM PHOTOGRAPHS AND OLD PRINTS. PRICE, $1.00. What Dean Stanley's famous annals of Westminster Abbey have been to the learned traveller, this volume by the daughter of Canon Kingsley will prove to the popular tourist and to readers of history at home. Taking as starting-points the monuments to royal or historic children, the author leads the reader now through the romantic and stormy paths of secret statecraft, and now among gorgeous pageants of weddings, christenings and coronations, but always returning into the beautiful silence of the great Abbey itself. The Gray Masque and Other Poems. =By Mary B. Dodge.= ILLUSTRATED, EXTRA CLOTH, $1.25. The name of this author, whose reputation is already established, will be at once recognized in connection with some of the choicest bits of poetry contributed to recent periodical literature, such as "Indian Summer," "My Baby," "Frozen Crew," etc., all of which, with many new and equally excellent poems, are offered to the public in this unusually attractive volume. One Commonplace Day. =By Pansy.= 12mo, CLOTH, $1.50. Pansy has brought out in this her latest book, a vivid, lifelike story, full of strong incentives to right thinking and living. The Temperance Teachings of Science. =By Professor A. B. Palmer, M.D., LL.D.= Uniform with the previous issues in this series, "Our Business Boys," "In Case of Accident," "Health and Strength for Girls." Each cloth 60 cts. Wonder Stories of Science. Uniform with "Plucky Boys," "How to Learn and Earn." Each 12mo, cloth, $1.50. "But Half a Heart." Seventh Volume of the famous V. I. F. series, 12mo, $1.25, is by MARIE OLIVER, that charming writer who by the vigor and originality of her pen is making a sensation in this particular branch of literature. Rev. Heman Lincoln, D. D., says, "It is interesting and admirably told; I commend it very cordially." Health. The physical life of men and women. Their structure and functions. How to supply their wants, direct their powers, avoid their afflictions and sustain their lives.--By Franklin D. Clum, M. D. _New Edition_ 12mo, cloth, $1.50. Pine Cones. =By Willis Boyd Allen.= 12mo, CLOTH. ILLUSTRATED. $1.00. The adventures of several wide-awake Boston boys and girls in Maine during their Christmas vacation. In the opening chapter a wagon is overturned, and the whole party obliged to camp out in the woods over night, in the midst of a driving snowstorm. The book is profusely illustrated, and brimful of incident, adventure and fun. Tent V, Chautauqua. =By Mariana M. Bisbee.= 12mo, CLOTH, ILLUSTRATED, $1.25. A bright, breezy story, well written and brimful of life. There is a good undertone of religion in it, and the life at Chautauqua is given at its fullest and best, in a way that will be altogether delightful to those familiar with it, and will inspire those who are not with the desire to read and learn its wonderful charm. It is fascinating simply as a story, and will be popular with all classes. Wood's Natural History. =By Rev. J. G. Wood, M. A.= VERY FULLY AND FINELY ILLUSTRATED by WOLF, HARRISON WEIR AND OTHERS. 12mo, CLOTH, $1.25. A new edition of this ever-popular book, giving the matter of the larger work in condensed form, but equally reliable and interesting. Success: or, Hints for Living. =By Rev. O. A. Kingsbury.= NEW EDITION, 12mo, $1.25. Practical, entertaining and instructive. Just the book for the family. Elegant cloth binding stamped with an emblematic die "St. George and the Dragon," in colors and gold. Health at Home Library. Works on Mental and Physical Hygiene. By J. Mortimer Granville, M. D. 5 Vols. 16mo, cloth, 60 cts. each, set $3.00. I. =The Secret of a Clear Head=; chapters on temperature, habits, etc. II. =Sleep and Sleeplessness=; on the nature of sleep, going to sleep, awakening, etc. III. =The Secret of a Good Memory=; what memory is, taking in, storing, etc. IV. =Common Mind Troubles=; defects in memory, confusion of thought, etc. V. =How to Make the Best of Life=; on what constitutes health, breathing, drinking, eating, overwork, etc. Roget's Thesaurus. A Treasury of English Words and Phrases, classified and arranged so as to facilitate the expression of ideas and assist in literary composition. =By Peter Mark Roget, M. A., F. R. S.= New edition enlarged and improved, partly from the author's notes, and with a full index by =John Lewis Roget=. Over 200 pages and 30,000 additions to the original work. Crown 8vo., nearly 800 pages. Price $2.00. When I was a Child. =By Ernest Warburton Shurtleff.= With Illustrations by F. CHILDE HASSAM. Unique binding, design embossed in gold. Price $1.00. Tomtits and Other Bits. =By Miss A. M. Starkweather.= EXTRA CLOTH BINDING, QUARTO, $1.00. This fresh and delightful book is made up of poems and stories, profusely and beautifully illustrated. Each one has a moral, which by well chosen language is strongly impressed upon the reader. And like the bird whose name it bears, the whole book is bright, glad, and full of life. It is sure to please children, for whom it was written. England: As Seen By An American Banker. 16mo, ELEGANT CLOTH BINDING, $1.50. This book of fresh impressions might well be called "Sight Drafts on England." It is certainly a mine of accurate detail The author is enthusiastic in his devotion to the facts which escape the ordinary eye, and brings his materials from the most unfamiliar sources. His description of the Bank of England, for instance, is as interesting as it is valuable, and contains a large amount of information of unusual freshness. Echoes of Many Voices. =By E. A. Thurston.= SPARE MINUTE SERIES. 12mo, CLOTH, $1.00. A carefully arranged collection of wise, witty, and sentimental excerpts from more than two hundred sources in all lands and ages, from Confucius to Cable. Treasure Thoughts. =From Canon Farrar.= SPARE MINUTE SERIES. 12mo, CLOTH, $1.00. These are vital thoughts that have been gathered by Rose Porter from Canon Farrar's writings and sermons. The utterances of the present Archdeacon of Westminster have been greatly considered by people of all classes, creeds, and tastes, and this volume is likely to gain a permanent place in the people's literature. His sympathetic appreciation of American institutions, together with his eloquent eulogy of the life and character of General Grant, recently delivered in Westminster, have greatly quickened American interest in all his expressions of opinion, belief and counsel. This pithy volume is well-named. Life of Ulysses Simpson Grant. =By E. E. Brown.= 12mo, CLOTH, ILLUSTRATED, $1.50. In this biography the author of the popular LIFE OF GARFIELD has combined insight, painstaking, a nice sense of humor and literary skill in the use of varied and fresh materials, turning to good account, as illustrating the noble and tender nature of our great President and General, the anecdotes and other reminiscences brought to light during the recent memorial occasions at home and abroad. Concord: Historic, Literary and Picturesque. =By G. B. Bartlett.= 12mo, CLOTH, ILLUSTRATED, $1.00; PAPER, 50 cents. This is the third edition of the Concord Guide Book which has been enlarged and improved to comprehend the most recent changes in that historic town of world-wide renown. Besides fresh text and anecdote a number of fine illustrations have been added to enhance its value to the traveller and sight-seer, both as guide and souvenir. King's Handbook of Boston. =By Moses King.= 12mo, CLOTH, ILLUSTRATED, $1.00. This, the sixth edition, has undergone a careful revision, bringing down to date the modifications necessary to a complete manual. It is indispensable to the transient visitor and valuable to the resident and business man of Boston. Words of Our Hero, U. S. Grant. =By Jeremiah Chaplin.= 12mo, PAPER, WITH PORTRAIT, 35 cents. Here the hero tells in simple language his own eventful story. By citations from military dispatches, Presidential messages, private letters, and after-dinner speeches, the reader gets many a vivid picture of life from a master-hand, in terse, narrative English. The whole impression is that of strength, candor, and integrity. Woman in Sacred Song. =Compiled by Eva Munson Smith, (Mrs. G. C. S.).= QUARTO, ILLUSTRATED, SUBSCRIPTION PRICE, CLOTH, $3.50; HALF MOROCCO, $6.00; FULL MOROCCO, $9.00. A collection of rare songs written by the great lyric women of all lands and times. The first hymn of each of these "Miriams" is prefaced by a terse biography. Composers among women are also represented in the music of anthems, chants, and many hymn-tunes. This collection is practically valuable in that it is suited to the needs of temperance, missionary, and other organizations, and will prove serviceable at church and society concerts and at religious anniversaries. 880 large quarto pages. PROSPECTUS--BABYLAND--FOR 1886. The Magazine for the Babies, this coming year, in addition to its bright pictures, and gay little jingles, and sweet stories, will have some especial delights for both Mamma and Baby. THE MAGIC PEAR will provide Twelve Entertainments of dainty jugglery and funny sleight-of-hand for the nursery pencils. This novelty is by the artist-humorist, M. J. Sweeney ("Boz"). ALL AROUND THE CLOCK will give Baby Twelve tiny Lessons in Counting, each with wee verses for little lips to say, and pictures for bright eyes to see, to help the little mind to remember. LITTLE CRIB-CURTAINS will give Mamma Twelve Sleepy-time Stories to tell when the Babies go to cribs and cradles. In short, BABYLAND the whole year will be the happiest, sweetest sort of a home kindergarten. _Beautiful and novel New Cover. Only Fifty Cents a year._ PROSPECTUS--OUR LITTLE MEN AND WOMEN--FOR 1886. This magazine, for youngest readers, has earned golden gratitude from teachers and parents this past year. While its short stories and beautiful pictures have made it welcome everywhere as a general Magazine for Little Folks, its series of instructive articles have rendered it of unrivalled value to educators. For 1886 several specialties have been prepared in accordance with the suggestions of teachers who wish to start their "little primaries" in the lines on which older brothers and sisters are being taught. As a beginning in American History, there will be twelve charming chapters about THE ADVENTURES OF COLUMBUS. This story of the Great Discoverer, while historically correct and valuable, will be perfectly adapted to young minds and fitted to take hold upon a child's attention and memory; many pictures. LITTLE TALKS ABOUT INSECT LIFE will interest the children in one branch of Natural History; with anecdotes and pictures. OUR COLORADO PETS will describe wild creatures little known to children in general. These twelve stories all are true, and are full of life and adventure; each will be illustrated. "ME AND MY DOLLS" is a "cunning little serial story," written for American children by the popular English author, Miss L. T. Meade. It will have Twelve Full-page Pictures by Margaret Johnson. From time to time fresh "Stories about Favorite Authors" will be given, so that teachers and friends may have material for little literature lessons suited to young children. _Seventy-five Full-page Pictures. Only $1.00 a year._ PROSPECTUS--THE PANSY--FOR 1886. For both week-day and Sunday reading. THE PANSY, edited by "Pansy" herself, holds the first place in the hearts of the children, and in the approval of earnest-minded parents. Among the more interesting features for 1886 will be Pansy's serial story, REACHING OUT, being a further account of "Little Fishers: and their Nets." The Golden Text Stories, under the title, "Six O'clock in the Evening," will be told by a dear old Grandma, who knows many interesting things about what happened to herself when she was a little girl. Margaret Sidney will furnish a charming story, ST. GEORGE AND THE DRAGON, to run through the year. Rev. C. M. Livingston will tell stories of discoveries, inventions, books, people, places. Faye Huntington will be a regular contributor during the year. Pansy will take the readers with her wherever she goes, in papers under the title of WHERE I WENT, AND WHAT I SAW. There will be, in each number, a selection from our best standard poets suitable for recitation in school or circle. From time to time colloquies for Mission Bands, or for general school exercises, will appear. There will be new and interesting books for the members of the Pansy Society, and, as before, a generous space will be devoted to answers to correspondents in the P. S. Corner. _Fully Illustrated. Only $1.00 a year._ =Address all orders to= =D. LOTHROP & CO., Publishers, Franklin and Hawley Sts., Boston, Mass.= [Illustration: PROSPECTUS WIDE AWAKE 1886] A mother, whose five children have read WIDE AWAKE in her company from its first number to its latest, writes "_I like the magazine because it is full of Impulses. Another thing--when I lay it down I feel as if I had been walking on breezy hill-tops._" _SIX ILLUSTRATED SERIALS:_ =I. A MIDSHIPMAN AT LARGE.= =II. THE CRUISE OF THE CASABIANCA.= Every boy who sailed in fancy the late exciting races of the _Puritan_ and the _Genesta_, and all lovers of sea stories, will enjoy these two stories of Newport and Ocean Yachting, by CHARLES REMINGTON TALBOT. =III. A GIRL AND A JEWEL.= MRS. HARRIET PRESCOTT SPOFFORD, in this delicious White Mountain Romance, writes her first young folks' magazine serial. =IV. DILLY AND THE CAPTAIN.= =V. PEGGY, AND HER FAMILY.= MARGARET SIDNEY writes these two amusing Adventure Serials for Little Folks. Thirty-six illustrations each. =VI. A Six Months' Story= (title to be announced), by CHARLES EGBERT CRADDOCK, author of _Down the Ravine_. =ROYAL GIRLS AND ROYAL COURTS.= By MRS. JOHN SHERWOOD. This series, brilliant and instructive, will begin in the Christmas number and run through the year. =A CYCLE OF CHILDREN.= By ELBRIDGE S. BROOKS. Illustrations by Howard Pyle. Twelve historical stories celebrating twelve popular holidays. =Master Sandys' Christmas Snapdragon.= Dec., 1611. =Mistress Margery's New Year's Pin-Money.= Jan., 1500. =Mr. Pepys' Valentine.= February, 1660. =The Last of the Geraldines.= March, 1535. =Diccon and the Wise Fools of Gotham.= April, 1215. =The Lady Octavia's Garland.= May, 184. =Etc., etc.= _STORIES OF AMERICAN WARS._ Thrilling incidents in our various American warfares. Each story will have a dramatic picture. The first six are: =The Light of Key Biscayne.= =Joel Jackson's Smack.= =A Revolutionary Turncoat.= =How Daniel Abbott Outwitted the Indians.= =In the Turtle Crawl.= =The Boy-Soldiers of Cherry Valley.= _IN PERIL._ A romantic dozen of adventures, but all strictly true. Each story will be illustrated. The first six are: =Saved by a Kite.= =Taz a Taz.= =In a Mica Mine.= =The Life Trail.= =The Varmint that Runs on the "Heigh-Ho!"= =A Strange Prison.= =YOUTH IN TWELVE CENTURIES.= A beautiful art feature. Twenty-four superb studies of race-types and national costumes, by F. Childe Hassam, with text by M. E. B. _FIRE-PLACE STORIES._ This article will be a notable feature of the Christmas number. The rich illustrations include glimpses of Holland, Assyria, Persia, Moorish Spain and New England, with two paintings in clay modelled expressly for WIDE AWAKE, and reproduced in three tones. _SOME SPECIAL ARTICLES:_ _L'ENFANT TERRIBLE TURK._ By HON. S. S. COX, U. S. Minister to Turkey. _THE PRINCESS POCAHONTAS IN ENGLAND._ By MRS. RAYMOND BLATHWAYTE. Illustrations include portrait from painting never before engraved. _AUTOGRAPHS AND AUTOGRAPH HUNTERS._ By NORA PERRY. Racy and amusing. _A GRAND PEACE-MEET._ By WILL P. HOOPER. An imposing Indian Ceremony; with many pictures by the author. _A SIXTEENTH CENTURY SCHOOLBOY._ By APPLETON MORGAN. The life of a lad in Shakespeare's time. _MY FIRST BUFFALO HUNT._ By GEN. JOHN C. FREMONT. _THROUGH THE HEART OF PARIS._ by FRANK T. MERRILL. A pen and pencil record of a trip down the Seine. _THE DUMB-BETTY LAMP._ By HENRY BACON. Hitherto untold incidents in connection with "Floyd Ireson's Ride." _TWELVE BALLADS._ These are by twelve of the foremost women poets of America. Each ballad will fill five to seven pictorial pages. The first six are: =The Deacon's Little Maid.= A ballad of early New England. By Mrs. A. D. T. WHITNEY. Illustrations by Miss L. B. Humphrey. =The Story of the Chevalier.= A ballad of the wars of Maria Theresa. By MRS. HARRIET PRESCOTT SPOFFORD. Illustrations by E. H. Garrett. =The Minute Man.= A ballad of the "Shot heard round the World." By MARGARET SIDNEY. Illustrations by Hy. Sandham. =The Hemlock Tree.= A ballad of a Maine settlement. By LUCY LARCOM. Illustrations by Edmund H. Garrett. =The Children's Cherry Feast.= A ballad of the Hussite War. By NORA PERRY. Illustrations by George Foster Barnes. =Little Alix.= A ballad of the Children's Crusade. By SUSAN COOLIDGE. Illustrations by F. H. Lungren. Many other enjoyments are in readiness; among them a Thanksgiving poem by Helen Jackson (H. H.), the last poem we can ever give our readers from her pen; "A Daughter of the Sea-Folks," a romantic story of Ancient Holland, by Susan Coolidge; "An Entertainment of Mysteries," by Anna Katherine Greene, author of the celebrated "detective novels;" foreign MSS. and drawings by Mr. and Mrs. Joseph Pennell; "Stoned by a Mountain," by Rose G. Kingsley; a frontier-life story by Mrs. Custer, author of _Boots and Saddles_; a long humorous poem by Christina Rossetti; Arctic Articles by Lieut. Frederick Schwatka; "A Tiny Tale of Travel," a prose story by Celia Thaxter; a "Trotty" story, by Elizabeth Stuart Phelps; beautiful stories by Grace Denio Litchfield, Mary E. Wilkins and Katherine B. Foote; a lively boys' story by John Preston True; "Pamela's Fortune," by Mrs. Lucy C. Lillie; "'Little Captain' of Buckskin Camp," by F. L. Stealey--in short, the magazine will brim over with good things. _THE C. Y. F. R. U. READINGS_ meet the growing demand for the _helpful_ in literature, history, science, art and practical doing. The Course for 1885-86 includes =I. Pleasant Authors for Young Folks.= (_American Series._) By AMANDA B. HARRIS. =II. My Garden Pets.= By MARY TREAT, author of _Home Studies in Nature_. =III. Souvenirs of My Time.= (_Foreign Series._) By MRS. JESSIE BENTON FREMONT. =IV. Some Italian Authors and Their Work.= By GEORGE E. VINCENT (son of Chancellor Vincent). =V. Ways to Do Things.= By various authors. =VI. Strange Teas, Weddings, Dinners and Fetes.= By their Guests and Givers. =VII. Search-Questions in English Literature.= By OSCAR FAY ADAMS. *** A good commission is paid for securing new subscribers, in cash or premiums. Send for Premium List. _WIDE AWAKE is only $3.00 a year._ D. LOTHROP & CO., Publishers, Franklin and Hawley Sts., Boston, Mass., U. S. A. [Illustration] THE BARBER'S OPINION. "Some people think 'tis only made For cleansing goods of heavy grade, For washing down the walls or stairs, The bureau, tables and the chairs, Or keeping hands and faces free From chaps and pimples sad to see. But folks do well to change their mind; 'Tis not to things like these confined, And not alone the kitchen-maid And laundress prize its friendly aid; I find it just the nicest thing For toilet use and barbering. The slightest touches will suffice To make a foamy lather rise, That holds the beard till smoothly laid, However dull may be the blade. In short, the tale is ever new That tells what IVORY SOAP will do." If your grocer does not keep the Ivory Soap, send six two-cent stamps, to pay the postage, to Procter & Gamble, Cincinnati, and they will send you _free_ a large cake of IVORY SOAP. * * * * * Transcriber's Notes: Obvious punctuation errors repaired. Page 110, extraneous word "of" removed from text. Original read (made him run of errands) Page 111, "wortha" changed to "worth a" (was worth a dollar) Page 122, "were" changed to "where" (been in places where the) Page 4, advertisements, "hapyy" changed to "happy" (there is a happy thought) Page 9, advertisements, "choolboy" changed to "schoolboy" (of schoolboy life) Page 13, advertisements, "12m" changed to "12mo" (12mo, cloth, $1.50) Page 17, advertisements, "Pepy's" changed to "Pepys'" (Mr. Pepys' Valentine) Page 17, advertisements, "Tunrcoat" changed to "Turncoat" (A Revolutionary Turncoat) Page 17, advertisements, "VI" changed to "IV." (IV. Some Italian Authors) Page 17, advertisements, "By" changed to "by" (by Anna Katherine Greene) 
45406	----	[Transcriber's Note: Bold text is surrounded by =equal signs= and italic text is surrounded by _underscores_.] $1.00 a Year. APRIL, 1886. 10 cts. a No. THE PANSY EDITED BY "PANSY" MRS. G. R. ALDEN. "PANSIES FOR THOUGHTS" D. LOTHROP & CO. BOSTON, MASS., U.S.A. Copyright, 1886, by D. LOTHROP & CO., and entered at the Boston P. O. as second-class matter. EPPS'S (GRATEFUL--COMFORTING) COCOA. =CANDY!= Send $1, $2, $3, or $5 for retail box by Express of the best Candies in America, put up in elegant boxes, and strictly pure. Suitable for presents. Express charges light. Refers to all Chicago. Try it once. Address C. F. GUNTHER, Confectioner, Chicago. GOLD MEDAL, PARIS, 1878. =BAKER'S= Vanilla Chocolate, [Illustration] Like all our chocolates, is prepared with the greatest care, and consists of a superior quality of cocoa and sugar, flavored with pure vanilla bean. Served as a drink, or eaten dry as confectionery, it is a delicious article, and is highly recommended by tourists. =Sold by Grocers everywhere.= =W. BAKER & CO., Dorchester, Mass.= GOLD MEDAL, PARIS, 1878. =BAKER'S= Breakfast Cocoa. [Illustration] Warranted =_absolutely pure Cocoa_=, from which the excess of Oil has been removed. It has _three times the strength_ of Cocoa mixed with Starch, Arrowroot or Sugar, and is therefore far more economical, _costing less than one cent a cup_. It is delicious, nourishing, strengthening, easily digested, and admirably adapted for invalids as well as for persons in health. =Sold by Grocers everywhere.= =W. BAKER & CO., Dorchester, Mass.= BABY'S BIRTHDAY. [Illustration] A Beautiful Imported Birthday Card sent to any baby whose mother will send us the names of two or more other babies, and their parents' addresses. Also a handsome Diamond Dye Sample Card to the mother and much valuable information. =Wells, Richardson & Co., Burlington, Vt.= =BROWN'S FRENCH DRESSING.= _The Original. Beware of imitations._ =Paris Medal on every Bottle.= [Illustration] AWARDED HIGHEST PRIZE AND ONLY MEDAL, PARIS EXPOSITION, 1878. =SAMPLE COPIES FREE.= A sample copy of either BABYLAND for Babies; OUR LITTLE MEN AND WOMEN for Youngest Readers; THE PANSY for Boys and girls, will be mailed to any one who will send for it, mentioning this periodical. Address D. Lothrop & Co., Boston. =HEADQUARTERS= FOR LADIES' FANCY WORK. SPECIAL OFFERS! We will send you our 15-c. _Fancy Work Book_ (new 1886 edition), for 3 _two-cent stamps_. A FELT TIDY and _Imported Silk to work it_, for 20 cents. A FRINGED _linen_ TIDY and _Embroidery Cotton to work it_, for 16c., _Florence "Waste" Embroidery Silk_, 25c. per package. _Illustrated Circulars Free._ J. F. 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THE PANSY and _St. Louis Magazine_ sent one year for $1.75. =YOU CAN DYE= ANYTHING ANY COLOR =With Diamond Dyes=, for =10 cts.= They never fail. 32 fast colors. They also make inks, color photo's, etc. Send for colored samples and Dye book. Gold, Silver, Copper and Bronze Paints for any use--=only 10 cents a pk'ge=. Druggists sell or we send postpaid. =WELLS, RICHARDSON & CO., Burlington, Vt.= =Briggs & Co.'s= A _warm_ iron passed over the back of these PAPERS TRANSFERS the Pattern to a Fabric. Designs in =Crewels, Embroidery, Braiding, and Initial Letters.= [Illustration: PATENT TRANSFER PAPERS] New book bound in cloth, showing all Briggs & Co.'s latest Patterns, sent on receipt of 25 cents. Use Briggs & Co.'s Silk Crewels and Filling Silk, specially shaded for these patterns. 104 Franklin St., New York. Retail by the leading Zephyr Wool Stores. =LADIES= =DO YOUR OWN STAMPING= with our Artistic Patterns, for embroidery; easily transferred, and can be used fifty times over. 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Five or more persons in one locality may form a Branch Union by uniting together and electing a President and a Secretary of the Club, adopting such a name as may be agreeable to them. As soon as the Secretary shall notify the General Secretary of the =N. E. T. R. U.= that a branch union or club has been formed, and that the members are prepared to proceed with the work of the courses, books may be ordered at the reduced prices named in the circulars. CORRESPONDENCE is solicited with all teachers. A list of the books adopted for the various courses also sent free. CARRIE ADELAIDE COOKE, Gen. Sec'y, _Lock Drawer 46, P. O. Boston, Mass._ =Literary Notes.= LAWRENCE SEVERN, an English writer, is bringing out a novel entitled _Heaven's Gate: A Story of the Forest of Dean_, of which the scenes are laid in and about Chepstow Castle and Tintern Abbey. The critics who have been permitted to read this in manuscript are enthusiastic in pronouncing it a story of great strength and exquisite style. D. Lothrop & Co. announce it for March. MUCH attention is attracted by the series of fine historical drawings by Howard Pyle which are appearing in this year's WIDE AWAKE in company with E. S. Brooks' historical stories. Studies so conscientious of time, costume and portraiture ennoble the illustrator's calling. THE proper place of the accent in the word "arbutus" has excited much discussion. A rare instance of its proper accentuation in poetry may be found in "The Gift of Spring," a graceful bit of verse by Charles Miner Thompson, which appears in _March_ which D. Lothrop & Co. publish. =FREE!= THE HOUSEHOLD RECEIPT BOOK for a 2-cent stamp. THE HOUSEHOLD GAME BOOK for two 2-cent stamps. THE HOUSEHOLD PRIMER for a 2-ct stamp. =Send to D. Lothrop & Co., 32 Franklin St., Boston, for them.= _Volume 13, Number 22._ Copyright, 1886, by D. LOTHROP & CO. _April 3, 1886._ THE PANSY. [Illustration: "I WENT A-FISHING, ALL BY MYSELF."] SIX O'CLOCK IN THE EVENING. THE WORD WAS MADE FLESH AND DWELT AMONG US. THE TWO DISCIPLES HEARD HIM SPEAK, AND THEY FOLLOWED JESUS. THIS BEGINNING OF MIRACLES DID JESUS IN CANA OF GALILEE, AND MANIFESTED FORTH HIS GLORY; AND HIS DISCIPLES BELIEVED ON HIM. YE MUST BE BORN AGAIN. GRANDMA BURTON'S face was very grave and sweet. "Yes," she said, "I remember that third verse about as well as anything that I ever learned; and it is queer how the second one fits in with it. That finishes the story; and I have had to wait more than sixty years to think of it." Marion and Ralph exchanged happy smiles. "Then we two will have the story, Grandma," said Marion, "those are Ralph's and mine. But I don't see how they fit." "I do, child, they fit perfectly. It was the summer I was eleven years old; we were boarding in the country; I remember everything about that summer, because I had some of the nicest times, and some of the narrowest escapes of my life. "One day I went a-fishing, all by myself; I wasn't what you might call a venturesome child, so I was trusted in many places where careless children could not have been." Grandma did not even glance Ralph's way while she spoke; so of course she could have meant no hint to him! "I had some sandwiches in my bag left of the lunch we had taken the day before. I forgot to empty the bag; so when I was half-way down the hill from our house I found them in the way. It was a neat little bag, lined with oilcloth; I could carry all sorts of things in it, then turn it inside out, and wash it, and it would come out as good as new. So I meant to fill the bag with little fishes, and here were these sandwiches in the way! Just as I turned the corner by Mr. Willard's place, I heard a low growl, and there stood Bose eying me in a way to make my heart beat fast. I was dreadfully afraid of Bose, and with good reason; he had the name of being a very fierce dog; they kept him chained all day. I saw the chain around his neck, then, but still I was afraid. I was hurrying by, when it occurred to me that here was a good chance for getting rid of my sandwiches; if I could only muster up courage to give them to Bose! I turned back, and going as near to the fence as I could, threw with all my strength, and landed a piece of bread and meat at his feet. He gave a low growl and eyed me so fiercely that all the blood in my body seemed to go to my head; but he smelled around the meat for a minute, then took it in at one mouthful, and I tried again, and again, until my bag was empty. He did not growl at me any more, but I thought he looked crosser than any dog ought to, who had been so kindly treated. "Presently, however, I forgot all about him; some people would be surprised over what I was thinking; they imagine that little girls never think about sober things. But it was that very verse which was in my mind: 'This beginning of miracles did Jesus in Cana of Galilee, and manifested forth his glory; and his disciples believed on him.' Papa had read it at family worship that morning, and he and mamma and brother Mott had talked a little about it, and set me to thinking. It didn't seem at all strange to me that his disciples believed on him; I thought if _I_ could have a miracle worked for me, I would find it easy, after that, to believe anything. I remember exactly how I felt as I sat on the bank with my feet hanging over, and held in my hand a little fish about five inches long; I was sorry for him and meant to throw him back into the water, after I had examined him; I thought he was too little to be caught; as I sat holding him, I thought, 'If this fish should turn into a beautiful little bird, just now, and speak to me, then I would know that God had done it, and I could believe in him, without any trouble. I don't see why he doesn't do such things now; it wouldn't be any stranger than making wine out of water; and if it helped people then, why shouldn't it now?' So I sat holding that poor wriggling fish, and wishing he would turn into a miracle before my eyes; but he didn't, and presently I threw him back with a sigh, and wound up my fish line, and went around to the other side of the lake, still so busy with my thoughts that I could not seem to settle to anything. I don't know to this day, how I came to do the next thing. I suppose I must have gone a great deal nearer the edge than I thought I was, and they said it was wet and slippery there; anyway, I slipped and fell, and trying to regain my balance I stepped on my dress, and fell again, and rolled over into the lake in less time than it takes me to tell it. "I don't wonder you shiver," said Grandma after a moment's pause, drawing Marion closer to her. "It was a skittish place; the lake was pretty deep in that part, and the banks were high and slippery. It was not a time of day when people were bathing, and there was nobody in sight. I lost all knowledge of what was going on after I sank the second time. When they found me, where do you think I was? Dragged high and dry from the lake, around to where the ocean began, and that great Bose stood beside me keeping guard and looking about him right and left for help! He kept up such a fierce barking that the boatmaster heard him at last, and came to see what was the matter. "The very first sentence that I fully understood, of all the talk around me, was Mr. Willard saying in a low tone: 'I declare, this seems to me just like a miracle! I never knew Bose to break his chain before; and I did not know he would spring into the water for anybody; in fact, I should have been afraid to send him, for fear he would bite the child.' "You can't imagine what a thrill it gave me! 'A miracle!' I said to myself; 'then He heard me wishing for one, and promising I would believe him fully, if He would only perform a miracle for me; and He did it! It seemed just like that to me then; and I'm not so sure but it seems so yet. If the dear Lord was a mind to humor your silly Grandma's unbelief and send her a sign to strengthen her, why couldn't he do it? Anyhow, nobody knows to this day, how Bose got loose from his chain. It was found to be not broken, only slipped in some way--and no one knows who told him to bound down to the lake and spring into the water just in time to save me. He wasn't what is commonly called a water dog; and he was very fierce to children generally. Some folks think such things just happen; but I've lived a great many years, and the longer I live the surer I am that there isn't much 'happening' of any kind about our lives. There wasn't any need for me having a miracle, children; the Lord had done enough for me long before, but he is sometimes real patient with silly people. I know I began that very day to try to serve him, and I've always been glad I did." The listeners were very quiet for some minutes, then Ralph spoke: "I don't see my verse fitting in anywhere, Grandma?" "But it did," said Grandma, nodding her head. "I was sick all that summer. The shock, they said, was too much for me; I couldn't walk a step for a long time. I used to sit in a big chair out of doors, with Bose by my side; he was the greatest friend I had. No more growls for me; and he wouldn't growl at anybody I told him not to. "One day Rob Carleton and his sister stopped at the gate to visit with me; they were from the same city where we lived; but I didn't know them much at home. Rob began to tell me how queer he thought it was that that dog should have come after me, when he had always before acted as though he hated children; and something whispered to me to tell him about my little miracle. I didn't quite want to. I was afraid he might laugh at me; but at last I mustered up courage, and told him the whole story. He didn't laugh at all; but he didn't say much of anything, and by and by went away. They left the shore the next day; and I did not see that boy again for five years; and then, don't you think he told me that ever since I told him about my miracle, he couldn't get away from the thought of such things, and at last it led him to decide to belong to Jesus, and he led his little sister May in the same direction! Why, you children have often heard me speak of Doctor Carleton, the missionary in India? He's the very same! And May is a minister's wife in Kansas. Don't you see your verse, Ralph? 'The two disciples heard Him speak, and they followed Jesus.' Rob and May weren't _disciples_ yet, but the dear Lord knew they were going to be; and he let me tell about my little miracle, and used it to help them decide to follow him." - - - - - - - One day when Susie was visiting her great-aunt, she found in one of her old books an excellent rule. It was this: "Aim to make courtesies not an article of dress to put off and on, but a part of ourselves--something that is always with us." BOB'S FIRST PRAYER. ONE summer they carried May Vinton to a quiet place by the sea. From the windows of her room she could watch the unceasing roll of the waves, she could mark the incoming and outgoing tide; she grew to love the sea and did not seem to miss the coming and going of friends which she enjoyed so much in her own home. But she missed opportunities for helping others. At least she did at first, but she was not long in finding some one who needed her. It was the boy from the fisherman's little cottage whose acquaintance she first made. He came every morning with fish for her breakfast, and May, calling to him as he passed her window with his basket, soon found out that he lived in the little low-roofed building which she could just see quite a long way down the shore; and she found out that there were several children in the family and that the father went out every day in a boat after fish. She gathered that while they were not suffering for food and clothes, they were still quite poor, and that the children had never been to school and were very ignorant of the knowledge gained from books. The boy could tell her all about the fishing business, about the ways of the old ocean, he knew where to look for the prettiest shells and the finest seaweed. He could tell what the winds and the shifting clouds portended as to the weather, but not a letter of the alphabet did he know. [Illustration: SHE COULD WATCH THE WAVES FROM HER WINDOW.] "Would you like to learn to read?" asked May. The little fellow was not sure, but he did want to hear a story, and so she began that way, interesting the boy in a story. He soon became a regular visitor. Leaning upon the window-sill he would listen to his new friend as she talked, telling him of things outside the little world which he knew. At length she said, "To-morrow will be Sunday; suppose you bring your sister and brother for a little while in the afternoon and we will have a little Sunday-school." "Sunday-school! What's that?" "Come and see." "Can I bring Tommy Britt?" "You may bring four besides yourself." And so Miss Vinton began a little Sunday-school down there by the sea with five scholars. You who have so often heard the sweet old story of a Saviour's love cannot imagine what it was to these ignorant children to hear it for the first time. You to whom the words of the prayer which Christ taught us have been familiar from your babyhood, cannot know how strange were the thoughts and words of that prayer, nor what a hold upon their imaginations the idea of asking anything of an unseen being took. The summer months passed away. Miss Vinton took leave of her little class and went back to her own home. She said sadly, "They are so ignorant! It was so little that I could do for them; and I am afraid they will forget it all." [Illustration: THE WIFE AND CHILDREN BEGAN TO BE ANXIOUS.] Did they forget? One November morning the fisherman went out in his boat as usual; later in the day the clouds gathered as for a storm, and the wife and children began to be anxious. As the afternoon hours waned the sky grew darker, and the wind howled about the little cottage. It was already past the hour when the father might have been expected, and poor Mrs. Byrnes soothed the fretful baby and turned her eyes anxiously towards the window which looked seaward. The children peered out into the gathering darkness, but no sail was in sight; indeed it soon became so dark that they could not see far from the house. Little Nell placed a lamp in the window and Bob replenished the fire. Then he slipped away. A bit of the conversation which the younger ones had carried on as they stood gazing out over the waters, had given him an idea. "Don't you know," said Nell, "how Miss Vinton said 'the sea is His and He made it?'" "Yes; and you know she told us the pretty story of how the people were afraid and Jesus said to the waves, 'be still.' I liked that story!" said the little brother. "I wish He would say so to the waves now," returned Nell. "Maybe He would if he were here," was the reply. "Maybe He would. I wish he was here." Bob hearing this remembered more of the teachings of the young lady of whom they had all been so fond, and as soon as he could, he slipped away and went up into the loft where the children slept. There in the darkness and chill he knelt down and asked Jesus to make the winds and waves "be still." Repeating this, his first prayer, again and again, he at length arose with a calm in his heart. Going down stairs his mother said: "Seems to me the wind does not blow quite so hard." Bob smiled and whispered, "I shouldn't wonder if He heard! I didn't know as he would hear _me_, but Miss Vinton said He would." He piled on more fuel, saying aloud, "Father will be here soon, and we must have it warm and have supper ready. Mother, don't you think we ought to set the table?" "O yes, I suppose so. But I thought if your father never comes home, we would not want any supper," said the poor woman, in a despairing tone. "I know; but don't you think the wind has gone down considerably?" It seemed ages to the waiting group, but it was not more than an hour when the voice of the fisherman was heard, and Bob throwing open the door welcomed the father. "I tell you," said the dripping man, "I began to think I should never see the shore again! The storm was awful, but about an hour ago, it began to let up a little. The clouds broke away too, and then I saw Nell's light there, and I tell you we just steered for that!" "About an hour ago," repeated Bob to himself. "That was when I was up there asking Jesus to say 'be still.' I guess he did hear!" FAYE HUNTINGTON. AN EASTER STORY. "THERE comes Prinkie!" and the girls in Miss Winthrop's class made room for the new-comer. This was a rosy-cheeked girl with sparkling black eyes and, what the girls noticed particularly, a new hat. Prinkie Brown, as they called her, reveled in new hats. She had a new one for Thanksgiving, another for Christmas, one when her mother came from New York, and now at Easter she was out in still another! Old Mrs. Brown was wont to say: "Prinkie is chock full of vanity and ought not to be indulged in her love of fine clothes;" but Mr. Brown was a rich man, and seldom refused to gratify any desire or whim of either wife or daughter, and so Prinkie had new hats and dresses to her heart's content. No, I am mistaken. When did new hats or new dresses ever give any one a contented heart? True, to look into the young girl's face you might think she was very happy; but her happiness was short-lived. A whisper reached her ears. "Did you ever see such a vain girl?" said Ella Clark to the girl next to her. "No; Prinkie grows more like a peacock every day. I don't believe she ever thinks of anything beyond new clothes." "Now you watch her. When Miss Winthrop asks her a question she simpers and looks down at her gloves and smooths her laces as if she thought those things were the most important." "I suppose she does think _just that_!" Now Prinkie did not hear all of this, but she caught enough of it to understand the drift of the talk, and she was angry and mortified. "Like a peacock," indeed! Was a girl to be called names because she had a new hat? When would one wear new clothes if not on Easter Sunday? Was not the church and Sunday-school room tastefully decorated? It was real mean of those girls to spoil her enjoyment of her new hat by such ill-natured remarks. True she had not been quite satisfied. Her gloves were not an exact match for the hat, and she had pouted a little that morning over the fact, and grandma had vexed her by saying "Mary"--her real name is Mary--"Mary, I am afraid that in dressing for the day you are thinking more of yourself and too little of the meaning of Easter." Was it true, as they all seemed to think, that she thought of nothing else than her clothes? What was the superintendent saying: "Let us not lose sight of the event we celebrate to-day. We would be miserable indeed were it not for this most glorious truth that our Christ is not a dead Christ, but a living Saviour. And in our admiration and enjoyment of these decorations, these floral offerings which you have brought, in these symbols let us not forget what we symbolize. The resurrection of Jesus Christ our Lord is our theme; let us sing with joyful voice: Hail, all hail, victorious Lord and Saviour, Thou hast burst the bonds of death!" Prinkie sang with the rest, and only Miss Winthrop noticed the troubled expression which rested upon the young girl's face. Miss Winthrop was very much troubled about her class; they were girls from twelve to fifteen years old. Some of them were church members, but nearly all seemed given over to frivolity. During the winter just passed there had been some religious interest in other classes in the school, yet these girls, absorbed in school, children's parties, and dress, had frittered the time away, and, so far as their teacher could see, had made little progress in the divine life. She had come before them this Easter morning with a heavily burdened heart. She had prayed that they might awaken to a newness of life, that the Easter lessons might sink into their hearts, that the shackles of sin and frivolity which held them might be broken, that they might henceforth abound in the fruits of righteousness. And now as she listened to their chatter and noticed their enjoyment of their fluttering ribbons, and heard the light tinkle of their bangles, she sighed over the apparent failure of her hopes for them. She turned towards them at the beginning of the lesson-hour, saying: "Girls, we ought to be very bright and happy this morning, else we should be very sad. If we have a part in this rejoicing, if it is _our_ Saviour of whom we sing 'The Lord is risen indeed' then we have a right to be glad. If He who is risen is one whom we have rejected, then we have no call to rejoice; why should we care? Some of us have professed to be his friends, and the nearer we have been living to him, the more faithful to our vows we have been, the more precious He is to our hearts, the more we may rejoice in the truth of the resurrection. Whether we have hitherto been living for Christ or not, this is a good time to begin anew. 'Like as Christ was raised up from the dead, even so we also should walk in newness of life.' Let us put away old things that have been hindering us and serve in newness of spirit. Let this be a real true Easter to every one of us." There was more of that earnest talk and it seemed to sink into the hearts of those who heard it. I can only tell you how one acted upon the lessons of the day. The hardest lesson had been the whispered words which she overheard; but the tender pleading of Miss Winthrop had softened her and she walked homeward alone, having turned away from the fluttering group. She was thinking: "The girls call me vain--and say I am like a peacock, and Miss Winthrop is sad over me, and all for the same reason. I don't like to have the girls talk about me, and I don't like to have Miss Winthrop sad; I wonder if I am such a giddy girl! I suppose it is true; I do think too much of dress. I suppose I might look nice without thinking so much about it and without showing that I do. Miss Winthrop talked about newness of life--I wish I could be made over all new. Then I wouldn't be Mary Brown. Yes, I might; I am _Prinkie_ Brown now. I won't be called Prinkie any more. I'll be Mary, and I will live for something better than dress." "Prinkie," called Mrs. Brown as the young girl came down stairs after putting away the new hat which had become less precious. "Mamma, please do not call me that any more. And will you please not let any one else call me so? I hate the name and I am going to be Mary Brown after this." Mary could not tell her mother that she had resolved to "walk in newness of life," for Mrs. Brown was not a religious woman, and the child felt that she would not understand her. But to her grandmother she said as she lingered in her room at evening: "Grandmamma, this has been a true Easter to me!" This was a year ago, and Mary Brown still wears new hats, from time to time, and still dresses as seems to befit the daughter of a man of wealth, but no one calls her "Prinkie." No one would think of comparing her to a peacock; for she walks in newness of life; every Sabbath is to her a glad Easter. FAYE HUNTINGTON. [Illustration: PRINKIE BROWN.] _Volume 13, Number 23._ Copyright, 1886, by D. LOTHROP & Co. _April 10, 1886._ THE PANSY. [Illustration: THEY GATHERED ABOUT THE PLATFORM TO LISTEN.] REACHING OUT. (_A further Account of Nettie Decker and her Friends._) BY PANSY. CHAPTER VI. THE little old grandmothers with their queer caps were perhaps the feature of the evening. Everybody wanted a bouquet of them. In fact, long before eight o'clock, Jerry had been hurried away for a fresh supply, and Nettie had been established behind a curtain, in haste, to "make more grandmothers." In her excitement she made them even prettier than before; and sweet, grave little Sate had no trouble in selling every one. The pretty Roman flower girl was so much admired, that her father, a fine-looking young mechanic who came after her bringing red stockings and neat shoes, carried her off at last in triumph on his shoulder, saying he was afraid her head would be turned with so much praise, but thanking everybody with bright smiling eyes for giving his little girl such a pleasant afternoon. "She isn't Irish, after all," said Irene Lewis, watching them. "And Mr. Sherrill shook hands with him as familiarly as though he was an old friend; I wish we hadn't made such simpletons of ourselves. Lorena Barstow, what did you want to go and say she was an Irish girl for?" "I didn't say any such thing," said Lorena in a shrill voice; and then these two who had been friends in ill humor all the afternoon quarreled, and went home more unhappy than before. And still I tell you they were not the worst girls in the world; and were very much ashamed of themselves. Before eight o'clock, Norm came. To be sure he stoutly refused, at first, to step beyond the doorway, and ordered Nettie in a somewhat surly tone to "bring that young one out," if she wanted her carried home. That, of course, was the little grandmother; but her eyes looked as though they had not thought of being sleepy, and the ladies were not ready to let her go. Then the minister, who seemed to understand things without having them explained, said, "Where is Decker? we'll make it all right; come, little grandmother, let us go and see about it." So he took Sate on his shoulder and made his way through the crowd; and Nettie who watched anxiously, presently saw Norm coming back with them, not looking surly at all; his clothes had been brushed, and he had on a clean collar, and his hair was combed, quite as though he had meant to come in, after all. Soon after Norm's coming, something happened which gave Nettie a glimpse of her brother in a new light. Young Ernest Belmont was there with his violin. During the afternoon, Nettie had heard whispers of what a lovely player he was, and at last saw with delight that a space was being cleared for him to play. Crowds of people gathered about the platform to listen, but among them all Norm's face was marked; at least it was to Nettie. She had never seen him look like that. He seemed to forget the crowds, and the lights, and everything but the sounds which came from that violin. He stood perfectly still, his eyes never once turning from their earnest gaze of the fingers which were producing such wonderful tones. Nettie, looking, and wondering, almost forgot the music in her astonishment that her brother should be so absorbed. Jerry with some difficulty elbowed his way towards her, his face beaming, and said, "Isn't it splendid?" For answer she said, "Look at Norm." And Jerry looked. "That's so," he said at last, heartily, speaking as though he was answering a remark from somebody; "Norm is a musician. Did you know he liked it so much?" "I didn't know anything about it," Nettie said, hardly able to keep back the tears, though she did not understand why her eyes should fill; but there was such a look of intense enjoyment in Norm's face, mingled with such a wistful longing for something, as made the tears start in spite of her. "I didn't know he liked _anything_ so much as that." "He likes _that_," said Jerry heartily, "and I am glad." "I don't know. What makes you glad? I am almost sorry; because he may never have a chance to hear it again." "He must make his chances; he is going to be a man. I'm glad, because it gives us a hint as to what his tastes are; don't you see?" "Why, yes," said Nettie, "I see he likes it; but what is the use in knowing people's tastes if you cannot possibly do anything for them?" "There's no such thing as it not being possible to do most anything." Jerry said good humoredly. "Maybe we will some of us own a violin some day, and Norm will play it for us. Who knows? Stranger things than that have happened." But this thing looked to Nettie so improbable that she merely laughed. The music suddenly ceased, and Norm came back from dreamland and looked about him, and blushed, and felt awkward. He saw the people now, and the lights, and the flowers; he remembered his hands and did not know what to do with them; and his feet felt too large for the space they must occupy. Jerry plunged through the crowd and stood beside him. "How did you like it?" he asked, and Norm cleared his voice before replying; he could not understand why his throat should feel so husky. "I like a fiddle," he said. "There is a fellow comes into the corner grocery down there by Crossman's and plays, sometimes; I always go down there, when I hear of it." If Jerry could have caught Nettie's eye just then he would have made a significant gesture; the store by Crossman's made tobacco and liquor its chief trade. So a fiddle was one of the things used to draw the boys into it! "Is a fiddle the only kind of music you like?" Jerry had been accustomed to calling it a violin, but the instinct of true politeness which was marked in him, made him say fiddle just now as Norm had done. "Oh! I like anything that whistles a tune!" said Norm. "I've gone a rod out of my way to hear a jew's-harp many a time; even an old hand-organ sounds nice to me. I don't know why, but I never hear one without stopping and listening as long as I can." He laughed a little, as though ashamed of the taste, and looked at Jerry suspiciously. But there was not the slightest hint of a smile on the boy's face, only hearty interest and approval. "I like music, too, almost any sort; but I don't believe I like it as well as you. Your face looked while you were listening as though you could make some yourself if you tried." The smile went out quickly from Norm's face, and Jerry thought he heard a little sigh with the reply: "I never had a chance to try; and never expect to have." "Well, now, I should like to know why not? I never could understand why a boy with brains, and hands, and feet, shouldn't have a try at almost anything which was worth trying, sometime in his life." It was not Jerry who said this, but the minister who had come up in time to hear the last words from both sides. He stopped before Norm, smiling as he spoke. "Try the music, my friend, by all means, if you like it. It is a noble taste, worth cultivating." Norm looked sullen. "It's easy to talk," he said severely, "but when a fellow has to work like a dog to get enough to eat and wear, to keep him from starving or freezing, I'd like to see him get a chance to try at music, or anything else of that kind!" "So should I. He is the very fellow who ought to have the chance; and more than that, in nine cases out of ten he is the fellow who gets it. A boy who is willing and able to work, is pretty sure, in this country, to have opportunity to gratify his tastes in the end. He may have to wait awhile, but that only sharpens the appetite of a genuine taste; if it is a worthy taste, as music certainly is, it will grow with his growth, and will help him to plan, and save, and contrive, until one of these days he will show you! By the way, you would like organ music, I fancy; the sort which is sometimes played on parlor organs. If you will come to the parsonage to-morrow night at eight o'clock, I think I can promise you something which you will enjoy. My sister is going to try some new music for a few friends, at that time; suppose you come and pick out your favorite?" All Jerry's satisfaction and interest shone in his face; to-morrow night at eight o'clock! All day he had been trying to arrange something which would keep Norm at that hour away from the aforesaid corner grocery, where he happened to know some doubtful plans were to be arranged for future mischief, by the set who gathered there. If only Norm would go to the parsonage it would be the very thing. But Norm flushed and hesitated. "Bring a friend with you," said the minister. "Bring Jerry, here; you like music, don't you, Jerry?" "Yes, sir," said Jerry promptly; "I like music very much, and I would like to go if Norm is willing." "Bring Jerry with you." That sentence had a pleasant sound. Up to this moment it was the younger boy who had patronized the elder. Norm called him the "little chap," but for all that looked up to him with a curious sort of respect such as he felt for none of the "fellows" who were his daily companions; the idea of bringing him to a place of entertainment had its charms. "May I expect you?" asked the minister, reading his thoughts almost as plainly as though they had been printed on his face, and judging that this was the time to press an acceptance. "Why, yes," said Norm, "I suppose so." One of these days Norman Decker will not think of accepting an invitation with such words, but his intentions are good, now, and the minister thanks him as though he had received a favor, and departs well pleased. [Illustration: STUDYING THE EGGSHELL.] And now it is really growing late and little Sate must be carried home. It was an evening to remember. They talked it over by inches the next morning. Nettie finishing the breakfast dishes, and Jerry sitting on the doorstep fashioning a bracket for the kitchen lamp. Nettie talked much about Ermina Farley. "She is just as lovely and sweet as she can be. It was beautiful in her to come over to me as she did when she came into that yard; part of it was for little Trudie's sake, and a great deal of it was for my sake. I saw that at the time; and I saw it plainer all the afternoon. She didn't give me a chance to feel alone once; and she didn't stay near me as though she felt she ought to, but didn't want to, either; she just took hold and helped do everything Miss Sherrill gave me to do, and was as bright and sweet as she could be. I shall never forget it of her. But for all that," she added as she wrung out her dishcloth with an energy which the small white rag hardly needed, "I know it was pretty hard for her to do it, and I shall not give her a chance to do it again." "I want to know what there was hard about it?" said Jerry, looking up in astonishment. "I thought Ermina Farley seemed to be having as good a time as anybody there." "Oh, well now, I know, you are not a girl; boys are different from girls. They are not so kind-of-mean! At least, some of them are not," she added quickly, having at that moment a vivid recollection of some mean things which she had endured from boys. "Really I don't think they are," she said, after a moment's thoughtful pause, and replying to the quizzical look on his face. "They don't think about dresses, and hats, and gloves, and all those sorts of things as girls do, and they don't say such hateful things. Oh! I _know_ there is a great difference; and I know just how Ermina Farley will be talked about because she went with me, and stood up for me so; and I think it will be very hard for her. I used to think so about you, but you--are real different from girls!" "It amounts to about this," said Jerry, whittling gravely. "Good boys are different from bad girls, and bad boys are different from good girls." Nettie laughed merrily. "No," she said, "I do know what I am talking about, though you don't think so; I know real splendid girls who couldn't have done as Ermina Farley did yesterday, and as you do all the time; and what I say is, I don't mean to put myself where she will _have_ to do it, much. I don't want to go to their parties; I don't expect a chance to go, but if I had it, I wouldn't go; and just for her sake, I don't mean to be always around for her to have to take care of me as she did yesterday. I have something else to do." Said Jerry, "Where do you think Norm is going to take me this evening?" "Norm going to take you!" great wonderment in the tone. "Why, where could he take you? I don't know, I am sure." "He is to take me to the parsonage at eight o'clock to hear some wonderful music on the organ. He has been invited, and has had permission to bring me with him if he wants to. Don't you talk about not putting yourself where other people will have to take care of you! I advise you to cultivate the acquaintance of your brother. It isn't everybody who gets invited to the parsonage to hear such music as Miss Sherrill can make." The dishcloth was hung away now, and every bit of work was done. Nettie stood looking at the whittling boy in the doorway for a minute in blank astonishment, then she clasped her hands and said: "O Jerry! Did they do it? Aren't they the very splendidest people you ever knew in your life?" "They are pretty good," said Jerry, "that's a fact; they are most as good as my father. I'll tell you what it is, Nettie, if you knew my father you would know a man who would be worth remembering. I had a letter from him last night, and he sent a message to my friend Nettie." "What?" asked Nettie, her eyes very bright. "It was that you were to take good care of his boy; for in his opinion the boy was worth taking care of. On the strength of that I want you to come out and look at Mother Speckle; she is in a very important frame of mind, and has been scolding her children all the morning. I don't know what is the trouble; there are two of her daughters who seem to have gone astray in some way; at least she is very much displeased with them. Twice she has boxed Fluffie's ears, and once she pulled a feather out of poor Buff. Look at her, how forlorn she seems!" By this time they were making their way to the little house where the hen lived, Nettie agreeing to go for a very few minutes, declaring that if Norm was going out every evening there was work to do. He would need a clean collar and she must do it up; for mother had gone out to iron for the day. "Mother is so grateful to Mrs. Smith for getting her a chance to work," she said, as they paused before the two disgraced chickens; "she says she would never have thought of it if it had not been for her; you know she always used to sew. Why, how funny those chickens look! Only see, Jerry, they are studying that eggshell as though they thought they could make one. Now don't they look exactly as though they were planning something?" "They are," said Jerry. "They are planning going to housekeeping, I believe; you see they have quarreled with their mother. They consider that they have been unjustly punished, and I am in sympathy with them; and they believe they could make a house to live in out of that eggshell if they could only think of a way to stick it together again. I wish _we_ could build a house out of eggshells; or even one room, and we'd have one before the month was over." "Why?" said Nettie, stooping down to see why Buff kept her foot under her. "Do you want a room, Jerry?" "Somewhat," said Jerry. "At least I see a number of things we could do if we had a room, that I don't know how to do without one. Come over here, Nettie, and sit down; leave those chickens to sulk it out, and let us talk a little. I have a plan so large that there is no place to put it." HOW A SMALL BOY GOT HIS RIGHTS. BIG men are not always just or generous, and many times the small boy is a sufferer at their hands. Sometimes the big man is cross because he has eaten too much dinner--the small boy will understand now how uncomfortable he feels--and as he is too big to cry he vents his ill humor, many times, on the first small boy who comes in his way. Now, you know that some people think that if you eat too much meat you will become savage, and, as this man who was unjust to the small boy was a butcher, perhaps he had eaten so much meat that he had become in part a savage. In one of the police-courts up-town, in New York, one morning, not long since, a very small boy in knickerbockers, appeared. He had a dilapidated cap in one hand and a green cotton bag in the other. Behind him came a big policeman with a grin on his face. When the boy found himself in the court-room he hesitated and looked as if he would like to retreat, but as he half-turned and saw the grin on his escort's face, he shut his lips tighter and meandered up to the desk. "Please, sir, are you the judge?" he asked, in a voice that had a queer little quiver in it. "I am, my boy; what can I do for you?" asked the Justice, as he looked wonderingly down at the mite before him. "If you please, sir, I'm Johnny Moore. I'm seven years old, and I live in One Hundred and Twenty-third street, near the avenue, and the only good place to play miggles on is in front of a lot near our house, where the ground is smooth; but a butcher on the corner," and here his voice grew steady and his cheeks flushed, "that hasn't any more right to the place than we have, keeps his wagon standing there, and this morning we were playing miggles there, and he drove us away, and took six of mine, and threw them away off over the fence into the lot, and I went to the police station, and they laughed at me, and told me to come here and tell you about it." The big policeman and the spectators began to laugh boisterously, and the complainant at the bar trembled so violently with mingled indignation and fright that the marbles in his little green bag rattled together. The Justice, however, rapped sharply on the desk, and quickly brought everybody to dead silence. "You did perfectly right, my boy," said he gravely, "to come here and tell me about it. You have as much right to your six marbles as the richest man in this city has to his bank account. If every American citizen had as much regard for their rights as you show there would be far less crime. And you, sir," he added, turning to the big policeman, who now looked as solemn as a funeral, "you go with this little man to that butcher and make him pay for those marbles, or else arrest him and bring him here." You see this boy knew that his rights had been interfered with, and he went to the one having authority to redress his wrongs. He did not throw stones or say naughty words, but in a manly, dignified way demanded his rights.--_Selected._ HOW THE FIRST PANSY WAS MADE. AN angel's thought flew down to earth, Borne on a golden beam of light; And pausing, rested in the heart Of a sweet, blue-eyed violet bright. And finding there a flower-soul Free from all taint of earthly pride, The angel's thought would fain remain, And in the Pansy still doth hide. And so these gold and purple flowers, The soft-eyed Pansies which we love, Sprang from the violet which received An angel's thought from heaven above. LYDIA HOYT FARMER. POEM FOR RECITATION. EASTER. My sweet little neighbor Bessie I thought was busy with play, When she turned, and brightly questioned, "Say, what is the Easter day?" "Has nobody told you, darling-- Do they 'Feed His Lambs' like this?" I gathered her to my bosom, And gave her a tender kiss. Away went the cloak for dolly, And away went dolly too, As again she eagerly questioned, With eyes so earnest and blue: "Is it like birthdays or Christmas-- Or like Thanksgiving Day; Do we just be good like Sunday, Or run and frolic and play? "I know there's flowers to it, And that is most all I know; I've got a lovely rosebush, And a bud begins to grow." Then in words most few and simple I told to the gentle child The story whose end is Easter-- The Life of the Undefiled. Told of the manger of Bethlehem, And about the glittering star That guided the feet of the shepherds Watching their flocks from afar, Told of the lovely Mother, And the Baby who was born To live on the earth among us Bearing its sorrows and scorn. And then I told of the life He lived Those wonderful thirty years, Sad, weary, troubled, forsaken, In this world of sin and tears, Until I came to the shameful death That the Lord of Glory died, Then the tender little maiden Uplifted her voice and cried. I came at length to the garden Where they laid His form away, And then in the course of telling I came to the Easter day-- The day when sorrowing women Came there to the grave to moan, And the lovely shining angels Had rolled away the stone. I think I made her understand As well as childhood can, About the glorified risen life Of him who was God and Man. This year the fair Easter lilies Will gleam through a mist of tears, For I shall not see sweet Bessie In all of the coming years. When the snow lay white and thickest She quietly went away To learn from the lips of angels The meaning of Easter day. We put on the little body The garments worn in life, And laid her deep in the frozen earth Away from all noise and strife. We took all the dainty playthings, And the dollies new and old, And placed them in a sacred spot With a tress of shining gold. Were it not for the star of Bethlehem, And the dawn of Easter day, It would be to us most bitter To put our darling away. But we know that as the hard brown earth Holds lilies regal and white, So the lifeless, empty, useless clay Held once an angel of light. And I hope on the Easter morning To look from the grave away, Thinking not of the child that _was_, But the child that _is_ to-day. EMILY BAKER SMALLE. [Illustration: MY SWEET LITTLE NEIGHBOR BESSIE.] _Volume 13, Number 24._ Copyright, 1886, by D. Lothrop & Co. _April 17, 1886._ THE PANSY. [Illustration: "THE SEA TOOK ON ITS SULLEN LOOK."] WHERE I WENT, AND WHAT I SAW. FIRST, through some of the busiest, narrowest, noisiest, dirtiest streets of New York City; if you have never hurried down them, you have no idea how much that means. A ferry boat, a bit of a ride, and I was in New York no more, but in New Jersey. The Jersey Central train stood waiting. "All aboard for Long Branch," shouted an official. I did not want to go to Long Branch, but I hurried along as fast as though I did; the truth was, I knew my stopping place was not far away from that famous spot. In a few minutes we were off; not long before the smell of old ocean began to steal in at the windows, and at last we caught glimpses of beach stretching away in the distance. Not a long ride, only a matter of a couple of hours on an express train, despite the many stations called out: "Matawan," and "Red Bank," and "Little Silver," and I know not how many more. At last, "Long Branch" and "Elberon;" then, in a few minutes more, "Ocean Grove and Asbury Park." At this, a great company of us began to scurry around and find our shawl straps, and lunch baskets, and what not. I'm not going to tell you about Asbury Park; at least not much. Some other time I may say a good deal about this pretty city by the sea, but just now I'm anxious to tell of what happened at night. The day had been pleasant enough; not summer, but late spring, bright and sunshiny; we rejoiced over the thought of getting sight of the beautiful beach; reminding each other how lovely the sea looked by moonlight. Alas, there was no moon for us that night! At least she did not once show her silver face; instead, the sky was black with clouds, and the sea took on its sullen look, and roared as it lashed the shore constantly with great angry waves. We shivered and tugged at our wraps as the wind tried to whirl them away, and said, as we turned to go home, how glad we were that we had no friends at sea. "The ocean looks cruel," said Grace; "I don't like him to-night." Then we went home to our bright room; drew the curtains, closed the shutters, stirred the fire to a cheery blaze, and chatted and laughed and were happy, quite shutting out the roar of the angry sea. But he did not calm; the waves ran high, and the sullen roar kept increasing, until, by midnight, we knew it was what seamen call a gale. Occasionally we heard the fog bell toll out, and once more we were glad that we had no dear ones at sea. Somebody had, though; and while we slept quietly, knowing nothing of it, brave men were awake and at work. A danger signal was seen just off shore; what excitement there was! How did the men of the life-saving crew know that they were needed? They had been disbanded for the summer, the dangerous season being supposed to be over; and here was blowing one of the worst storms of the winter! I don't know how they heard the news. Their hearts waked and watched, perhaps; anyway, they came, great stalwart men, and in a twinkling opened their boathouse, and got out their apparatus which had been carefully put away, and before the third signal went up through the stormy water, were ready for action. I don't know how they did it. At this time of which I write, they had no regular lifeboat such as is now in use; they were not regularly manned for work in any way. Never mind, they did it. One, two, three, four, five, six, seven. Oh, I do not know how many people rode, some way, over the stormy water, on a rope, and reached the shore. Drenched, powerless, almost breathless, yet alive! Who do you think was one of the first to arrive that night? Why, a little baby less than three months old! What! _She_ did not cling to ropes! Oh, no. All she did was to lie in utmost quiet in the hands of a great strong man; he was lashed to the rope in such a way that the men on shore could pull him in, but the baby he held in his two strong hands, as high above the fury of the waves as the hands would reach. What if he had dropped her? Then the sea would have swallowed her in an instant? An awful journey, but the baby did not know it. She must have gasped a little for breath, and she may have cried, but no one heard her; the roaring ocean took care of that. You don't see how she lived through it? They did not think she could; not even the mother, when she took a second to kiss her, before she gave her into the strong arms, thought that she should ever see her darling again. But it was the only possible way of escape; they could but try. So the baby rode into shore, and I think as many as a hundred mothers stood waiting to receive her, with hot blankets enough to smother her, and warm milk enough to drown her in; for it had gotten abroad in some way that a baby was on board the sinking ship. If you could have heard the shout that went up when the baby was landed in the arms of one mother, who said, after a second of solemn hush: "Yes, she is living!" you would have felt as though you almost knew what a life was worth. The next morning what a walk we had along the coast! How still the sea lay; the waves crept up softly one after another as if so ashamed of their last night's work that they would a little rather not be seen or heard at all. Bits of board, and old tarred rope, and barrel staves and seaweed lined the beach for miles, and coffee sacks by the hundred kept washing in to shore. The vessel had been laden with coffee. People were very busy putting the beach in order, planning how to reach the wreck, wondering whether she could be gotten off, or would have to lie half-buried in the sand and slowly fall to pieces. Here and there were groups of people, listening, while one man talked excitedly; he was a sailor and had his wonderful story to tell of danger and escape. But the happiest man on the beach that morning was one who rubbed his hands in actual glee, and smiling broadly on every one who came up to him, would say in a loud, glad voice, "Yes, I lost everything I had in the world, but my wife and children are all here; yes, baby and all!" and then he would wipe the great tears from his eyes, and laugh so loud and glad a laugh that all the people around would have to join it. All his children safe! They clustered around him, several sturdy-looking boys, and I watched them with eager interest. _Were_ they all safe? Could the father be sure? The ocean had not swallowed them, but suppose some awful rum saloon caught them in its clutches and drew them in and in until they went down in a storm of drunkenness to utter ruin! What was an ocean storm to that? Pitiless ocean, rave as it might, could not touch the soul; but the rum saloon has power to destroy both body and soul. What joy there was over the three-months-old baby! and yet she may live to be a drunkard's wife, and a drunkard's mother, and to cry out in bitterness of soul because the ocean did not swallow her that night. Isn't it strange and sad to think of? The father thought his children safe, and yet so many oceans of temptation lay ready to engulf them! none more bitter, more fierce, more wide-spread in its raging, than this ocean of alcohol. Dear boys and girls, what can we do to help save the children for their fathers? Will you all join the life-saving crew, and work with a will, to rescue victims from this ocean? PANSY. "FATHER'S OLD BOOTS ARE THERE." MANY a picture of moving pathos appears in the dark gallery of drunkenness. We have seen but few more touching ones than this from the pen of Mrs. M. A. Kidder. She describes little Benny, the son of a drunken father, sitting in a room with his mother and little sister. By looking at this sad and thoughtful face one would have taken him to be ten years of age, yet he was but six. No wonder. For four years this almost baby had been used to seeing a drunken father go in and out of the cottage. He scarcely remembers anything from him but cruelty and abuse. But now he is dead! The green sod had lain on his grave a week or so, but the terrible effects of his conduct were not buried with him. The poor children would start with a shudder at every uncertain step on the walk outside, and at every hesitating hand upon the latch. On the day mentioned Benny's mother was getting dinner. "Will my little son go to the wood-shed, and get mother a few sticks to finish boiling the kettle?" "I don't like to go to the wood-shed, mamma." "Why, my son?" "Because there is a pair of father's old boots out there, and I don't like to see them." "Why do you mind the old boots, Benny, any more than the old coat and hat upstairs?" "Because," said Benny, tears filling his blue eyes, "they look as if they wanted to kick me." Oh the dreadful after-influence of a drunken father to innocent children! what an awful memory to bear through life!--_Richmond Christian Advocate._ MY BRAINLESS ACQUAINTANCE. BY PARANETE. VI.--MY BRAINLESS ACQUAINTANCE SAVES A LIFE. "WHEN morning came," continued my friend, "how disconsolate I was! In all my wanderings I had never had the misfortune to be cast out and trodden under foot of men before! The sun was shining beautifully, the dew was glittering on the blades of grass, the birds were singing, and the flowers were blooming sweetly, but I was unhappy. [Illustration: THE BOYS' DOGS.] "Suddenly a little boy and girl turned the corner, and walked swiftly up towards that part of the walk where I was. The little girl uttered an exclamation: "'Good luck, Fred! I've found a pin!' and she picked me up and put me in her belt. They walked along, talking merrily, when a butterfly flew along the walk. The little boy ran after it, and soon had it under his hat. 'Let me have that pin, Bess,' he said, and when she had given me to him he pinned his handkerchief over the hat, with me and another pin that he had, and walked home bareheaded. "Reaching their house, he went up to his room, threw the other poor pin out of the window, and, much to my dismay, impaled the butterfly on me. How horrid I felt! I would have shuddered if I could, for how cruel was the boy to make me the innocent instrument of the death of a poor winged insect, that had been so bright and happy but a few moments before! "But just then his sister came along, and seeing the butterfly fluttering on me, gradually losing its strength, she uttered an exclamation of horror, and let the poor thing go, placing me where she had before. Her brother Fred came in. "'Now, Bess, that's mean! What possessed you to let my butterfly go?' "'Because it was so cruel, Fred dear. I couldn't bear to see it struggling so!' and a tear came into her eye. "Her brother muttered something about girls' tender feelings. "That day as Bessie and her mother were sitting sewing on the piazza of their house, her mother wanted a pin, and so she speedily delivered me into the lady's hands. She used me for some sewing a little while, and then put me on a little pincushion in her work-box, where I remained for about a week. "Then there was a commotion in the house. I learned from various talks that Fred with a good many other boys, was going camping into the woods, and they were busy getting ready for his departure. He was off at last. He had a gun, a satchel full of clothing, and an umbrella. Just as he was going out of the door, and his mother was kissing him good-by, she said: "'Fred, wait a moment. I didn't give you any pins, and you may need some.' "So saying, she took me and a few others from the cushion in her work-box, and putting them hastily on Fred's coat, bade him good-by again, and he started. "I cannot tell you all the fun that the boys had in the woods; they seemed perfectly happy, and fished, and shot poor animals, and climbed, all the time. Wherever Fred went, I went too. "At night they would go into the tents, and lie down, sleeping soundly all night, and getting up early in the morning, to eat what they had caught latest the day before. All night I kept watch over Fred's pillow, in his coat that was hanging on a nail driven into one of the tent-poles. "One day one of the dogs came to the place where the boys were taking dinner, sniffing around their legs, and showing as plainly as possible that he had discovered something. The boys hastily finished their dinner, and followed the noble animal into the woods. Soon the dog stopped, and looking ahead, they saw, by a pool, a splendid deer drinking, little suspecting what danger there was near. "'Fire!' said the boys' leader; and a dozen shots went crashing into the poor deer's side. It fell down dying. One of the boys went over to examine it. When he reached it, it gave one faint struggle, and expired. But a boy that had remained thought it was yet alive, and fired another shot, taking care not to aim at the one who had gone forward. But he was just bending over to examine the horns of the animal, and the shot went crashing into his leg! Then there was an uproar! The boys all rushed forward, my master among them, and examined the poor boy's leg, which was bleeding very badly. "'Where is a bandage?' said some one. So the leader took out of his pocket a very large handkerchief, and wound it tightly just above the wound. The blood stopped flowing. 'Where is a string to tie it with?' he said. No one had one, but Fred put his hand to his coat, and taking me from it, said, 'Here is a pin, Tom. Pin it quick!' "So the handkerchief was pinned tightly around the leg, and the blood didn't ooze out any more. However, the wound pained the poor boy very much. The others fixed him pretty comfortably on the soft body of the deer, while two of them went for a doctor as fast as possible. "It was two hours before he came. "'Not very serious,' he said, at which every body drew a long breath of relief. 'But it would have been,' he continued, 'if you hadn't pinned this bandage on so securely. He would certainly have bled to death.' [Illustration: A BUTTERFLY FLEW ALONG.] "You may imagine that I felt proud then. I had saved a life! If it had not been for me the boy would have died! To be sure, another pin would have done, but then it was--_me_! I felt that I was doing wrong to be so proud, and like everyone who sins, I got my punishment. When the doctor undid the bandage, he carelessly threw me on the ground, and paid no more attention to me, for when he replaced a better bandage on the limb, he used a wide strip of cloth to fasten it with. "You can not imagine my feelings then! There I was, cast on the ground in the woods, where nobody would ever find me. I would rust, and fall to pieces! I would never be moved from that lonesome, dreary place. And it was my fault! I felt that it was my punishment for feeling so proud. To be sure, the doctor did not know that I was proud when he threw me on ground, but I felt 'in my bones,' as it were, that it was my punishment for feeling so lofty because I had been the humble means of saving a life. The agony of those few moments will be a lesson to me through life, and if I ever feel lofty and haughty again, I shall be surprised. "I say 'those few moments,' for soon, some of the boys came to remove the body of the deer, and Fred, who was among them, happening to see me on the ground said: "'Halloo! I guess I'll pick you up. I've learned how useful a pin may be.' "So my stay on the ground in the woods was not long, for he returned me to the lining of his coat." TO PANSY. GOD loves Pansies, with their child-like faces Looking up, catching every ray of light, Seeking to be fair in the Father's sight. One who owneth all their charms and graces, Lighting up, like them, earth's desert places, Claims sweet sisterhood with these blossoms bright; Hears God's voice saying to her, "Pansy, write!" In letters purple with love, she traces With golden pen the Saviour's message true; Myriad voices in Heaven will repeat, "Pansy, lessons of love they've learned from you; And lay their crowns with you, at Jesus' feet." From your sweet Pansy blooms of purest thought My soul a glimpse of Heaven's joy hath caught. ROCKVILLE, MASS. _With the love of_ ARBUTUS. SOME REMARKABLE WOMEN. L.--LYON, MARY. FROM 1797 until 1849, a period of fifty-two years, Mary Lyon lived upon this earth. Some lives seem too short. To us they appear to be broken off at the wrong place--in the midst of earnest successful work--and we wonder how the world can get along without them. And so I suppose it must have seemed to those interested in the grand work of education in which Mary Lyon was engaged when she at the command of the Master laid down the burden and slept the last sleep. For thirty-five years she had been using her talents and her energies in training up young girls for noble womanhood. Like others in our list of Remarkable Women, her early home was among the New England hills. As another has expressed it, "On the little mountain farm the child saw the flax grow to make her single summer dress, and herself petted and fed the lambs and sheep which gave the wool to keep her warm in winter. The fairy flax flowers, blue as heaven, delighted her eyes." And we may believe that later she watched the process of preparing the flax for the wheel and loom, and we are told that the little girl in her homespun dress which made her no oddity in the old-time country school, was earnest and diligent in her studies, standing at the head of her classes and steadily advancing in scholarship. Mary Lyon early realized that life was not meant for a play-day, and when at the age of seventeen she became a teacher, she took with her into the schoolroom a strong faith and earnest endeavor for the highest development of her pupils. She sought more than mental progress--even moral and spiritual growth. Though she taught, leaving her impress for good in other places, Mt. Holyoke Seminary, at South Hadley, stands as her monument. The founding of this school was her great work, and in thousands of homes her influence is still felt. Many of our mothers and grandmothers are living lives of usefulness, the inspiration of which was drawn from lessons learned of this most remarkable of teachers. Mary Lyon was one of the great teachers of this world. If there should be among the girls who read this article those who expect to become teachers, let me urge you to study the life of Mary Lyon. See if you can find out the secret of her success; go over the record of her struggle with the difficulties encountered in those days when Mt. Holyoke Seminary was getting a foothold. One has said that "the story of Mary Lyon and her work should be read by every young girl who desires to know the meaning of a noble and consecrated life." I think you will find the secret of her successful life lies in the fact of its being a consecrated life; consecrated to the high and noble purpose for which she labored. Believing "that Christian women inspired with Christian zeal would be powerful promoters of the kingdom of Christ in this world," she sought to perfect a plan whereby young girls might be brought under the influences which would tend to inspire their hearts, awaken their powers, and prepare them for the positions of influence which they might be called to occupy. With a sublime faith in the leadership of Christ, a belief that she was called to do this thing, she fought out the battle, accomplished her mission and left behind her in many hearts a spirit akin to her own. Out from the sweet, sacred influences of this first collegiate school for girls established in this country, have gone thousands of noble women. Some have gone to carry the word of life into the dark places of earth, showing the beauty of a Christian home as contrasted with the heathen homes; some have gone out to establish other schools of like character; and on mission fields, in homes everywhere and in schools and in society, the spirit which so long ago found expression in that consecrated life is still influencing the world for good. FAYE HUNTINGTON. OLD ROVER. YOU naughty old dog Just run right away! For Annie and I Are going to play. And then Minnie struck Old Rover's thick hide With her dimpled hand As he stood at her side. "Why, Minnie! how can you?" Said sweet Annie May. "Have you never been told Of that terrible day When the waters went mad With foaming and strife, And Rover, good dog, Saved your dear little life? "All night the Delaware Rose; and then While papa was gone For boats and for men, Mamma, she cuddled you Safe and warm, And left you for Rover To guard from harm "While she tried to save A few things more. But when she returned Through the water's roar, Your cradle was gone! And old Rover, too. Poor mamma! she cried '_Oh what shall I do!_' "Papa came back and took us away, Searching for you The rest of the day. At night, a fisherman Sailed o'er the deep, With you in your cradle Fast asleep! "He found old Rover Towing you down To a little island Near the town. All day careful vigil Rover had kept, While you, all unconscious, Had smiled and slept." Now Rover was hugged! And blue eyes were wet, As Minnie said, low, "I shall never forget! When I've anything good He shall have a big part; And a _great big place_ All his own, in my heart." S. R. SILL. [Illustration: ROVER, DRESSED UP.] _Volume 13, Number 25._ Copyright, 1886, by D. LOTHROP & CO. _April 24, 1886._ THE PANSY. [Illustration: Deep within the frozen earth, Fairest seeds of bloom are sleeping. Waiting May's re-echoing mirth-- April's days of tender weeping. Palest blooms and richest dyes In these close-shut cells are hidden Fragrance rare, all breathless lies, E'en its gentlest sigh forbidden. Are there not lives sad and drear Fairest seeds of heart bloom holding, Waiting for kind words of cheer, Waiting Love for their unfolding? LINDA M. DUVALL. HIDDEN BEAUTY.] ST. GEORGE AND THE DRAGON. BY MARGARET SIDNEY. VI. BETSEY, the farmer's wife, put up a lunch large enough to last a couple of voyagers for a two days' journey, and bustled around in her quickest style, so that she ran out to the barn with her big basket as Farmer Bassett drew a long breath and declared himself ready to start. "Do hurry, John," she begged, setting her basket within the sleigh, "those poor creeters must be half-starved, let alone their crying theirselves eenamost to death." Then her motherly heart that had taken up entirely the cause of the boys, allowed throbs of pity to be felt on Thomas' account as she saw the effect of her words upon him, and she hastened to add--"You'll make pretty quick time after you git on the road, and boys always know how to have a good time as long as daylight lasts, at any rate." "You better believe, Betsey," declared Farmer Bassett, "that we will not let the grass, or the snow rather, accumulate under our feet, will we, Jack?" caressing his horse. "There, Mr. ---- what'd you say your name was?" turning to the man beside him. "Thomas, sir--Thomas Bradley. But I'm better known as Mr. Bangs' man, bad luck to the day I shirked a bit. But I'll catch it enough when I get home, though"-- "And serves you quite right, Thomas," observed Farmer Bassett; "well, get in, and we'll be off. Good-by, mother!" He didn't kiss her; it was not the New England way in which they had both been reared, but he did look at her round, comely face with such an expression in his gray eyes that a smile went back to him from the lips firmly folded together--"Take care of yourself now, an' the house, I'll be along in the mornin'." Then he got into the sleigh, and tucking up the well-worn robes around his companion and himself, signified to Jack by a loud "_g'lang!_" that he was expected to start. "I s'pose you're going to talk to me now," said Thomas awkwardly, after they had turned the corner from which the last view of the comfortable red farmhouse could be seen, "and give me a piece of your mind for leaving them chaps and disobeying master. You've a good right, I'm sure, being as you're getting me out o' the scrape." "I ain't one to do preachin' to other folks," said the farmer shortly. "I have enough to do to take care o' my own sins." Thomas stared in amazement into the tough, leathery face. That any one who could claim the least right, should let slip to "give it to" another man caught in a peccadillo, he could not understand, and he took the only way to find relief that came to his mind. When he finished scratching his head in a perplexed way, he relapsed into silence that was not broken till at least half the distance to Sachem Hill was traversed. Then the old farmer began to converse, but on general topics, and in such a cheery way, that his travelling companion came a bit out of his shamefaced despondency feeling as if there might be a chance even for him in the world once more. By the time that Jack jingled them into the vicinity of Mr. Bangs' summer cottage, the two were in such a good state of mind that any one meeting them would have said it was only a pleasure excursion that drew them out to enjoy the night. And now Thomas sat erect and drew his breath fast, while his eyes, strained to their utmost, pierced the gathering darkness for the first glimpse of the house. "Turn here up this lane, master," he begged suddenly, "it's a short cut," and the old farmer lashed Jack, all the time begging the astonished animal's pardon, while he hurried up the back way as directed. "Good--oh!" groaned Thomas, pulling his arm, and pointing with a shaking hand. Farmer Bassett more intent on the feelings of the faithful horse, and on getting on, had not glanced up. At this cry of distress he did, and now saw with Thomas a bright light gleaming from one of the upper windows of the Bangs' cottage. "It's FIRE!" said Thomas hoarsely, plucking him by the arm again. "We must 'a' left somethin' smoulderin' in the fire-place"-- "Nonsense," said the farmer reassuringly. Nevertheless he gave Jack another cut that made him jounce at a fearful rate up to the back veranda. Thomas leaped out and sped up the steps. Farmer Bassett tarried only long enough to fasten Jack to the hitching-post, throw his blanket over him, and give one pat on his head, then followed. "_Boys!_" screamed Thomas, racing up and down the veranda, and shaking the doors, "are you in there?" But only the branches of the trees creaked in the cold wind for answer. Thomas stamped in very fury. "See here," said the old farmer, down on the ground and pointing up, "look at their heads. They're all safe an' sound, an' not half as cold as you an' I." With that he sent out such a halloo that Thomas on the veranda clapped his hands to his ears. It had the effect desired, for at least two of the windows in the gable end of the cottage were thrown up, and as many boys' heads as could possibly be accommodated, were thrust out. "Halloo, Thomas, halloo," called one voice in derision, "don't you wish you were here too?" "You're a nice one," said Master Wingate, "and won't you catch it, though, when you get home. You'll be place-hunting as soon as you can say 'Jack Robinson'"-- "See here, you young scamp," shouted the old farmer, "it will be for your interest to end that sort of talk, now I tell you. You just step down lively an' open one of these doors. We've cooled our heels enough comin' to look for you an' don't propose to stand here any longer. Hurry up, now." The boys stared in astonishment down into as much of his face as the darkness would permit them to see, and recognizing from the quality of his voice that a parley would not be acceptable, drew in their heads and proceeded to obey the order. "Who is the old party?" cried one of the boys as they ran over the stairs. "I don't know," returned Wingate, "I'm sure." "Don't let us open the door then," urged another boy; "see here, Wingate," laying a detaining hand on his arm, "you are not obliged to--nobody has a right to order you to unlock your father's house. Don't do it; we'll lose all the fun of keeping Thomas out till we've had the fun of scaring him all we want to." Master Wingate hesitated. But a vigorous rap on the dining-room door at the foot of the staircase, made him start, and a loud imperative--"Hurry up, there," caused him to redouble his speed. "I guess we better let 'em in," he said, and slid back the bolt. THE DESERT MIRAGE. I SUPPOSE you all have heard of the mirage, which is a delusion of the eye, and which often deceives the poor traveller across the weary, pathless desert. Sometimes, when the caravan is about to give up, and lie down to die of weariness and thirst, they will suddenly feel their courage revived by the sight, as they suppose, of a lovely oasis, with lofty palms and silvery fountains. Not long since I was reading an account of a whole regiment who when the Egyptians first conquered Nubia were destroyed. The poor creatures saw this mirage, and ordered their guide to take them thither. He insisted that it was only the delusive mirage, and, in their anger, they fell upon and killed him. The regiment then rushed for the supposed lake. Faint and weary they hurried over the hot sands. Oh! how those sparkling silvery waters allured them on! But soon the cooling lake turned into sand! And the whole regiment lay down on the burning sands, and when found by Arabs, sent to search for them, they were all dead. Now, dear little friends, there are some so-called pleasures in life which allure us like the mirage--but let us not be deceived. Let us choose the better part, which can never be taken from us. J. AGNES HEDENSTROM. THIS is something as Miss Agnes Hedenstrom looked when she was eight years old, and living among her wealthy relatives in Upsala. She was an orphan, petted by everybody and allowed to have her own way. Thus she grew up, apparently a spoiled child. She was not happy, however, though indulged with whatever she wished. She felt the need of something else. [Illustration: WHEN SHE WAS EIGHT YEARS OLD.] One day she heard a Swedish minister preach, and soon after Agnes gave her heart to Jesus. Strangely enough, she began herself to preach to her people, now in schoolhouses, now in great halls. Often she would address on the streets of London great crowds of the worst sort of people. For years she thus toiled on among the wretched and wicked and dangerous people who infested East London. Once she was speaking alone in an awful place to twenty drunken sailors while they yelled and blasphemed. Still she continued as best she could to tell them the wondrous story of redeeming love. Think of the "spoiled Agnes" coming to be such a brave, true woman! She still shudders to remember those awful moments when she did not know but those wretches would tear her to pieces. They did not. They became quiet and subdued. The next evening they came, bringing some of their comrades with them. Then came a lecture room by her efforts; then a larger one. A few years ago Miss Agnes went among the good people of London and told them about the wretched people among whom she was laboring, especially the wicked sailors. They gave her money to build a Home for sailors, when they come on shore without friends and an army of saloons to tempt them to drink and waste all their earnings in "riotous living." Well, after waiting some months for the builders to finish the work, she clapped her hands--not on her guitar as when she was a child--but _together_ as she walked through this Home. She is sole manager of the sailors' boarding-house. There she sees that the beds are clean and the meals good. She has books and papers, and best of all, her dear Master Jesus in this Home. More than a thousand sailors are thought to have been saved from their awfully wicked ways through this wonderful Agnes Hedenstrom. Some one has said that God can thresh a mountain with a worm. Would not you like to be the worm in his hand? C. M. L. - - - - - - - An English acre consists of 6,272,640 square inches; and an inch deep of rain on an acre yields 6,272,640 cubic inches of water, which at 277,274 cubic inches to the gallon makes 22,622.5 gallons; and as a gallon of distilled water weighs 10 lbs., the rainfall on an acre is 226,225 lbs. avoirdupois; counting 2,240 lbs, as a ton, an inch deep of rain weighs 100.993 tons, or nearly 101 tons per acre. For every hundredth of an inch a ton of water falls per acre. OUR ALPHABET OF GREAT MEN. O.--OBOOKIAH, HENRY. A FEW years ago I copied from a marble slab, imbedded in the earth upon a grave in a quiet country cemetery at Cornwall, Ct., the following inscription: HENRY OBOOKIAH OF OWHYEE, DIED FEBRUARY 17, 1818, AGED 26. His arrival in this country gave rise to the Foreign Mission School of which he was a worthy member. He was once an idolator and designed for a Pagan priest; but by the grace of God, and by the prayers and instructions of pious friends, he became a Christian. He was eminent for piety and missionary zeal; was almost prepared to return to his native island to preach the Gospel when God called him. In his last moments he wept and prayed for his "Ow-hy-hee," but was submissive to the will of God and died without fear, with a heavenly smile on his face and glory in his soul. This remarkable young man was early made an orphan by the cruel massacre of both father and mother during a fearful struggle of two parties for the control of his native island, Hawaii. His younger brother was also slain while the boy of our sketch was endeavoring to save him by carrying him upon his back in his flight. Obookiah was taken prisoner and made a member of the family of the man who had murdered his parents. After a year or two he was discovered by an uncle, and his release from the hands of his enemy secured. His uncle was a priest and he entered upon the work of preparing his young nephew for the same service. This preparation was very different from the preparation of young men in Christian lands for the work of the Gospel ministry. One part of his duty was to learn and to repeat long prayers; sometimes he was forced to spend the greater part of the night in repeating these prayers in the temple before the idols. But Henry was not happy; he had seen his parents and little brother cruelly murdered, and thoughts of the terrible scene and of his own lonely and orphaned condition preyed upon his mind continually. But he had passed through still another sad experience. Before peace was restored in the island he was again taken prisoner together with his father's sister. He succeeded in making his escape the very day which had been appointed for his death. His aunt was killed by the enemy, and this made him feel more sad and lonely than before, and he resolved to leave the island, hoping that if he should succeed in getting away from the place where everything reminded him of his loss he might find peace if not happiness; and this is how he was to be brought under Christian influences in Christian America. He sailed with Captain Britnall and landed in New York in the year 1809. He remained for some time in the family of his friend the captain, at New Haven. And here he became acquainted with several of the students in Yale College, who were at once interested in this young foreigner, and from one of these friends he learned to read and write. His appearance was not prepossessing or promising. His clothes were those of a rough sailor and his countenance dull and expressionless. But he soon showed that he was neither dull nor lacking in mental power. For some time, while Obookiah improved in the knowledge of English, making good progress in his studies, he was unwilling to hear any talk about the true God. He was amiable and quite willing to be taught, and drank in eagerly the instruction given on other subjects, but after some months he began to pray to the true God. He had a friend, also a Hawaiian and his first prayer in the presence of another was made in company with his friend. A copy of this prayer has been preserved and I copy it for you to show how even in the beginning of his own interest in Gospel truth, his thoughts turned towards his native country. "Great and eternal God--make heaven--make earth--make everything--have mercy on me--make me understand the Bible--make me good--great God, have mercy on Thomas--make him good--make Thomas and me go back to Hawaii--tell folks in Hawaii no more pray to stone god--make some good man go with me to Hawaii, tell folks in Hawaii about heaven"-- From this time until he died his one longing was to go back to his early home and tell the people about God. He used to talk with his friend Thomas about it and plan the work. In his diary he wrote at one time: "We conversed about what we would do first at our return, how we should begin to teach our poor brethren about the religion of Jesus Christ. We thought we must first go to the king or else we must keep a school and educate the children and get them to have some knowledge of the Scriptures and give them some idea of God. The most thought that come into my mind was to leave all in the hand of Almighty God; as he seeth fit. The means may be easily done by us, but to make others believe, no one could do it but God only." In April, 1817, a Foreign Mission School was opened at Cornwall. And Obookiah became a pupil in this school, intending to finish his preparation for work among his own people as soon as practicable. A description of this Sandwich Islander as given of him at that time may be of interest: "He was a little less than six feet in height, well-proportioned, erect, graceful and dignified. His countenance had lost every trace of dullness, and was in an unusual degree sprightly and intelligent. His features were strongly marked, expressive of a sound and penetrating mind; he had a piercing eye, a prominent Roman nose, and a chin considerably projected. His complexion was olive, differing equally from the blackness of the African and the redness of the Indian. His black hair was dressed after the manner of Americans." As a scholar he was persevering and thorough. After he had gained some knowledge of English, he conceived the idea of reducing his native language to writing. As it was merely a spoken language, everything was to be done. He had succeeded in translating the Book of Genesis and made some progress in the work of making a grammar and dictionary. But the work he had planned was not to be finished by his own hand. Within a year from the time he entered the school at Cornwall he was called home. As recorded upon the marble slab, his last thoughts were for his native island; his last earthly longing was, that the Gospel might be preached to his own countrymen. One of our popular cyclopædias gives a brief mention of this remarkable young man and makes this statement: "He was the cause of the establishment of American Missions in the Sandwich Islands." To have so lived, and by his earnestness and zeal so inspired others that upon his death they were ready to take up and carry forward the work he had planned, was to have accomplished even more than he could had he been permitted to enter upon the work for which he was preparing. FAYE HUNTINGTON. DISASTER. A HOLE in the pocket's a very bad thing, And brings a boy trouble faster Than anything under the sun, I think. My mother, she calls it disaster. For all in one day, I lost, I may say, Through a hole not as big as a dollar, A number of things, Including some rings From a chain Fido wore as a collar, My knife, a steel pen, a nice little note That my dear cousin Annie had sent me. The boy who found that, pinned it on to his hat, And tries all the time to torment me. I'd lost a new dime That very same time, But it lodged in the heel of my stocking; And one thing beside, Which to you I confide, Though I fear you may think it quite shocking: The doctor had made some nice little pills For me to take home to the baby; But, when I reached there, I was quite in despair, They had slipped through my pocket, it may be. Aunt Sallie, she, As cool as can be, Said, a hole in a boy's reputation, Is harder to cure, And worse to endure, Than all pockets unsound in the nation. Still a hole in the pocket's a very bad thing, And I am sure a real cause of disaster. But baby is well; so you must never tell; Perhaps he got well all the faster. --GWINNET HOWARD, _in Independent_. [Illustration: ROUND THE FAMILY LAMP] AND now we must begin to confess, very reluctantly it is true, that the long evenings we have had the past few months around the Family Lamp are slowly growing shorter and shorter. Before we can have time to realize it very deeply somebody will say, "Oh! don't light the lamp just yet, it is so much pleasanter to sit in the twilight," and then it won't seem but about ten minutes, and the children and young folks will be whisked off to bed, and the games will be crowded entirely off the programme, and the Family will feel as if it had no good-night frolic at all. So we must get all the fun we can, and to-night we propose as a grand bit of sport-- A BUBBLE PARTY. Choose all your players if you can beforehand, so as to have each one select his and her color. As far as possible, wear as much of that color, _putting away all other colors_, on dress, in button-hole of coat, or scarf around in Highland fashion on the boys' coats, and be sure to tie a bright bow of ribbon of same color on stem of pipe. A player can decorate himself or herself in any way he or she chooses. Variety makes the game all the more brilliant. A cap trimmed with one's color is always pretty for the girls, and toques or soldier caps for the boys. Dissolve a quarter of an ounce of Castile or oil soap cut up in small pieces, in three quarters of a pint of water, and boil for two or three minutes; then add five ounces of glycerine. When cold, this fluid will produce the best and most lasting bubbles that can be blown. Now make your soap-bubbles in a big bowl, and choose your sides, an equal number on each, and range them opposite each other, and begin. The side that can make and keep unbroken the largest number of bubbles, is the winner. To keep tally, one of the party must be chosen as judge. You will have plenty of sport. I wish some of you would write me all about your fun. MARGARET SIDNEY. THE CHURCH ROBINS. ONE pleasant April Sabbath, the parish clerk of a church in Wiltshire, England, stood at his reading-desk turning to the morning "lesson" in the great Prayer-Book. The congregation waited to give the responses, but he did not begin as soon as usual. Something curious had caught his eye, partly hidden under the Bible-rack, a small, slanting ledge or platform, slightly raised above the main desk. He looked more closely, and there, directly beneath the great Bible, he saw a robin-redbreast's nest, with two pretty blue eggs in it. Mrs. Redbreast and her mate had found a hole left by a small missing pane in one of the quaint old leaden windows, and entered the sacred house to make their little home where the sparrow and the swallow did that the sons of Korah sing of in the eighty-fourth Psalm. The clerk could not resent so pretty an intrusion, and did not disturb the nest; and when one of the birds flew in before the close of service, neither he nor any one of the congregation thought of doing anything to frighten it. And there the nest remained through the rest of April and nearly the whole of May, the redbreasts becoming so tame that the gathering of the worshippers and the voices and music of the service on Sundays or other days did not alarm them away. The sitting bird would stay, quietly brooding her eggs, while the clerk was reading, almost directly over her head. After the young were hatched, the male robin would fly in with worms in his bill to feed them, and his coming never disturbed the people's litany or the rector's sermon. This pleasant sanctuary partnership lasted till the full-fledged young were able to leave the church and trust to their own wings. Everybody felt that the birds had brought a blessing with them, and were sorry when they went away.--_Selected._ [Illustration: WHEN THE SPRING WAS YOUNG.] Merry Jack Frost and his fairy elves Came by for a raid one night When the spring was young, and a rosebud fair, In a sheltered nook, which the perfumed air And the sunbeams, warm and bright, Had wooed for a month, 'till its dainty brow Was bright as the flush of dawn, Shone fair 'neath the moon; "'Tis a goodly sight! I'll cover it o'er with a veil of white," Quoth Jack; "ha! ha! and the morning light Will shine on its glory, gone!" He gathered his elves for the mischievous prank, When lo! with a mournful sigh, The south wind called to a pitying cloud, "O look! they're weaving the rosebud's shroud." She paused in the midnight sky, And glanced at the rose. "Is her doom so near? Poor bud!" and his tears fell fast. Oh! the elves were caught in a mournful plight, And the south wind laughed, and the frost-king's flight Was a sight to see through the dusk of night, For the cloud's soft tears overwhelmed him quite As they fell on his vestments fine and white; And the lovely Dawn, with her shafts of light, Looked down on _his glory, past_! MAY M. ANDERSON. [Illustration: The P.S. CORNER] MY Blossoms all, I wish you a sunshiny April. I know she is apt to shed many tears, but for that very reason we must try to keep our faces unusually bright, for contrast. I have given you this month several letters from our Blossoms. This, in the future, will be a special feature for our P. S. Corner. I have been selfish in keeping all the sweet bright little letters to myself. There is room for only a very few out of the hundreds which come each month, but you may take them as specimens of the rest. I wish we had room to print them all, for your enjoyment. Meantime, send them on for me to read, that I may keep posted as to what you are doing, and discover in what ways I can best help you. Lovingly, PANSY. - - - - - - - _Mary Louise_ from Florida. How glad it makes me to hear that the Whisper Motto helps you! It is sure to help every one who is faithful to it. That is a sweet thought of yours, to lend your PANSIES to others. I wonder how many of our Blossoms think to do a little good in that way? It would be so easy, and might help somebody very much. Do you like the "land of flowers?" I spent a month there last winter, and had a very happy time. I go to de Funiak Springs, where the Sabbath-school Assembly holds its meetings. Perhaps you will go, and I shall meet you there. Would not that be pleasant? If you do, you must surely come to me and say: "I am Mary Louise," then I shall know you at once. _Lizzie_ from Connecticut. My dear, I pray for every name enrolled on our P. S. book. That God will make each Blossom fragrant for him, and take it some day to his heavenly garden, is my constant hope and prayer. Perhaps you need to use the prayer which I find very necessary for me every day: "Set a watch, O Lord, before my tongue. Keep the door of my lips." _Emma_ from Massachusetts. My dear, THE PANSY is just twelve years old. Doesn't it travel over a large part of the world for one so young? _Lena_ from Massachusetts. We should be glad to hear about the entertainment. I hope you had a good time. Suppose you see how good a description you can write of it, and of your Sabbath-school? _Annie_ from Georgia. But I do not know that you are in Georgia now, my Blossom. Perhaps you have already moved to that "New home." If so, you will be able to write and tell me how you like it. I was glad to get your full name for enrollment. _Emma_ from Illinois. What success do you have with "impatience?" He is a very trying enemy; you certainly do well to rid yourself of him. But did you find it easy work? A little friend of mine said she could be just as patient as anybody when things went as she wanted them to; it was when nothing behaved right that she got impatient. I have known older people than she who might have said the same. _Alice_ from Vermont. My dear Blossom, I hope the badge reached you in safety and is helping you about taking care of those "things." Such little habits are great trials to "mamma," and I am sure our little Alice wants to be all the comfort she can to mother, especially now that God has taken the dear father and the sister home. I know how lonely you must be without them; but I hope you are trying every day to live so that when He calls you, it will be a joy for you to go and join your dear ones in their bright home. _Andrew_ from Dakota. Here comes another "impatient" boy! So they cannot be patient out in Dakota any better than they can farther East? Well, Satan seems to be busy bothering people all the world over. The Whisper Motto is just these three words: "For Jesus' Sake." We call it the Whisper Motto, not because we want to hide it, but because we want to have it about with us all the time, speaking softly to our hearts when others cannot hear, perhaps when others are in the midst of talk which makes us feel cross, and we want to remember to give a "soft" answer because that is the only one which will please Jesus. There is no "charge" for membership in the P. S. There is a pledge to try to overcome some bad habit, and to adopt the Whisper Motto as one's own. We welcome you to our ranks, and have enrolled your name. _Helen_ from New Jersey. Oh, yes; we will try as hard as we can to help you. Whenever you see the meek little blossom on your badge, I hope it will put this verse into your mind: "For even Christ pleased not himself." If you think of this and try every time to do the thing you did not want to, so your life will be pleasing to Jesus, by and by it will grow so pleasant to you to think of what others want, that you will forget it was ever a trouble. I am glad you are going to try it. _Lanetta_ from New Hampshire. Not at all too late for good wishes, my friend; nine months of the year left to improve. Shall you and I try hard to make it the happiest year of our lives? What a quiet, pleasant Christmas you told me of! It rests me to think of your happy home. _Mildred_ from New York. Yes, I know, the little baby brother needs a great deal of patience. Sometimes it helps us to sit down in a corner by ourselves, and try to imagine how desolate the house would be without him. I know of a woman who sometimes sheds bitter tears, even now, because the last words she spoke to her little baby brother more than fifty years ago, were cross ones! Glad to receive your pledge. Here is a lovely bouquet of Blossoms from Massachusetts: _Cora_, _Ida_, _Bessie_, _Lizzie_, _Louise_, _Margaret_. Just a sweet half-dozen. I hardly know a bouquet of which I think with so much pleasure as this one. Something whispers to me that some of them are trying hard to help the others. Perhaps all are trying. Like the rest of us, these Blossoms have work to do; weeds will grow in flower gardens, if not carefully watched. Here is the weed of "Carelessness" popping up its naughty head to trouble Louise; it is so much easier to leave the books or the playthings just where they happen to drop; at least it seems easier at the time. Try the other way, Louise, and see how much comfort you will get from it. Margaret's sweet little tongue wants to speak, sometimes, when it would better keep silence; so many tongues attempt that! Margaret is going to teach hers that while "Speech is silver, silence is golden." Cora's tongue, too, is sometimes tempted to speak naughty words; watch it, my child. Do you know the verse-- This one little tongue that God has given Must always speak for him. If we make our words always such as He will love to hear, we shall be safe. Ida's tongue is tempted to whisper when it should be silent. Isn't it astonishing how many wrong things there are for tongues to do, and how sure they are to go wrong if they can! Ida, as well as the rest of us, needs this prayer: "Keep the door of my lips, that I sin not with my tongue." Bessie is evidently tempted to move slowly, either with hands or feet, or both, when she should make all speed. I am glad indeed to hear that you are going to try to teach these members better. And here is little Lizzie, the last of the group, who has a hard task indeed before her; she is going to try not to "do anything wrong." That sounds like a very large pledge; but after all, if we are soldiers of Jesus, it is no more than he asks: "Whether therefore ye eat or drink, or whatsoever ye do, do all to the glory of God." Dear Blossoms, I hope I shall hear often from you, that you are growing, and blooming, and spreading your fragrance for Jesus' sake. _George_ from Illinois. Welcome, my boy, to our roll. I am an excellent hand to read writing; just try me and see if I don't make yours out, without any trouble. Meantime, we, you and I, are very grateful to mamma for writing for you, and for all the kind words she speaks. _Anne_ from Washington. Your threefold pledge is very important; especially that one about "reading the Bible every day." If all the young people of this generation, or even if all those who belong to the P. S., would make and keep that resolution through life, I am certain we should have a different world to live in, by the time they were old enough to help manage it. Dear me! What am I talking about? Not one of you but is old enough this minute to help manage the world, your little piece of it, and I haven't the least doubt but that you are doing it; the question is, How? _Ollie_ from Texas. Your first letter! Good! How glad I am you wrote the first one to me. But really I don't understand about the "squirrel." Didn't you find him on some other page? Think it up, my boy, and let us know. Meantime, I have enjoyed your letter. _Walter_ from Dakota. I acknowledge that it is very sad to think of one of my Blossoms as being "mad." But since it is only when you "get out of patience," and you have taken a pledge to keep yourself supplied with that article, we shall hope to hear better things of you very soon. We gladly welcome you. _Netta_ from Missouri. What a busy little woman you must be in school! Your studies are all important, and I hope I may think of you as one of the most faithful scholars in the room. Can I? _George_ from Illinois. I am sorry, my dear friend, that I have not a photograph for you. I have often thought what a pleasant thing it would be if I could afford to send a photograph of myself as a birthday gift to each of my Pansies! But alas, alas! my pocket book will not let me. No! I remember you did not ask me to give it; you were very polite. I will answer your question, however, as to where you can find it. L. E. Walker of Warsaw, New York, is authorized to furnish a good picture of me, and will reply promptly to your question as to price. I have forgotten what they cost; they are cabinet size. D. Lothrop & Co., Publishers of THE PANSY, have also an engraving of me, which they will furnish for twenty-five cents on application. _Frank_ from Massachusetts. Dear little Blossom, I am glad to put your name on my roll. It isn't an easy matter to mind "just as quick!" It takes a boy with a good deal of strength of purpose to accomplish it. I am so glad you have decided to learn the lesson early. Did you ever hear of the great general who said no man was fit to command until he had learned to obey? It is true. _Paul_ from Maine. My boy, I like your rules very much; and your letter. I have just been writing to a dear little fellow who has the same fault to overcome; he will be glad to see you have joined his company. Are you acquainted with a namesake of yours, the grand old "Paul" of the Bible? He is a favorite character of mine. If you have not carefully studied his life, suppose you do it, and write out what you think of him, for me. Will you? _Marguerite_ from New York. Yes indeed, my little Daisy, you may join our society. We are glad for all the flowers we can get, and we hope they will bloom summer and winter, and be so sweet that all who come near them will feel their influence. I am glad you like "Reaching Out." It is to be continued through the year. _Harold_ from Boston. I hope the badge reached you safely. At first I was in great doubt, having received a nice letter from you, with no address, so the badge could be sent; but as soon as the second letter came, I attended to it. To "mind mother" is one of the very important duties in life. So important that God made a special command about it. I think you write an excellent letter for a boy of your age. _Lucy_ from Michigan. Thank you, my dear, for your interesting letter. I think your Band must be a very helpful one. One needs to do something of that sort, in order to realize how rapidly the pennies count up. _Jessie_ from Nebraska. So you are just a little inclined to "fret." Well, that is a very easy thing to do, and rather a hard thing to stop doing. I hope the badge will do its share in the work. I suspect the motto, however, will be more helpful than anything else. I enjoyed your letter very much. _Maud_ from Montana. Oh, yes, my dear, far-away Pansy, there are other Blossoms just as far; but if somebody should ask us what we were talking about--how far from where?--what should we tell them? This is such a big world, and the people who live in California think the people who live in Maine are very far away from them, but when I get a letter from a little missionary girl in China, she says, "I wish you did not live so far away from _us_!" so how shall we count? The truth is, we are all away from home, on a journey; by and by, if we keep the right road, we shall all get home to our Father's house; then no one will be far away. _Horace_ from New Jersey. My boy, I know all about that habit of yours, what a temptation it is. I am rejoiced to think you are going to conquer it while you are young. One day I went to call on two ladies, sisters, who were both over fifty years old, and don't you think the younger one contradicted the elder in almost every statement she made! If we could have gotten hold of her when she was a little girl, and coaxed her to take a pledge to overcome the habit, she would not be such an ill-bred woman now. _Cora_ from New Hampshire. We welcome you and "sister Mabel" with great pleasure. There are a great many "hasty tempers" among our Blossoms. The world will certainly be the sweeter because of all the flowers that have decided to speak gentle words instead of hasty ones. _Rose_ from Pennsylvania. Did the badge help? I wonder what sort of things you "forgot" so much? Poor gold thimble! I wonder where it is hiding? I heard of a boy who forget to mail a letter for his father, and so was the means of his losing ten thousand dollars! _Rodney_ from Philadelphia. Another "quick" temper! All right, my boy; we have many to keep you company. We welcome "sister Clara" also. An "answer back" is almost certain not to be a "soft" answer; did you ever notice it? - - - - - - - MY DEAR PANSY: Do you know I have read you for over three years, and I think you are _just splendid_! I want a badge to help me overcome the fault of fretting. When things don't go to suit me I am apt to fret. Near this town where I live there are prairie dog-towns, where prairie dogs, owls, and rattlesnakes all live together in one hole! I should think they would fight and kill each other, and I expect they do. I learned that piece from THE PANSY, "The Little Quaker Sinner." I think it is real pretty. I like the story about the Deckers best of anything in THE PANSY, but I like everything in it. I take the magazine to our school, and the teacher reads the story about Nettie and Jerry, aloud; the scholars all like it so much they can hardly wait until the next chapter comes. I have a brother named Paul. I would like to correspond with some Pansy Blossom; a little girl of about my own age. Good-by, Jessie Moxon. - - - - - - - DEAR PANSY: I want to tell you about our Pansy Band. It meets the first Saturday in every month; there are thirty-two members, boys and girls. We learn the missionary catechism, and each one repeats a verse from the Bible. Sometimes three or four are selected to write little papers on the subject for the month. We pay a penny apiece each Saturday; if any of us are absent, the next Saturday we bring two pennies; and then besides, we give our offering. Alice and I are trying to do right. Your loving friend, Lucy Taylor. - - - - - - - DEAR PANSY: I have a good many faults, but I want to overcome them. I think the worst one is not to mind promptly. I mean to take for my motto: "Do your duty promptly." I hope God will help me to keep it. Mamma found some rules in a paper, which she said if I would learn and obey, would please her very much. I am going to. I am nine years old; I love THE PANSY very much. I want to be a Blossom in your garden. Please send me a badge. Your loving friend, PAUL THOMPSON. PAUL'S RULES FOR BEING A TRUE GENTLEMAN. 1. Not to tease smaller boys or girls. 2. Be polite and respectful to my mother, and to all people older than I. 3. Be kind and helpful to my sisters. 4. Choose my friends among good boys. 5. Be gentlemanly at home. 6. Take my mother into my confidence if I do wrong. 7. Never tell a lie. 8. Never smoke, chew tobacco, or drink liquor; or use profane or slang words. HOW SUCCESS IS WON. IS there a Blossom among you who does not want to win success? I am sure I hope not. There is an old saying, into which is packed a deal of common sense. This is, "What has been done, can be done." Since there is truth in it, would it not be well for all who want to succeed, to study those who have succeeded? To this end, I want to introduce the Pansies to a book bearing the title which is at the head of this article. It is written by Mrs. Sarah K. Bolton of Cleveland, which name you will know, when you grow older, if you do not now, ensures it as delightfully written and worthy of all trust. A copy of the book lies on my desk at this moment. There is a sense in which it is not of much consequence how a book is dressed, and yet I do like to see one in a pretty dress, don't you? This one is robed in a lovely gray tint, very like the color which used to be called "ashes of roses;" ask your mamma if she remembers that. It has an exquisite design in gold, representing the ocean, a ship riding its waves, a lighthouse streaming out its warning of rocks ahead, and a hint of harbor in the distance. As to size, there are two hundred and forty-five pages clear type, with very good pictures of twelve grand men who were eminently successful in their various fields, and a brief sketch of each, given in Mrs. Bolton's inimitable style. One of the faces is like the one I give you in this article--John H. Vincent. I would be glad to have all the Pansies acquainted with the man. Many hundreds of you have seen him at Chautauqua; I hope many thousands more of you will go there, and see and hear him. I believe he has more sympathy with, and heart for, and knowledge of young people, than any other great man whose name I know. These things being true, of course he can help young people, if they will let themselves be helped by him. Who else is in the book? Oh, Whittier, the grand old poet, and Gough, the temperance orator, and Wanamaker, the Christian merchant and philanthropist, and Edison the great inventor, and Morton, whom so many of the sick and suffering have reason to bless, and half a dozen more whom you may not know quite so well by name, but will enjoy meeting. I am anxious that the Pansies in their youth gather books about them which will not have to be cast aside as outgrown in a few months, but can be given honorable places on their library shelves when they are men and women. [Illustration: DR. J. H. VINCENT.] This is why I am watching the books, and giving you their names, and a hint of their contents, and getting special rates for you. Now I have reached the remaining question of importance, viz., price. Regular price, one dollar; to members of the P. S., whose names are regularly enrolled on our list, sixty cents. Send to D. Lothrop & Co., Boston, if you are entitled to the book at that price. - - - - - - - JAMES VICK, seedsman and florist (Rochester, N. Y.), sends out a "Portfolio of Rare and Beautiful Flowers." The choice of the subjects comprising the six large plates, painted from nature, is a most happy one; and the accompanying descriptions and history of these exquisite forms, in verse and prose, reflect great credit upon the editorial work. We predict for it a generous reception. THE PANSY SOCIETY P.S. THE motto of the Society is "Pansies for Thoughts." What kind of thoughts? Oh, sweet, good, pure, unselfish, hopeful thoughts, such as Pansies, beautiful Pansies ought to inspire. Now "who may join?" Every boy and girl who takes the PANSY, and is willing to promise to try to overcome his or her faults, to encourage every good impulse, to try to conquer some hard lesson at school, to do anything that shows a disposition to help the cause of right in the world. Any one who will say from the heart: "I promise to try each day to do some kind act, or to say some kind word that shall help somebody;" honest effort will be accepted as much as if success were gained. This promise must be dated, and will be copied into the "P. S." roll-book. The most important of all to remember is our whisper motto: "I will do it for Jesus' sake." "FOR JESUS' SAKE." Whatever He will own, the "P. S." will be proud and glad to copy on its roll-book. Then you must write a letter to Pansy (Mrs. G. R. Alden, Carbondale, Pa.), saying that you thus pledge yourself, and you will become a member of the Pansy Society, and receive a badge. Now, about the badges. The officer's is of satin, trimmed with gilt fringe, and has a gilt pin to fasten the badge to the dress or coat. In the centre is a pansy in colors--above it the words, _Pansy Society,_ and beneath it, _Pansies for Thoughts_. The badge for members will be the same as the officer's, with the exception of having no fringe and a silver pin. And the PANSY will help. As it has always been glad to encourage those who are struggling up toward the light, so now it reaches forth its helping hand to those little ones who will rally bravely around it, to the work of putting down the evil, and the support of all things good and beautiful. So many of you have little brothers and sisters who want to join the P. S., and who of course do not need an extra copy of the paper, that we have concluded to receive all such, letting them pay ten cents each for their badges, if they wish them. Understand! If you are a subscriber to THE PANSY, and have a badge, and have a little sister who would like a badge, write at her dictation a little letter to Pansy, taking the pledge, telling of some habit which she means to try to break, and enclosing twelve cents in two-cent stamps, ten to pay for the badge, and two to pay the postage for sending it. Her name will be enrolled as if she were a subscriber. The same advice applies of course to little brothers. Send your letters to MRS. G. R. ALDEN, _Carbondale, Pa._ It is also asked:-- What makes an officer of the Pansy Society? You are to endeavor to organize a club of as many members as you can. Each one forming such a Club or Society will receive the Officer's badge, and become President of the same. The local Society may contain as many members as can be secured. Then, of course, you will plan for your Society; how often it shall be called together, and what your rules shall be; whether you will sing, or visit, or work, or have a literary society, or read a book. The only thing you call on the members to positively promise is that each will try to overcome some bad habit, and will take for the whisper motto the words-- "FOR JESUS' SAKE." Each member of the "P. S." is invited to write to the editor, Mrs. G. R. Alden (Pansy), Carbondale, Pa., how far the trial has proved a success, how many temptations have been resisted, how much progress in any direction has been made, etc., feeling sure of encouragement and loving help. THE PANSY has extra pages each month under the heading, "The Pansy Corner," in which Pansy holds monthly talks with her correspondents. There is ample space in the corner devoted to interesting items connected with the Pansy Society; also letters from its members. Mrs. Alden would also be pleased to know how the members are getting on--what they are reading, studying, talking about, etc., and whether the badges are helping them to keep their pledges. The April issues of the popular [Illustration: =WIDE AWAKE ART PRINTS=] will be the following: APRIL 1. "THE PIPERS," by Jessie Curtis Shepherd. This charming picture is the very spirit of springtime--springtime of the greening earth, springtime of life, in the gay procession of children blowing on dandelion pipes. April 15. "ON EASTER DAY," by W. L. Taylor. This Easter picture is an exquisite idyl of the maid and the lily. _Already issued_: Oct. 1. LITTLE BROWN MAIDEN. _Kate Greenaway._ Oct. 15. ON NANTUCKET SHORE. _F. Childe Hassam._ Nov. 1. IN GRANDMOTHER'S GARDEN. _W. T. Smedley._ Nov. 15. THE DREAM PEDLER. _E. H. Garrett._ Dec. 1. MORNING. _F. H. Lungren._ Dec. 15. EVENING. _F. H. Lungren._ Jan. 1. WILD DUCKS. _Charles Volkmar._ Jan. 15. IN HOLLAND. _F. Childe Hassam._ Feb. 1. THE THREE FISHERS. _Thomas Hovenden._ Feb. 15. UNDER THE ELECTRIC LIGHT. _F. H. Lungren._ Mar. 1. TWO CONNOISSEURS. _T. W. Wood, N. A._ Mar. 15. LOST. _W. L. Taylor._ The WIDE AWAKE ART PRINTS are sent postpaid in pasteboard tubes for 50 cents each. Half yearly subscription, $5.50; yearly, $10.00. THE PRESS SAYS of the beauty and art-educational value of the ART PRINTS: "_Will delight the artist, the art lover, and every friend of art-education._"--Boston Beacon. "_Fine examples._"--Art Union, N. Y. "_Deserve to be most popular._"--Boston Sunday Times. "_Will give unfailing and refined pleasure._"--Boston Transcript. "_We can very cordially praise the new WIDE AWAKE ART PRINTS. They are wholly charming. We most unhesitatingly pronounce them admirable specimens of reproductive art, giving the character of the original work, and even the technical qualities of the artist's handling to a very remarkable degree. We wish that such charming gems of art could be in every home ... for they will be a source of very great pleasure ... and have a very important educational value._"--Boston Post. WONDER STORIES OF SCIENCE. =Price, 1.50.= To improve as well as to amuse young people is the object of these twenty-one sketches, and they fill this purpose wonderfully well. What boy can fail to be interested in reading an account of an excursion made in a balloon and a race with a thunder-storm? And is there a girl who would not enjoy an afternoon in the Christmas-card factory? It is a curious fact that only one hundred and thirty years ago the first umbrella was carried in London, much to the amusement of the ignorant, and now there are seven millions made every year in this country. And who would believe it possible that there was a large factory full of women who earned their living by making dolls' shoes. A bright girl or boy who insists to know something about the work done in the world, who does it, and how it is done, cannot fail to enjoy these stories. The writers are all well-known contributors to children's periodical literature, and the book will be a welcome addition to any child's library, and might be used with advantage as a reading book in schools. - - - - - - - =Books particularly adapted for= =SUPPLEMENTARY READING FOR SCHOOLS=. =History of the American People.= By Arthur Gilman. 12mo, very fully illustrated. $1.50. =Young Folks' Histories.= By Charlotte M. Yonge. Six volumes, cloth, illustrated. $1.50 each. =Popular Biographies,= descriptive of such eminent men as Longfellow, Franklin and others. $1.50 each. =Our Business Boys.= 60 cents. =Health and Strength Papers for Girls.= 60 cts. =In Case Of Accident.= The simplest methods of meeting the common accidents and emergencies. Illust. 60 cts. =Temperance Teachings of Science.= 60 cents. =A Boy's Workshop.= By a Boy. $1.00. =How Success is Won.= By Sarah K. Bolton. $1.00. =Boys' Heroes.= By Edward Everett Hale. $1.00. =Children of Westminster Abbey.= By Rose G. Kingsley. $1.00. =Old Ocean.= By Ernest Ingersoll. $1.00. =Dooryard Folks.= By Amanda B. Harris. $1.00. =Great Composers.= By Hezekiah Butterworth. $1. =Travelling Law School.= By Benjamin Vaughan Abbott. $1.00. =Pleasant Authors.= By Amanda B. Harris. $1.00. =Underfoot.= By Laura D. Nichols. Geology in story. $1.25; cloth, $1.50. =Overhead.= By Annie Moore and Laura D. Nichols. "Astronomy under the guise of a story." $1.25; cloth, $1.50. _Special rates will be made for introduction of our publications into schools. Correspondence solicited._ D. LOTHROP & CO., Franklin and Hawley Streets. Boston, Mass. [Illustration: =WIDE AWAKE ART PRINTS=] ARTISTIC FAC-SIMILE REPRODUCTIONS OF ORIGINAL PICTURES. Desiring to bring within reach of all homes Pictures of real charm and real art value, we began, October 1st, the publication of a series of superb fac-simile reproductions of the finest original pictures belonging to the WIDE AWAKE magazine. This collection of water colors, oil paintings, and line drawings, gathered during the past ten years, includes fine examples of eminent American and foreign artists: Walter Shirlaw, Mary Hallock Foote, Wm. T. Smedley, Howard Pyle, Henry Bacon, Jessie Curtis Shepherd, Harry Fenn, F. S. Church, Chas. S. Reinhart, Miss L. B. Humphrey, F. Childe Hassam, E. H. Garrett, F. H. Lungren, H. Bolton Jones, St. John Harper, Miss Kate Greenaway, George Foster Barnes, Hy. Sandham, and others. And while the skill of foremost engravers has enabled us to give in the magazine many beautiful engravings from these originals, the mechanical limitations of the graver, and of the steam press, render these "counterfeit presentments," at their best, but disappointing attempts, to those who have seen the originals with their greater delicacy and richness and strength. The real touch of the artist's brush, the finer subtler atmosphere, the full beauty and significance, and the technical excellence, is missing--and it is these features that are retained in these fac-similes. The method of reproduction employed is the new photogravure process of the Lewis Co., which in result is only equalled by the famous work of Goupil & Cie of Paris. Each impression is on the finest India paper, imported expressly for this purpose, and backed by the best American plate paper, size 12x15 inches. Only a limited number of hand proofs will be made. Ordinary black inks are not employed, but special pigments of various beautiful tones, the tone for each picture being that best suited to emphasize its peculiar sentiment. These beautiful fac-simile reproductions are equally adapted for portfolios or for framing. They are issued under the name of [Illustration: WIDE AWAKE ART PRINTS] Along with the unfailing and refined pleasure a portfolio of these beautiful pictures will give, attention is called to their educational value to young art students, and to all young people, as the photogravure process preserves each artist's peculiar technique, showing how the drawing is really made, something that engraving largely obliterates. _The WIDE AWAKE ART PRINTS are issued on the first and fifteenth of each month, and are regularly announced in the magazine._ =SPECIAL.= Keeping in view the interests of our readers, we have decided not to place the Art Prints in the hands of agents or the general trade. In this way our patrons are saved the retailers' and jobbers' profits, so that while these beautiful works of art, if placed in the picture stores, would bear a retail price of $3.00 to $10.00, we are able to furnish them to our readers and patrons at a UNIFORM NET PRICE OF ONLY FIFTY CENTS EACH. Orders for half-yearly sets of twelve will be received at $5.50 in advance; and for yearly sets of twenty-four at $10.00 in advance. All pictures are sent in pasteboard rolls, postpaid. Half-yearly and yearly subscribers will receive each monthly pair in one roll. Portfolios, suitable for holding twenty-four or less, will be supplied, postpaid, for 75 cts. =NOW READY:= Oct. 1. "=Little Brown Maiden.=" KATE GREENAWAY. The sweetest and quaintest of Miss Greenaway's creations. The original watercolor was purchased in her London studio by Mr. Lothrop, and is perhaps the only original painting by Kate Greenaway in America. Oct. 15. "=On Nantucket Shore.=" F. CHILDE HASSAM. A wood engraving from this sea-beach picture was the frontispiece to the September Wide Awake. In a boy's room it would be a delightful reminder of vacation days. Nov. 1. "=In Grandmothers Garden.=" WM. T. SMEDLEY. This is a picture of the time when mother was a little girl, and walked with grandmother in the dear old lady's garden. Nov. 15. "=The Dream Pedler.=" EDMUND H. GARRETT. Every nursery should have this picture of the captivating Dream Peddler, standing on the crescent moon and with his bell crying his dreams for sale. Dec. 1. "=Morning.=" F. H. LUNGREN. Dec. 15. "=Evening.=" F. H. LUNGREN. These are companion pictures--the beautiful ideal figures set, the one in the clear azure of a breezy morning, the other in the moonlight mystery of evening. [Illustration] _Other Subjects in rapid Preparation. See current numbers of WIDE AWAKE for particulars._[Illustration] =Address all orders to D. LOTHROP & CO., Publishers, Boston. Mass., U. S. A.= =A BEAUTIFUL PORTRAIT OF "PANSY."= Any subscriber to one of our magazines wishing to secure the beautiful Lithographic Portrait of Mrs. G. R. Alden (Pansy) may do so by sending us one _new_ subscriber to THE PANSY with $1.00 for the same. We will send the portrait to any former subscriber who has not renewed his or her subscription to any of our magazines for the new year, on receipt of the full subscription price for the renewal and $1.00 for one _new_ subscription to THE PANSY. No premiums can be selected under these special offers. The picture is on heavy plate paper size 8 inches by 10 inches, and very suitable for framing. =D. LOTHROP & CO., Publishers, Franklin and Hawley Streets, Boston.= A SPECIAL PREMIUM OFFER FOR THE LITTLE FOLKS. [Illustration: THE NAUGHTY RUNAWAY CAT] =_King Grimalkum and Pussyanita; or, the Cats' Arabian Nights._= BY MRS. A. M. DIAZ. Quarto, $1.25. For the little folks who like to laugh, for the papas and mammas who like to hear them and to laugh with them, this is the book to buy. As in the world-famous Eastern tales which give the book its name, the stories, with cats and kittens for heroes and heroines, instead of men and women, lead one to another, and run on and on in a long series of delights--simple and sweet, quaint, strange and pathetic, witty and rollicking, or bubbling over with genial humor and the queerest conceits. [Illustration: THE NICE CAT THAT WAS GOOD TO BIRDS. (_From "The Cats' Arabian Nights."_)] The irresistible stories are accompanied by more beautiful and laughable cat-pictures than were ever before gathered between two covers, and the covers themselves are very quaint, in dainty colors and in silver. No fathers and mothers should themselves miss, or let their little folks miss, the fun of this book. To give this pleasure to little folks everywhere, the Publishers make _A SPECIAL OFFER_: To every subscriber who will send us _new_ subscriptions to any of our magazines amounting to $2.00, we will send "The Cats' Arabian Nights," postpaid. Any one not a subscriber may obtain this delightful book by sending new subscriptions amounting to $3.00. This special offer will be good only to May 1st, 1886. =D. Lothrop & Co., Franklin and Hawley Sts., Boston.= [Illustration: THE THREE KITTENS THAT LOST THEIR MITTENS.] PROSPECTUS--=BABYLAND=--FOR 1886. The Magazine for the Babies, this coming year, in addition to its bright pictures, and gay little jingles, and sweet stories, will have some especial delights for both Mamma and Baby: =THE MAGIC PEAR= will provide Twelve Entertainments of dainty jugglery and funny sleight-of-hand for the nursery pencils. This novelty is by the artist-humorist, M. J. Sweeney ("Boz"). =ALL AROUND THE CLOCK= will give Baby Twelve tiny Lessons in Counting, each with wee verses for little lips to say, and pictures for bright eyes to see, to help the little mind to remember. =LITTLE CRIB-CURTAINS= will give Mamma Twelve Sleepy-time Stories to tell when the Babies go to cribs and cradles. In short, BABYLAND the whole year will be the happiest, sweetest sort of a home kindergarten. _Beautiful and novel New Cover. Only Fifty Cents a year._ PROSPECTUS--=OUR LITTLE MEN AND WOMEN=--FOR 1886. This magazine, for youngest readers, has earned golden gratitude from teachers and parents this past year. While its short stories and beautiful pictures have made it welcome everywhere as a general Magazine for Little Folks, its series of instructive articles have rendered it of unrivalled value to educators. For 1886 several specialties have been prepared in accordance with the suggestions of teachers who wish to start their "little primaries" in the lines on which older brothers and sisters are being taught. As a beginning in American History, there will be twelve charming chapters about =THE ADVENTURES OF COLUMBUS.= This story of the Great Discoverer, while historically correct and valuable, will be perfectly adapted to young minds and fitted to take hold upon a child's attention and memory; many pictures. =LITTLE TALKS ABOUT INSECT LIFE= will interest the children in one branch of Natural History; with anecdotes and pictures. =OUR COLORADO PETS= will describe wild creatures little known to children in general. These twelve stories all are true, and are full of life and adventure; each will be illustrated. ="ME AND MY DOLLS"= is a "cunning little serial story," written for American children by the popular English author, Miss L. T. Meade. It will have Twelve Full-page Pictures by Margaret Johnson. From time to time fresh "Stories about Favorite Authors" will be given, so that teachers and friends may have material for little literature lessons suited to young children. _Seventy-five Full-page Pictures. Only $1.00 a year._ PROSPECTUS--=THE PANSY=--FOR 1886. For both week-day and Sunday reading, THE PANSY, edited by "Pansy" herself, holds the first place in the hearts of the children, and in the approval of earnest-minded parents. Among the more interesting features for 1886 will be Pansy's serial story, =REACHING OUT=, being a further account of "Little Fishers: and their Nets." The Golden Text Stories, under the title, "Six O'clock in the Evening," will be told by a dear old Grandma, who knows many interesting things about what happened to herself when she was a little girl. Margaret Sidney will furnish a charming story, =ST. GEORGE AND THE DRAGON=, to run through the year. Rev. C. M. Livingston will tell stories of discoveries, inventions, books, people, places. Faye Huntington will be a regular contributor during the year. Pansy will take the readers with her wherever she goes, in papers under the title of =WHERE I WENT, AND WHAT I SAW.= There will be, in each number, a selection from our best standard poets suitable for recitation in school or circle. From time to time colloquies for Mission Bands, or for general school exercises, will appear. There will be new and interesting books for the members of the Pansy Society, and, as before, a generous space will be devoted to answers to correspondents in the P. S. Corner. _Fully Illustrated. Only $1.00 a year._ Address all orders to D. LOTHROP & CO., Publishers, Franklin and Hawley Streets, Boston, Mass. [Illustration: PROSPECTUS WIDE AWAKE 1886] A mother, whose five children have read WIDE AWAKE in her company from its first number to its latest, writes: "_I like the magazine because it is full of Impulses. Another thing--when I lay it down I feel as if I had been walking on breezy hill-tops._" _SIX ILLUSTRATED SERIALS:_ =I. A MIDSHIPMAN AT LARGE.= =II. THE CRUISE OF THE CASABIANCA.= Every boy who sailed in fancy the late exciting races of the _Puritan_ and the _Genesta_, and all lovers of sea stories, will enjoy these two stories of Newport and Ocean Yachting, by CHARLES REMINGTON TALBOT. =III. A GIRL AND A JEWEL.= MRS. HARRIET PRESCOTT SPOFFORD, in this delicious White Mountain Romance, writes her first young folks' magazine serial. =IV. DILLY AND THE CAPTAIN.= =V. PEGGY, AND HER FAMILY.= MARGARET SIDNEY writes these two amusing Adventure Serials for Little Folks. Thirty-six illustrations each. =VI. A Six Months' Story= (title to be announced), by CHARLES EGBERT CRADDOCK, author of _Down the Ravine_. =ROYAL GIRLS AND ROYAL COURTS.= By MRS. JOHN SHERWOOD. This series, brilliant and instructive, will begin in the Christmas number and run through the year. =A CYCLE OF CHILDREN.= By ELBRIDGE S. BROOKS. Illustrations by Howard Pyle. Twelve historical stories celebrating twelve popular holidays. =Master Sandys' Christmas Snapdragon.= Dec., 1611. =Mistress Margery's New Year's Pin-Money.= Jan., 1500. =Mr. Pepys' Valentine.= February, 1660. =The Last of the Geraldines.= March, 1535. =Diccon and the Wise Fools of Gotham.= April, 1215. =The Lady Octavia's Garland.= May, 184. =Etc., etc.= _STORIES OF AMERICAN WARS._ Thrilling incidents in our various American warfares. Each story will have a dramatic picture. The first six are: =The Light of Key Biscayne.= =Joel Jackson's Smack.= =A Revolutionary Turncoat.= =How Daniel Abbott Outwitted the Indians.= =In the Turtle Crawl.= =The Boy-Soldiers of Cherry Valley.= _IN PERIL._ A romantic dozen of adventures, but all strictly true. Each story will be illustrated. The first six are: =Saved by a Kite.= =Taz a Taz.= =In a Mica Mine.= =The Life Trail.= =The Varmint that Runs on the "Heigh-Ho!"= =A Strange Prison.= =YOUTH IN TWELVE CENTURIES.= A beautiful art feature. Twenty-four superb studies of race-types and national costumes, by F. Childe Hassam, with text by M. E. B. _FIRE-PLACE STORIES._ This article will be a notable feature of the Christmas number. The rich illustrations include glimpses of Holland, Assyria, Persia, Moorish Spain and New England, with two paintings in clay modelled expressly for WIDE AWAKE, and reproduced in three tones. _SOME SPECIAL ARTICLES:_ _L'ENFANT TERRIBLE TURK._ By HON. S. S. COX, U. S. Minister to Turkey. _THE PRINCESS POCAHONTAS IN ENGLAND._ By MRS. RAYMOND BLATHWAYTE. Illustrations include portrait from painting never before engraved. _AUTOGRAPHS AND AUTOGRAPH HUNTERS._ By NORA PERRY. Racy and amusing. _A GRAND PEACE-MEET._ By WILL P. HOOPER. An imposing Indian Ceremony; with many pictures by the author. _A SIXTEENTH CENTURY SCHOOLBOY._ By APPLETON MORGAN. The life of a lad in Shakespeare's time. _MY FIRST BUFFALO HUNT._ By GEN. JOHN C. FREMONT. _THROUGH THE HEART OF PARIS._ By FRANK T. MERRILL. A pen and pencil record of a trip down the Seine. _THE DUMB-BETTY LAMP._ By HENRY BACON. Hitherto untold incidents in connection with "Floyd Ireson's Ride." _TWELVE BALLADS._ These are by twelve of the foremost women poets of America. Each ballad will fill five to seven pictorial pages. The first six are: =The Deacon's Little Maid.= A ballad of early New England. By MRS. A. D. T. WHITNEY. Illustrations by Miss L. B. Humphrey. =The Story of the Chevalier.= A ballad of the wars of Maria Theresa. By MRS. HARRIET PRESCOTT SPOFFORD. Illustrations by E. H. Garrett. =The Minute Man.= A ballad of the "Shot heard round the World." By MARGARET SIDNEY. Illustrations by Hy. Sandham. =The Hemlock Tree.= A ballad of a Maine settlement. By LUCY LARCOM. Illustrations by Edmund H. Garrett. =The Children's Cherry Feast.= A ballad of the Hussite War. By NORA PERRY. Illustrations by George Foster Barnes. =Little Alix.= A ballad of the Children's Crusade. By SUSAN COOLIDGE. Illustrations by F. H. Lungren. Many other enjoyments are in readiness; among them a Thanksgiving poem by Helen Jackson (H. H.), the last poem we can ever give our readers from her pen; "A Daughter of the Sea-Folks," a romantic story of Ancient Holland, by Susan Coolidge; "An Entertainment of Mysteries," by Anna Katherine Greene, author of the celebrated "detective novels;" foreign MSS. and drawings by Mr. and Mrs. Joseph Pennell; "Stoned by a Mountain," by Rose G. Kingsley; a frontier-life story by Mrs. Custer, author of _Boots and Saddles_; a long humorous poem by Christina Rossetti; Arctic Articles by Lieut. Frederick Schwatka; "A Tiny Tale of Travel," a prose story by Celia Thaxter; a "Trotty" story, by Elizabeth Stuart Phelps; beautiful stories by Grace Denio Litchfield, Mary E. Wilkins and Katherine B. Foote; a lively boys' story by John Preston True; "Pamela's Fortune," by Mrs. Lucy C. Lillie; "'Little Captain' of Buckskin Camp," by F. L. Stealey--in short, the magazine will brim over with good things. _THE C. Y. F. R. U. READINGS_ meet the growing demand for the _helpful_ in literature, history, science, art and practical doing. The Course for 1885-86 includes =I. Pleasant Authors for Young Folks.= (_American Series._) By AMANDA B. HARRIS. =II. My Garden Pets.= By MARY TREAT, author of _Home Studies in Nature_. =III. Souvenirs of My Time.= (_Foreign Series._) By MRS. JESSIE BENTON FREMONT. =IV. Some Italian Authors and Their Work.= By GEORGE E. VINCENT (son of Chancellor Vincent). =V. Ways to Do Things.= By various authors. =VI. Strange Teas, Weddings, Dinners and Fetes.= By their Guests and Givers. =VII. Search-Questions in English Literature.= By OSCAR FAY ADAMS. *** A good commission is paid for securing new subscribers, in cash or premiums. Send for Premium List. _WIDE AWAKE is only $3.00 a year._ =D. LOTHROP & CO., Publishers, Franklin and Hawley Sts., Boston, Mass., U. S. A.= =How we are Governed.= =By Anna Laurens Dawes.= 12mo, $1.50. The task undertaken in this work by the accomplished daughter of Senator Dawes, has been to present an explanation of the constitution and government of the United States, both national, State, and local, in so simple and clear a way as to offer to the masses everywhere such an opportunity for their study as is not afforded by the numerous volumes in which such information is chiefly to be sought. She has accomplished her aim with remarkable success, and her book will have a hearty welcome from the thousands who appreciate the need of it. =Lilith: the Legend of the First Woman.= =By Ada Langworthy Collier.= 12mo, $1.00. GILT EDGES, $1.25. In this book, which is characterized by rare brilliancy of expression, beauty of thought, and tenderness and pathos in sentiment, and which is withal as intensely interesting as any recent work of prose fiction, the accomplished author presents a poem based upon the Rabbinic legends that Eve was not Adam's first wife, but that she had a predecessor in the world's first Eden, who bore the name of "Lilith." The poem, based upon these legends, cannot fail to establish the writer's reputation as an exceptionally able writer of verse, a reputation which she has already gained as a writer of prose. =Boy Life in the United States Navy.= =By H. H. Clark.= 12mo, ILLUSTRATED, $1.50. If there is anything in the way of human attire which more than any other commands the admiration and stirs the enthusiasm of the average boy of whatever nation, it is the trim uniform and shining buttons that distinguish the jolly lads of the "Navy." In this graphically written and wonderfully entertaining volume, boy life in the Navy of the United States is described by a navy officer, in a manner which cannot fail to satisfy the boys. =Memorial of Rev. Warren H. Cudworth.= =By His Sister=; WITH PORTRAIT, 380 PAGES, $1.50. Simply told and remarkably interesting is this story of the life of one of the most saintly of Christian men. It will be welcomed and read with satisfaction by all who knew him. Those who never saw him, cannot fail to be stimulated by its suggestive thought. =Money in Politics.= =By Hon. J. K. Upton.= LATE ASSISTANT SECRETARY OF THE UNITED STATES TREASURY EXTRA CLOTH, TOP. 12mo, $1.25. This volume presents a complete history of money, or the circulating medium, in the United States, from the colonial days to the present time. Mr. Edward Atkinson, in his introduction, pronounces it the most valuable work of the kind yet published. =Baccalaureate Sermons.= =By Rev. A. P. Peabody, D. D. LL. D.= 12mo, $1.25. These sermons, delivered before the graduating classes of Harvard University, it is safe to say, are not excelled by any production of their kind. They are not only rarely appropriate, as discourses addressed to educated young men upon the threshold of active life, but are models of logical thought and graceful rhetoric worthy the study of all ministers. =What's Mine's Mine.= =By George MacDonald=, AUTHOR OF "ANNALS OF A QUIET NEIGHBORHOOD," "DONAL GRANT," ETC. 12mo, CLOTH, $1.50. From original MSS. It will be published by D. Lothrop & Co., in advance of the publication in England. =Boys' Heroes.= =By Edward Everett Hale.= READING UNION LIBRARY. 16mo, ILLUSTRATED. PRICE, $1.00. This handsome volume unites the charm of the _Arabian Nights_ with the solid value of an Encyclopædia. In its twelve chapters, Dr. Hale gives careful and definite account of a dozen famous characters the boys of all ages have agreed to regard as heroes, but about whom their information is often neither full nor accurate. D. LOTHROP & COMPANY'S CHOICE NEW BOOKS. 1885-86. D. LOTHROP & CO. present a remarkably attractive list of new publications possessing genuine value from every point of view, as will be evident from the following notes. The literature offered, which includes history, biography, general literature, romance, poetry, and various scientific works, presents a sufficiently wide range to meet the needs of all classes of readers. =A Family Flight Around Home, and a Family Flight Through Mexico= are the two latest volumes of the Family Flight Series, by Edward Everett and Susan Hale, and deal largely with the picturesque side of history, as well as of life and scenery in the countries treated. Illustrated, extra cloth, $2.50. =Art for Young Folks.= Contains a description of an art school for children in New York; biographies and portraits of twenty-four of the leading American artists, with engravings of paintings, studios, etc., etc. Quarto, boards, $2.00; cloth gilt, $3.00. =Boys and Girls' Annual, 1885.= Contains original stories expressly prepared by the best of living authors who are favorites with the young folks. Extra cloth, gilt, $3.00. =Our Little Men and Women.= Contains a miscellany more charming than ever. Dainty short stories with seventy-five full-page attractive illustrations, and countless smaller ones. It is especially suited for use in homes and schools, having a variety of articles on plant-life, natural history, and like subjects, written most attractively to please the little ones. Among serial articles of permanent value are "Kings and Queens at Home," "Stories of Favorite Authors," "Nests and Nest Builders," and Margaret Sidney's "Polly." Quarto, illuminated cover, $1.50; cloth, $1.00. =We Young Folks.= All young people will be attracted by this book with its stories of hunting and fishing, of life in the "good old times," of famous men and women, etc. Lithograph covers, $1.50. =The Pansy, 1885=, is distinguished among annuals, as formerly, by articles which commend it especially to Christian homes. It abounds in delightful stories, interesting descriptions of famous men and places, and the brightest of pictures. Lithograph covers, $1.25; cloth, $1.75; cloth, gilt, $2.00. =Some Boys and Girls.= Edited by Pansy. These are stories of good times--the delightful experiences of genuine merry-hearted boys and girls in this and other lands, with much that is entertaining in biography and history. Lithograph covers, $1.25. =Storyland.= A land which all little people will delight to visit. Its stories are illustrated by beautiful pictures and appear in handsome type. Lithograph covers, $1.25. =Chautauqua Young Folks' Annual, 1885.= This annual has been styled "a young folks' cyclopædia." The present volume exceeds in richness all of its predecessors, new editions of each of which have been made to meet the demand for them. Lithograph cover, $1.00; cloth, $1.50. =Young Folks' Cyclopædia of Stories of Famous Authors.= Favorite stories by such authors as Mary Hartwell Catherwood, Ella Farman, C. R. Talbot, Julia A. Eastman, Mrs. Hallowell, and others. Elegant cloth binding, $3.00. =Wide Awake Volume T.= Contains beside other notable features Charles Egbert Craddock's brilliant Tennessee story "Down the Ravine," a stirring historical serial, "In Leisler's Time," by Elbridge S. Brooks, and Mrs. Champney's "Bubbling Teapot," with stories, poems and papers by Mrs. A. T. D. Whitney, Edwin Arnold, Margaret Sidney, Susan Coolidge, Edward Abbott, Rose Terry Cooke, etc. A frontispiece in eighteen colors, "A Merry Christmas to you," is reproduced by L. Prang & Co. in their choicest style, from drawings by L. H. Lungren. Quarto, 400 pages, boards, $1.75; cloth, gilt, $2.25. =The Golden West=, as seen by the Ridgway Club, by Margaret Sidney. The fascinating record of a journey embodying material collected in personal travels by the author, and admirably adapted not only to the instruction of the young, but of older readers. It presents authentic information as to the people, natural scenery and customs of our newer States and Territories. Lithograph cover, $1.75; cloth, $2.25. =Wide Awake S.= (Popular edition). Contains tales, biography, history, and poetry, with an intermingling of lighter matter, profusely illustrated, and especially adapted to the taste of intelligent and inquiring young folks. Handsome lithograph cover, $1.50. =Little Folks' Art Book.= Such artists as Bodfish, Sweeney, Barnes, and Francis, have furnished outline drawings, calculated to entice the little ones into attempts at copying, and thus lead them to a taste for art. =Babyland, 1885=, is, as usual, "radiant with pictures of bonny baby life, and its rhymes and jingles ring with sweet glee and laughter." Quarto, lithograph cover, 75 cents; cloth, $1.00. =The Procession of the Zodiac.= Here are twelve ideal figures and landscapes representative of the Zodiac signs, drawn by Jessie McDermott, and effectively printed in brown. A pretty legend or story, by Margaret Johnson, accompanies each picture. Quarto, lithograph cover, 75 cents, cloth, tinted edges, $1.00. =No Questions Asked.= In this volume we have a characteristic comedy by Charles R. Talbot ("More than they bargained for"), with two sparkling stories for children in the style of Howell's "The Elevator." =Baby Barefoot.= By Mary Harris McQueen. The life and adventures of a wonderful and lovable baby (as all babies are), including its journey to Florida. Quarto, boards, 75 cents. =In No-Man's Land=, by Elbridge S. Brooks. With seventy-five pen and ink character drawings by Hassam. A book of wonder stories worthy of comparison with "Alice in Wonderland," and calculated to fascinate all young people. Quarto, boards, 75 cents. =My Cat Pickwick.= By Mrs. F. A. Humphrey. The tale of a wonderful cat, and other delightful stories for young readers. Quarto, illustrated, boards, 75 cents. =Five Little Chickens=, and other quaint songs for little ones. Collected and arranged by Aunt Carrie. Illustrated, quarto, boards, 75 cents. =Little Folks.= How children in other lands amuse themselves. Illustrated, quarto, boards, 75 cents. =Where was the Baby?= A question and how it was answered. Illustrated quarto, boards, 50 cents. =Queen Victoria at Home.= By Mrs. Frances A. Humphrey. A delightful biography of the "good queen," adapted for young folk's reading, with portraits of the English royal family, and views of the English royal palaces. Quarto, boards, 35 cents. =Seashore Chats and Beach Stories.= By Mrs. Fannie A. Dean. Companion volume to "Little Talks about Plants," affords much valuable and interesting information relating to aquatic matters, with instructions as to the construction and care of an aquarium. Quarto, boards, 35 cents. =In the King's Garden, and Other Poems=, by James Berry Bensel, one of the most pleasing and creditable of recent poetical volumes, introduces to the public a young New England poet, whose stray verses, appearing from time to time, have attracted unwonted attention by their delicacy of imagery, poetic insight, and purity of sentiment. Sold only by subscription. Price $1.00. =England: As Seen By An American Banker.= 16mo, ELEGANT CLOTH BINDING, $1.50. This book of fresh impressions might well be called "Sight Drafts on England." It is certainly a mine of accurate detail. The author is enthusiastic in his devotion to the facts which escape the ordinary eye, and brings his materials from the most unfamiliar sources. His description of the Bank of England, for instance, is as interesting as it is valuable, and contains a large amount of information of unusual freshness. =Echoes of Many Voices.= =By E. A. Thurston.= SPARE MINUTE SERIES. 12mo, CLOTH, $1.00. A carefully arranged collection of wise, witty, and sentimental excerpts from more than two hundred sources in all lands and ages, from Confucius to Cable. =Treasure Thoughts.= =From Canon Farrar.= SPARE MINUTE SERIES. 12mo, CLOTH, $1.00. These are vital thoughts that have been gathered by Rose Porter from Canon Farrar's writings and sermons. The utterances of the present Archdeacon of Westminster have been greatly considered by people of all classes, creeds, and tastes, and this volume is likely to gain a permanent place in the people's literature. His sympathetic appreciation of American institutions, together with his eloquent eulogy of the life and character of General Grant, recently delivered in Westminster, have greatly quickened American interest in all his expressions of opinion, belief and counsel. This pithy volume is well-named. =Life of Ulysses Simpson Grant.= =By E. E. Brown.= 12mo, CLOTH, ILLUSTRATED, $1.50. In this biography the author of the popular LIFE OF GARFIELD has combined insight, painstaking, a nice sense of humor and literary skill in the use of varied and fresh materials, turning to good account, as illustrating the noble and tender nature of our great President and General, the anecdotes and other reminiscences brought to light during the recent memorial occasions at home and abroad. =Concord: Historic, Literary and Picturesque.= =By G. B. Bartlett.= 12mo, CLOTH, ILLUSTRATED, $1.00; PAPER, 50 cents. This is the third edition of the Concord Guide Book which has been enlarged and improved to comprehend the most recent changes in that historic town of world-wide renown. Besides fresh text and anecdote a number of fine illustrations have been added to enhance its value to the traveller and sight-seer, both as guide and souvenir. =King's Handbook of Boston.= =By Moses King.= 12mo, CLOTH, ILLUSTRATED, $1.00. This, the sixth edition, has undergone a careful revision, bringing down to date the modifications necessary to a complete manual. It is indispensable to the transient visitor and valuable to the resident and business man of Boston. =Words of Our Hero, U. S. Grant= =By Jeremiah Chaplin.= 12mo, PAPER, WITH PORTRAIT, 35 cents. Here the hero tells in simple language his own eventful story. By citations from military dispatches, Presidential messages, private letters, and after-dinner speeches, the reader gets many a vivid picture of life from a master-hand, in terse, narrative English. The whole impression is that of strength, candor, and integrity. =Woman in Sacred Song.= =Compiled by Eva Munson Smith, (Mrs. G. C. S.).= QUARTO, ILLUSTRATED, SUBSCRIPTION PRICE, CLOTH, $3.50; HALF MOROCCO, $6.00; FULL MOROCCO, $9.00. A collection of rare songs written by the great lyric women of all lands and times. The first hymn of each of these "Miriams" is prefaced by a terse biography. Composers among women are also represented in the music of anthems, chants, and many hymn-tunes. This collection is practically valuable in that it is suited to the needs of temperance, missionary, and other organizations, and will prove serviceable at church and society concerts and at religious anniversaries. 880 large quarto pages. =Tent V, Chautauqua.= =By Mariana M. Bisbee.= 12mo, CLOTH, ILLUSTRATED, $1.25. A bright, breezy story, well written and brimful of life. There is a good undertone of religion in it, and the life at Chautauqua is given at its fullest and best, in a way that will be altogether delightful to those familiar with it, and will inspire those who are not with the desire to read and learn its wonderful charm. It is fascinating simply as a story, and will be popular with all classes. =Wood's Natural History.= =By Rev. J. G. Wood, M. A.= VERY FULLY AND FINELY ILLUSTRATED by WOLF, HARRISON WEIR AND OTHERS. 12mo, CLOTH, $1.25. A new edition of this ever-popular book, giving the matter of the larger work in condensed form, but equally reliable and interesting. =Success: or, Hints for Living.= =By Rev. O. A. Kingsbury.= NEW EDITION, 12mo, $1.25. Practical, entertaining and instructive. Just the book for the family. Elegant cloth binding stamped with an emblematic die "St. George and the Dragon," in colors and gold. =Health at Home Library.= Works on Mental and Physical Hygiene. By J. Mortimer Granville, M. D. 5 Vols. 16mo, cloth, 60 cts. each, set $3.00. =I. The Secret of a Clear Head=; chapters on temperature, habits, etc. =II. Sleep and Sleeplessness=; on the nature of sleep, going to sleep, awakening, etc. =III. The Secret Of a Good Memory=; what memory is, taking in, storing, etc. =IV. Common Mind Troubles=; defects in memory, confusion of thought, etc. =V. How to Make the Best Of Life=; on what constitutes health, breathing, drinking, eating, overwork, etc. =Roget's Thesaurus.= A Treasury of English Words and Phrases, classified and arranged so as to facilitate the expression of ideas and assist in literary composition. =By Peter Mark Roget, M. A., F. R. S.= New edition enlarged and improved, partly from the author's notes, and with a full index by =John Lewis Roget=. Over 200 pages and 30,000 additions to the original work. Crown 8vo., nearly 800 pages. Price $2.00. =When I was a Child.= =By Ernest Warburton Shurtleff.= With Illustrations by F. CHILDE HASSAM. Unique binding, design embossed in gold. Price $1.00. =Tomtits and Other Bits.= =By Miss A. M. Starkweather.= EXTRA CLOTH BINDING, QUARTO, $1.00. This fresh and delightful book is made up of poems and stories, profusely and beautifully illustrated. Each one has a moral, which by well chosen language is strongly impressed upon the reader. And like the bird whose name it bears, the whole book is bright, glad, and full of life. It is sure to please children, for whom it was written. SPECIAL PREMIUM OFFER. =JUST WHAT ALL THE BOYS WANT.= The Weeden Upright Steam Engine. This beautiful little engine is almost given away to our subscribers, for we send it as a premium to any subscriber who will send us =Two New Subscriptions to THE PANSY= (at $1.00 each) and 45 _cents cash additional_. The new subscriptions must be sent to us before =May 1st, 1886=. =Remember!= We make this special offer =only to subscribers= to our magazines who send us new subscriptions. One dollar must be paid for each subscription (no club rates being allowed) and the order must be sent to us direct, not through an agent. (Premium credits not taken up cannot be used for this special offer.) The engine is 8½ inches high and 4½ inches in diameter. The Boiler, Fire-box and Smoke-stack are black. All the other parts are brass-plated. It is impossible for the boiler to explode as the Engine has a perfect-working Safety valve. [Illustration: _The Engine is double the size of this cut._] The Power of the Engine is sufficient for running toy machinery. It is safe and easy to operate. It will run small Toys, and develop ingenuity. =The above amount includes postage.= If the Engine is to be registered (and we do not assume responsibility of safe delivery otherwise) 10 cents should be added. Every Engine is tested by running at the Factory. The price of the Engine is $1.35. Address =D. LOTHROP & CO., Publishers, Boston=. D. LOTHROP & CO.'S LATEST PUBLICATIONS. =ENGLAND: As Seen by an American Banker.= The author of this book, an unusually observant, wide awake business man, travelled from one end of England to the other, and saw much that other travellers have failed to notice. Price, $1.50. =TREASURE THOUGHTS FROM CANON FARRAR.= (Spare Minute Series.) Compiled by ROSE PORTER. In this book the compiler has arranged with care a large number of extracts from the sermons and other writings of Canon Farrar, which have been selected with insight and discrimination. Price, $1.00. =DIVINE SOVEREIGNTY.= By REUEN THOMAS, D. D. A volume of sermons by the eloquent pastor of Harvard Church, at Brookline, Mass. The sterling worth of these sermons, as well as the wide popularity of their author, will secure for this book an extensive sale. Price, $1.50. =WHEN I WAS A CHILD.= By ERNEST W. SHURTLEFF. An exceedingly attractive poem by one of the youngest of New England poets. To a delicate imagination Mr. Shurtleff unites a keen sense of the melody of words. Price, $1.00. =JANUARY.= Edited by OSCAR FAY ADAMS. This book is the second in the series entitled "Through the Year with the Poets," and contains a carefully arranged selection of poems from English and American sources, relating to January and midwinter. Full indexes will be found in each volume of the series. Price, 75 cents. =CLOVER LEAVES.= By ELLA M. BAKER. A complete collection of the poems, with a memoir of Miss Ella M. Baker. The poems are miscellaneous in subject, and the volume is one that will be much prized by the many admirers of this author. 12mo, vellum cloth, $1.25. A new edition of =Soldier and Servant=, so widely popular, by ELLA M. BAKER, is now ready. Price, $1.25. =IN THE KING'S GARDEN.= By JAMES BERRY BENSEL. A volume of poems by an author whose graceful and musical verses have been winning their way with the public during the past ten years, and are now for the first time brought together in book form. Price, $1.00. =SOCIAL STUDIES IN ENGLAND.= By MRS. SARAH K. BOLTON. The talented author of this volume, during her residence in England had unusual opportunities for observing social conditions at present existing there, and has ably succeeded in reproducing her impressions in this volume. =WIDE AWAKE. Vol. "U."= This latest bound volume of the prince of young folks' magazines marks another step in its steady upward movement. No annual approaches this in the wide range of practical and entertaining literature, or in the beauty of original illustrations. Its authors, artists and engravers include many of the most notable here and abroad. D. LOTHROP AND COMPANY, NY, PUBLISHERS, BOSTON. =IN TIME OF NEED.= Compiled by E. W. S. A fine poem by W. F. SHERWIN forms the introduction to this volume of religious selections. The extracts are classified under such headings as "Actions," "Discouragement," "Peace," etc., and the whole forms a helpful companion for daily needs. 18mo, cloth, 50 cents. =LIFE OF GEN. GRANT.= By E. E. BROWN. A carefully written life of the hero of Vicksburg, from his boyhood to his death at Mt. McGregor. Its style as well as its subject entitles this volume to a place among the most popular biographies of the time. 12mo. Price, $1.50. =THE GOLDEN TREASURY.= This famous anthology, compiled by FRANCIS TURNER PALGRAVE, stands well the test of years of use, and remains to-day as popular as at first, amid a host of competitors for public favor. Illustrated, 16mo, elegant edition. Laid paper, vellum cloth, 75 cents. _PUBLISHED LATE IN DECEMBER._ =DECEMBER.= Edited by OSCAR FAY ADAMS. The first volume of the series "Through the Year with the Poets." 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45409	----	[Transcriber's Note: Bold text is surrounded by =equal signs= and italic text is surrounded by _underscores_.] $1.00 a Year. JULY, 1886. 10 cts. a No. THE PANSY EDITED BY "PANSY" MRS. G. R. ALDEN "PANSIES FOR THOUGHTS" D. LOTHROP & Co., BOSTON, MASS., U.S.A. EPPS'S (GRATEFUL--COMFORTING) COCOA. Copyright, 1886, by D. LOTHROP & CO., and entered at the Boston P. O. as second-class matter. [Illustration] GOLD MEDAL, PARIS, 1878. BAKER'S Vanilla Chocolate, Like all our chocolates, is prepared with the greatest care, and consists of a superior quality of cocoa and sugar, flavored with pure vanilla bean. Served as a drink, or eaten dry as confectionery, it is a delicious article, and is highly recommended by tourists. =Sold by Grocers everywhere.= W. BAKER & CO., Dorchester, Mass. [Illustration] GOLD MEDAL, PARIS, 1878. BAKER'S Breakfast Cocoa. Warranted =_absolutely pure Cocoa_=, from which the excess of Oil has been removed. 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All strictly pure. Suitable for presents. Try it once. Address C. F. GUNTHER, Confectioner, 78 Madison Street, Chicago. _Volume 13, Number 35._ Copyright, 1886, by D. LOTHROP & CO. _July 3, 1886._ THE PANSY. [Illustration: UNPLEASANT COMPANY.] "FRAGI AGRESTES." "LET'S have a club," said Will Post to a group of his schoolmates; "we can meet once a week in some place, and have a motto, and a password, and everything, just like the big clubs." "Agreed!" shouted the boys. "What shall we call ourselves?" "The Do-Nothing Club," some one suggested; "we aren't going to do anything, only have all the fun we can." Have all the fun you can, In all the ways you can, In all the places you can, With all the people you can, And as long as ever you can. "We can have that for our motto," said one of the boys. "Well, we only have a few minutes before the bell will ring: let's elect officers." So Will tore a few pages out of his note-book, and after some officers had been nominated, each one wrote the names of those he wanted, on his slip. The results were just being announced when the school-bell rang. "The first meeting of the Do-Nothing Club will be held in our yard to-morrow afternoon," called Will Post, who had been elected president of the new organization. So the next afternoon, immediately after school, ten boys wended their way through the back gate of Mr. Post's yard, and seated themselves on the woodpile. "I know where we will go," said Will, "right out in the orchard in the boughs of those two gnarly old apple-trees that just touch." Everyone thought this a splendid plan, so soon the ten boys were in different places in the two great apple-trees in the orchard. "Has any one a suggestion to make as to the first adventure of the Do-Nothing Club?" said the president, by way of opening the meeting. "I have," said George Shaw, the treasurer of the club. "You know Mr. Clay's pasture?" "Yes!" they all said. "Well, it's just chock-full of daisies and wild strawberries, and I move that next Saturday we ask him if we can get some daisies, and each take a big basket and get it most full of strawberries with a few daisies on top, to make it look all right, you know;" and George chuckled. "I think it is a splendid plan, worthy of our honorable treasurer," said President Post. A vote was taken, which was almost unanimous in favor of George's proposition, although there were a few demurs made at first on the ground of it's not being "quite honest." "Honest!" sneered Will, "as if it wasn't all right to refresh ourselves in a big meadow, with what's there, free as grass!" So the objections were silenced, and the meeting adjourned. Now it so happened that Mr. Post's orchard and Mr. Clay's farm were only separated by a high board fence. Close by this fence grew quite a little coarse grass, and as Mr. Clay thought it took too much room, on this very afternoon on which the Do-Nothing Club held their first meeting, he had taken his scythe and spade, and had gone to cut and dig up the offending material. The day was very hot, and he grew so tired and warm that he determined to lie down in the shade by the fence for a few minutes. But while lying there, he fell into a little doze, and was only awakened by the laughter of the boys as they climbed up the trees, getting seated for the meeting. He lay awake for a few moments, trying to make up his mind to arise, and consequently heard the conversation in the apple-tree, in which he became not a little interested. Just here I must stop and explain that Mr. Clay knew his meadow was very productive of wild strawberries, and had said to his son, a few days before the time at which my story begins: "James, there will probably be a quantity of strawberries in the meadow this summer, and if you pick them, you can sell them at a good price, which will bring you considerable spending money. Do you want to try it?" "Yes, indeed!" had been the reply, and so it was planned that in about a week James should pick his strawberries, and have the money for his "very own." To go back now to the new club, I may say that the next Friday afternoon (after the apple-tree meeting) the ten boys appeared at Mr. Clay's door. "Mr. Clay," said the president, "we've formed a new club lately--the Do-Nothing Club, of which I'm the president, and George is treasurer. We decided that the first thing we'd do would be to pick some daisies out of your meadow, that is, if you would let us. You don't use them for anything, do you?" "Not at all," said the gentleman, heartily; "you are perfectly welcome to pick just as many as you want. But don't step on any more wild strawberries than you can help." "We'll be careful," said Will, so he nodded good-morning, and the club marched away. "Indeed we won't step on them," he added, when they were out of hearing, "we want the use of them, and it won't do to destroy them." So bright and early the next morning the club marched to Mr. Clay's meadow, each member armed with a basket, with a good-sized pail inside. They were to fill the pails with berries, and completely cover them with daisies. They worked hard all the morning. About ten o'clock James Clay said to his father, "I guess I'll go out and help. They must be having great fun." "No, my boy," said Mr. Clay, with a twinkle in his eye, "I would rather not." When the town clock struck one, the boys had searched the meadow so thoroughly that there was hardly a berry in it, and their pails were nearly all full! Then they went into the woods back of the meadow to rest and take their fill of the fresh fruit. Now you who have no idea of the capacity of boys' stomachs, especially for berries, would hardly believe me if I should state the exact amount that those boys devoured! So I will not give it. Suffice it to say that there were _some_ which they had to throw away, having no place to put them for safe-keeping, and not daring to share them with anyone, for in that case, as Will said, "the cat would be out of the bag." So it came to pass that the rapid river which flowed through Snyvylville could have told, if it had chosen, how one part of it was dyed as red as blood that afternoon, and how it looked as if some awful deed had been done there, until the _strawberries_ were all washed down stream. On Saturday evening, divers little girls went about the streets of Snyvyville with pails of wild strawberries, and the mothers or fathers of every one of the members of the Do-Nothing Club, happened to buy some of them for the Sunday dinner. But in each family there was great amazement because the boy or boys thereof would eat no berries, and because each boy had the headache and stomachache all day. "I don't believe it was good for you to be out in the sun so long," said Mrs. Post to Will, as she put a fresh cloth dipped in ice-water, on his head. He made no reply, for he knew that it was not the exposure to the sun that gave him the headache, but--quarts of wild strawberries! Too much of a good thing is worse than none at all. "James dear," said Mrs. Clay to her husband on Saturday evening, after James, Jr., had gone to bed, "I don't believe it will be wise for Jamie to pick all those berries out in the meadow. Couldn't you get somebody to pick them, at two cents a quart? That would leave him quite a good deal of money. The sun is so hot, I am afraid he would get sunstruck." "I think that will be all right," said Mr. Clay, looking earnestly at his newspaper; "I don't suppose you would mind at all if the person we hired did get sunstruck?" His wife laughed, but turned again to her mending, and said no more. On Monday afternoon Mr. Clay went out to continue the work of banishing the aforesaid offensive grass from the face of the earth, but lay down again as he saw, through a crack in the fence, the Do-Nothing Club wending its way toward the apple-trees where it was to meet to talk over the success of the strawberry plan. "Twenty quarts!" ejaculated George Shaw, "that was pretty good. I hardly thought there would be so many. Wasn't my plan splendid, though, Will--oh! I beg your pardon, Mr. President?" "Fine!" said the president; "all that you planned for was, anyhow, for I don't suppose you calculated for ten headaches and ten stomachaches, as well as ten pails of berries, did you? As nearly as I can find out, the other members of the club have suffered in these ways, like myself." There was a good deal more talk; they decided what should be their password, and a great many other private matters. They would have been very much disgusted, I am certain, if they had guessed that Mr. Clay was intently listening to everything that was said. Their motto was to be "Fragi Agrestes," because, as John Clower, the only Latin student of the club, announced, that meant "wild strawberries." Of course that was to be used as the password, too. The seal was to be a leaf of that plant, while the color of the club was to be red. When they went home, Mr. Clay got up and went to work again, but he didn't work as well as usual, for he had a plan in which he was more interested than he was in demolishing the grass. When he got home he sat down and wrote some sort of a letter which he sealed with a piece of red sealing-wax, and a button which he had found in his wife's button-box. Thus it happened that on Tuesday morning, when George Shaw went to the post-office to get the mail, he found a big yellow envelope addressed to him. It had a red seal, on which there was stamped the outline of a strawberry leaf. He looked at it in amazement, for the writing was strange. He found the document inside to be sealed with the same seal. I will give you a copy of it: "FRAGI AGRESTES." BILL. The Snyvylville Do-Nothing Club Dr, To James Clay. To---- 20 qts. wild strawberries, at .15 $3.00 Pay for picking the same, at .02 .40 ----- Balance $2.60 Rec'd Payment, _July, 1879_. , Cr. George stopped on the street in perfect amazement! Then rushed to school, for the last bell was ringing. At recess, he called a meeting of the club, and showed them the document he had received. Then there were grave faces and anxious discussions. How _could_ Mr. Clay have found them out? At last the president said: "Well, we'll just have to pay him; there is no help for it. Every one of the club must hand over twenty-six cents for his share. Here's another thing we didn't plan for in the strawberry idea. For my part, I wish 'Fragi Agrestes' had never been invented." The club marched that very afternoon, in a body, to Mr. Clay's house to pay their bill. No willing delegate was found to represent them. Once there, the president had to make the speech. "We've brought you your money, Mr. Clay. We can't imagine how you found us out; but we hadn't the least notion of stealing! Somehow it never entered our heads that it could be _stealing_, to help ourselves to wild strawberries. I never thought of such a thing until I saw your bill. There it is. Will you please receipt it? And we'll promise you we won't be likely to get caught in such a scrape again." "Thank you," said the farmer, putting the money in his pocket, and taking up a pen to receipt the bill. "Boys, I'm not so anxious for money that I had to have my pay for the berries you stole. But I thought it would teach you a lesson; so I sent the bill to the treasurer. And now I want to advise you to take a new name for your club, for you won't prosper under the present one. When you aren't planning to do anything but have fun, you'll get into mischief. Satan finds some mischief still For idle hands to do. Change your name to the Do-Something Club, and you'll not regret it." "I'm agreed," said Will; "and I'll resign. I have an idea. Suppose you be our president, Mr. Clay?" "I!" laughed the farmer. "Good for you, Will," said the boys. "That's a first-class idea. Will you do it, Mr. Clay?" "Well," said Mr. Clay, after a moment's consideration, "I don't know but I'll accept. It is quite an honor. President of the Snyvyville Do-_Something_ Club!" and he laughed again. I wish I had time to tell you the story of the new club! Under Mr. Clay's presidency, they prospered; and became proud of their club. True to their name, they "did" many things which were for their good, not only, but for the good of others. Some day I may write out their story, or a piece of it. They grew to be very fond of their president, as well as very proud of his schemes. The Do-Nothing Club had but one report in the note-book of their secretary: _Resolved_, That the Snyvyville Do-Nothing Club change its name to the "Do-Something Club," as it has not prospered under the former title, but has been the cause of ten headaches, ten stomachaches, and the loss of two dollars and sixty cents, to the members thereof. (Signed) JAMES POWELL, _Sec'y._ The Club still kept its motto, "Fragi Agrestes," for they thought that "wild strawberries" had taught them a lesson they would not soon forget. PARANETE. [Illustration: "ME TUMBLING OVER AGAINST MOTHER."] SIX O'CLOCK IN THE EVENING. ONE THING I KNOW, THAT WHEREAS I WAS BLIND, NOW I SEE. I AM THE GOOD SHEPHERD; THE GOOD SHEPHERD GIVETH HIS LIFE FOR THE SHEEP. OUR FRIEND LAZARUS SLEEPETH, BUT I GO THAT I MAY AWAKE HIM OUT OF SLEEP. JESUS SAID UNTO HER, I AM THE RESURRECTION AND THE LIFE. "THIS first verse makes me think of another of my miracles," Grandma said, with a very tender smile on her face. "Grandma," said Marion, with almost a shade of reproach in her voice, "did you truly have miracles done for you?" "I thought so, child, and I don't know but I thought pretty near right. They were the dear Lord's loving kindnesses and tender mercies to a naughty child; and those are miracles enough for reasonable people. I'll tell you the story, and see what you think about it. "It was the afternoon before the Fourth, and everybody in our house was very busy. There was to be a great celebration the next day, the largest which had ever been in that part of the world. The speaker was to stop at our house, and several of the leading men were coming to take supper with him, and in the evening there was to be fireworks, great wonderful fire balls, such as we don't see now-days, and fine doings of all sorts. "By the middle of the afternoon, mother began to look very tired. I can seem to see her face now, as she stood looking at the sideboard with its rows of shining dishes. 'That drawer ought to be cleared out,' said she, 'and fixed for the changes of knives, and forks, and spoons, but I don't know who can do it; everybody's hands are full and it is full of all sorts of things.' She wasn't speaking to anybody in particular, just talking low, to herself. I was only a little girl eight years old, and not supposed to notice all that was going on. But I heard it, and decided then and there, that as soon as my mother went out I would set to work at that drawer myself. And I did. It was a hard drawer to clear out; one of those places where in a hurried time things get put that don't belong, and you don't exactly know where they _do_ belong. I worked away at it faithfully, until my back ached with stooping, and every nerve in my body seemed to be on the jump. Over in the corner sat my grandfather, talking with an old friend of his. They did not notice me, but I heard snatches of their talk, about the grand doings which were to be on the next day, and it seemed to me I could hardly wait. My work was almost done, and I was busy with the thought of how pleased mother would be, when I took up a long delicate glass bottle filled with some liquid. The glass was so thin I tried to look through it; as I held it up against the light, my hands must have been trembling with weariness and eagerness, for somehow, I never could understand how, that bottle slipped from me and shivered to bits on the hard floor! The liquid spilled over my hands and spattered on my face and eyes, and in an instant they began to burn as though they were in a flame of fire! To make matters worse, I clapped both hands, all wet as they were, right on my eyes. This made the pain more dreadful than ever. It all happened in a moment of time: the scream, and mother running, and grandfather springing up, and me tumbling over against mother, and hearing her say with a groan: 'Oh Ruthie, Ruthie! she has put out her eyes!' "Then for a few blessed minutes I was free from pain; I fainted dead away for the first time in my life! The faint didn't last long; the pain in my eyes was too great. Oh! it was a dreadful time. Father went hurrying after the doctor, and mother tried cold water, and milk, and bran-water, and everything else she could think of, to relieve my suffering." "But, Grandma, what was it? What had you done?" interrupted Marion, her face pale with sympathy. "There was some dreadful liquid in the bottle, dear, that had burned grandma's eyes, and her skin, wherever it touched, and the doctor was afraid my eyes were put out. Mother said afterwards that she knew he thought so, by the look on his face, and by his refusing to answer her questions. "He put something on, at last, which relieved the pain a little, then my eyes were bandaged, and I was put to bed. My dear mother, when she stooped down to kiss me after everything was done, did not forget to whisper that I was a dear little girl to try to help mother, and that the drawer looked beautiful. "I sat up to the supper table that very night, but with bandaged eyes that ached a good deal, and every one at the table wore a sober face; I could tell, by the sound of their voices. I don't know whether father just _happened_ to read those verses at family worship, that night, or whether the trouble made him think of them. However it was, he read the story of the blind man who was cured; and who, when the people questioned and _questioned_ him, could give only this answer: 'One thing I know, that whereas I was blind, now I see.' "Father's voice trembled over the word 'blind,' and mother cried; I could feel her tears dropping on my hand. But I did not shed a tear; my heart was full of a great thought. Jesus had cured that blind man with a touch, and my Bible verse the Sunday before, had been 'Jesus Christ, the same yesterday, to-day, and forever.' Why couldn't he cure people in just the same way now? Why didn't he? Perhaps he did, only I had never heard of it. Father's prayer made the thought all the stronger. He asked the Lord to bless their little girl, and, if it was possible, to take away the fear which was gnawing at their hearts. He didn't think I would understand. Mother did not know she had screamed out that I had put out my eyes. But I heard her. I knew all about it. I remembered the time when the dog slipped his chain and came and saved me; I thought God sent him; and God could in some way cure me now. Every waking minute that night I prayed to him to cure me. The first thing I did in the morning was to pray the same prayer. I will not deny that I thought about the beautiful fire balls, and all the wonders of the evening, and I asked God, since he could do it just as well, to cure me _quick_, so I could see all the lovely things. "Well, children," Grandma dropped her knitting, and, leaning forward, folded her soft white hands over her knee in an impressive way she had, and looked her attentive little audience squarely in the face, "I don't know how it was; I don't pretend to explain it, never have, but when the doctor came that morning, and said he must take off the bandages to bathe my eyes, and warned me that the light would hurt very much, and I must try to be brave, and told my mother that when he saw my eyes, he could give her an idea of how many months I would have to wear the bandage, and when everything was ready, and mother had me in her arms, and father sat the other side, and held my hand, and the doctor unpinned the bandage, I looked straight at father with two eyes that did not even wink, and said: 'Father, they don't hurt a bit; _not a single bit_.' "Why, we had almost as much of a time then as he had had the night before! That doctor couldn't seem to believe it; he was determined my eyes should burn, and sure that I could not see father's face. But I saw everything as plain as I do this minute. And my eyes did not hurt at all. I continued to _see_ all day; and at night saw the fire balls, and laughed and made merry with the rest. The happiest girl, I do believe, that ever sat down to a Fourth of July feast. I believed that the dear Lord had touched my eyes and cured them." "But, Grandma," said skeptical Ralph, "do you _really_ think it was so? Don't you suppose the stuff in the bottle was weaker than they thought, and the doctor's medicine, and the night's sleep, cured your eyes?" "I don't know," said Grandma, taking up her knitting again; "all I know, is this: the stuff burned so that I thought for a minute the whole of me was on fire; and when I came out of my faint, and tried to look up at mother, I couldn't see a thing! And they all believed that if my eyesight was not quite gone, it would be months and _months_ before I could see again; and never, so well as before. And I know that in the morning when the bandage was taken off, I could see a good deal better than I can now, and my eyes never ached a bit from it afterwards. It is a little piece of the old story. Grandma can't explain it, couldn't then; 'One thing I knew; that whereas I was blind, now I see.'" PANSY. THE BOY AND THE BIRD. "GO, weed in the garden till half after ten," Rob's mother said, sharply. "I'll not speak again." "Dear me," said Rob, sighing, "I wish I could be The robin that's singing up there in the tree. Birds never weed gardens--they never bring wood, They do as I'd like to, and would if I could. They've nothing to trouble them, only to sing, And rock on the branch when they're not on the wing." "See here, little boy," said the Robin to Rob, "Though you think I am idle I'm planning a job. Four nestlings to care for--such great hungry things! There isn't much rest for a father bird's wings. The cats try to catch us--the boys are as bad. Birds have work, wants and worries like others, my lad. Be content as God made us, as bird, boy, or man, And do what needs doing the best way we can." --EBEN E. REXFORD, _in Central Presbyterian_. [Illustration: TWO WILFUL LITTLE BROTHERS.] _Volume 13, Number 36._ Copyright, 1886, by D. LOTHROP & CO. _July 10, 1886._ THE PANSY. [Illustration: THREE THIRSTY BOSSIES.] REACHING OUT. (_A further Account of Nettie Decker and her Friends._) BY PANSY. CHAPTER IX. ONE bright and never-to-be-forgotten day, Nettie and Jerry stood together in the "new" room and surveyed with intense satisfaction all its appointments. They were ready to begin business. On that very evening the room was to be "open to the public!" They looked at each other as they repeated that large-sounding phrase, and laughed gleefully. There had been a great deal to do to get ready. Hours and even days had been spent in planning. It astonished both these young people to discover how many things there were to think of, and get ready for, and guard against, before one could go into business. There was a time when with each new day, new perplexities arose. During those days Jerry had spent a good deal of his leisure in fishing; both because at the Smiths, and also at the Deckers, fish were highly prized, but also because, as he confided to Nettie, "a fellow could somehow think a great deal better when his fingers were at work, and when it was still everywhere about him." There were times, however, when his solitude was disturbed. There had been one day in particular when something happened about which he did not tell Nettie. He was in his fishing suit, which though clean and whole was not exactly the style of dress which a boy would wear to a party, and he stood leaning against a rail fence, rod in hand, trying to decide whether he should try his luck on that side, or jump across the logs to a shadier spot; trying also to decide just how they could manage to get another lamp to stand on the reading table, when he heard voices under the trees just back of him. They were whispering in that sort of penetrating whisper that floats so far in the open air, and which some, girls, particularly, do not seem to know can be heard a few feet away. Jerry could hear distinctly; in fact unless he stopped his ears with his hands he could not help hearing. And the old rule, that listeners never hear any good of themselves, applied here. "There's that Jerry who lives at Smiths," said whisperer number one, "do look what a fright; I guess he has borrowed a pair of Job Smith's overalls! Isn't it a shame that such a nice-looking boy is deserted in that way, and left to run with all sorts of people?" "I heard that he wasn't deserted; that his father was only staying out West, or down South, or somewhere for awhile." "Oh! that's a likely story," said whisperer number one, her voice unconsciously growing louder. "Just as if any father who _was_ anybody, would leave a boy at Job Smith's for months, and never come near him. I think it is real mean; they say the Smiths keep him at work all the while, fishing; he about supports them, and the Deckers too, with fish and things." At this point the amused listener nearly forgot himself and whistled. "Oh well, that's as good a way as any to spend his time; he knows enough to catch fish and do such things, and when he is old enough, I suppose he will learn a trade; but I must say I think he is a nice-looking fellow." "He would be, if he dressed decently. The boys like him real well; they say he is smart; and I shouldn't wonder if he was; his eyes twinkle as though he might be. If he wouldn't keep running with that Decker girl all the time, he might be noticed now and then." At this point came up a third young miss who spoke louder. Jerry recognized her voice at once as belonging to Lorena Barstow. "Girls, what are you doing here? Why, there is that Irish boy; I wonder if he wouldn't sell us some fish? They say he is very anxious to earn money; I should think he would be, to get himself some decent clothes. Or maybe he wants to make his dear Nan a present." Then followed a laugh which was quickly hushed, lest the victim might hear. But the victim had heard, and looked more than amused; his eyes flashed with a new idea. "Much obliged, Miss Lorena," he said softly, nodding his head. "If I don't act on your hint, it will be because I am not so bright as you give me credit for being." Then the first whisperer took up the story: "Say, girls, I heard that Ermina did really mean to invite him to her candy pull, and the Decker girl too; she says they both belong to the Sunday-school, and she is going to invite all the boys and girls of that age in the school, and her mother thinks it would not be nice to leave them out. You know the Farleys are real queer about some things." Lorena Barstow flamed into a voice which was almost loud. "Then I say let's just not speak a word to either of them the whole evening. Ermina Farley need not think that because she lives in a grand house, and her father has so much money, she can rule us all. I for one, don't mean to associate with a drunkard's daughter, and I won't be made to, by the Farleys or anybody else." "Her father isn't a drunkard now. Why, don't you know he has joined the church? And last Wednesday night they say he was in prayer meeting." "Oh, yes, and what does that amount to? My father says it won't last six weeks; he says drunkards are not to be trusted; they never reform. And what if he does? That doesn't make Nan Decker anything but a dowdy, not fit for us girls to go with; and as for that Irish boy! Why doesn't Ermina go down on Paddy Lane and invite the whole tribe of Irish if she is so fond of them?" "Hush, Lora, Ermina will hear you." Sure enough at that moment came Ermina, springing briskly over logs and underbrush. "Have I kept you waiting?" she asked gayly. "The moss was so lovely back there; I wanted to carry the whole of it home to mother. Why, girls, there is that boy who sits across from us in Sabbath-school. "How do you do?" she said pleasantly, for at that moment Jerry turned and came toward them, lifting his hat as politely as though it was in the latest shape and style. "Have you had good luck in fishing?" "Very good for this side; the fish are not so plenty here generally as they are further up. I heard you speaking of fish, Miss Barstow, and wondering whether I would not supply your people? I should be very glad to do so, occasionally; I am a pretty successful fellow so far as fishing goes." You should have seen the cheeks of the whisperers then! Ermina looked at them, perplexed for a moment, then seeing they answered only with blushes and silence _she_ spoke: "Mamma would be very glad to get some; she was saying yesterday she wished she knew some one of whom she could get fish as soon as they were caught. Have you some to-day for sale?" "Three beauties which I would like nothing better than to sell, for I am in special need of the money just now." "Very well," said Ermina promptly, "I am sure mamma will like them; could you carry them down now? I am on my way home and could show you where to go." "Ermina Farley!" remonstrated Lorena Barstow in a low shocked tone, but Ermina only said: "Good-by, girls, I shall expect you early on Thursday evening," and walked briskly down the path toward the road, with Jerry beside her, swinging his fish. If the girls could have seen his eyes just then, they would have been sure that they twinkled. They had a pleasant walk, and Ermina did actually invite him to her candy-pull on Thursday evening; not only that, but she asked if he would take an invitation from her to Nettie Decker. "She lives next door to you, I think," said Ermina, "I would like very much to have her come; I think she is so pleasant and unselfish. It is just a few boys and girls of our age, in the Sunday-school." How glad Jerry was that she had invited them! He had been so afraid that her courage would not be equal to it. Glad was he also to be able to say, frankly, that both he and Nettie had an engagement for Thursday evening; he would be sure to give Nettie the invitation, but he knew she could not come. Of course she could not, he said to himself; "Isn't that our opening evening?" But all the same it was very nice in Ermina Farley to have invited them. "Here is another lamp for the table," said Jerry gayly, as he rushed into the new room an hour later and tossed down a shining silver dollar. He had exchanged the fish for it. Then he sat down and told part of their story to Nettie. About the whisperers, however, he kept silent. What was the use in telling that? But from them he had gotten another idea. "Look here, Nettie, some evening we'll have a candy-pull, early, with just a few to help, and sell it cheap to customers." So now they stood together in the room to see if there was another thing to be done before the opening. A row of shelves planed and fitted by Norm were ranged two thirds of the way up the room and on them were displayed tempting pans of ginger cookies, doughnuts, molasses cookies, and soft gingerbread. Sandwiches made of good bread, and nice slices of ham, were shut into the corner cupboard to keep from drying; there was also a plate of cheese which was a present from Mrs. Smith. She had sent it in with the explanation that it would be a blessing to her if that cheese could get eaten by somebody; she bought it once, a purpose as a treat for Job, and it seemed it wasn't the kind he liked, and none of the rest of them liked any kind, so there it had stood on the shelf eying her for days. There was to be coffee; Nettie had planned for that. "Because," she explained, "they _all_ drink beer; and things to eat, can never take the place of things to drink." It had been a difficult matter to get the materials together for this beginning. All the money which came in from the "little old grandmothers," as well as that which Jerry contributed, had been spent in flour, and sugar, and eggs and milk. Nettie was amazed and dismayed to find how much even soft gingerbread cost, when every pan of it had to be counted in money. A good deal of arithmetic had been spent on the question: How low can we possibly sell this, and not actually lose money by it? Of course some allowance had to be made for waste. "We'll have to name it waste," explained Nettie with an anxious face, "because it won't bring in any money; but of course not a scrap of it will be wasted; but what is left over and gets too dry to sell, we shall have to eat." Jerry shook his head. "We must sell it," he said with the air of a financier. Then he went away thoughtfully to consult Mrs. Job, and came back triumphant. She would take for a week at half price, all the stale cake they might have left. "That means gingercake," he explained, "she says the cookies and things will keep for weeks, without getting too old." "Sure enough!" said radiant Nettie, "I did not think of that." There were other things to think of; some of them greatly perplexed Jerry; he had to catch many fish before they were thought out. Then he came with his views to Nettie. "See here, do you understand about this firm business; it must be you and me, you know?" Nettie's bright face clouded. "Why, I thought," she said, speaking slowly, "I thought you said, or you meant--I mean I thought it was to help Norm; and that he would be a partner." Jerry shook his head. "Can't do it," he said decidedly. "Look here, Nettie, we'll get into trouble right away if we take in a partner. He believes in drinking beer, and smoking cigarettes, and doing things of that sort; now if he as a partner introduces anything of the kind, what are we to do?" "Sure enough!" the tone expressed conviction, but not relief. "Then what _are_ we to do, Jerry? I don't see how we are going to help Norm any." "I do; quite as well as though he was a partner. Norm is a good-natured fellow; he likes to help people. I think he likes to do things for others better than for himself. If we explain to him that we want to go into this business, and that you can't wait on customers, because you are a girl, and it wouldn't be the thing, and I can't, because it is in your house, and I promised my father I would spend my evenings at home, and write a piece of a letter to him every evening; and ask him to come to the rescue and keep the room open, and sell the things for us, don't you believe he will be twice as likely to do it as though we made him as young as ourselves, and tried to be his equals?" Then Nettie's face was bright. "What a contriver you are!" she said admiringly. "I think that will do just splendidly." She was right, it did. Norm might have curled his lip and said "pooh" to the scheme, had he been placed on an equality; for he was getting to the age when to be considered young, or childish, is a crime in a boy's eyes. But to be appealed to as one who could help the "young fry" out of their dilemma, and at the same time provide himself with a very pleasant place to stay, and very congenial employment while he stayed, was quite to Norm's mind. And as it was an affair of the children's, he made no suggestions about beer or cigars; it is true he thought of them, but he thought at once that neither Nettie or Jerry would probably have anything to do with them, and as he had no dignity to sustain, he decided to not even mention the matter. These two planned really better than they knew in appealing to Norm for help. His curious pride would never have allowed him to say to a boy, "We keep cakes and coffee for sale at our house; come in and try them." But it was entirely within the line of his ideas of respectability to say: "What do you think those two young ones over at our house have thought up next? They have opened an eating-house, cakes and things such as my sister can make, and coffee, dirt cheap. I've promised to run the thing for them in the evening for awhile; I suppose you'll patronize them?" And the boys, who would have sneered at _his_ setting himself up in business, answered: "What, the little chap who lives at Smith's? And your little sister! Ho! what a notion! I don't know but it is a bright one, though, as sure as you live. There isn't a spot in this town where a fellow can get a decent bite unless he pays his week's wages for it; boys, let's go around and see what the little chaps are about." The very first evening was a success. Nettie had assured herself that she must not be disappointed if no one came, at first. [Illustration: TRYING TO DECIDE.] "You see, it is a new thing," she explained to her mother, "of course it will take them a little while to get acquainted with it; if nobody at all comes to-night, I shall not be disappointed. Shall you, Jerry?" "Why, yes," said Jerry, "I should; because I know of one boy who is coming, and is going to have a ginger-snap and a glass of milk. And that is little Ted Locker who lives down the lane; they about starve that boy. I shall like to see him get something good. He has three cents and I assured him he could get a brimming glass of milk and a ginger-snap for that. He was as delighted as possible." "Poor fellow!" said Nettie, "I mean to tell Norm to let him have two snaps, wouldn't you?" And Jerry agreed, not stopping to explain that he had furnished the three cents with which Ted was to treat his poor little stomach. So the work began in benevolence. Still Nettie was anxious, not to say nervous. "You will have to eat soft gingerbread at your house, for breakfast, dinner and supper, I am afraid," she said to Jerry with a half laugh, as they stood looking at it. "I don't know why I made four tins of it; I seemed to get in a gale when I was making it." "Never you fear," said Jerry, cheerily. "I'll be willing to eat such gingerbread as that three times a day for a week. Between you and me," lowering his voice, "Sarah Ann can't make very good gingerbread; when we get such a run of custom that we have none left over to sell, I wish you'd teach her how." I do not know that any member of the two households could be said to be more interested in the new enterprise than Mr. Decker. He helped set up the shelves, and he made a little corner shelf on purpose for the lamp, and he watched the entire preparations with an interest which warmed Nettie's heart. I haven't said anything about Mr. Decker during these days, because I found it hard to say. You are acquainted with him as a sour-faced, unreasonable, beer-drinking man; when suddenly he became a man who said "Good morning" when he came into the room, and who sat down smooth shaven, and with quiet eyes and smile to his breakfast, and spoke gently to Susie when she tipped her cup of water over, and kissed little Sate when he lifted her to her seat, and waited for Mrs. Decker to bring the coffee pot, then bowed his head and in clear tones asked a blessing on the food, how am I to describe him to you? The change was something which even Mrs. Decker who watched him every minute he was in the house and thought of him all day long, could not get accustomed to. It astonished her so to think that she, Mrs. Decker, lived in a house where there was a prayer made every night and morning, and where each evening after supper Nettie read a few verses in the Bible, and her father prayed; that every time she passed her own mother's Bible which had been brought out of its hiding-place in an old trunk, she said, under her breath, "Thank the Lord." No, she did not understand it, the marvelous change which had come over her husband. She had known him as a kind man; he had been that when she married him, and for a few months afterwards. She had heard him speak pleasantly to Norm, and show him much attention; he had done it before they were married, and for awhile afterwards; but there was a look in his face, and a sound in his voice now, such as she had never seen nor heard before. "It isn't Decker," she said in a burst of confidence to Nettie. "He is just as good as he can be; and I don't know anything in the world he ain't willing to do for me, or for any of us; and it is beautiful, the whole of it; but it is all new. I used to think if the man I married could only come back to me I should be perfectly happy; but I don't know this man at all; he seems to me sometimes most like an angel." Probably you would have laughed at this. Joe Decker did not look in the least like the picture you have in your mind of an angel; but perhaps if you had known him only a few weeks before, as Mrs. Decker did, and could have seen the wonderful change in him which she saw, the contrast might even have suggested angels. Nettie understood it. She struggled with her timidity and her ignorance of just what ought to be said; then she made her earnest reply: "Mother, I'll tell you the difference. Father prays, and when people pray, you know, and mean it, as he does, they get to looking very different." But Mrs. Decker did not pray. BLUE BELLS. [_A Flower Legend._] TWO cherubs were playing near Heaven's gate, Which an angel had left ajar; They were toying each with small silver bells, Whose soft chimes could be heard afar. As they tossed in play these musical toys, Some rolled through the half-open gate; And down from the high heavens blue they came Through the clouds at a quickening rate. And when at last they fell down to this earth, And rested in green fairy dell, Where each one had fallen there sprang a flower, The beautiful, graceful Blue Bell. For as they came down through the azure skies, They caught its deep beautiful blue; And still in the earthly flower is seen The very same heavenly hue. And the fairies can hear the low sweet chimes As they gently sway to and fro; Perhaps it's an echo of those soft tones Which the cherubs heard long ago. LYDIA HOYT FARMER. POEM FOR RECITATION. TOMMY'S FOURTH OF JULY. YESTERDAY, mother, she said to me, "Now, Tommy, my man, it soon will be The Fourth of July, and I dread the noise-- I dread the freedom of reckless boys, "The ringing of bells, the firing gun, Torpedoes and crackers, from sun to sun; I wonder if when those grand old men Declared for Freedom, it could have been "That they ever thought the boys of to-day Would celebrate in this lawless way. On other days boys seem nice and bright, I know that some of them try to do right, "But fired with the 'spirit of '76,' There seems to be never an end to their tricks. Now, Tommy my lad, just think it over And see if the _reason_ you can't discover." So I'll pull my "thinking cap" over my hair And sit out here in this sunny air And try to remember last Fourth of July-- Somehow it seems to be long gone by. At night, I remember, we rang the bell, And nobody liked it very well, And all day long I was far from bright For getting up in the dead of night. And then, we followed the "Horrible" train And yelled and shouted, and yelled again; We chased it up the street and then down, Chased it all over and out of the town. It must have been _awful_, but none of us cared How the rest of the decent people fared. Then somebody frightened old uncle Bill Just as he was walking down the hill, Threw a torpedo, only for fun; He fell and hurt him, that's all that was done. Then a horse got frightened, and ran away-- That was one of the things that happened that day-- Broke his leg, and broke the carriage too, And the crackers were thrown by Charley Drew; Charley's father must pay the bill, So I guess this year _he'll_ keep pretty still. And Jimmy blew three of his fingers to bits-- The way a toy pistol always hits; I ate so much I was nearly dead, And had a most awful pain in my head, And was just as tired as I could be-- That was the way it finished with me. I think I've remembered 'bout enough; If that is fun, it is pretty "rough." I might go tell mother this very minute I don't see a bit of "reason" in it-- I, Thomas, was named for the hero of all-- That gentleman wouldn't own me at all. But I know I'll try to do better this year, If all the fellows do call me queer. This year, I, "Thomas Jefferson" Gray, Will celebrate in a rational way. EMILY BAKER SMALLE. [Illustration: TOMMY AND HIS SISTER CELEBRATE ON THE BEACH.] _Volume 13, Number 37._ Copyright, 1886, by D. LOTHROP & CO. _July 17, 1886._ THE PANSY. [Illustration: PUSS AND HER FAMILY IN THE HAY-MOW.] WHERE I WENT, AND WHAT I SAW. WE will start from New York City. Did you ever take a ride on the elevated railway? No? Then we will take it this morning. Mount the long flight of stairs, hurry your ticket into the box in waiting, and push on rapidly, for the train is coming, and it is always in a hurry. There stands the man on the platform, ready to open the iron door for us. Spring on, get your seats, for others are crowding in. Now the door is shut; "toot! toot! whiz!" we are off again! We make a great many stops. "Fourteenth street," shouts the man at the gate, and there is a rush of people to get off, and a rush of people to get on, and away we go; and in almost less time than it takes to get our breath, Twenty-third street, or some other, is shouted, and we stop again. At last Forty-second street is called, and we hurry off; everybody in New York is in a hurry. Yet we have reached a quiet place; the New York Central Depot. "A railroad depot a quiet place!" That astonishes you, does it? Still it is the truth; I am not sure but you would think yourself in a great public library, where people move quietly, and speak low. There is no rush, nor bustle; and the room which we have entered is so large that there can hardly be a crowd, even when many people are there. Many doors line one side, and large clock-faces are set over them; but they keep curious time; no two are alike. If you watch, however, you will discover that the doors and the clocks are all named. One is "N. Y. C. & H. R." another is "N. Y. & N. H." and another is--something else. The hands of the clock point to the hour and moment that the next train on that particular road will be ready to leave the depot. All we have to do is to look for the name of the road on which we want to travel, and then study the clock over the door. Here is ours, "N. Y. & N. H." We have still fifteen minutes. Before that time, the door is quietly opened, and a man whose duty it is to see that we, by no possibility, make a blunder and board the wrong train, takes his station behind it, and looks carefully at our tickets as we pass; we are seated and away. The train moves very rapidly, and the sensation is pleasant. No rocking motion, and not nearly so much noise as we sometimes find. We chat together pleasantly, without the feeling that we are talking in a locomotive boiler, where work is going on. We make frequent stops at pleasant villages, where green fields stretch out, on either side, and where the air is sweet with the breath of flowers. One name is called which makes us stretch our necks from the open windows to get as good a view as we can. This is New Haven, "the city of elms," and the seat of Yale College. It is a beautiful city; we can be sure of that, even from the depot view. But we have not time to linger. Some day we will stop there, and take a walk around the college. Now we must make all speed to our destination. At last we hear the name: "Ansonia." And we seize our wraps, and satchels, and umbrellas, and lunch boxes, and make haste. What a pretty village! And what a strange one! The river cuts it in two; makes another village on the other side, which, after all, is the same village, or looks like it. There are many trees, hiding nice old-fashioned houses, near which we get glimpses of many flowers. But the buildings which most attract us to-day are not dwelling houses; unless indeed a race of giants live in them. They are so large! Manufactories? Yes, you have guessed it; the State of Connecticut, you know, is famous for its industry. We have spent so much time in getting here, that we will not be able to stay long in the great building to-day. Still, let us stop a few minutes before this queer machine; it is apparently eating wire. What a stomach it must have! Long coils of fine wire rush into its mouth with such speed that one can hardly see the process. How fast it eats! Such large mouthfuls as it takes! about eight inches of wire at a bite. Now what? No, it doesn't swallow the wire, it simply bites it off, and sends it on. Not far, for as the wire is scurrying by a corner, some one of the wicked people who dwell in this machine, seizes it and bends it double! Poor thing! But as you would naturally expect, it hurries the faster now. Not two inches away, it meets another enemy who in sheer ill humor, apparently, seizes it and in an instant of time has given it such a pinch that its right side is all crinkled; it will bear the marks of that grasp all its life! It scuds on, without a groan, intent apparently on getting out of that country as soon as possible. But no, it is seized again, and the two ends of its poor body are rubbed hastily and mercilessly against a rough surface, until they are like needles for sharpness. It takes but a second, and then the wicked sprite seems to have had revenge enough, and lets the poor wire pass. There is a little open place for which the wire is evidently making; it hopes to slip down there out of sight--hurry! almost there! Alas no, one more sprite reaches out a long finger, and gives that horrid pinch to the other side! "Maimed for life!" the poor wire groans, and at last, at _last_, having suffered a life-time of torture, so it thinks, though really its whole journey has not taken more than half a minute, it drops breathless and exhausted into the box below. Let us go around and look at it, poor thing! Why, how it shines! And what a merry company it has gotten among! Not alone any more; literally millions of friends of the same outward appearance as itself. "Hairpins!" you exclaim. Yes, indeed; hairpins for the million. Can it be possible that the world will ever want them all? But how pretty they are; and how smooth and fine their points are! Besides, those horrible pinches which we thought were simply vents for ill-humor, were to put those convenient crinkles into the pins, and help them perform their duty in life. In short, the dabs, and pinches, and grindings, hard as they were to bear, were the very things which shaped a mere bit of wire into a useful member of society. And, when one thinks of it, what a bit of time it took--this preparation--compared with the time which they will now spend in usefulness! No wonder the hairpins in the great box shone brightly when at last they began to understand it all. The question is, little Pansy Blossoms, can you and I, as we stand looking at them, and thinking of all this, learn a lesson which will apply to our _human_ rubs, and pinches, and sharp places? If this be so, then we shall be well repaid for going, and seeing, and thinking. "OLD ABE." SOME years ago a man in the West saw an eagle lighting frequently upon a spot high among the rocks. Observing her movements he saw her nest was there and she was raising her family in that palace of rocks. "Now," he thought, "is the time for me to find out if this grand bird can be tamed." His neighbors said it could not be done. He quietly resolved to try. But how to get an eaglet was the question. Day after day he would go alone and examine the rocks to see if there was not some way of getting to the nest. There seemed to be none. It was a ledge, almost smooth, and one hundred feet high where the nest was. No ladder would reach it, and if he should go around and climb to the top, he would not be near, as it was many feet down. One night as he lay thinking the thing over, a thought struck him. "I will go to the top, fasten a rope and let myself down and capture one and climb up again." In the morning he was a bit wiser and said: "Now if something _should_ happen while I am down there pocketing a young eagle, I might need both hands; in that case how could I climb up? I'll tell the secret to John and Joe Grimes." So they went around to the top of the ledge where they could look over down to the nest. The old eagle was gone; but there were the five children, talking together at a great rate, not thinking who were near by listening to their conversation and about to knock at their door. The next moment as they looked up they saw a man coming down by a rope fastened about his body. He seized one and was being drawn up when suddenly the Mother Eagle seeing from far away in the sky an enemy enter her home, and, coming like a flash, dashed upon the robber and would have torn his eyes out; but he fought desperately with his long, sharp knife. One of his blows almost severed the rope. John and Joe, however, tugged bravely at the other end and their friend with his prize was soon safe but panting at their feet. It is said that when he saw how nearly he came to cutting the rope in two and falling a hundred feet, his hair became instantly white from terror. The young eagle was taken home and tenderly raised and became as tame as any fowl in the barnyard. It grew to immense size--would fly away out of sight among the clouds, but always return at meal-time and behave like any respectable person. He thought much of his friends; not so much of his friends' enemies. And he had his way of showing his friendship. And now you need not be surprised to be told about the queer things that the eagle, "Old Abe," did in the War of the Rebellion in 1861-65; how he actually went South with a Western regiment in which were some of his friends, and during battles would fly high and hover over his favorite regiment to cheer it on! [Illustration: THAT PALACE OF ROCKS.] After the battle he would come down and walk among the soldiers and line with them. The war over, he came back with his regiment and was received like any loyal soldier, with great honor; and his State appropriated a sum to maintain him comfortably in his after years. There are over thirty references in the Bible to eagles. They are remarkable. A concordance can point them all out. Hunt them up. M. A PACKAGE FOR ROSE. NO. I. AUNT ALICE was going away for a visit of two or three weeks. Her trunk was on the little front porch waiting for Farmer Dodds, whenever, with his fat white horse and rattling spring wagon he should make his appearance coming over the hill. Rose seated herself on the trunk, and lightly tapping her heels against the side, looked off in a dreamy way toward the dusty road that wound down from among tree-covered hills, on its way past their own white cottage with rose-vines climbing over the small square windows, and so prettily set down in the midst of an old-fashioned garden, with a broad, straight path leading from the gate to the porch, and at that season bordered with asters of all colors. Farmer Dodds was not in sight, and Rose, now turning toward the left, followed with her eyes the line of the road, where, having left the slope of hill behind, it struck out across the level. Stubble fields down there were yellow, the green of the meadows was turning into a soft pale brown, and far off the horizon was like a rising mist of purple. "Aunt Alice," said Rose, stopping the tapping of her heels, "some way the sunshine down yonder looks almost as if you could take it in your hands." "Tangible light?" said Miss Alice, coming to the porch to look abroad. "What's that?" asked Rose. "Why, just the opposite of 'darkness that could be felt', I think." "Is it?" said Rose gravely. "But, aunt Alice," she continued, "I wonder what I'll do without you here to ask questions of. And how will I ever get along without the Saturday afternoon talks--I've got so used to them, you know. I'll just be awfully lonesome." "We'll have to plan a way to help that," returned her aunt. "Let me see--how would you like to write a letter to me on the first Saturday? Only you must be careful to write what you would be most apt to talk about if I were here." "Oh! I'd like to do that," interrupted Rose. "And then," continued Miss Alice, "I could have a little packet for you at the post-office. Perhaps grandma would let you ride to town with Mr. Dodds, when he goes for his mail, and you could have the pleasure of getting the packet yourself." "That's a splendid idea!" cried Rose. "But what will you put in the packet?" "I don't know yet," replied her aunt. "That will depend upon the letter you write to me. It may be some trifling present, or perhaps a single Bible verse, such as I often give you on Saturday evening. But of one thing you may be sure, there will be something in it that will be a true answer to your letter." [Illustration: AUNT ALICE FAIRLY STARTED.] While they were talking Mr. Dodds' wagon had come rattling up to the gate. Immediately everything was in a bustle. Grandma came out to see the trunk lifted into the wagon--aunt Alice found that she had left her gloves upstairs and must go after them at the last minute--and there came Priscilla Carter running up the road with a great bunch of bitter-sweet, which Miss Alice was to take to a friend. Rose thought it was delightful, and kept skipping up and down the path, wishing all the time that she were aunt Alice, with a new trunk and going to have a trip on the cars. But at last good-bys were said, the wagon rattled and jingled off, and Mrs. Harrison, Rose and Priscilla were left standing quietly by the white picket gate in the pleasant autumn sunshine. When Saturday afternoon came around Rose asked her grandmother for pen and ink. Then drawing a square writing-table out to the porch, where it was shady, she began the task of writing a letter that would tell all that had been going on since her aunt went away. Mrs. Harrison was sitting by the window sewing, and for nearly an hour there was no sound save the scratching of her little granddaughter's pen, or now and then a question from her as to how a word should be spelled. But by and by Rose threw down her pen and pushed her chair noisily back, exclaiming as she did so: "Well, grandma, I declare! I've got it done at last! Wouldn't you like me to read it to you?" "Of course, dearie, I should like it very much," answered Mrs. Harrison, glancing up from her sewing. So Rose sat down on the doorstep and began to read as follows: DEAR AUNT ALICE: I started to school Tuesday, and I'm awfully sorry I was not there the first day, for my seat isn't one bit nice. I'd a _great deal_ rather have the one Altie Crawford is in. She can look out the window and see everybody drive by. There's a real hateful girl sits just behind me too. She is always twisting my curls around her finger; or if she isn't doing that, why, she is borrowing my white-handled knife--the one Mr. Dodds gave me. Miss Milton has a new blue dress. Priscilla took her a _great big_ bunch of white chrysanthemums to put in her belt, and she looked lovely. She is the meanest teacher, though, that I ever had. She won't listen to a word you say to her, and she makes me lend my eraser to everybody in school. I don't think that's one bit nice of her, and its most worn out, too! She just does it because it is a pretty one. There's a new boy named Robert Wilkie, just started to school, and Miss Milton pets him to death. She is always holding him up for an example, but I think he don't know his lessons any better than the rest of us. I told the girls that you were going to send me a packet, and they were all as _excited_ trying to guess what would be in it! I've been trying to be real good, and I help grandma wash the dishes most every day, _especially_ when she looks tired. Last evening I got supper all by myself. I fried potato cakes. The edges were a speck jagged, but they were just as brown and nice! Now I'll have to stop. I've thought and thought, but there isn't anything else to write about. I wonder what you'll put in the packet. I told Priscilla I most thought it would be a ribbon. She's crazy to see what is in it. Your loving niece, ROSE. P. S. Priscilla says she can't bear that new boy either. Miss Milton sent her love to you. "I think that is quite a nice letter," said Mrs. Harrison, when Rose had come to the end. "But however your aunt is to answer it is more than I can guess." "Don't it seem a long time to wait until Saturday?" said Rose as she folded the letter carefully and put it in an envelope which she brought to her grandmother to address. "The more patiently you wait the shorter the time will seem," returned Mrs. Harrison. Rose did wait patiently and cheerfully, and on Saturday afternoon it was a happy girl who rode home beside Farmer Dodds in the spring wagon. As they drew near the white picket gate she saw Priscilla sitting on the horseblock. "Have you got it?" cried Priscilla, jumping down, and running to meet the wagon. For answer Rose held up a square package wrapped in white paper. "I don't know yet what is in it," said Rose when they drew nearer, "for grandma told me not to open it until I got home. It feels flat, and then there's something round, like a stick of candy, only its pretty large." The white horse had come to a decided stop by this time and Priscilla held out her hand for the package, while Rose clambered down from the wagon. "I thank you for the ride, Mr. Dodds," said she, when she reached the ground, "and I'll tell you what is in my packet the next time you come by." "All right," replied Mr. Dodds, with a sort of merry chuckle, "but be a leetle careful how ye open it. It _might_ be candy, and it _might_ be red pepper." So saying, he drove off uphill. "There might be something you wouldn't like," suggested Priscilla, looking a little doubtfully at the package. "O pshaw!" retorted Rose; "I know better than that. Let's get the scissors." HAZLETT. OUR ALPHABET OF GREAT MEN. R.--RUSH, BENJAMIN. LAST year, all over this land, we celebrated a centennial. It was not in commemoration of a victory upon the battlefield, it was not the celebration of a victory, but rather as we observe with fitting ceremonies the anniversaries of the firing of the first guns in any contest of right against wrong, so in this last centennial year we commemorated the first booming of cannon in the great war against the rum traffic, the beginning of a war that is not ended yet; all along down the century the booming has been heard, and to-day this moral fight is waging fiercely. About one hundred and forty years ago, near the city of Philadelphia, a boy named Benjamin Rush was growing up. It is said of him that as he advanced from childhood to boyhood his love of study was unusual, amounting to a passion. He graduated from Princeton College when only fifteen years old, and with high honors. He began the study of medicine in Philadelphia, but went abroad to complete his medical education and studied under the first physicians in Edinburgh, London and Paris; thus the best opportunities for gaining knowledge of his chosen profession were added to natural abilities and the spirit of research. He became a practising physician in Philadelphia, and was soon after chosen professor of chemistry in a medical college in the same city. While he is now at the distance of a century, best known as one who struck the first blow for temperance reform, yet it is interesting to know that when in 1776, he was a member of the Provincial Assembly of Pennsylvania, he was the mover of the first resolution to consider the expediency of a Declaration of Independence on the part of the American Colonies. He was made chairman of a committee appointed to consider the matter. Afterwards he was a member of the Continental Congress, and was one of the devoted band who in Independence Hall affixed their names to the immortal document which cut the colonies loose from their moorings and swung them out upon a sea of blood, to bring them at last into the harbor of freedom and independence. As was said of him at the meeting in Philadelphia, last year: "He was a great controlling force in all that pertained to the successful struggle of the colonies for national independence." We are told that "He was one of the most active, original and famous men of his times; an enthusiast, a philanthropist, a man of immense grasp in the work-day world, as well as a polished scholar, and a scientist of the most exact methods." He was interested in educational enterprises; he wrote upon epidemic diseases, and won great honor for himself, so that the kings of other lands bestowed upon him the medals which they are wont to give to those whom they desire to honor. And now let me quote again from one who appreciates the character of this truly great man: "This matchless physician, eminent scholar and pure patriot blent all his wise rare gifts in one tribute and cast them at the feet of his Master. He was a devout Christian." At length his soul was stirred within him as he witnessed the increasing evils of intemperance, and he wrote and published his celebrated essay upon "The Effects of ardent Spirits upon the Human Body and Mind, with an account of the means of preventing them, and of the remedies for curing them." This is said to have been the first temperance treatise ever published--the beginning of a temperance literature. One hundred years ago, just one pamphlet of less than fifty pages; now, whole libraries of bound books, besides scores upon scores of pamphlets, leaflets and many periodicals devoted exclusively to the cause of temperance! and nearly three quarters of a century after this good man had gone to his rest, men and women from all over the land thronged the city of his birth "To recount the victories won in the war--and to strike glad hands of fellowship." And now what made Doctor Rush great? What is the best thing said of him? FAYE HUNTINGTON. SOME REMARKABLE WOMEN. O.--OSSOLI. (MARGARET FULLER.) IF the young readers of THE PANSY had lived forty years ago, and had been readers of the _New York Tribune_, they would, without doubt, have been interested in certain letters upon art and literature written by Margaret Fuller; or, if you are so fortunate as to belong to a grandfather who stored away his files of the _Tribune_ in some now long-forgotten chest in the attic, you may find in the old, yellow and musty papers these same letters, and may read them now. I do not like musty old papers very much! What's the use, when we have fresh ones in such numbers that we cannot begin to read all that are taken by the different members of the family? Sarah Margaret Fuller was a native of Cambridgeport, Mass. Very early in life she gave promise of the brilliant literary career which she afterwards ran. She was a fine scholar even in childhood, especially in the languages, and in general literature. Her education was carried on in private. After she entered her teens, she became a teacher of the languages in classes in Boston, and in Mr. Alcott's school, and was at one time the principal of a school in Providence. While she was a contributor to the _Tribune_, she was a member of the family of Horace Greeley. Her views of life were modelled after the philosophy of Ralph Waldo Emerson, and about the year 1839, or 1840, she gave a series of lectures, or talks, though I believe they were called _conversazioni_, especially for ladies, the object being the propagation of then somewhat novel ideas. She also became the editor of a paper. She wrote much, and with considerable brilliancy. Her "Summer on the Lakes" gives pictures of the Lake Superior region. Her "Woman in the Nineteenth Century" has to do with some phases of the "Woman's Rights Question." In 1846 she went abroad, and married, in Rome, a nobleman, Giovanni Angelo Ossoli. But she bore the name and the title attached to it only a few years. For when she was returning to America, accompanied by her husband, both lost their lives in a shipwreck. She was a woman of strong passions, indeed it has been said of her that "She was noted for her eccentricities and her ungovernable passions." Not just what I would wish to be written of any of my young friends of THE PANSY. It is a sad thing when a great and gifted woman misses the happiness of a quiet spirit. FAYE HUNTINGTON. [Illustration: RARE SPORT.] _Volume 13, Number 38._ Copyright, 1886, by D. LOTHROP & CO. _July 24, 1886._ THE PANSY. [Illustration: NAPOLEON BONAPARTE. (_See page 301._)] ST. GEORGE AND THE DRAGON. BY MARGARET SIDNEY. IX. "YOU'RE in luck!" Wilfred's voice was harsh and unpleasant, and he looked at St. George in a way decidedly disagreeable. George Edward went on whittling. "Allen, it's no use to pretend that I'm not in an awful scrape by that little affair over at Sachem Hill. Goodness! why don't you speak to a chap?" "I've nothing to say," observed St. George, proceeding with his work. "Your tongue is ready enough generally," retorted Wilfred in a temper. "Now, if it suits you to be an oyster, it don't me. I'd rather you'd preach, infinitely." "I don't do that," cried St. George, throwing down knife and stick, and turning a countenance by no means saintly upon his visitor. "You sha'n't stand there and throw that at me," he declared in a heat. "I didn't say you did," said Wilfred coolly, "I only said I'd rather you would. So go on." "It's none of my business what you do," cried St. George, "I'm not going to say a word about it." "Confound you!" cried Wilfred irritably, flinging his long figure on the bench amongst the shavings, and pushing aside the tools that lay in the way. "Well, hear me, then--I'm in for it, and no mistake. Father is so angry just because I didn't report in time that night, that he threatens to pack me off to boarding-school. In fact, it's as good as decided, and I go next week. Now, you've got the whole." He threw himself down to the floor as abruptly, plunged his hands in his pockets, and walked to the window. St. George stood aghast, looking after him. "Did your mother say so?" he asked at length, hoping, from his knowledge of the Bangs family, that a reprieve might yet arrive from the true head of affairs there. "Yes," said Wilfred gloomily, "she's worse than father about it, and determined that he sha'n't give in." St. George looked pityingly at him. "Well, it can't be helped," he said, longing to bestow something better. "Of course it can't," cried Wilfred, whirling around; "a plague upon you for saying that." "You wanted me to say something," contributed St. George. "I know it. But why don't you say 'I told you so,' or, 'If you hadn't been a first-class idiot you'd have dropped that last confounded skate!' Then I could fight you. As it is now, there isn't anything to strike against." "I'm as sorry as you are," said St. George dubiously, overlooking his ill-success in the matter of conversationally pleasing his friend; "whatever shall I do without you?" There was such genuine regret in his voice and manner, that Wilfred forgot his irritation, and began to look mollified. "We've had awful good times," he said, coming up to the work-bench again. "I should think we had," declared St. George in that hearty way of his that made all the boys willing to call him "capital." "And it's perfectly horrid to begin again with new boys, I tell you. I'd rather run away to sea!" Wilfred's courage failing him once more, he looked the picture of despair. St. George seeing it, left his own part of the trouble, and turned comforter: "We're in for it, so all that is left is to face the music." "Only half-yearly vacations," threw in Wilfred. St. George's face fell. "And no boxes from home allowed." St. George had no words of comfort. "And no extra 'outs' ever given for good behavior. If there were, I'd set up for a saint," added the victim savagely. St. George was still silent. "And all letters must pass through preceptor's hands. Oh! I've seen the bill," said Wilfred in the depths, "besides hearing father and mother read it a good half dozen times. It's just as bad as it can be--a regular old hole of a prison, is Doctor Gowan's Select School for Boys," throwing into his voice as much animosity as he was capable of. St. George indulged in one or two uneasy turns about the room--his workshop, made out of a part of the generous garret that crowned the old house. Was not this a terrible punishment indeed for a boy's misdemeanor? Too terrible, it seemed to him, and he felt a growing bitterness in his heart toward the parents who could plan and carry it out, and thus mar, not only the happiness of their own son, but that of a large circle of boys who were to lose a jolly companion. But at last conscience spoke: "You are wrong. You _know_ that Wilfred has done many things of late that have tried the patience of his father, his mother, and his teachers. You _know_ that they have borne with his increasing unfaithfulness--that they have labored with the boy, hoping and praying for better things. You _know_ they take this course feeling it best for him, and while it is hard for him and for you, it must be borne, realizing it to be the result of the boy's own course. You _know_ all this, now give the case the justice in your own mind that is its due." St. George turned around and frankly put out his hand. "It's right you go," he said quite simply, "we'll all try to get along till vacation, old boy." Wilfred, finding no pity forthcoming, put his hand within the brown palm, waiting for it. "Keep the rest of the chums together," he begged. "I'll do my best." "And remember, we're to go to the same college." "All right." "And chum it there." "All right." "And I wish," Wilfred looked steadily into the blue eyes gazing into his, "I hadn't done it--dallied over those old skates--but minded father." St. George bit his lip, but yet he would _not_ preach. "I'll give you my word it's the last time I'll ever get caught that way." The blue eyes leaped into sudden fire, and Wilfred's hand was wrung hard. "All _right_, old fellow." A GAME OF ENGLISH HISTORY. THEY sat around a small table, half a dozen bright boys and girls. Questions and answers flew back and forth, literally, for were they not printed upon slips of pasteboard which were handed about with exceeding rapidity? Upon listening carefully, it was discoverable that they were playing a game of English history. Mr. Dalton, the father of the boy who was the host of the evening, stood behind his son's chair looking on and smiling at their eagerness. Presently he said, during a pause in the game; "Well, boys, you do well; you certainly have a number of interesting facts and dates fastened in your memories, but it occurs to me to wonder if you know anything more than the mere fact. For instance, take this question which is the first that comes to mind, 'What two remarkable events in the reign of Charles the Second?' and the answer, 'The Great Plague and Fire in London.' Now what more do you know of those events?" Fred Dalton looked up quickly. "I know a little about the Fire, but I do not know about the Plague. I suppose that there was a sort of epidemic raged in London at that time." "And it must have raged extensively or it would not have been called the Great Plague, and have got into history," said Will Ely. "You are both very good at supposing," said Mr. Dalton, laughing, "but it is sometimes better to _know_ about a thing than to guess at it." "I have read an account of the Plague," said Fred Smith. "It raged several months, all one summer, and one third of the people of the city died. Great numbers fled from the city, and so many died that they could not have any burial service, but just buried them in a great pit in the night. They built great bonfires in the streets hoping that the fire and smoke would prevent the spread of the disease, but heavy rains put out the fires. It was a dreadful time!" "Indeed it was," said Mr. Dalton; "the accounts of it are harrowing. And now what do you know of the Great Fire, Fred?" "I know that it started in a baker's shop near London Bridge, and that it burned over about five sixths of the city. It burned three days and nights. It was in September, after a very hot and dry summer, so that the houses built of wood were in a well-seasoned state, and made first-rate kindling wood. And then there was a wind that fanned the fire and carried sparks and cinders a long distance, so that new fires kept breaking out in different parts of the city. It is said that there were two hundred thousand people who lost their homes, and that the streets leading out of the city were barricaded with broken-down wagons which the people flying from the fire had overloaded with their goods." [Illustration: BABY HARRY.] "It was a terrible calamity," said Mr. Dalton; "but like many another it proved a blessing, for the new London was much better built." "Was the fire set by bad men, or was it an accident?" asked one of the boys. "Without doubt it was set accidentally, though many people thought otherwise. A monument was erected near the place where the fire started in memory of those who lost their lives in that terrible time, and there was an inscription upon the monument charging the Papists with the crime, but this unjust accusation was afterwards removed by the order of the public authorities. But I will not hinder your game any longer." "We like this sort of hindering," said one of the boys. "It makes it more interesting." Mr. Dalton soon returned to say, "Boys, there is a 'Great Fire' in the kitchen, and a pan of corn waiting to be popped, and a Bridget there who does not think boys a 'Great Plague.'" In less than half a minute there were no boys sitting around that table! F. H. BABY HARRY. BABY HARRY, three years old; Eyes of blue and hair of gold; Rosy cheeks which dimples grace; Loving, trustful little face Of my boy. "Mamma, please me wants a drink, Can 'oo get it, does 'oo fink?" Questioned thus my baby boy, As he dropped his book and toy Carelessly. "Mamma's busy, she must sew; Can't my darling baby go And ask Bridget for a cup? Tell her, 'Please to fill it up Full of milk.'" Twilight shadows crept apace, Slowly lengthened on his face As he whispered: "I'se afraid," And the curly head was laid On my knee. "But," I whispered, "God, you know, Leads you everywhere you go, In the darkness or the light, And He'll make the way all bright For my boy." Straight he went through room and hall, And I heard his sweet voice call: "Don't let nothin' hurt me, Dod, Don't let nothin' hurt me, Dod," Rev'rently. And my heart prayed, "Father, teach My boy to bring to Thee each Trouble, be it great or small; Be to him his 'All in All,' Throughout life." Oh! for childlike faith, so bright, That through sorrow's darkest night We can journey toward that land, Holding to our Father's hand Trustingly. "ERVANIE." NAPOLEON BONAPARTE. I HAVE seldom known a boy who was not interested in the history of Napoleon. To me his story is like a novel, and no character ever charmed me more than that of his wife, the Empress Josephine. But I cannot find it in my heart to admire a man who so ruthlessly shed human blood. He stopped at nothing for his own personal advancement. Never has any conqueror fought more battles perhaps than he. All Europe seemed draped in the weeds of mourning during the years of his power and greatness. I have often thought his reflections must have been sad indeed, when, during the last five years of his life, he was a weary exile on the little gum-tree island of St. Helena, with only a few friends around him, and subjected to great unkindness from the governor of the island. [Illustration: ON ST. HELENA.] St. Helena is an island in the South Atlantic Ocean, belonging to the British. It acquired celebrity from being the place of Napoleon's banishment. From the ocean it has the appearance of a lofty pyramidal mass of a dark-gray color, rising abruptly from out its depths. [Illustration: EMPRESS JOSEPHINE.] But on approaching, a number of openings are discovered, forming the mouths of narrow valleys or ravines, leading gradually up to a central plateau. On these, at all openings where a landing might be effected, military works have been erected for the purpose of making it secure. What a contrast does his life there present, to the time when great continents trembled before the power of his triumphant armies. Napoleon Bonaparte was born in Corsica, 1769, and died at St. Helena, 1821, where he was buried beneath a weeping willow, for nineteen years, when France demanded his remains, and gave such a funeral as few perhaps have ever witnessed. R. [Illustration: ROUND THE FAMILY LAMP] FOR the lovely midsummer evenings I should propose two games, one for July and one for August. The July one is THE CARNIVAL OF THE BOATS. If any of the Pansies live near a river or lake, and are accustomed to row over the clear, shining surface, they can enter heartily into this most delightful of games. I should first seriously recommend that father or big brother John be invited to take charge of the boat, or if there are not enough big brothers to go around so that every boat can be under trusty guidance, there always is a big cousin or an uncle, or perchance a paid boatman who is competent to assume such a responsibility. This being all arranged, the fun of trimming the small craft begins. Let each boatload keep all matters secret, so that the grand surprises that come out when the Carnival takes place, may form one of the pleasantest features of the occasion. Get Chinese lanterns, fasten a pole at either end of row-boat, low enough so that the boats can pass safely under bridges if necessary. Two poles at either end are pretty when decorated with gay lanterns. Pass strings from one pole to another, and across from bow to stern. Hang on these bright bits of tinsel, silver, or any other trifle that will sparkle in the moonlight. Put tinsel or silver bands around top of oars above the hands--and a band around the rower's arms, and around caps. Let the girls wear white, with bright colors, and fancy hats or jaunty caps, carrying garlands. When all is ready, the forward boat must carry one who rings a bell as the signal to start, also if possible some boys who can play on flutes or horns. There should be sweet voices on all the boats that can sing by a preconcerted plan, something in unison. As the boat sweeps around curves, and dips into bays, and shallows, one could never witness a prettier sight than the carnival presents. It is a regular game of "Follow my Leader" on the water. There must be complete obedience to the one who is leading, great good-nature, and a positive determination on the part of every child who enters into the sport to try his or her best to make all the others enjoy it. After sailing around and around, singing and playing until tired, the Carnival ends with tying the boats fast, and "following the Leader" over the fields home, dropping the flowers at the doors of those who were not able to take part in the sport. May you enjoy this Carnival of the Boats, dear Pansies, making it a bright spot in the lives of many, and a memory to gladden the heart. MARGARET SIDNEY. NAMES OF THE MONTHS. JANUARY was so called from Janus, an old Italian king, and comes from a Latin word Januarius. February comes from februe, meaning to purify, because in that month the Romans offered sacrifices for purifying the people. March comes from Mars, the God of War. April comes from the word Aprilus, which means opening, because then the world buds and blossoms forth. May, from Majores, so called by Romulus, in respect to the Senators. June, from the Latin, Junius, or the younger sort of the people. July, from Julius Cæsar. August, called from Augustus. September, from the Latin, septem, meaning seven, being the seventh month from March. October, from Latin, octo, eight; November, from novem, nine, the ninth month from March. December, from the Latin, decem, ten, being the tenth month from March, which was formerly the manner of beginning the year. R. KINGS AND QUEENS. OH where are kings and queens of earth? The monarchs born to rule? They are here, and there, and everywhere-- At home, at church, at school. The kings and queens in glad array A conquering army stand; Bright, glad-hearted boys, Full of frolic and noise, Laughing-eyed girls With their sun-kissed curls, An army born to command. Why are they kings and queens, you say? Bend low, then, while I tell; They are the kings whose hearts are true; Who love their parents, and honor them too; Who haste at the sound of father's voice; Whose truthful words make mother rejoice; Who not only _mean_ to do the right, But are doing it _now_, with all their might, Soldiers who love to do well. And why are the fair-faced girls the queens? My friend, they are royal born. They are loving to mother, To sister and brother, To father a shining light. They feel above doing wrong, And with smiling and song Make the dear home nest bright. O dear little kings and queens of earth, March on to conquer and win. Lift up the fallen, comfort the sad, Shine in the lives of the weary and bad, Help raise the sorrowing, pitiful earth Nearer the land where love had its birth, Till as saintly kings and queens at last, The burdens all borne, the trials past, You joyfully wait, at the palace gate, For King Jesus to let you in. MRS. CHARLOTTE E. FISHER. - - - - - - PAPER made of cotton rags was in use, 1000; that of linen rags, in 1170; the manufactory, introduced into England, at Dartford, 1588. THE DOG AND CHILD. MR. ELIHU BURRITT gives in his book called "A Walk from London to Land's End and Back," the touching illustration of the affection of a dog in Truro: "I was sitting at the breakfast table of a friend, who was a druggist, when he was called into the shop by a neighbor, who had come for medical aid in a very remarkable and affecting case. "He described it briefly and simply, but it would fill a volume of beautiful meaning. "His family dog had made the acquaintance of a neighbor's child on the other side of the street. "While lying on the door-stone, he had noticed this little thing sometimes at the chamber window, and sometimes on the pavement, in a little carriage. "During one of his walks on that side of the street, he met the baby, and looked over the rim of the carriage, as a loving dog can look, straight into a pair of baby eyes, and said, 'Good morning!' as well as he could. "Little by little, day by day and week by week, this companionship went on growing with the growth and strengthening with the strength of the little one. The dog, doubtless because his master had no young child of his own, came at last to transfer frequently his watch and ward to the door-stone on the other side of the street, and to follow as a guard of honor to the baby's carriage on its daily airings. He gave himself up to all the peltings, and little rude rompings, and rough and tumblings of those baby hands. "One day, as the dog lay in watch by the door-stone, the child, peeping out of the window above, lost its balance, and fell on the stone pavement below. It was taken up quite dead! The red drops of the young life had bespattered the feet and face of the dog as he sprang to the rescue. His heart died out within him in one long, whining howl of grief. From that moment he refused to eat. He refused to be comforted by his master's voice and by his master's home. Day by day and night by night he lay upon the spot where the child fell. "This was the neighbor's errand. He told it in a few simple words. He had come to my friend, the druggist, for a prescription for his dog--something to bring back his appetite." [Illustration: VIEW OF THE FALLS OF GIESSBACH.--INTERLAKEN.] _Volume 13, Number 39._ Copyright, 1886, by D. LOTHROP & CO. _July 31, 1886._ THE PANSY. [Illustration: HINDOO WOMEN OF BOMBAY IN CEREMONIAL DRESS.] HOW SOME MISSIONARIES TRAVEL. (_Extract from a letter written by Pauline Root, M. D., Medical missionary in Madura, India._) MY DEAR FRIEND: Have you any sort of an idea what it is to travel in a bullock bandy? The wagon itself I suppose to be somewhat like what the Western emigrants used, in days gone by. It is supposed to be very comfortable, and sometimes three or four persons occupy one; but how they do it, is a mystery to me, for my two trips have been by myself, and I certainly had no room to spare. My first experience was in going to visit a sick missionary thirty-eight miles away. It was during the rainy season. I took with me a servant, who spoke English, and if it had not been for that, I don't know what I should have done. Bullocks were supposed to be posted along the road, but at the first changing place, none could be hired. We went on, four miles, and there succeeded in getting a pair so frisky that I seemed at times in danger of losing my life. How they _did_ behave! One was especially unwilling to be tied. More than once the bandy bumped down with me, and one bullock ran away up the road, leaving the other beside himself with fear. However, we got started at last, but I was afraid of something happening all the time we had those animals. The river, which in the dry season is simply a great bed of sand, in the rainy season is sometimes so high that bandys cannot cross, except on rafts, and sometimes not at all, because of the very swift current. On our return trip the river was nearly its full width, and was rushing along with a tremendous sweep. It was not very deep, however, and I decided not to wait the river's pleasure, but to risk crossing it. It took twenty-one men to get us across that river! Pudchi, my servant, piled all my boxes on the board, which, in a bandy, is the bed, and he and I perched ourselves on them, balancing as best we could. One man went ahead to sound the river, two guided the bullocks' heads, two drove, eight took the wheels, five pushed, and the others steadied us; for more than once it seemed as if the current would sweep us over. However, after the first scare, I felt safe, and rather enjoyed my ride. Landed on the other side of the river, the water was emptied out of the bandy, and we went on, for hours, through the palm-tree forests and the banyan-lined avenues. The moonlight was almost dazzling, and the banyan and palm-trees glittered like silver. Would you like to know the cost of getting over that river? It cost two cents a man! The roads were so muddy that we had occasionally to get help, to push the bandy along. Once, in getting out of a hole, the wheel was thrown over the bank of a tauk; the driver did not dare try going on, with me inside, so I crawled out over the wheel! We were thirteen hours in making the thirty-eight miles. Part of the time I arranged my pillows and tried to be comfortable; but what comfort can you take when, even by bracing yourself, you cannot keep quiet for a moment? After part of the thirteen hours were spent, I found I was indulging in a headache. I did my head up in a wet towel, and tried to apply "Mentholine" to my forehead; but the jolting of the bandy caused me, when aiming at one temple, to thrust the instrument into the opposite eye. After some experiments I thought it might be safer to make a dive for an eye in the first place, and see where the cone would land, but concluded not to try it. MY HAND IN HIS. A LITTLE boy who came before the pastor to be received into the church, was asked how he expected to lead a Christian life, and he sweetly replied, "I will put my hand in Jesus' hand, and I know He will lead me right." This is just the thing, my little ones, for us _all_ to do, and if we did it, we should not so often stumble and fall. We are so apt to try to walk _alone_! But this we cannot do, in this dark world. I called to see a dear friend lately, and she repeated to me a lovely poem in which these two lines occurred: I'd rather walk with Him in the dark Than to walk alone in the light. And I assure you the former is far safer for us than the latter. He never lets us fall, if we hold His hand! "WHAT SHE COULD." ALICE MERWYN felt as though she had stepped into a new world that Monday morning when she began her summer's work at Lime Rock. An entire stranger in the neighborhood, expected to teach and manage twenty restless and judging from appearances hitherto unmanageable children, and she only seventeen, she was nearly overwhelmed. And yet Alice Merwyn was not easily discouraged; she had a certain self-poise which some people called self-conceit, others named self-confidence, but which, name it as you will, grew out of a knowledge of her powers coupled with a strong faith in her Leader. As the days went by she found she had no easy task. There were two or three disorderly spirits in the school who set at defiance all rules. She was surprised at the utter ignorance which some of her pupils showed of the Bible and religious truth. She had resolved to open school with devotional exercises, as the trustee had assured her there would be no objection to such a course. None of the children brought their Bibles the first day, but in compliance with her request there was quite a show of Bibles the next morning. One or two said they had none, and these were allowed to "look over" with those who were willing to share their books with them. Alice gave out the chapter which she had selected for their reading, and one little girl looked up in surprise to see them all finding the place, and asked with a puzzled expression: "Is it alike in all the books?" And then she as well as others had to be shown how to find the chapter. And Alice explained that the Bible was the word of God, and the books they had brought were all copies of the words which God had given to his people. When she asked how many knew the Lord's Prayer, only three raised their hands. And as for the Ten Commandments, the most of the children had never heard of them. And Alice thought, "surely here is work for some one." During that week she tried to teach them the Lord's Prayer, but as they made slow progress in the few moments which she felt that she had a right to use in that way, she thought of a plan. "How many of you would like to come here Sunday afternoon and be taught about God and the Bible?" Almost every hand went up, and the appointment was made and kept, too. And every Sunday afternoon all through the summer Alice Merwyn spent an hour in the dingy little country schoolhouse surrounded by a group of children who soon came to hang upon her words as well as upon her chair. "Dear me! I should think you had enough of those children through the week without going there these hot Sunday afternoons!" said May Andrus, the daughter of the lady with whom Alice boarded. "Well, it seems that they do not have enough of me!" replied Alice, laughing a little. "But they have no right to your Sundays!" said May. "I differ with you; I think they have the best right." "I do not understand; I supposed you were hired to teach five days in the week, only," replied May. "True, Mr. Pratt engaged me for the school week, but I have another Master, May. And he seems to be saying to me 'do this thing.' The children need me, I think, and that is why I said they have a right to a part of my Sundays." "O, you are too good to be comfortable! Now if you would give up the scheme and sit in the hammock this afternoon and read, how we would enjoy ourselves!" "I must not disappoint the children!" and Alice went down the dusty road wishing that May was interested in the matter enough to go with her. After the lesson of that afternoon they lingered a little in familiar talk. Fred Pratt had been the most unruly of all her pupils, but of late he had changed greatly, and his example was having a marked effect upon the good order of the school. That afternoon Alice said: "I wonder how many of us hope we are Christians? or how many are trying to be Christians?" There was a little hesitation, a looking shyly at each other, then three hands went up. And Alice's heart gave a great bound of thanksgiving. "What makes you think so?" she asked, and Fred spoke first: "For one thing I think I am not as saucy to you as I used to be, and I know I could not help it, if Jesus did not hold me back from getting mad. O, Miss Merwyn! I have learned a great deal from you. I never knew anything about the Bible before you came! I've read it some, but it never seemed a bit interesting, but now I love it, and I just want to tell people how nice it is. I don't believe everybody knows about it!" [Illustration: "ALICE WENT DOWN THE DUSTY ROAD."] "I am afraid they do not," said Alice, "and, Fred, it is a good thing to want to tell others the good news and perhaps the Lord will want you to do that when you are older. Who knows?" Then little Annie Andrus spoke. "I think, teacher, that I am a better girl than I was, because I do not get so vexed at sister May when she pulls my curls mornings; I used to scream sometimes, and now I just set my teeth hard and ask Jesus to help me to keep back the yell! and I haven't quarrelled with Kittie in a week." Fannie Brown was older than Annie, indeed she was the oldest scholar in school, and as Alice turned towards her, she said softly, "I am so happy, and the little hymns which you have taught us keep bubbling over all the time. Everything goes right, and I love the Saviour, and am trying all the time to do what He would like to have me do. I don't know as it is being a Christian, but I want to be one, if I am not." "What makes you so queer to-night?" asked May that evening. "Queer, am I?" returned Alice. "Yes, queer and quiet. Your face shines as if you had heard some wonderful news or something." "I have!" said Alice. "I have heard of that which angels smile over." And then she told May the story of the afternoon, and May replied, more soberly than her wont, "I declare, Alice Merwyn, if there is anything in religion that will subdue such a boy as Fred Pratt has been I shall believe in it! Why, he has been the terror of the neighborhood! And dear little Annie! I shall never twitch her hair again." May put up her frizzes silently with a quiet look on her face, and at length she turned to Alice and said: "I believe I'll go to Sunday-school with you after this. I can't have my little sister getting ahead of me." Do you think Alice Merwyn will ever regret the effort she made to help the children in that out-of-the-way neighborhood to a knowledge of the truths of the Bible? FAYE HUNTINGTON. THE ALABASTER BOX. MY dear little friends, I suppose many of you have read the sweet story in the Bible, about Mary who broke for her Lord and Master the precious box of Alabaster. It was a very costly and rare perfume. I want to tell you, that although Christ is no longer with us here on earth, yet we can still break for him our Alabaster boxes. Do you ask me how? Well, He says that when we serve His dear children, we serve Him, just as much as though He were present with us. And I think every day, perhaps every hour, we can give to Him one of our Alabaster boxes. I do not mean the very ointment that Mary had, but we can speak kind and helpful words, we can encourage the downtrodden, we can carry flowers to the sick, make our homes sunny and cheerful, lend books to the poor, comfort our pastor, and do, oh! so many _little_ things to make others rejoice! J. BESSIE'S STORY. [Illustration: BESSIE.] I AM a very little girl, I can't say much, but I know Christ is died and gone to Heaven Many hundred years ago. And he suffered, here on earth, All his weary long life through, That our sins might be forgiven, And we go to Heaven too. And I know how he was born, In a hornèd ox's crib; Wasn't that a dreadful place For a little babe to live? Muvver told me all about it, 'Bout the Shepherd, and the star; And the blessed angels, singing Way up in the sky, so far. And He came to die for children, Just as much as grown-up men; And if I am good and holy, I shall go to Heaven, then. I have 'membered it so nicely, That I thought I'd tell you all; And you'd listen, and be ready When you hear the Saviour call. BELLE WALDRON. WORK FINISHED EARLY. I HAVE lately been reading a sketch of one who finished her work early and went to rest. To those left behind still toiling in the field it seemed that her work was broken off and left unfinished, but He who called her to the service, and afterwards called her home, knew when to say "it is finished"; nothing can be half-done that is done according to His command. Of "Nina's" childhood we are told of her "golden hair, fair cheek and graceful form; of her quick, laughing eye, of her sensitive face reflecting every changing thought--her ready answers to all Sabbath-school questions, and her sunshiny presence at school and at home." "Her scholarship was bright, quick and accurate. "In social life few shone more brilliantly, or were more admired and sought after. "Her beauty was of a rare and noticeable type, her conversational powers were fascinating, and she early developed rare powers of mind." Her beauty, intelligence and social powers were early consecrated to the Master's service. We are told that "when a little child, from eight to twelve years old, she and some of her companions formed a praying circle and had a little room in one of their homes which they called the house of prayer. They met often in this room which they delighted to decorate after their childish fashion." I can imagine the little girls bringing from the old-fashioned gardens bunches of flowers, snowballs, peonies, honeysuckles and sweet-smelling pinks and roses, or bringing from the woods evergreens and trailing vines to garland this bower where they met to hold sweet childish communion with their Saviour. "Another favorite occupation was teaching some poor children whom she and her companions gathered for lessons in sewing and reading." I cannot tell you all the sweet story of this beautiful life, only a bit here and there. When she was eleven years old she was asked by her pastor how long she had loved Jesus, and she replied, "Oh! a great many years." There was nothing unchildlike in her ways. She is said to have been a peculiarly bright, active and happy child, growing to womanhood the delight of her home and tenderly shielded from rude contact with the world. But this noble woman, "so eminently fitted for usefulness in circles of refinement," was called to spend her life among the degraded Indians of the Northwest. There were those who thought it a great wrong that such a beautiful and accomplished girl upon whose education so much pains and money had been expended, should be given to the Missionary work among the coarse, ignorant Indians. They thought that some one less fit for the adornment of social life could do the work as well. But both she and her parents felt that the best was not too precious to be given to the Lord to be used wherever he directed. And this is a thought that I would like you to stop over. Let us give our best of everything to the Lord. And when we have given it let us be willing that He should do with it as he sees fit. Sometimes we think we are ready to give our best, but we would like to dictate as to where or how it shall be used. Let us see to it that it is a complete surrender. If you will look upon the map and trace the course of the Missouri River you will come to a place marked Fort Sully, near the centre of Dakota. To this far-away region as the wife of an Indian Missionary, who was himself the son of a pioneer in Indian Missions, Nina Foster went to make her home in a log cabin, shutting away from the busy world her beauty and her talents, giving her young life to the cause of Indian Missions. She gave herself to the work joyfully. We are told that her "sense of humor and keen wit lightened many a load for herself and others; the more forlorn and hopeless the situation, the more elastic her spirits." She always made the best of everything. Even when the road was so rough and the riding so insecure that she had to be strapped in to keep from falling out of the wagon she made merry over the circumstance instead of detailing it as a hardship. For five years she labored among the Dakota Indian women, who speak of her as the "beautiful woman who spoke so well." Then God called her to himself. Was this life, with its beauty and its talents, wasted? We cannot think so; we know not why God called her to bury herself for a few years in that remote region, and then, just when the work seemed opening before her, why he should call her away. Perhaps he wanted to show to a doubting world that the cause of Missions was so important that for its advancement he would use the very one whom the world looked upon as too good for the work. Perhaps he wanted to prove to some doubter the power of that love that would draw such an one as Nina Foster Riggs away from the admiring and flattering circle in which she moved and lead her to give herself to a life of self-sacrifice. It may be that he wanted to put a bright gem in the midst of the darkness of ignorance and heathenism, that its shining might "enlighten, captivate, lead forth and refine." For us, we may learn that our best, our very best, even _ourselves_, is the gift we are called upon to give. Shall we consecrate whatever we have, whatever we are, to the service of our Lord--_now_? FAYE HUNTINGTON. "FOR MY KING." JUST to shine for Jesus Every day-- Just to sing his praises On my way; Just to gather jewels By his aid, To go onward ever Not afraid; Just to drop a love word As I go, Just to cheer a lone heart In its woe; Just to smile for Jesus, On my way-- To work and speak for Jesus When I may; Just to shine for Jesus Everywhere, This, O Blessed Saviour! Is my prayer. MRS. C. E. FISHER. JENNIE'S VICTORY. "JENNIE," said her sister Ella, "you are fond of talking about gaining victories; but I think if you would only conquer that bad temper, it would be a glorious victory." But this made Jennie angry; and she went away to nurse her anger. The first book she took up happened to be a Bible; it opened of itself to the place: "A soft answer turneth away wrath." Meantime, would you like to know what was the trouble? On their way home from school, Jennie and her friend Albert quarrelled. Albert said Jennie's friend Lila Johnson missed a word, and Jennie said she didn't; and they disputed until both were angry. As Jennie read the Bible verse, she could not help thinking what if she had answered Albert that perhaps she was mistaken; then she was sure all would have been right between them; however, she was too angry to listen to the soft voice which was whispering this in her ear; she closed the book, and went down stairs. Cousin Harold was in the sitting-room with Ella; when he caught sight of Jennie's red face and tearful eyes he began to question. Harold's advice was to ask Albert's pardon; and he volunteered to go with her to Albert's house. Jennie was almost sure to do as cousin Harold said, and in a short time they were walking down street together. Only a block from her own house she met Albert, and stopping, said hurriedly: "Albert, I'm coming to tell you that I'm sorry." Said Albert, "So am I." "There!" said cousin Harold, "I fancy you have gained quite a victory. What a fine thing it would be, if you were always a brave general, and gained victories for the right." After that, she went to a store with Harold, and waited while he did some errands. While they were there, Albert came skipping back to ask Jennie to go home with him to tea; that mamma said so, and she had a real nice tea for him, "because it's my birthday, you know." Cousin Harold gave permission, and away went the happy children who were enemies such a short time before, but had been made friends by a few "soft words." BY A LITTLE GIRL. [Illustration: SOME OF MISS MERWYN'S SCHOLARS.] [Illustration: The P. S. CORNER] SEE here, my Blossoms, keep your thoughts carefully fixed on what I am going to tell you, so that you will understand, and not have to ask me any questions. Sometimes, you know, when mamma is talking to you, you only half listen, and pretty soon you say: "O, mamma, what did you say? I didn't quite understand." You mean, "I was thinking about something else." Now! Attention! If you, my Blossom, have received, with your badge, a letter signed "Pansy" in which I have answered your questions, and given you greeting, you of course will not expect me to reply to your letter again in THE PANSY. Because people do not receive two replies to one letter, now do they? But if, on the contrary, you have received through my secretary, your badge, and a line stating that your letter will be answered in THE PANSY, in due time, why, then look out for it; though when its turn will come is more than I can tell you; the truth is, there are at least a _thousand_ letters now awaiting answers! If some of you get gray before I can reach you with a letter, you will not blame me, will you? Because, really and truly, I am doing my _very_ best; and I answer privately all the letters I possibly can, so that you will not have to wait so long. Meantime, I expect each of you to show how patient and unselfish a Pansy Blossom can be in this matter, as well as in larger ones. I wish you a very pleasant Fourth of July. I hope it will be "independence day" to you; that you will each prove yourselves free from every chain which Satan can think of to try to throw around you on that day. If you feel like writing to tell me how you spent the day, and what one thing you did in it to give some one a happy time, whom you thought might else be forgotten, I shall be very glad to hear the stories. Remember to send your letters to Chautauqua, Chautauqua Co., N. Y., and my secretary who is there, will see that I receive them promptly. And now, good-by once more, until August. Lovingly, PANSY. * * * * * _Violet_ from Maine. So violets can blossom in your State in the midst of a snowstorm! I am glad; and I hope it is a very sweet flower. Still I see the weeds trouble you. The one you mention, grows very fast, unless constantly watched. Don't let it hurt the perfume of your blossom. _Clintie_ from Massachusetts. Dear little boy, we welcome you to our garden. Fretful words are troublesome weeds; and it is sometimes a great temptation to use them to those who are _in_ our family, but not _of_ it. I am glad you are pledged to watch their growth. Those who are all the time away from their homes and friends, need our help in every possible way. _Emily_ from Connecticut. Dear! dear! these _tongues_. What shall we do with them! And yet, what would we do without them? It is so easy to think of some bright little word to say in return, at just the moment when we ought to keep quiet. I read of a boy who kept a clothes pin in his pocket, ready to clap on his tongue when he was tempted to speak words which he ought not. But I think there are better checks than clothes pins. Don't you? _Lulu_ from New York. Another Blossom from the "Snow!" You are welcome. "Slang" is a word which covers a very disagreeable habit indeed. It astonishes me to see how many people who think themselves cultivated, indulge in it. I have noticed that it is sometimes connected with the other weed of which you speak. By all means get rid of them both, keeping the "Whisper Motto" in mind. _Bertha_ and _Stella_ from Iowa. It is natural enough to like to play rather than to work. I presume men and women who work hard would often rather play. The great difference between people is, that some of them do what they would rather not, because it is duty; and some of them do what they would rather, because they _want_ to. I am glad to think of Bertha as belonging to the first class; for the others are rather worthless people. As for the dear little Blossom who describes herself in this way: There was a little girl, and she had a little curl, Right in the middle of her forehead; And when she was good, she was very, _very_ good, And when she was bad, she was _horrid_, truth compels me to say that she has a great many brothers and sisters! But Stella is not to belong to their family any more. _Mabel_ from New York. I once had a kitchen girl who was a source of great amusement to my family because she fretted about everything. One morning I said to her: "Rebecca, we are going to have a rainy day, I fear." "Of course we are," she answered; "as sure as I have a large wash, and need sunshine especially _much_, it is sure to rain." An hour afterwards the sun was shining brightly. As I went through the wash-room I said to Rebecca, "It didn't rain after all, did it? See what beautiful air for drying clothes." "Oh yes," she said, "sun hot enough to bake me just as I am ready to hang out clothes; that is always the way." The fact was, poor Rebecca in her younger days had contracted such a habit of fretting, that she really seemed unable to find a bright side to anything. I am glad you are pledged against such an enemy. _Agnes_ from Illinois. I think THE PANSY is a very nice present. I am glad you agree with me. I agree with you that forgetful people are very troublesome, and sometimes in danger. There was once a little girl who forgot to turn out the gas in her room, but blew it out instead, as though it was a candle, and lost her life in consequence. We welcome you to the P. S. _Mertie_ from Maine. "Foolish" questions are really very troublesome. The other day I sent a boy to the cellar for a certain jar. "Which jar?" he asked. "I told you there was but one," I said. "Oh, where is it?" "In the cellar, as I told you." "Which cellar?" said this foolish boy; and yet he knew as well as I did, that there was but one cellar in the house. This same boy once lost his breakfast because he did not get up when he was called. I congratulate your mother because of your pledge. _Medie_ from Michigan. Carelessness is a dangerous enemy. A careless little girl set a bottle on a chair within reach of her baby sister, and now poor baby is blind! It only took a moment to put the bottle in the right or wrong place. So sometimes the carelessness of one minute causes a life time of sorrow. Welcome to our garden. I am glad you mean to work to extend the usefulness of THE PANSY. _Hattie_ from Illinois. Did you ever read the story of the great man who had a little dog named Diamond? I always admired his patience. If you do not know the story, suppose you look it up. Will you kiss Marion for me? Your age? Let me think; I am not good at "guessing." Suppose I say twelve? Is that it? When you get the missionary society in good working order, send us a report of its doings. _Ella_ from Pennsylvania. It seems to be a very hard lesson for my Blossoms to learn--that of prompt obedience. It is well for the world that so many are working hard at it. As for doors, I have heard them slam when I did not think the wind was to blame. Hands can do wrong as well as feet and tongues. The truth is, all our body-servants need watching. _Bessie_ from Iowa. I shall have to tell you a story about Neddie. His brother Rob who loved him dearly, was tempted to tease him, occasionally, "just for fun!" One day he said in a frightened tone: "O Neddy! What is that great big bug on the back of your neck?" Poor Neddy was afraid of all kinds of bugs. He gave a quick little jump from the piazza where he stood, fell over backward, hit his head against a stone pillar, and never spoke again! Poor Rob! Doesn't your heart ache for him? I once heard a good man say that "by-words" were side doors to profanity. What do you think? _H. E._ from Kentucky. You have left me to guess your name. Well, I "guess" that it is Harrison Eleazar. Am I right? Never mind, you know your own name; see that you do credit to it. I like your pledge. It is a very common fault to speak ill of persons. I wish all the Pansies would take a resolution against it. _Jennison and Milton_ from Virginia. It gives me pleasure, my boys, to know that you enjoy your badges, and that they help you. I earnestly hope to hear that Warren and Jennison are able to wear theirs to all appropriate places; yet I confess I wouldn't like to think of them as being worn by boys who had not tried hard to do them honor. I expect to hear good news from you _all_, next time. _Albert_ from California. Obeying "after the third or fourth time," is sometimes obeying too late. It does me good to know that one more boy is resolved to cultivate the habit of prompt obedience. I know you will make a better man because of this. There was once a boy who had a sharp lesson on promptness. His uncle called two boys, Warren and Robert, to come to the yard at once; Warren went on the instant, but Robert waited to finish the page in the story he was reading. When he finally reached the yard, he found Warren seated on a pony's back, and he shouted out that the pony was his. "Yes," said his uncle, "I intended the pony for both of you; but since Robert did not come I concluded he did not want any pony; and gave it to Warren." I think that was pretty hard. Don't you? But the truth was, Robert had such a habit of waiting awhile, after being called, that I suppose his uncle thought he needed a severe lesson. _Walter and Harry_ from Rhode Island. Two brothers, one of whom is to learn "patience," and the other means to "stop whining." Good resolves, both of them. A whining face is never a pleasant one; and as for patience, it is needed all the time to help us through this world. _Minnie_ from Kansas. I don't like to be teased; do you? I'm sure I hear you say, "No, ma'am." Then, according to the Golden Rule, you and I ought not to tease other people; and I am glad you have resolved not to do so. As to the finger-nails, of course they do not like to be bitten. Only three Pansy Blossoms in your city? Why, that is too bad! Can't you plant some more? _Florence_ from Missouri. Give my love to my namesake, the dolly; though I am afraid she will care nothing about it. After all, I don't know how many cats you have, though you undertook to tell me. Can you guess why I do not know? Please try. _Minnie_ from Connecticut. Your letter was not at all "silly," my little friend, but we only publish in THE PANSY those letters that give interesting stories about people or animals, or places; something which will interest all. You know one doesn't like to publish one's _personal_ letters for others to read. I hope you will have your wish and "change into a very good girl." In fact, I know you will, if you wish it enough to keep daily trying, and trust in the great Helper. _Maggie_ from Kentucky. How glad I am that we have another Blossom who has resolved to guard her lips from the use of slang words! Think of a flower speaking in any but sweet and refined language! Who would want to make bouquets of flowers whose breaths were impure? _Alma_ from Kentucky. You have taken a very important pledge. There is hardly another so important. I hope every Pansy in our garden will be a brave earnest worker for temperance; by which I mean the sort of total abstinence which determines to "touch not, taste not, handle not." _Mollie_ from Kentucky. How much I should like to hear that your pledge had helped you to be present in Sabbath-school each Sabbath this year! Wouldn't that be pleasant? But there are some absences over which we have no control, are there not? Well, suppose we put it, each Sabbath that you are not detained by sickness, or by some cause which you could not help? Then let us hear at the close of the year, what success you have had. _Lizzie_ from Illinois. It is pleasant to hear of an entire class joining the P. S. You can be helpful to one another. "In a minute" is a very bad sprite, who gets many people into trouble; have nothing to do with him. I think many persons who really intend to do the right thing, are caught by Satan, in this way; instead of trying to get them to decide against it, which he knows they wouldn't do, he coaxes them to put the duty off until they forget all about it. I trust he will not get the advantage of you. _Lara_ from Illinois. So the meek little pansy on its satin bed has done its duty and helped you? I am glad. Do you know, I think "little things" are harder to bear than big ones? Someway, we make up our minds to be patient and brave over real troubles, but little pin pricks are likely to find us off our guard; so a pledge against just these "little foxes" is very important. _Elma_ from Dakota Territory. Dear little Blossom, what a sweet letter you wrote me with your own hand! I think your lips must be very sweet when they have a smile on them; but "grumbles" are almost sure to dress themselves in ugly pouts. I would have nothing to do with them. _Olive_ and _Hattie_ from Michigan. A "black" Pansy? No I do not think "thoughtlessness" is black. It is my opinion it is a dull gray-brown; such as my children in Sabbath school call dirt-color. Let us remember that it is a weed, not a pansy, but has crept in among some of our Blossoms unawares, and is to be rooted out. May you succeed in keeping your corner free from its power. Hattie dear, I am sorry for your long waiting. The first letter must have gone astray. What good news you both gave me! May you shine so brightly in your home, that "baby May" will early follow your example. _Rose_ from ----. You forgot the State, little Rose, so I have to guess at the place where you bloom. I think it is better to wear the badges only on special occasions, and so to keep them fresh and neat-looking, a long time. However, they can be renewed at ten cents each, whenever the owners think they ought to have new ones. _Gertie_ from Massachusetts. You are right, little girl. All over the world, young people seem to be troubled with very much the same weeds. Satan must depend a great deal on these "quick tempers," he has so many of them at work for him. I rejoice over every boy or girl who resolves to break from his power. How glad I am that THE PANSY helps you! That is sweet praise. I am also glad that you send it on, to help others, when you are through with it. _Julia_ from Connecticut. Whispering tongues make a great deal of trouble. Watch yours with care. Dear Julia, one who truly wants to be a Christian has to bring her _will_ into the matter. Do you know what I mean? As soon as we honestly determine that, whether it is easy or hard, whether we are happy in it or unhappy, we will from this moment give ourselves to the Lord Jesus to obey Him in all things, He comes, and takes possession of our hearts, and makes them new. Take your decision to Him, and He will help you. _Helen_ from New York. I am much interested in your society. I think you must have a very ingenious leader, to plan amusement for you. All the pledges, too, are important. I feel sure there must be some happy mothers in your neighborhood; for I have observed they are always glad when they see improvements in their children. I hope you will write us often; and give us the benefit of any new ideas which you get. _Julia_ from Colorado. Oh, yes, we like to hear about the mountain scenery in your grand State. I am glad you give time and thought to the mountains, for they are among the wonderful works of God. Have you ever noticed what beautiful Bible verses there are about mountains? Once I made a copy of them all, and enjoyed it much. We shall always be glad to hear from you. _Walter_ from Massachusetts. Indeed you can "belong!" Boys used to be rather scarce in our society. I used often to wonder why they were not so eager to overcome their faults as girls seemed to be. But we have a great army of them now. Your pledge is very important. I am sure "mamma" will rejoice; and watch your improvement with a thankful heart. _Edna_ from Iowa. Indeed I think you wrote a very nice letter. So you want to "shoot" a great many things, do you? I think, with you, it is very wise to overcome the habit of using that, or any other by-word. To say the least, it is inelegant; and Pansy Blossoms should be very elegant, to match their lovely dress, and general appearance. _Louie_ from Maine. Dear little seven-year-old Blossom, we welcome you with pleasure. Do the weeds of cross words trouble you? They are very poisonous weeds; I would be glad if they were rooted out of all the heart-gardens in the world. Look well after yours, my dear, and there will be fewer than ever before. _Mrs. V. R._ from Florida. Thank you, dear friend, for your sweet bright letter, and for joining our P. S. and so giving aid and comfort to the many little feet that are treading the same road. Indeed I know, by experience, that if any one in the world has need of patience, and finds it hard to lay in enough for each day's supply, it is a mother. If all the mothers would join us in honest effort, it would be easier to lead the children. _Lelia_ from Minnesota. A "whining" flower! Wouldn't that be a curiosity? I am so glad you are working to overcome. I know ever so many Blossoms who ought to join you in that pledge. Can you not induce some of them to do so? _Louise_ from Dakota. Here is another "careless" Blossom whose temper also troubles her. What an army of them we have! Every name added to my roll gives me a feeling of satisfaction; I know there is just so much less sorrow in the world, because of each pledge. _Hattie_ from Connecticut. Thank you, my patient little girl, for being willing to wait your turn for a letter. Not all the Blossoms are so thoughtful. I shall now think of your "things" as always in place. Shall I? How pleasant that will be! For I know just how trying it is to have them lying around where they do not belong. I am glad you are also a little worker for THE PANSY. - - - - - - _ABOUT BABIES._ (_Special to the P. S._) NOW, my Blossoms, here is business for you. In the first place, pick out the words which you think are improperly spelled; count the number, and see if all the members of your society agree with you. The next thing is, to correct them. I hope I shall have some good reports about the fun you had, and the knowledge you gained. I wonder if any of the Pansies will recognize their words in the list? Lovingly, PANSY. - - - - - - DEAR PANSIES: It was my indention to wright you about my Journey north, this month, butt as nothing of interest ocurred, I have desided to tel you of a pretty little villiage where I once went to a Sundy school meeting. It seems it was the habbit of the peple to take the babies to Church, and as, on that day it was not convient for eny boddy to stay at home with them, fifteen babies suceded in atending the meeting! It was a verry plesent day out of doors; and I could not help feeling sory for the poor babies, because they were not out in the Sun shine. They had a fassion of all talking at once; and it was sometimes nesary for the speeker to speek quite lowd in order to be herd. While one man was telling a storry which of coarse the babies did not understand, one of them hoped up on the seet in front of me and began a game of hide and seek. He was very still about it, hiding his curly head on his mother's sholder a minit, then bobing it up and looking at me. He was so sweet I could not help ansering him with a little smile, and a speck of a nod, until sudenly his plesure became to grate, and he shouted out "Peek-aboo!" Poor baby! It realy was not his falt so mutch as mine; and I realy suppose I ought to have been the one to have been caried out in disgrase. But I do not think his mother was seveer with him, for I herd her not long afterwards, calling him "Mamma's little hart seas!" - - - - - - DEAR PANSY: I find so many letters in your magazine from children that I can not forbear writing to you. Although I am not a child, I think I am as much interested in the magazine, and in the Pansy Blossoms, as any child can be. Possibly you will remember my writing you about the organization of our Pansy Club. It has been a success; the children are delighted with it. Not long ago we gave an entertainment, followed by refreshments--ice-cream, watermelon, etc. We cleared a little over twenty-seven dollars. The children sang a number of songs, and recited selections, largely from THE PANSY. I wish you could have heard them! It seemed to me that if I were not a Christian, the love which sprang up in my heart that night for those dear children, would have drawn me to Jesus. I have long felt as though my life was almost a blank, but this P. S. has opened a way for me to accomplish some good. I am anxious to do good. I can meet those dear little ones in grove, or hall, or parlor, from week to week and perhaps sow a seed in some heart that shall blossom for God. At our entertainment, fifty children were in the procession, and marched into church led by a drum corps of little boys. Our banner is made of cream-colored silk; arched over the top in large blue letters are the words: "The Children's Union Pansy Club." Underneath: "Our Motto is to OVERCOME." In the centre, the words: "For Jesus' Sake." At the left corner there is a bouquet of pansies, painted in their natural colors. All the money we have saved, or earned, we have appropriated to our pastor's salary, which is small, and not paid regularly. Your loving friend, MRS. J. H. D. - - - - - - DEAR PANSY: One night I was going down to the pasture after the cow, and I saw Jip, our neighbor's dog run, barking, into a clump of alders; so boy fashion, I ran after him. As soon as I reached the bushes, out came a rabbit; then Jip and I joined in for a share of the fun. Jip caught him by the hind leg and tossed him into a pile of underbrush. The poor creature was so scared that he crouched down and did not attempt to stir. I caught him in my hands, and carried him home. Papa fixed a barrel for me to put him in. In the morning we built a pen for him in the barn. At first he was very wild, and would cry almost like a child; but I petted him a great deal, and when he found I was always kind, I could go in and lie down beside him on the hay, and he would hop back and forth over me. I kept him for a month; then as winter was coming, I thought I ought to let him go for fear I could not get the right kind of food for him. One day when I went to school I took him with me. When I reached the woods, I put him on the ground, but he would not go away from me. I had to carry him away into the middle of the woods; there I left him to find his old home. Your friend, ALUAN LARRABEE. - - - - - - DEAR PANSY: I have wished, ever since the first number of THE PANSY arrived, to try to thank you for your goodness to the children; at this late date, I have still nothing to offer save all the thanks from each of our family circle, that can possibly be crowded into one envelope. We were snowbound all winter. THE PANSY was almost our only visitor, and the good things it brings each month were devoured with such eagerness and gusto as are possible only to those who, like ourselves, have been famishing for lack of mental food. I try hard to keep the magazines clean, but they are read over and over again, and the pictures inspected with ever new delight; and they are in danger of being worn to tatters. The mother, being only a child of larger growth, enjoys the little books as much as her bairns, and is in much more need of their healthful and helpful teaching. I find one needs all the help possible to keep one's flag flying with its motto of "Onward," and its voice ever shouting "No surrender!" And this, amid all the wounds which that merciless tyrant, "Poverty," can inflict. May God bless and reward you, is a loving mother's prayer. - - - - - - DEAR PANSY: Here comes an old "Mother Pansy" of thirty-one summers, to join the ranks of your thousands of correspondents. I picture your smile of amusement at the faded appearance which your imagination must necessarily attribute to this ancient flower, but I assure you her feelings and desires for the happiness of the sweet young Blossoms are as strong and fresh as they were in her youthful days. Hence, by order of the President of our Pansy Society, of which I am Secretary, I must write you something of the proceedings of said P. S. Our "Club" was organized about a year ago and has been holding regular weekly meetings since September last, at which each member reads or recites some instructive, moral and entertaining selection often from your magazine, THE PANSY. Our Society consists of six members: Charles T. Crawford, Pres., aged 12 years; Mrs. Walter Crawford, Sec., 31; Blanchie Crawford, 10; Geo. W. Crawford, Treas., 8; Victorine Crawford, 5; Jas. Warren Crawford, 2. This is quite a "Crawford Clan" you see, and quite a _home affair_, with regard to members and meetings, but we are trying to make its influence for good extend far and near. At Christmas time we got together a large lot of old toys, picture books, etc., with boxes of cake and bonbons, and sent them to some poor children in our community who were not able to buy new ones. We also sent a box of Christmas goodies to each of the _real old_ ladies and gentlemen living near us who were likely to be overlooked in the overflow of young life surrounding them. Also sent out some suitable presents and eatables to needy negro families. At our yesterday's meeting a motion was made, seconded and voted in that as "St. Valentine's Day" was near at hand, each member of the Society prepare and send a Valentine to some little child who would be likely to be forgotten on this festive occasion. We gave to the "Missions" last year and will give again during _this_. THE PANSY has been a regular monthly visitor here for the past four or five years, and we would feel _very much_ as if "one of the family" were gone if we were deprived of it. Earnestly wishing the progress of each P. S. in the wide world and asking your own and their prayers for the further success of ours, I remain, Respectfully, MRS. WALTER CRAWFORD, _Sec. of P. S._ REPORT OF THE P. J. S. DURING the last three months the Pansy Junior Society of Tompkinsville, Staten Island, N. Y., has entered into a new field of action, that of specific work for others who have fewer advantages than they. Forty paper dolls have been made and dressed. About one half of these are babies with one dress each, the others being children each provided with six dresses. Two china dolls have been entirely fitted out, while others are in various stages of completion. Having heard of an invalid who was patching a quilt and desired pretty pieces outlined in colors for it, the Society decided to work a few for her; five of these are already finished. Up in Essex County, deep in among the Adirondacks, lives a lovely Scotch lady who has interested herself in the children of that region. These little ones have absolutely nothing in the line of reading, and by a unanimous vote of the Society, it was decided to send them some nice books and Sunday-School papers, thereby forming the nucleus of a sort of circulating library, of which the Scotch lady will be the head. We hope, sometime in the near future, to open correspondence with the children themselves, and if possible, to start a branch of the P. S. in Essex County. The members of our Junior Society show great interest in the work of subduing their faults, and many have been the conquests over self. Of course we all often forget, but frequently the knowledge--and acknowledgment--of our shortcomings, has but added fresh earnestness to the desire not to be overcome. At a recent meeting we decided to have a motto, and the one chosen was, "For we are laborers together with God." With this watchword, and with the help of Him who is our Captain, we intend to go on--and up. E. M. CLARKE, _Sec._ "THE CHILDREN OF WESTMINSTER ABBEY." HOW many of the Pansies know what Westminster Abbey is? Of course a large number of you little folks are not yet acquainted with it. I don't know a pleasanter way for people of your age to learn about it, than to read the book bearing the title which I have given above. Listen to what it says about the building, "That Abbey is the record of the growth of our two great nations. Within its walls we are on common ground. America is represented just as much as England. All English and American boys and girls should love Westminster Abbey." There are pictures of the wonderful and beautiful building scattered through the book; thirty-two illustrations, in a book of two hundred and ninety-four pages. It is almost like visiting the building itself, to read about it in this book written by Rose Kingsley. It is a beautifully bound volume, my copy being in brown and gold. Usual price one dollar. To members of the P. S. sixty cents. In ordering from D. Lothrop & Co., you must not omit to say that you are entitled to the book at the reduced price because you are an enrolled member of the P. S. With this introduction, I am going to let the story speak for itself, by giving you a page or two from it, together with the picture of "The Cradle Tomb." [Illustration: "THE CRADLE TOMB."] "On what used to be the altar step of the north aisle of Westminster Abbey, stands a baby's cradle--a cradle on real rockers. A gorgeous coverlet, all trimmed with rich guipure lace, falls from the corners of the cradle in splendid rich folds. The arms of England, Scotland and Ireland are carved on the back. And when you look under the head of the cradle you see that a baby lies sleeping in it. A darling tiny baby it is--its little wee face set in a close lace cap and lace ruff, under a kind of lace-trimmed hood that forms part of the pillow. You can almost fancy that if the cradle were set rocking, the babe might open her eyes. But 'baby and cradle, and all,' are marble--marble, yellow with the dust and wear of nearly three hundred years! "'The Cradle Tomb' of Westminster, as it is called, has been far better described than by any words of mine. A card hangs close beside it, placed there by desire of Lady Augusta Stanley, on which is a poem by an American lady. That lady is a well-known favorite of American readers; for she is none other than Susan Coolidge. And the lovely verses--some of which I venture to transcribe--appeared in _Scribner's Monthly_ for 1875: A little rudely sculptured bed, With shadowing folds of marble lace, And quilt of marble, primly spread, And folded round a baby face. Smoothly the mimic coverlet, With royal blazonries bedight, Hangs, as by tender fingers set, And straightened for the last good-night. And traced upon the pillowing stone A dent is seen, as if, to bless That quiet sleep, some grieving one Had leaned, and left a soft impress. * * * * * But dust upon the cradle lies, And those who prized the baby so, And decked her couch with heavy sighs, Were turned to dust long years ago. "The inscription on her cradle tells us that this dear baby, 'Sophia, a royal rosebud, plucked by premature fate, and snatched away from her parents--James, King of Great Britain, France and Ireland, and Queen Anne--that she might flourish again in the rosary of Christ, was placed here on the twenty-third of June, in the fourth year of the reign of King James, 1606.' "The little creature was born on the twenty-first of June at Greenwich--a favorite palace of the English sovereigns. Great preparations had been made for her christening, and for the tourneys which were to be held at the same time in honor of her grandfather the King of Denmark's visit. But the baby only lived two days, and was hastily baptized 'Sophia,' after the Queen of Denmark. James the First gave orders that she should be buried 'as cheaply as possible, without any solemnity, or funeral.' Nevertheless he made a contract with Nicholas Poutrain, the royal sculptor, for her monument, the cost of which was not to exceed one hundred and forty pounds. And we find that her coffin was very solemnly conveyed up the river by barge, covered with black velvet, accompanied by three other barges covered with black cloth and bearing many nobles, lords, ladies, and the officers-of-arms, to the Parliament stairs at Westminster. Thence the procession went to the southeast door of the Abbey, where it was met by the great lords of the Council, the Heralds, and chief officers of the court." WE WANT EVERY BOY AND EVERY GIRL _To carefully read the extraordinary premium offers made on the following pages. We have selected a few of our most attractive premiums, and have made special offers, for the summer months only, to those sending us clubs._ _Should you desire to obtain any article not on our list of premiums, write to us fully about it, and we will cheerfully answer all your inquiries. If you wish to earn a book, a toy, a game, a stamp or mineral collection, or anything dear to the heart of a boy or girl, write to us about it and we will make such arrangements as will enable you to secure the desired article by obtaining subscriptions for our magazines._ _[Illustration]If you do not care to secure any of the premiums we offer, will you kindly call the attention of your friends to the suggestions we have made, thereby obliging us, and perhaps doing them a great favor?_ _A specimen set of our magazines will be sent to any boy or girl wishing sample copies to show, on receipt of ten cents in stamps. Address all inquiries and orders to_ _D. LOTHROP & CO., Publishers, Franklin and Hawley Streets, Boston._ YOUNG PEOPLE ATTENTION! VACATION IS COMING!! Read the following extraordinary Premium Offers, and learn how to obtain, without expense, articles that will add greatly to your vacation pleasures. READ CAREFULLY THE FOLLOWING CONDITIONS: 1. The premiums are given only to subscribers to any of our magazines, with this exception: =ANY= person may work for the premiums by sending one more subscriber to any of the magazines than the premium calls for. 2. The full subscription price must be paid for each subscription, as follows: WIDE AWAKE, $3.00; THE PANSY, $1.00; OUR LITTLE MEN AND WOMEN, $1.00; BABYLAND, 50 cents. =No premiums will be given to any person sending his own name as a new subscriber; nor can his name count as one of a club sent for premiums.= 3. Send your subscriptions as you get them. Always send the payment for each subscription with the name. 4. You can send for a premium when you send us the names of new subscribers, or you can complete your list and then select your premiums, as you may prefer. 5. Those working for this special list of premiums can have until August 1st., in which to complete their list. 6. =The premiums we offer are given FOR new subscribers, NOT TO new subscribers.= 7. Two new subscriptions for six months will count as one yearly subscription. 8. The names and =full subscription price= must be sent to D. Lothrop & Co., and _not_ through any agent or Subscription Agency. 9. The volumes of the magazines begin as follows: WIDE AWAKE, with the December and June numbers; THE PANSY, with the November number; OUR LITTLE MEN AND WOMEN, with the January number; BABYLAND, with the January number. Always specify the date you wish the subscriptions to begin with. Subscriptions may begin with any number. GUNS FOR THE BOYS. The Guns described below are all especially adapted to "Fourth of July" sports, from the fact that with them torpedos can be thrown with great accuracy and, exploding as they strike, make a very loud report. What is known as the small "American" torpedo is the best. These Guns are especially suitable for drilling purposes. Any boy will find it a very easy matter to secure enough subscriptions to earn the guns that may be needed for his company. "DOCTOR CARVER" GUN. [Illustration] Given for one new subscription to THE PANSY or OUR LITTLE MEN AND WOMEN; or, given for one new subscription to BABYLAND and =20 cents cash additional=. It has an adjustable tension that can be regulated to suit the strength of any boy. This is a new gun, made on a new principle, and is the best arrangement for target shooting ever seen. It shoots with great force and accuracy. Three arrows go with each gun. It will also fire marbles, bullets, sticks or paper wads. The gun is nicely finished in all parts and is painted a bright red that will not fade, which makes it very handsome. It is three feet long, strong and durable, easy to adjust and load, and does not get out of order. Price 50 cents. Postage 10 cents additional. THE "LITTLE GEM." [Illustration] Given for one new subscription to BABYLAND. This is a new gun, well finished and very effective. It possesses part of the patented features of the celebrated "Doctor Carver" gun, but is not as powerful. It is lighter and somewhat smaller than the "Doctor Carver" gun. Price 25 cents. Postage paid in the United States. "WINCHESTER RIFLE." [Illustration] Given for one new subscription to THE PANSY, or OUR LITTLE MEN AND WOMEN. Or, given for one new subscription to Babyland and =25 cents cash additional=. A new double-barrel gun. It has the patent "oscillating yoke" or yielding stop, same as the celebrated "Doctor Carver" gun and has a well-finished stock of proper shape. Price 50 cents. Postage 10 cents additional when purchased or sent as a premium. THE WILCOX TARGET GUN, WITH BAYONET. [Illustration] Given for two new subscriptions to THE PANSY, or OUR LITTLE MEN AND WOMEN. Or, given for one new subscription to THE PANSY, or OUR LITTLE MEN AND WOMEN, and =50 cents cash additional=. Two BABYLAND subscriptions will be equivalent to one PANSY subscription. =For One new subscriber to WIDE AWAKE=, two of any of the guns will be given as a premium. It shoots with precision, is simple in construction, and finely finished. The bayonet is of wood, bronzed to imitate steel. Each gun is provided in the breech with a small pocket, in which will be found, 5 metal-head arrows, and 2 paper targets. For drilling purposes, it can be readily changed to the form of an ordinary rifle. Price $1.00. Postage 20 cents additional. UNION WEB HAMMOCKS GIVEN AS PREMIUMS FOR NEW SUBSCRIPTIONS. [Illustration] We are pleased to announce that we have made such arrangements as will enable us to offer these superior hammocks for a smaller number of subscriptions than ever before. Every hammock is warranted by the manufacturers; and nothing but the best material and workmanship enter into their construction. Each grade is tested at a given number of pounds. They are warranted, when colored, not to soil the finest fabric. THE HERCULES. Given for one new subscription to THE PANSY or OUR LITTLE MEN AND WOMEN, and =40 cents cash additional=. This is the strongest hammock made, warranted to hold 1100 lbs. It is made of very heavy cord. Length, 13 feet; length of bed, 6 feet. Price $1.15. Postage and packing 30 cents additional. CHILD'S HAMMOCK. Given for one new subscription to THE PANSY or OUR LITTLE MEN AND WOMEN. This is a nice hammock for the little ones. It has variegated colors in ends and body. Has a miniature Horseshoe for the fastening at the ends and safety cords at the sides. It is perfectly reliable and far preferable to a crib or cradle. Length, 7 feet; length of body, 3 feet. Price $.75. Postage and packing 15 cents additional. B B HAMMOCK. Given for one new subscription to THE PANSY or OUR LITTLE MEN AND WOMEN, and 25 cents cash additional. This hammock is made better than ever before. The web is of extra heavy cord, and bright colors which are warranted fast. It is a splendid hammock. Length 11 feet; length of bed, 6-1/3 feet. Price $1.00. Postage and packing 20 cents additional. THE BOSTON. Given for one new subscription to WIDE AWAKE, or for two new subscriptions to THE PANSY or OUR LITTLE MEN AND WOMEN and 40 cents cash additional. A double web hammock that is very popular. Length, 12-1/2 feet; length of bed, 7 feet. Price $1.75. Postage and packing 20 cents additional. [Illustration]_Two BABYLAND subscriptions will be equivalent to one PANSY subscription._[Illustration] BOY'S FISHING OUTFIT, WITH JOINTED ROD. [Illustration] Given for two new subscriptions to THE PANSY or OUR LITTLE MEN AND WOMEN, or for one new subscription to THE PANSY or OUR LITTLE MEN AND WOMEN and =50 cents cash additional=. This outfit is put up especially for our use, and we can recommend it to the boys who enjoy fishing as a very good outfit for the price asked. It consists of a 12 foot jointed rod with brass tips and ferules, 1 bob, 2 sinkers, 1 36 foot line, 1 dozen hooks assorted, 2 flies, 1 bait-box, 1 trolling hook for pickerel, and 2 hooks ganged (i. e., with hair or gut snell.) Postage prepaid. Price $1.00. TWO BABYLAND subscriptions will be equivalent to one PANSY subscription. THE AMERICAN FOOT BALL. NO. 2. [Illustration] Given for two new subscriptions to THE PANSY or OUR LITTLE MEN AND WOMEN. Or for one new subscription to either magazine and =60 cents cash additional=. The American Foot Ball is made of heavy canvas, thoroughly saturated with rubber, very strong, so as to be blown up with a key which goes with each one. It is 22 inches in circumference. Price $1.50. We also include in this offer the American College Rules of Foot Ball. Price 15 cents. Two BABYLAND subscriptions will be equivalent to one PANSY subscription. A GOOD MICROSCOPE. [Illustration] Given for one new subscription to THE PANSY or OUR LITTLE MEN AND WOMEN; or for one new subscription to BABYLAND and =20 cents cash additional=. No one need be without a microscope. We have made special arrangements by which we can offer a Combination Microscope (or Floroscope), 2 inches in length. It has in addition to a powerful microscope lens, a mineral glass for examining plants, minerals, etc. It is very convenient. It can be put into a vest pocket, and yet is as serviceable as many more expensive microscopes. Price 50 cents. BOY'S COMPOUND MICROSCOPE, NO. 655. [Illustration] Given for one new subscription to WIDE AWAKE or for four new subscriptions to THE PANSY or OUR LITTLE MEN AND WOMEN. Two BABYLAND subscriptions will be equivalent to one PANSY subscription. This instrument will show satisfactorily the larger animalcules in pond water, the scales from a butterfly's wing, etc. The stand is of polished brass, handsomely lacquered, with one eye-piece and one object-glass, magnifying, when combined, about 40 diameters or 1600 times. One prepared object, two glass slips and a pair of brass forceps, are furnished with it; the whole is packed in a neat polished walnut-wood case. Price $2.50. Postage paid. ALL THE BOYS AND GIRLS WANT A ROGERS' SCROLL SAW. Our latest Special Premium given to any subscriber sending us =SIX= NEW subscriptions to OUR LITTLE MEN AND WOMEN or THE PANSY (at $1.00 each); or for =FOUR= NEW subscriptions to OUR LITTLE MEN AND WOMEN or THE PANSY (at $1.00 each) _and $1.00 cash additional_; or for =TWO= NEW subscriptions to above magazines (at $1.00 each) _and $2.00 cash additional_; =or=, for 2 new WIDE AWAKE subscriptions. _Two_ BABYLAND _subscriptions equivalent to one_ PANSY. [Illustration] The entire framework is made from Iron, painted and Japanned black, and ornamented with red and gilt stripes. All parts made to interchange. 1. The Bearings to the Arms are carefully sized to bring them in perfect line. (This is a vital point in the construction of any Jig Saw.) 2. Each machine is provided with a Dust Blower, which is a very great advantage. 3. Our machine has a jointed Stretcher Rod, which allows the operator to throw the upper arm out of the way when adjusting his work or saw. This joint also permits the machine to work much more freely than with a straight iron rod. 4. Our clamps have a hinged jaw which overcomes the disagreeable raking overthrow of the blade, which is unavoidable when the saws are secured rigidly to the arms. Saw blades are not nearly so liable to break when clamps have this joint. Thus a large percentage of the expense of running the saw is saved. Besides this the saw runs much easier, the swing coming at the hinge instead of bending the blade with each stroke of the saw. 5. The Balance wheel is 4-1/4 inches in diameter, with a handsome spoke centre and Rim of Solid Emery. 6. The attachment for Drilling is on the Right Hand Side of the machine, which, for convenience, is an obvious advantage. 7. No Pins are used in the construction of this machine, as we prefer the durability of nicely fitted screws and bolts in securing each part. While the New Rogers' Saw is very rich, though not gaudy in appearance, it has been more especially our object to make, for the least possible money, a saw characterized for its Compactness, Strength, and durability, ease of action, and firmness when in operation. With each machine we give six Saw Blades, Wrench, Sheet of Designs and three Drill Points. The Saw alone weighs 25 lbs.; Saw and Box together, 36 lbs. Price of No. 2 Rogers' Saw, $4.00. This Saw is provided with a polished Tilting Table, heavily nickel-plated. =Receiver to pay express or freight charges.= D. LOTHROP & CO., Franklin and Hawley Sts., Boston. GOOD NEWS FOR THE BOYS. A PRINTING-PRESS GIVEN AWAY. [Illustration: HAND-INKING PRESS.] Having made special arrangements with the manufacturers we are enabled to offer the celebrated =Excelsior Printing-press Outfits= as premiums for new subscriptions. The premiums are =given to present subscribers= to any of our magazines sending us =new= subscribers to WIDE AWAKE, THE PANSY, OUR LITTLE MEN AND WOMEN and BABYLAND, =at full subscription rates=. The following special inducements are limited to Aug. 15th, 1886. =OUTFIT A= IS GIVEN FOR NEW SUBSCRIPTIONS AMOUNTING TO $8.50. Or, for NEW subscriptions amounting to $6.00 _and_ $1.20 _cash additional_. Or, for NEW subscriptions amounting to $4.00 _and_ $2.00 _cash additional_. A =SELF-INKING PRESS= will be substituted in any of the above offers for additional subscriptions amounting to $2.00. =OUTFIT A= consists of No. 1 Press, complete, 2-1/2 x 3-1/2 inches $3.00 Assortment of Furniture, .10 Ink Roller, 3-inch, with handle, .35 Can of Black Ink, .20 Font of Type, 1.00 Leads .05 Type Case .30 ----- Price, $5.00 (With a SELF-INKING PRESS, price $1.00 additional.) =OUTFIT B= IS GIVEN FOR NEW SUBSCRIPTIONS AMOUNTING TO $16.00. Or, for NEW subscriptions amounting to $10.00 _and_ $2.50 _cash additional_. Or, for NEW subscriptions amounting to $6.00 _and_ $4.50 _cash additional_. A =SELF-INKING PRESS= will be substituted in any of the above offers for additional subscriptions amounting to $5.00. =OUTFIT B= consists of No. 2 Press, complete, 3-1/8 x 5-1/8 in. $5.00 Furniture, .30 Ink Roller, 3-inch, with handle, .35 Can of Black Ink .20 Two Fonts of Type, 2.50 Extra Feed Table, .30 Leads, Oil Can, .30 Can of Cleaning Preparation, .30 Set of Gauge Pins, .20 Type Case .55 ------ Price, $10.00 (With a SELF-INKING PRESS, price $3.00 additional.) This outfit will do work from the size of postal card down. =OUTFIT C= IS GIVEN FOR NEW SUBSCRIPTIONS AMOUNTING TO $30.00. Or, for NEW subscriptions amounting to $20.00 _and_ $5.00 _cash additional_. Or, for NEW subscriptions amounting to $12.00 _and_ $10.00 _cash additional_. A =SELF-INKING PRESS= will be substituted for additional subscriptions amounting to $10.00. =OUTFIT C= consists of No. 2-1/2 Press, complete, 4-1/2 x 7-1/2 in. $8.00 Furniture, .65 Ink Roller, 5-inch, with handle, .50 Can of Black Ink, .35 Four Fonts of Type, 6.90 Leads, Bodkin and Tweezers, .50 Two Type Cases, 1.10 Set of Gauge Pins, .20 Composing Stick, Oil Can, 1.20 Can of Cleaning Preparation, .30 Extra Feed Table, .30 ------ Price, $20.00 (With a SELF-INKING PRESS, price $6.00 additional.) This outfit is an excellent one, as it will do for bill-heads, note-sheets, etc. [Illustration: SELF-INKING PRESS.] The mechanical plan of the SELF-INKING PRESS is the same as with the hand inker except that inking rollers are added to work by the stroke of a lever. The advantage of a self inker over a hand inker is mainly in speed, which is increased because both hands are left free, one to feed paper and one to work lever. ALL EXCELSIOR PRESSES use ordinary printers type, as made in any part of the world. NO EXCELSIOR PRESS is _cheaply_ made, but has _steel_ bearings, _best_ of screws, etc. =All presses print within 1/8 inch of full size of chase as screws are used to lock up the forms.= Every Excelsior Press is fully warranted in every respect. With every press we send out is included full printed instructions on every point, by which any purchaser can manage type-setting, press-work, etc., successfully and satisfactorily. =The Outfits must be sent by Express at receiver's expense.= D. LOTHROP & CO., Publishers, Franklin and Hawley Sts., Boston. SPECIAL INSTRUCTIONS. Remittances should be made by Post-office order; by registered letter; by express money order; or by bank check. These four ways are safe. The American Express Money Orders are very cheap and perfectly safe. Obtain one when possible. Remittances for small amounts may be made by postal notes, but not at our risk. D. LOTHROP & CO., Boston. FREE! THE HOUSEHOLD RECEIPT BOOK for a 2-cent stamp. THE HOUSEHOLD GAME BOOK for two 2-cent stamps. THE HOUSEHOLD PRIMER for a 2-cent stamp. =Send to D. Lothrop & Co., 32 Franklin St., Boston, for them.= AN UNSURPASSED PREMIUM OFFER. TAMMEN'S ROCKY MOUNTAIN JUVENILE CABINET. This beautiful and instructive set of minerals will be sent to any subscriber to one of our magazines who will send us one new subscriber to THE PANSY, or OUR LITTLE MEN AND WOMEN, or for two new subscribers to BABYLAND. We will send =three= of the Cabinets to any subscriber who will send us one new subscriber to WIDE AWAKE. _Read the conditions on second page of this list if you are not a subscriber._ [Illustration: TAMMEN'S JUVENILE ROCKY MOUNTAIN CABINET] Young people are born naturalists. Their first inquiries are in regard to the attractive objects of nature around them; and their future mental activity--or stupidity--depends largely upon the answers they receive. _Parents_ and _teachers_ should, therefore, be able to encourage and satisfy the first cravings of their inquiring minds. To aid in this, and to afford abundant entertainment more pleasing than toys, far cheaper and more instructive than mere amusement, we have secured a large quantity of the Rocky Mountain Cabinets expressly for our special premium use. Each Juvenile Cabinet contains 4 specimens of gold, 3 of silver, 1 zinc, 1 lead, 3 iron, 2 copper ores--each a different variety--1 agate (surface polished), opalized wood, rock crystal, silicified wood, molydenum, Iceland spar, topaz, 2 jaspers, dendrite, tourmaline, opal agate, arragonite, milky quartz, sulphur, selenite, Amazon stone, feldspar, fluorspar, variscite, chalcedony, petrified wood, alabaster, mica, wavellite, etc. The specimens in this cabinet are in a strong pasteboard box, divided into 40 sections (size 8-1/2 by 6-1/2 inches) in which the objects are affixed. A descriptive manual is sent with each cabinet, giving the history, properties and uses of the different minerals and gems. Price 85 cents postpaid. Address all orders to D. Lothrop & Co., Boston. FIELD BOTANY. Given to any subscriber sending one new subscriber to BABYLAND and =10 cents cash additional=, before Aug. 1st. A Handbook for the Collector, containing Instructions for gathering and preserving Plants and the formation of Herbarium. Also complete Instructions in leaf Photography, Plant Printing and the Skeletonizing of Leaves. By WALTER P. MANTON. Illustrated. Price, 50 cents. From the first page to the last it is practical, and tells the young botanist exactly what it is most desirable to know. Two of the above books given to any subscriber sending us one new subscription to THE PANSY or OUR LITTLE MEN AND WOMEN. A BOY'S WORKSHOP. Given to any subscriber sending one new subscriber to THE PANSY or OUR LITTLE MEN AND WOMEN before Aug. 1st. By A BOY AND HIS FRIENDS. With an introduction by Henry Randall Waite. A fascinating little volume full of practical ideas for the benefit of boys who are getting their first training in the use of tools. Price, $1.00. TAXIDERMY WITHOUT A TEACHER. Given to any subscriber sending one new subscriber to BABYLAND and =10 cents cash additional=, before Aug. 1st. Comprising a complete Manual of Instruction for preparing and preserving Birds, Animals and Fishes; with a chapter on Hunting and Hygiene; together with Instructions for preserving Eggs and making Skeletons, and a number of valuable recipes. By WALTER P. MANTON. Illustrated. Price 50 cents. INSECTS. [Illustration] Given to any subscriber sending one new subscriber to BABYLAND and =10 cts. cash additional= before Aug. 1st. How to catch and how to prepare them for the Cabinet, Comprising a Manual of Instruction for the Field-Naturalist. By WALTER P. MANTON. Cloth, illustrated. Price, 50 cents. The young naturalist will seize this book with avidity and study it with an earnestness proportioned to his delight in bug-catching. COOKERY FOR BEGINNERS. [Illustration] Given to any subscriber sending one new subscriber to THE PANSY or OUR LITTLE MEN AND WOMEN before Aug. 1st. Or, to any subscriber sending two new subscriptions to BABYLAND and 15c. cash additional. By MARION HARLAND, author of "Common Sense in the Household," etc. Plain, practical lessons for girls and young housekeepers of small means. Its directions are to be relied upon, and its results are invariably delicate, wholesome and delicious. It possesses the advantage of being perfectly adapted to the needs of beginners. Mothers cannot give their daughters a more sensible and useful present than this volume. It is one of our most valuable premiums in the sense of real worth. Price, $1.00. Subscriptions to the Magazines given as Premiums. These Special Offers are good only to Aug. 1st. We will send WIDE AWAKE one year, free, for new subscriptions to any of the four magazines (Wide Awake, The Pansy, Our Little Men and Women and Babyland) amounting to $6.00. We will send THE PANSY one year, free, for new subscriptions to any of the four magazines (Wide Awake, The Pansy, Our Little Men and Women and Babyland) amounting to $2.00. We will send OUR LITTLE MEN AND WOMEN one year, free, for new subscriptions to any of the four magazines (Wide Awake, The Pansy, Our Little Men and Women and Babyland) amounting to $2.00. We will send BABYLAND one year, free, for new subscriptions to any of our magazines (Wide Awake, The Pansy, Our Little Men and Women and Babyland) amounting to $1.00. D. LOTHROP & COMPANY, Publishers, Franklin and Hawley Sts., Boston. [Illustration] "=WIDE AWAKE= may now be fairly regarded as the leading magazine in the country for _young people_. It has kept apace with the advances which literature for young people has made of late, and is the most attractive, instructive and practical magazine which can be put into the hands of young people."--_Cincinnati Times-Star._ _Merriest and Wisest of all magazines for young folks is_ [Illustration: WiDE AWAKE] _with a thousand quarto pages a year of literature by best authors, and half a thousand pictures by best artists._ A FEW OF THE ATTRACTIONS FOR '86: =A Midshipman at Large= and =The Cruise of the Casabianca=, two yachting (_serial_) stories by CHARLES REMINGTON TALBOT; =A Girl and a Jewel= (_serial_), by HARRIET PRESCOTT SPOFFORD; =Dilly and the Captain= and =Peggy= (_serials_), by MARGARET SIDNEY; and a six months' story by CHARLES EGBERT CRADDOCK. Also, =Royal Girls and Royal Courts= (_12_) by Mrs. JOHN SHERWOOD; =A Cycle of Children= (_12 historic holidays_), by ELBRIDGE S. BROOKS; =Stories of American Wars= (_12_), =In Peril= (_12 Adventures_), =Youth in Twelve Centuries= (_24 Costume and Race Studies_), etc. (FULL PROSPECTUS FREE.) =Only $3.00 a year. Send 10 cents for specimen number (regular price 25 cents).= _FOR THE YOUNGER BOYS AND GIRLS, AND THE BABIES:_ [Illustration: WHEN GRANDMA WAS A GIRL] BABYLAND Never fails to carry delight to the babies and rest to the mammas, with its large beautiful pictures, its merry stories and jingles, in large type on heavy paper. =50 cents a year.= OUR LITTLE MEN AND WOMEN With its seventy-five full-page pictures a year, and numberless smaller, and its delightful stories and poems, is most admirable for the youngest readers in homes and schools. =$1.00 a year.= THE PANSY Edited by the famous author of the "Pansy Books," is equally charming and suitable for week-day and Sunday reading. Always contains a serial by "Pansy." =$1.00 a year.= Bound volumes of all the magazines for previous years can be supplied. Also thousands of beautiful illustrated books, in colors and in black and white--for little folks, boys and girls, and the family. _Catalogue free._ [Illustration] _Send for specimen copies of the magazines, circulars, catalogues of books, etc., to the Publishers._ =D. LOTHROP & CO., Boston, Mass., U. S. A.= EVERY BOY AND EVERY GIRL CAN EARN A GOOD WATCH AND CHAIN. The Waterbury Watch (and Chain) given for =Four New Subscriptions= to either THE PANSY or OUR LITTLE MEN AND WOMEN; or for =Two New Subscriptions= and $1.30 cash additional; or, given for one _new_ subscriber to WIDE AWAKE, and 65 cts. cash additional ($3.65 in all), if sent before August 1st, 1886. Two BABYLAND subscriptions will be equivalent to one PANSY subscription. [Illustration: "The Waterbury."] We make this special offer =only to present subscribers= who send us =new= subscriptions. Full rates must be paid for each subscription (no club rates being allowed) and the order must be sent to us direct, not through an agent. The subscriptions must be secured between April 10th, 1886, and Aug. 1st, 1886. (Premium credits not taken up cannot be used for this special offer.) The above amount includes postage. If the watch is to be registered (and we do not assume responsibility of safe delivery otherwise), 10 cents should be added. The Waterbury Watch will be found a marvel of accuracy and cheapness. [Illustration: NEW ENGRAVED CASE (BACK).] Accurate, because it will run 24 hours, and =keep time equal to the better grade of watches=. Cheap, because it will wear for years, and is offered at a price within the reach of everybody. Every watch is perfect before leaving the factory and is tested a few days in our office before being sent away. The price of the watch is $3.50. Remember, the Waterbury Watch =is not a toy, but a real watch=, having less than one half the number of parts to be found in any other going watch in the world. It is a stem winder. Remittances may be made by Money Order, Draft, Bank Check or American Express Money Order, at our risk. D. LOTHROP AND COMPANY, Publishers, Franklin and Hawley Streets, Boston. [Illustration] LAWN TENNIS RACQUET, No. 2. Given for two new subscriptions to THE PANSY or OUR LITTLE MEN AND WOMEN and =10 cts. cash additional=. Or, Given for four new subscriptions to BABYLAND =and 10 cents cash additional=. =TWO RACQUETS= will be given for one new subscription to WIDE AWAKE and =50 cts. cash additional=. This is a good light Racquet, very suitable for the boys and girls. It is well made, with maple or sweet gum throat, and redwood handle. The handle is finished with round corners. Lawn tennis is fast becoming the most popular game in this country, as it provides pleasant and healthful outdoor exercise for both boys and girls. Price of the Racquet, $1.75. Postage and packing 15 cents when sent as a premium. More expensive Racquets will be furnished at proportionate rates. D. LOTHROP AND COMPANY, Publishers, Franklin and Hawley Streets, Boston. TO ALL YOUNG PEOPLE. NOW IS THE TIME TO LAY THE FOUNDATION OF A LIBRARY OF YOUR OWN. Read the very liberal Premium Offers we make, and improve the best opportunity you will ever have. A little earnest endeavor will bring you a valuable reward. =A Book for the Little Folks, a Book for the Young Folks, and a Book for the Older Young Folks=, given with a handsome three-shelf Book-rack (No. 322), to any present subscriber to one of our magazines who will send us one new subscriber to WIDE AWAKE (at $3.00) and =20 cents cash additional= (total, $3.20). The book for the little folks may be selected from the following list: "Alice's Alphabet," beautifully printed in colors; "Art in the Nursery;" "Outline Drawings for Little Paint Brushes;" "Nursery Tiles;" "Little Folks' Bible Pictures and Stories." Fully illustrated. Price, 50 cents each. For the young folks select one from the following list: "In No-Man's Land," a wonder-story. Price, 75 cents; "The Story of Puff," a lovely story of bird-life. Price, 60 cents; "In the Woods and Out," by Pansy. Price, $1.00. For the older young folks select one from the following list: "Five Little Peppers, and how They Grew," price, $1.50; "Two young Homesteaders," price, $1.50; "Cooking Club of Tu-Whit Hollow," price, $1.00; "Half Year at Bronckton," a story of schoolboy life, price, $1.25; "Boy Life in the U. S. Navy," price, $1.50. The books and book-rack will be sent in one package by express, charges to be paid by the receiver. =This Offer is limited to Aug. 15, 1886.= STUDENT'S BOOK-RACK, NO. 222. [Illustration] Given to any subscriber who will send us one new subscription to BABYLAND and =15 cents cash additional=, before Aug. 15th. This book-rack has two shelves 22 inches long, will hold thirty volumes of suitable size for student's use, and can be put in a small trunk or large valise. Price, 65 cents. Receiver to pay express charges on the book-rack. These book-racks are light and ornamental. FAMILY BOOK-RACK, NO. 322. [Illustration] Given to any subscriber who will send us one new subscription to THE PANSY, or OUR LITTLE MEN AND WOMEN and =25 cents cash additional=; or, given for one new subscription to THE PANSY or OUR LITTLE MEN AND WOMEN and one new subscription to BABYLAND. (Total $1.50.) This book-rack has three shelves 22 inches long, with capacity for holding 60 volumes of ordinary size, and when packed for removal will occupy a space of 7 by 30 inches and about 2 inches deep and weighs only 4 pounds. Price, $1.15. Receiver to pay express charges. BOOK-RACKS FOR EVERY HOME. These Book-racks are something entirely new; something which everybody needs. Many people having a taste for reading, are prevented from purchasing book-cases on account of their high cost. Consequently their books will lie around on tables, on the floor or in closets until they become soiled or destroyed. This difficulty in keeping books from being injured can be obviated by obtaining the "Lock Shelf Book-rack," an article both beautiful and useful. The simplicity of their construction will enable any one to take them apart and put them up again in a moment's time. They are made to hang on the wall from strong screw hooks which are furnished with each rack. (Put hooks close to the uprights.) Can also stand on the floor. D. LOTHROP & COMPANY, Publishers, Franklin and Hawley Sts., Boston. [Illustration] A GOOD SUGGESTION. Economy, as wise folks say, Is wealth pronounced another way, So while "hard times" the people cry, The Toilet Soaps they should not buy, Let all who buy such Soaps take care To weigh the cake exact and fair, And find the pay in figures round A dollar, more or less, per pound. What course should people then pursue? In short, the only thing to do, Though rich in bonds, or worldly poor, The "IVORY SOAP" they should procure, Which may be bought from coast to coast, At sixteen cents per pound at most, And does more satisfaction grant Than all the Toilet Soaps extant. A WORD OF WARNING. There are many white soaps, each represented to be "just as good as the 'Ivory';" they ARE NOT, but like all counterfeits, lack the peculiar and remarkable qualities of the genuine. Ask for "Ivory" Soap and insist upon getting it. Copyright 1886, by Procter & Gamble. * * * * * Transcriber's Notes: Punctuation errors repaired. Page 284, "cany" changed to "candy" (candy-pull, early) Page 296, "propogation" changed to "propagation" (the propagation of then) Page 299, "misdeanor" changed to "misdemeanor" (a boy's misdemeanor) Page 311, "it" changed to "in" (in the midst of) Page 5, "tryung" changed to "trying" (just how trying) Page 7, word "of" added to text (large lot of old toys) Page 15, "supplied also" changed to "supplied. Also" (be supplied. Also thousands) 
11966	----	[Illustration: JAMES, THOMAS, AND GEORGE.] THE VILLAGE SUNDAY-SCHOOL: With brief Sketches of THREE OF ITS SCHOLARS. BY JOHN C. SYMONS. REVISED BY DANIEL P. KIDDER. New York: PUBLISHED BY LANE & SCOTT, FOR THE SUNDAY-SCHOOL UNION OF THE METHODIST EPISCOPAL CHURCH, 200 MULBERRY-STREET. JOSEPH LONGKING, PRINTER. 1850. PREFACE. The writer of the following pages makes no pretension to authorship. He is deeply conscious that many defects characterize his production; and he hopes that they will be treated with the consideration which so candid an avowal merits, and which the fact demands. The narratives are substantially true; but, for obvious reasons, the names of persons and places are changed. The reason why this little book is sent into the world is, the writer considers the details which it contains of an exceedingly encouraging character, and calculated to support and strengthen the pious teacher in the discharge of his important and sometimes discouraging duties. The writer has felt the need of encouragement while laboring in the Sabbath-school; and he has had that need supplied in no small measure from the consideration of the facts now before his readers. He hopes that the effect which these facts have had upon his mind, will be produced upon the minds of all who may peruse these pages. If such be the case--if but one devoted, self-denying teacher derive encouragement--his end will be more than answered. With earnest prayer that the great Head of the Church will grant his blessing upon this little work, the writer submits it to his reader. CONTENTS CHAPTER I. THE VILLAGE--THE NEW SUNDAY-SCHOOL--THE SUPERINTENDENT--A REVIVAL. II. THE HISTORY OF JAMES. III. HISTORY OF THOMAS. IV. HISTORY OF GEORGE. V. CONCLUSION--BENEFITS OF SUNDAY-SCHOOLS. CHAPTER I. THE VILLAGE--THE NEW SUNDAY-SCHOOL--THE SUPERINTENDENT--A REVIVAL. M---- is a small village in the west of England, delightfully situated in a wooded pleasant valley. Through it runs the parish road, which--as it leads to the seashore, from whence the farmers of that and the neighboring parishes bring great quantities of sand and seaweed as manure--frequently presents, in the summer, a bustling scene. The village is very scattered: on the right of the beautiful streamlet which flows silently down the valley, and runs across the road just in the centre of the village, stands an old mill; which for many a long year has been wont to throw out its murmuring sound, as the water falls over its broad and capacious wheel. On the other side of the stream, and just opposite the old mill, a few yards from the road, stands a neat, commodious, and well-built Methodist chapel, which, from the prominence of its situation, and good proportions, has often attracted the eye of the passing stranger. It was about the period when my narrative commences that the chapel was built. For many years the Methodists had preached in the village, and there had been a small society under the care of an aged patriarch, whose gray hairs and tottering frame bespoke the near approach of the last enemy: soon he came, and suddenly removed that good man to "the palace of angels and God." In consequence of the preaching-place being far out of the way, and the place itself--an old barn--anything but inviting, there had been for many years but little success. In 18--, two or three zealous brethren from another part of the circuit settled in the vicinity of M----, and steps were at once taken to get a favorable site, and to raise subscriptions towards building a chapel as speedily as possible. The neighboring "squire" was waited upon by two of the new members, with whom he was personally acquainted; when, without hesitation, he gave them the spot of ground on which the chapel now stands. The chapel was soon built, and opened for divine worship; and many of the old members, who had witnessed the introduction of Methodism into the village, were constrained to exclaim, "What hath God wrought!" The village, though small, was surrounded by a populous neighborhood, and many of the friends were anxious for the establishment of a Sabbath-school. In this they had many difficulties to contend with; arising principally from the awful carelessness of parents about their children's spiritual welfare, and the want of adequate help to carry on a school. However, they determined to make an attempt: and, accordingly, at no great period after the new chapel was erected, a school was established. As the society was small, pious teachers could not be secured, and they were under the necessity of employing persons of good moral character, or of abandoning the school altogether. Few, perhaps, are more sensible of the advantage of pious teachers, than myself: and, whenever it is possible, I would have no others in a school. How is it to be expected that a teacher, careless--at least comparatively so--about the salvation of his own soul, can faithfully and earnestly enforce the duty of salvation upon his young charge: and yet this is the principal design of Sabbath-schools. It is not so much to teach the children to read,--though this is a great object,--nor even to give them a superficial acquaintance with the Bible; but to lay before, and as it were rivet upon, their minds the practical duties of Christianity. How can one who loves not the Lord Jesus Christ, successfully enforce the duty of love to God with the whole heart, and soul, and mind, and strength? How can one who knows nothing of the saving faith of the gospel, successfully exhort his children to believe on the Lord Jesus Christ? For, as he does not feel the necessity of these and kindred truths himself, he cannot enforce them so as to win the affections, and touch the hearts of the children. But of the privilege of pious teachers, M---- Sunday-school was deprived. The superintendent was a man well known and much respected, and was eminently qualified for his arduous task. With the exception of the senior female teacher, he was the only decided person in the school. He had much to contend with: and I am sure, from my own observation, had many been situated as he was, the school would have been speedily abandoned. He resided about a mile and a half from the chapel, but morning and afternoon, winter and summer, wet or dry, he was at his post! The numbers which attended the school might have been about seventy. The teachers, considering that they were not members of society, were pretty attentive for a year or two; but after that they began to fall off, and frequently was the superintendent obliged, in addition to his regular duties, to place the senior boys of the first class over the lower ones, and take the remainder, with the second class, under his own care. Laboring under so many disadvantages, it cannot be expected that M---- Sunday-school should in any respect be very prosperous: yet this I may say, that though I have been connected with Sabbath-schools for some years, and have had an opportunity of examining several, I have rarely ever met with a more orderly set of children, or a better conducted school. But who, from such a school as this, would have expected anything like success? and yet the sequel will show, that, even under such unfavorable circumstances as these, God did not fail to work for his honor and glory! The senior class of boys consisted of about a dozen promising lads, whose ages varied from nine to fourteen. They were placed under the care of two respectable moral young men, but who, with very many excellent qualities, were devoid of religion. The boys were encouraged to commit to memory portions of Scripture, for which they received small rewards; and thus a spirit of emulation was created as to who should possess the greatest number of these. Among those who distinguished themselves were three brothers, named James, Thomas, and George. James, the eldest, remained but a short time in the school: but Thomas and George continued much longer, and learned the whole of the three first Gospels, and part of St. John. They were very regular in their attendance, and when in school behaved just as others did, only that for their generally correct answers in the catechetical exercises, which usually followed the reading of Scripture, they were almost constantly at the head of the class. They had comparatively little time during the week; but often on a Sabbath morning have they repeated one or two hundred verses of Scripture. And here let me remark, that Thomas has since assured me, it was not a love for the Scriptures, nor a desire to become acquainted with them, which induced him to commit such large portions, week after week, to memory! it was a desire,--a kind of emulation,--to be at the head of the class, and to be thought highly of by his teachers and the superintendent. In this he gained his reward; for he was looked upon by them as the most promising lad in the school. There was one thing connected with M---- Sunday-school, which is worthy of notice and of imitation. The superintendent never dismissed the children without giving them a short address of from five to ten minutes. It was usually his custom on these occasions to impress upon the mind of his young hearers some important truth, through the medium of an interesting anecdote, or some well-conceived figure; so that, though the remarks he made might be soon forgotten, yet the anecdote and subject illustrated by it remained, and will, I doubt not, be remembered to the latest period of their lives by many of those who were privileged to listen to him. I am thoroughly satisfied that an effectual method of reaching the ear and the understanding of children, is through some such medium as that used by the superintendent of M---- Sunday-school. I hope the period is not far distant, when it will be more generally adopted. A few years ago, the village of M---- was visited with a very gracious revival, during which a great number were soundly converted, most of whom have continued steadfast in the faith. Many of the teachers and scholars were among the number of those who gave their hearts to God. The following extracts show the extent and reality of the revival:-- "There has been," writes the superintendent, "an extensive revival in this circuit. On Friday, the Rev. Mr. V---- preached at this place. A prayer-meeting was held after the sermon, when several began to cry aloud for mercy--one professed to have obtained pardon. We have held prayer-meetings nearly every night, and a very gracious influence has rested upon us. We had, on one occasion, no less than twelve penitents crying to God for the pardon of their sins, amongst whom are some of the most thoughtless in the neighborhood. So many of our teachers and scholars were under conviction, that we did not think it proper to have school in the morning, but held a prayer-meeting, at which the presence of God was eminently felt, and several cried aloud. Nearly every female teacher or scholar, in our Sunday-school, is convinced or converted, and some of the males also. Glory to God!" On another occasion he writes,--"Our revival still continues, though we have not had any crying aloud for mercy lately, but every time we meet in class we have some new members. The numbers, small and great, who had begun to meet in class, amounted to nearly one-third of our general congregation--their ages vary from eight years old to above sixty. Mrs. R.'s, our sweet singer, was a delightful conversion. She had long been seeking the Lord sorrowing. One morning she went into a neighbor's house, to inform them that a young woman had found peace: while in the house she was herself constrained to cry for mercy. One of the leaders was called in to pray with her, and, after a severe struggle, she found peace. The next Sunday I asked her (for she was singing delightfully) whether it was not sweeter to sing as she did, than before? She laid her hand on her breast, and with uplifted eyes, said, 'Yes, it is indeed, for I have often been condemned while singing words in which my heart did not join, but now I can sing with all my heart.'" One of the teachers, writing to a friend, says, "You will rejoice to hear that the work of God is steadily progressing in this part of his vineyard. Many are found crying, in bitterness of soul, 'What must I do to be saved;' while others are enabled to adopt the language of inspiration, and exclaim, 'O Lord, I WILL praise thee; for though thou wert angry with me, thine auger is turned away, and thou comfortest me.' You will have heard that many members of Mr. T.'s family have been truly converted. Sunday-school teaching is now a delightful employment; most of our children are feeling the power of religion; and many of them, perhaps one-third, meet in class. Four out of seven, whom I teach, are, I trust, adopted into the family of God, and two others evince a desire to 'flee from the wrath to come.' I think I may venture to say there is not a family in the vicinity of our chapel, but has some one or more praying persons belonging to it." It is exceedingly gratifying to know that the great majority of those who were converted belong to the school, continue steadfast, and are now pious and useful members of the Methodist Church. CHAPTER II. THE HISTORY OF JAMES. There is a something connected with early associations which is almost indescribable. Every one has felt it, but few, very few, have been able to excel in a description of it! Who has not felt, as he gazes upon the cottage,--the home of his childhood,--his youthful days flash with all the vividness of reality before his mind; and as he stands and muses on the bygone years, numbered with those before the flood, he is almost spell-bound to the spot! All his childish pastimes and youthful pleasures pass in review before his mental vision; while the little trials with which his cup was mixed, are not without their influence in mingling a melancholy with the pleasing reminiscences of the past. Much has been said on this principle of association, and truly much remains unsaid on the subject. Scarcely is there a green sod, or a purling brook, a shady forest-tree, or a smiling flower, an enchanting and fairy landscape, or a barren and desolate heath; scarcely an object in nature, or a work of art, which does not awaken some gratefully pleasing, yet painful recollections of the past! It is to this principle I attribute much of the good which results from Sabbath-schools. Often has the pious teacher to return from his onerous duties in the school, and retiring to his closet, to mourn on account of the fruitlessness of his efforts; and Satan never fails, at such seasons, to fill his mind with discouraging thoughts, which weigh down his spirits, and lead him almost to decide on retiring from the work. To such, let the precept and promise of God's word,--"Cast thy bread upon the waters; for thou shalt find it after many days,"--be a source of never-failing encouragement. How frequently, in after life, has it been found, that the instruction of the Sabbath-school, though it may have lain dormant for a time, has not been annihilated; but, through some circumstance, or by some object, it has been resuscitated in the memory, and it germinates, blossoms, fructifies, and brings forth glorious fruit, which has cheered the hearts and upheld the hands of many thousands of the most self-denying and arduous laborers in God's vineyard. James, the eldest of the three lads mentioned, was a youth of considerable promise. He had one of the most retentive memories I have ever met with. Having reached the age of seventeen, his parents placed him with a Methodist in a neighboring town, as an apprentice. For twelve months after his removal, he stood aloof from all connection with the Church and people of God; after which period, as he remarks in a letter to his brother, "at the request of the superintendent of C---- school, I became a teacher in that school, and for four years remained as such." James continued as a teacher in the school for about twelve-months previous to his becoming a member of society; at the expiration of which time, he was induced, by the persuasions and invitations of his fellow-teachers, to meet in class. From this period he became a steady and devoted follower of the Lamb, and was at all times anxious to do what lay in his power to further the cause of the Redeemer. From his first connection with Sabbath-schools, when about five years old, he had conceived a love for them; and as he grew up his love and attachment to them increased, and his delight now was to devote all his energies to their promotion. As he more than once remarked to me, he conceived he was greatly indebted to Sunday-schools for the benefits he had received from them, and he determined, so far as in him lay, to discharge the debt of gratitude he owed. His qualifications as a teacher were of no mean order. To an earnest desire for the salvation of his young charge, he added a large store of Scriptural and general knowledge, all of which was brought to bear upon the edification of his class. He was firm and resolute with his children, and at the same time kind and affectionate; so that I may safely assert that there were few, if any, more efficient teachers in the school than James. And the secret of the matter was this;--his heart was in the work; he delighted in it, and many of his happiest hours were those spent on the form with his class. The responsibility which he justly conceived attached itself to the Sabbath-school teacher, was shown by his attention to any of his own class who were sick; and not a few interesting records has he given of Sunday-school children, who, dying in the Lord, have left a bright evidence behind them that they are gone to glory. Who can count the number of those who, through the instrumentality of Sunday-schools, are now before the throne of God, joining with angels, and archangels, and the spirits of the just made perfect, in singing, "Blessing, and honor, and glory, and power, be unto Him that sitteth upon the throne, and unto the Lamb forever and ever." Truly, there is no individual who verifies the truth of the Psalmist's declaration,--"He that goeth forth and weepeth, bearing precious seed, shall doubtless come again with rejoicing, bringing his sheaves with him,"--more frequently than does the pious Sunday-school teacher. Methinks I see him enter the paradise of God, met and surrounded by those who sat in his class, who listened to his teaching, and who were directed by him to "the Lamb of God who taketh away the sins of the world." Joyful indeed will such meetings be. O may such bliss be ours! After serving five years as an apprentice, James removed to London. There are many persons who imagine, that to settle in London is the very acme of happiness; how little do such persons know of the reality! It is true, that in the religious sphere there are many advantages possessed by the resident of the metropolis. He has the teaching and counsel of ministers eminent for their piety, usefulness, and talent; he is brought into connection with some of the holiest and best men of the day; and, if his time be not altogether absorbed in the world, he has constantly numerous means of grace within his reach, so that he can frequently and delightfully join the great congregation, mingling his voice with theirs, swelling the anthems of praise and the solemn accents of prayer, as they rise like incense to the skies. But there is, on the other hand, much more allurement and temptation; there is everything around to draw away the attention from heavenly objects. Those with whom you have to associate, and who constantly surround you, are men of the world; men whose whole _delight_ is in _forgetfulness_ of God!--men, in many instances, whose whole energies are directed to ridicule, blaspheme, and overthrow the pious and devoted Christian; so that, being thus surrounded, the temptations of our great enemy are powerful, and often more fatal. Many a promising young man within the range of my own limited acquaintance, has, through coming to London, made "shipwreck of faith, and of a good conscience;" and to any into whose hands this little work may find its way, let me earnestly and faithfully say, "Flee the very appearance of evil;" parley not one moment with temptation; but when tempted, fly at once to the cross, lay hold there, nor let that hold be loosened, till the enemy is vanquished, and your soul filled with perfect peace. Be particular what companions you have; "a man is known by the company he keeps." And let me warn you to be careful how you comply with the invitations of ungodly associates, in attending places of amusement and scenes of gayety. The wise man says, "My son, if sinners entice thee, consent thou not." Many and specious are the arguments which will be adduced to gain your consent; but take the precaution to ask yourself, honestly, and as in the sight of God, Can I get any good there? May I not get harm? Can I ask God's blessings upon it? Should I like to die while there? If these questions can be answered satisfactorily, then give your consent; but beware, even under those circumstances, how you choose for your companions those who know not God! It was at the end of March, 18--, that James left his native country. On his arrival in London, he was at once provided with employment at a large establishment. Here he had much to contend with, being surrounded by, and brought into immediate contact with, a great number of men, many of whom were not only devoid of religion themselves, but ridiculed and sneered at those who made the least profession of respect for the commandments of God. Being known as a "Methodist," and refusing to work on the Sabbath, when ordered to do so, or leave his situation, he came in for a considerable portion of their obloquy and contempt. There are few persons more social in their character than the subject of our narrative. To such, how beneficial and salutary is the influence arising from that friendship and communion so well provided for among the Wesleyans, and of which he soon availed himself. For want of this, many suffer; and, surrounded by the temptations and seductive influences of the giddy and polluted votaries of pleasure, they look back to the empty enjoyments of the world--they eat, drink, and are merry, while to-morrow they die. Providentially for James, there was one person in the establishment in which he labored who feared God, and to whom the gospel had come with life and power; he was a class-leader at a neighboring Wesleyan chapel. He took him to his class, where he constantly met, until his leader was translated from the Church militant below to the Church triumphant above. It was the privilege of James to witness, in his dying hours, his firm and unshaken confidence in the Redeemer. He was "ready to depart, and to be with Christ." In July, 18--, James became connected with a Sunday-school in T---- street. At this period the number of scholars was fifty, and teachers six; while the school required every assistance that he could render. With the assistance of a devoted young man, who soon became his colleague, the school was put into order and efficiency. Here, in consequence of the want of teachers, and the close, unhealthy, cellar-like appearance of the place, the school was not very prosperous; but the society and cause were still less so. In fact, but for the vigor and vitality evinced in the Sunday-school, the chapel would have been soon given up. In September, 18--, he writes, "I have been fifteen months in connection with this school. The future may show to me great good resulting from this school, but at present we have only enough to encourage us." For five years he had much to contend with from the apathy of friends, or from the neglect of those who ought to have been the friends and patrons of the school; as well as from the indifference of parents to the religious welfare of their children. There have been a few pleasing indications of good; and, considering the difficulties they have to contend with, the conduct of the children was generally favorable. The few exceptions were forgotten in the sweet smiles and affectionate remembrances of others. I will conclude this sketch of James with a remark or two of his own:--"I am," says he, "one of those who owe much to Sabbath-schools; to deny it, would be foolish and sinful. Many a happy hour have I spent in the Sabbath-school; many more I hope to spend. My firm belief is, that the Sabbath-school should have every Wesleyan child, whether he be rich or poor; and I cannot but deplore that false pride, evinced by many respectable religious people in the present day, which prevents their children being sent to the Sabbath-school, 'because they have learning enough through the week;' while they will let them ramble out, or play within the house instead: thus training them for Satan rather than for God! "Sunday-schools are the militia of the Church: it is from them the most efficient youth are drafted into the service of Jehovah, to fight manfully under the Captain of their salvation, numbers of whom win the well-fought day, and receive the prize of victory. "Sunday-schools are the nurseries of the Church; they compose the youth who are to live when we go down to the dust. When the teachers are aged, or dead, their children will rise up to fill the ranks of Immanuel. Where are the additions to our church to come from, but from Sunday-schools? Do not most of those who join the Church in the prime of their days, and present whole sacrifices to God, come from our Sabbath-schools? The churches of Christ should see to it that good nurses are provided for them, and not, as is too often the case, leave them in the hands of the inexperienced and the youthful." CHAPTER III. HISTORY OF THOMAS. Thomas, the second brother, remained much longer in the school. Possessing a retentive memory, he learned the whole of the three Gospels of Matthew, Mark, Luke, and part of John. After remaining as a scholar for about three years, during which time he was often employed in teaching the junior classes, he was formally admitted as a teacher, in the presence of the whole school, the secretary delivering an interesting and affecting address to him, on the duties and responsibilities of his position as the guide of youth; at the conclusion of which he presented him with a book, entitled "The Guilty Tongue," as a reward for his good conduct and proficiency. Thomas had not long been a teacher, before a vacancy occurred in the first class, to which he had formerly belonged as a scholar, and he was at once nominated to it. After continuing as a scholar for three, and a teacher for about two years, he removed to a neighboring town, as an apprentice. Absent from the parental roof,--placed in the midst of temptation, and surrounded by many allurements,--Thomas soon became forgetful of his former instructions, and his Sabbath-school engagements: instead of connecting himself with the school, and being found on the form by the side of his class, he might be seen ranging over the fields, and wandering through lanes, in company with those whom he had chosen as his associates. One thing is worthy of remark, and it shows the force of habit, and the power of early associations: he was regular in his attendance at the Wesleyan Chapel twice a day. This happened, perhaps, not more from choice than from a partial restraint which he felt, from the knowledge, that if he neglected this duty, it would come to the ears of his parents, and not only grieve them, but bring down on him their displeasure. Though thus, for a brief space, led away into the sins of youth, Thomas was far from falling into what would be called gross sins. The superintendent of the H---- circuit at this time was the Rev. J.R., a man who, in the work of the Lord, was instant in season, and out of season; and who was made very useful, not only by his public ministrations, but in his numerous and constant private visits among his flock, and the members of his congregation. Under a sermon by Mr. R., addressed specially to the young, the subject of our sketch was powerfully wrought upon by the Holy Spirit, and awakened to a right sense of his danger as a sinner. But he strove to banish these convictions, and soon again became careless and indifferent to the great concerns of his soul's salvation. About this period Thomas's father, anxious that he should become decided for God, told him he would send Mr. R. to visit him. But so averse was Thomas from seeing him, that he declared should Mr. R. walk in at one door, he would walk out at the other. However, Mr. R. called; and Thomas did not, and could not, put his threat into execution. Mr. R. urged upon him the danger of a course of sin,--the necessity and advantages of seeking God in youth,--and begged him to join his class, which met at seven o'clock on Sabbath mornings. Thomas promised to go; but when the morning came he broke his promise, and remained at home. In the succeeding week Mr. R. again called. Thomas again promised; and on the following Sabbath met in class for the first time. In about a month after joining the society, he was enabled to exercise faith in Christ, and obtained a clear evidence of his acceptance with God: this took place on a Sabbath evening, in company with one of his religious friends; while they were pouring out their souls at the throne of grace, light from heaven beamed upon his soul,--he was enabled to believe. Connected with Thomas's joining the people of God, there is an incident not unworthy of mention here. A short time previously he had, with his elder brother James, paid a visit to their father's house. During that visit, the subject of union with God's people was strongly urged upon both of them by their parents. They had each been the subjects of the Holy Spirit's striving for some time, and were fully awakened to their danger and duty. While walking through one of the shady lanes situated between their home and the chapel, and conversing on the subject of religion, and the necessity of devoting themselves to God, Thomas said, if James would join the society he would. No immediate result followed; but about a fortnight before Thomas's connection with the Church, James had joined the Wesleyans, and had written to his father informing him of Thomas's promise. It was in consequence of this, that Mr. R. was requested to call on him; the result of which, through the blessing of God, was, as the reader has seen, his becoming connected with the Church. Thomas had joined himself to God's people but a short time, when he determined, by the advice and invitation of his friends, to become a Sabbath-school teacher. His experience and success in this sphere of labor will be best described in his own words: "Soon after my union with the Wesleyans, I became a teacher in the Sunday-school, which, at that time, was not very prosperous. Here, as teacher of one of the junior classes, I strove to do my duty to God and the children placed under my care. A few of our teachers determined to establish a school at I----, a small village about two miles distance from H----, in which the Wesleyans had preaching at a private house, and a class of five members, to whom I willingly gave my assistance. But where should we get a room? was the next question to be solved. After some difficulty on this point, we got the use of an old barn; but which, by the way, had no window in it, and was consequently so dark, that we were obliged to keep the door constantly open, and, it being winter season, we found it very cold. Yet even this was too good to last long, for we were soon told that we could not have the barn any longer, and we were, therefore, obliged to look out for another place. Our next remove was to a different part of the village, to a room over some stables, the floor of which, besides having sundry large holes in it, was so rotten that we were obliged to range the children around by the walls, fearing lest the floor should give way from their weight, if placed in the centre. Even in such a place as this, our school increased from twenty to forty. "After remaining in this room for some months, I may say truly, in continual fear of our lives, we removed to a much more commodious place, offered us by a Mr. H----, the only person in the village who was in circumstances of ease. But his love after a time grew cold, and we were surprised on our arrival one Sunday, to find that, without giving us the slightest intimation of his intention to do so, he had turned out forms, boxes of books, and all our paraphernalia, and locked the door; alleging as a reason, to the persons who lived at the next house--members of our society--that he wanted the place for potatoes; but to do him justice, I must add, that the room did not see a potato for many months after. I have before stated that we had preaching at the village, in a private house; the persons in whose house the service was held, were, I should say, both past sixty. They were poor, but excellent people. At the same hour with our school, the class used to meet at their house; and as they had only two rooms, it met in the one in which preaching was held. But no sooner did these good old people hear of our being turned out of our place, than they at once--before our arrival--got the forms and books into their house, and seated and arranged the children; so that you may judge of our surprise, when, on finding ourselves shut out from the one place, we were so unexpectedly put into the other. These noble-minded Christians consented that the class should meet in their sleeping-room, and that we should have the use of the other for our school. We could not allow such generous and self-denying devotion for the cause of God to go unrewarded, and we therefore determined to pay them a small sum per annum for the use of the room. "I have not done with our difficulties yet. The road leading to the village was anything but a good one; indeed, in the winter it was very bad: so that, though in summer we could get plenty of teachers, yet when winter came we could get none, and the whole concern of the school then fell upon three or four. In the midst of our discouragements, one of our superintendents left us. The other was taken ill, and was prevented from being with us for six months. I was nominated to the office of our friend who had left, and excepting when a substitute could be found--which was not very often--I had to take the place of our sick one also: add to this the fact that we had only two other teachers who regularly attended, and you will see that our difficulties were of no light character. Often have I been at our little school with only one teacher and myself; and, indeed, at length things were come to such a crisis, that I said on my return home one afternoon, 'I will go no more; I'll give it all up,' But my friends reasoned with, and showed me the impropriety of such a decision; they told me that as the school was now entirely dependent upon myself for support, I should be much to blame if I gave it up. I listened to their advice, and continued to discharge my duties as well as I was able." "Beware of desperate steps; the darkest day, Live till to-morrow, 't will have pass'd away." So sang Cowper, and so it proved in the case of I---- school! "I determined," writes the subject of our narrative, "not to abandon the school. I made its position a matter of earnest prayer; canvassed our people for teachers; and God raised us up friends, so that soon we had a supply of teachers, and things went on smoothly. And here I would remark, that during the lack of teachers the attendance of the children was most gratifying, considering that most of them had to come a distance of from one to two miles, through roads which a 'Londoner' would consider almost, if not quite, impassable. "Our little school, from this time, began to attract some notice, and we had an examination or two, had sermons preached, and gave the children an annual treat. This mode of procedure we found absolutely necessary; so that, by coming out prominently, we might draw the attention of our friends, and so reach their pockets. "Our school continuing to prosper, we began to talk about a chapel, and several subscriptions were promised toward it; but in consequence of the landowner's antipathy to Methodism, we could not obtain a spot of ground to build upon. The death of the landowner, some time after, obviated the difficulty; a suitable site was obtained, and a chapel built, in which, a few years after, I had the pleasure of addressing the children on one of their festive occasions. The scene had changed, the new chapel which had been erected was well attended, the school prosperous, and the blessing of God evidently rested upon the place." In my former narrative I made a remark or two on the evils and dangers to which a young man is exposed in coming to the metropolis, and the dreadful consequences to which a yielding to them leads. Those remarks will, I think, be fully borne out in the case of Thomas; for, although, by the preserving grace of God, he was kept from all gross and outward sins, yet it will be seen that he lost the sweets and comforts of religion, which before he had possessed. But I will give his own account of his residence in London. "I have said," he writes in continuation, "that in the beginning of 18-- I removed to London: but I should have remarked, that, for some time previous to my leaving H----, I was impressed with the conviction that it was my duty to be engaged in a more prominent sphere of labor in the Church. This impression received countenance and strength from the fact, that several persons connected with the society urged such a step upon me. I had for some months been accustomed to accompany a very excellent friend of mine, a local preacher, to his appointments in the country, and now and then to take part of the service: but by natural temperament, my youth, my inexperience, together with the overwhelming feelings of responsibility which I attached to the office, prevented my acceding to the request of my friends that I would preach; until just a month before my leaving for London, when I made an essay at the house in which our school was held, at I----. Had I remained in the country, it is likely that I should have continued in the work of calling sinners to repentance; but on coming to town, I had not moral courage to obey the dictates of my conscience, and to offer myself for this work. I shall repent this step as long as I live! "I had not been in London a week, before I succeeded in procuring a situation in a very respectable house on the Surrey side of the Thames; and being nearer to Southwark than any other Wesleyan Chapel, I decided on making that my place of worship. Here again I fell into error. I did not, as I had been warned and entreated to do--and as I knew I ought to do--join myself to a class at once; but, at the end of a month or six weeks, I connected myself with one which met in the vestry, at seven o'clock on Sunday mornings, and for about eight or ten months I went on pretty well; but when winter came, I was not regular in my attendance, and as every one acquainted with the benefits of class-meetings will judge, was not so prosperous in my soul's health. "Nor was this the only error into which I fell during my stay in town. I fell into others which have often proved fatal to the piety of youth, and, but for the amazing goodness of God, would have proved so to me. One of these was the evil of itching ears. I could not be contented with my own place of worship, and our own ministers: but must be running here and there, to hear Dr. So-and-so, or Mr. Somebody; or, when indisposed to ramble after popular men, must go to this or that church or chapel, to see some beauty or peculiarity which it was said to possess: thus a kind of spiritual dissipation was kept up, which was far from being beneficial to growth in grace. Instead of going to the house of God that the soul might be fed with the bread of heaven, it was too frequently the case that I went to gratify a taste for curiosity, or to get an intellectual feast. Another error into which I fell, and that, too, a serious one, was indolence. I was in no way employed for God. Instead of taking my seat in the Sabbath-school, or going from house to house as a distributer of tracts, or being in some way or another employed for God, I stood aloof from all, and preferred idleness to employment. And in thus acting I sinned against my conscience. I have before stated what were my convictions respecting preaching; but fear kept me from that path of duty. I ought to have been engaged in the Sabbath-school; but constant and excessive confinement--our hours of business being from seven to nine in the winter, and from seven to half-past ten in summer--and the alleged want of fresh air, were pleaded as an excuse for not engaging in this duty. "I cannot reflect on this period of my life without painful emotion. When I think of the precious time murdered, time which might, and which ought to have been employed for the glory of God,--I am filled with sorrow. O, had I been faithful; had I but improved the grace imparted; had I yielded to the strivings of the Spirit, and the convictions of my conscience, I should, I am confident of it, now have been occupying a different position in the Church, and should at this moment have been in the possession of more vital godliness. These are painful reflections: yet I trust they are not without their benefits, for they lead me to humility before God, and I hope will ever have the effect of keeping me distrustful of self, and dependent upon God alone. "But to go on with my narrative. After about fifteen months' residence in London, my health began to fail, from the labor and confinement of my situation; and at the expiration of nineteen months, I was under the necessity of quitting the metropolis, and returning to my native county. Here I again took up my residence with my late employer, at Y----, with whom I remained about five months. "I had never, during the whole of my stay in London, been free from the conviction that it was my duty to call 'sinners to repentance;' and I made a solemn vow, that should God again lead me to my native place, I would at once offer myself to the Church. Now came the trial. 'Remember your vow,' said my conscience. 'You are not well enough yet; wait till you have got better,' answered inclination: and as there was much truth in the answer--my friends, together with myself, for some time thinking me in a consumption--inclination was listened to. But as I grew better, conscience was not so easily silenced, and a mental conflict was for some time kept up, which is more easily felt than described; and such was its effect upon me, that I began again to sink, and to get very ill. "Well do I remember the day on which I became decided. It was on a Sabbath evening: I had been hearing a very faithful and powerful sermon from the Rev. Mr. G----, on the responsibility of individual Christians, and the duty of all to be employed for God. I saw my duty, and felt that I was grieving the Spirit by the course I was pursuing. I determined that I would open my mind to a friend with whom I was spending the evening. I did so; and the counsel I received was, 'Parley with temptation no longer; but to-morrow go to Mr. G., and open your mind to him,' 'I cannot do that,' said I. 'Then write to your leader,' answered my friend. This was just the advice I wanted; and I determined, by the help of God, to act upon it. "Monday evening, at the close of business, I retired to my room; and after earnest prayer, commenced a letter to my leader. It was nearly finished: but on reading it over I was not pleased with its composition, and tearing it in pieces, commenced another. The agony of my mind was now at its height: my head seemed ready to burst; my brain was bewildered, and I was in a state bordering on distraction! While I write I seem almost to pass through this agony again. I finished a second letter! What I said in it I no more know than a child: I feared to read it over, lest I should be displeased with and destroy it, as I did the former. I at once sealed it up, and thrust it out of sight. I then threw myself on the bed, where I lay for a considerable time, till the exquisite excitement of the struggle being over, I retired to rest, thankful to God for the victory I had gained. In the morning my first work was to send the letter to my leader: after which I had another struggle with the powers of darkness. 'You cannot retract now,' whispered the enemy. 'You have done it; and now where are your sermons to come from? You know you have only two in the world: suppose you should make a failure in your first attempt, what a fool you would look like! how you would get laughed at!' But the step was taken, and I rejoiced to feel that I had done my duty: a load which had long been too heavy for me was removed, and I felt altogether a new man. "I fear I have been tiresome; but I will now soon conclude. I was proposed at the local preachers' meeting, accepted, preached several times before the brethren, with some degree of acceptance; and after remaining about four months in Y----, from the period referred to, my health being re-established, I again removed to the metropolis, where my name was regularly inserted on the plan. Having passed my examination in the usual way, I was received into full connection as a local preacher. I need not tell you that I am now fully occupied in this blessed work; that my happiest hours are those spent in it; that, were it the will of God, I am willing to live and die in the work." Thomas is now a local preacher in one of the London circuits; and although by his occupation he is necessarily prevented from much study, being in business, as unfortunately most young men are, from early in the morning till late at night, he is, nevertheless, an acceptable, and, it is hoped, a useful preacher. CHAPTER IV. HISTORY OF GEORGE. The third brother, George, remained in M---- school for some years after the elder brothers had left. As a scholar he was well-behaved and attentive; and after conducting himself with propriety for a considerable period, he was appointed a teacher. He had not long been thus engaged before, during a gracious revival of religion in the circuit, he became deeply impressed with the necessity of salvation, and determined to seek the forgiveness of his sins. He joined the Wesleyan society, and after a short period, professed to have obtained peace with God through Christ, and the remission of sins through faith in his blood. Shortly after he had joined the Wesleyan society, he was sent for some months to a boarding-school in a neighboring town. At that period the Rev. J.B. was one of the resident Wesleyan ministers. Mr. B. had, a little time previous, preached a sermon to the young; and at the close of the service had invited those young people who were not connected with any church, and who were determined to begin to serve God, to meet him on the ensuing Thursday evening. Thirty came, whom he formed into a class, and continued to meet while he remained in the circuit. To this class George united himself; and the instructions and kindness of this devoted minister, exercised a beneficial influence on his character and conduct. By the grace of God he was enabled to persevere amidst the enticements of his youthful associates, and to keep a conscience void of offense towards God and man. Soon after this, he was removed from the parental roof, and placed with a local preacher at B., as an apprentice. Here his religious experience deepened, and he enjoyed more of the favor and love of God; continuing instant in prayer, and adorning the doctrine of God his Saviour. His Sabbaths were indeed days of rest; but not the rest of the idle, for he engaged heartily in the duties of the Sabbath-school, and was a regular and punctual teacher. Some of his friends, who knew the state of his health, were rather opposed to his leisure moments being thus occupied, and considered that he ought to take exercise and recreation in the open air. Such were not his views. He shortly had to remove from business for a time, and to take one or two sea voyages, which happily restored him to his former health, and enabled him to return to his duties. After exercising as a prayer-leader as well as a teacher for some time, he became impressed with the conviction that it was his duty and privilege to preach the gospel. He was encouraged to proceed, and his name placed on the local preachers' plan. He then ceased to attend the Sunday-school. In a letter to a brother, George observes: "I can scarcely remember anything of serious impressions while at school; though, I doubt not, the instructions I there received had a salutary influence upon my mind. If I remember rightly, several of the elder children were converted during the revival at M.; and most of those who continued steadfast were, or had been, connected with the school, either as teachers or scholars." George was not satisfied with his attainments in the divine life, but sought to possess higher enjoyments and more extensive usefulness,--"to deeper sink, and higher rise, and to perfection grow." He was soon enabled to testify that "the blood of Jesus Christ cleanseth from all sin;" and had much delightful evidence that to be more holy was to become more happy and useful. He labors devotedly and successfully as a local preacher, and is determined to live to the glory of God. CHAPTER V. CONCLUSION--BENEFITS OF SUNDAY-SCHOOLS. Having now brought my sketches to a conclusion, I would here make a few remarks, before I take leave of my reader. First: the benefits resulting from Sabbath-schools are not confined to those which are present and palpable. How often do we hear of children leaving the school, and going out into the world, without any apparent effect being produced in their minds; but yet, in the course of time, through the blessing of God, the most beneficial results have appeared from these instructions. Not a few instances of boys who have been excluded on account of bad conduct, but who have been brought to the knowledge of the truth, through the blessing of God upon the instructions received in the Sabbath-school, have been laid before the public. And who will say, that in many cases where there seems no connection whatever between the instruction and the conversion of the individual, no such connection exists? It is my firm conviction that a person who has received instruction in a Sabbath-school is much more likely to receive the truth in the love of it, than is the individual who has been brought up in complete ignorance of the truths of the gospel. The heart and understanding of the former may be compared to the ground broken up, and prepared for the seed; while those of the latter are like the field through which the plow has never passed, and the face of which has never been prepared; to sow seed on which is, in general, to cast it upon "stony ground, where" it is either picked up by the "birds of the air," or, should it chance to take root, soon "withers away, because it has no deepness of earth." Secondly: if no positive good resulted from Sabbath-schools, the amount of negative good produced would be sufficient to compensate for all the labor and toil of the teachers, and to warrant their continuance and support. How much Sabbath-breaking is prevented by these instructions! A very great proportion of those children who attend Sabbath-schools would, but for them, be spending their time in running about the streets, and in profaning the Lord's day; and, by the unholy companionships which they must form, into how much of profligacy and vice would they be led! Is it true on the one hand, "train up a child in the way he should go; and when he is old, he will not depart from it?" Then it is equally true, that if a child be trained up in the way in which he should not go, when he is old, he is not likely to depart from it! So that by the prevention of Sabbath-breaking, and its consequent train of evils, you actually lessen the amount of crime in riper years. Children _will_ be educated; and if the _people of God_ do not educate them for _their_ Master, and train them for heaven, the servants of the _devil will_ not be slow in educating them _for theirs_, and in training them for hell! I conceive that none, save the _Tractarians of Oxford, and their party_, will deny the beneficial moral influence which such Sabbath instruction has exerted upon our teeming population. Go to the gloomy prisons, and search in the lonely cells for those wretched beings who through crime have become their inhabitants, and make the inquiry as to who are the tenants of those places; and the result of that inquiry will be, an overwhelming majority stands on the side of the ignorant--of those who never had the benefits of Sabbath-school instruction. Search into the history of those poor wretches who people our "Union Houses," and you will find that but few of them enjoyed the benefits of Sabbath-school instruction. And it may be relied on as a fact, that in the black catalogue of the annals of crime comparatively few are to be found who were instructed in Sabbath-schools. Let Sabbath-schools become universal, let proper teachers be provided for the children, and let religious instruction of an orthodox character be instilled into their minds, and next to the preaching of the gospel, it will do more towards the establishment of the reign of grace--towards the universal reign of Christ--than any one thing besides. Thirdly: let it be known that the immediate, positive results of Sabbath-school instruction, are incalculable! Scores, yea hundreds, have, during their connection with them, been soundly converted to God. Hundreds and thousands date their conversion from the instructions and admonitions received at those noble institutions; and not a few of the most devoted missionaries, illustrious divines, laborious commentators, and translators of the Bible, and most popular preachers of the age, have been among those very persons who owed--and have rejoiced to own that they owed--their conversion to Sabbath-school instrumentality. I cannot take leave of the reader, without adverting for a moment to an objection which may be raised with reference to the subjects of the preceding narrative. Some persons, perhaps, may be ready to say, that in all probability these brothers would have become what they are, had they never seen a Sabbath-school. To this objection I answer: That such a position would prove fatal to all instrumental means of salvation. God could, undoubtedly, save man without any instrumentality whatever. He _could_, we say, do this; but such is not God's method of procedure; and we are therefore justified in believing, that to the various instrumentalities in operation is the salvation of man attributable: and if so, why should we deny that God can and does bless the labors of Sabbath-school teachers, and, through their instrumentality, render Sabbath-schools channels of salvation to many? I will only add,--and I rejoice that I am able to do so,--that each of the brothers is now actively engaged in the work of God. James is the superintendent and manager of a Wesleyan Sunday-school; and in point of perseverance, and constancy in the prosecution of duty, he is quite a pattern. Thomas and George are very acceptable local preachers in the Wesleyan connection. May they ever be zealous in every good work, and have grace to continue faithful unto the end. "He that goeth forth and weepeth, bearing precious seed, shall doubtless come again with rejoicing, bringing his sheaves with him." Psalm cxxvi, 6. "Cast thy bread upon the waters; for thou shalt find it after many days." Eccles. xi, 1. APPENDIX. The following letter has been put into the writer's hands since the preceding pages were in the press, and will be read with deep interest, as containing an account of the death of one of the teachers of T---- street school, from the pen of her brother, James's colleague:-- "My beloved sister entered into the joy of her Lord about half-past twelve this morning. I sat up in company with Mrs. B. and another friend--it was a delightful night, there was a calm and cloudless sky, and the full moon shone in at the window in spite of the blind and rush-light. I rose at last, and extinguished it, and drew up the blind; it was a beautiful and a solemn sight! I shall never forget it. Jessy found it hard work to breathe, and at times, I almost indulged a wish that she might be speedily released. But I did not dare to pray for life or death; 'Thy will be done,' was my motto, and all was well. Seeing her eyes often turned upward, I spoke, and pointed upward, 'Yonder's your house and portion fair;' she hesitated a moment, and then added,--'M--y tr--easure--and--my HEART are there.' "At another time, observing her in great pain for the want of breath, and at the same time moving her lips in silent prayer or praise, I said,--'As thy day, so shall thy strength be,' She replied with feeling, 'Yes.' At another time we understood her to say 'Jesus,' with something like energy in her voice; but whether in prayer or praise we could not decide, as the voice was thick, and rather indistinct, although loud, and many words could not be understood because of this. "The last word I caught was 'Glory,' and a very appropriate one it was to bid adieu to this lower world, and enter that which is above. I attempted to move her head a little, in order to let her see the beautiful moon once more, as it shone on every part of her, except just the forehead and eye; when she said, 'Don't bring me back from heaven,' and when we could not understand her words, we were convinced by the tone of her voice that pleasure and joy reigned within. Her hands had been for some time down by her sides; but a few minutes before death she raised them gently up, and clasping them together, seemed by her motions to commend her soul to Jesus. O! I shall never forget that scene: there lay the dying saint before my face,--it was the solemn, still hour of midnight--the calm serene without beautifully harmonized with the scene within. The virgin was ready, with her lamp trimmed, and the cry came, 'Behold the bridegroom cometh; go ye forth to meet him,' The summons was obeyed, and the faithful servant entered into the joy of her Lord. "As regards my own feelings, I was without agitation; and that sweet, sweet peace, which is the peculiar property of the people of God, kept my heart and mind: but when the spirit had fled I felt a little excitement, and could have disturbed the house by shouting her dying word, Glory! "She selected a verse for the funeral sermon; it is the last in the seventh of Revelation: 'For the Lamb which is in the midst of the throne shall feed them, and shall lead them unto living fountains of waters; and God shall wipe away all tears from their eyes.'" THE END. 
45408	----	[Transcriber's Note: Bold text is surrounded by =equal signs= and italic text is surrounded by _underscores_.] $1.00 a Year. JUNE, 1886. 10 cts. a No. THE PANSY EDITED BY "PANSY" MRS. G. R. ALDEN. D. LOTHROP & CO. BOSTON, MASS., U.S.A. Copyright, 1886, by D. LOTHROP & CO., and entered at the Boston P. O. as second-class matter. EPP'S (GRATEFUL--COMFORTING) COCOA. [Illustration] GOLD MEDAL, PARIS, 1878. BAKER'S Vanilla Chocolate, Like all our chocolates, is prepared with the greatest care, and consists of a superior quality of cocoa and sugar, flavored with pure vanilla bean. Served as a drink, or eaten dry as confectionery, it is a delicious article, and is highly recommended by tourists. =Sold by Grocers everywhere.= W. BAKER & CO., Dorchester, Mass. [Illustration] GOLD MEDAL, PARIS, 1878. BAKER'S Breakfast Cocoa. Warranted =absolutely pure Cocoa=, from which the excess of Oil has been removed. 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Taylor._ _Apr. 1._ THE PIPERS _Jessie Curtis Shepherd._ _Apr. 15._ ON EASTER DAY _W. L. Taylor._ _May 1._ THE YOUNG EMPEROR COMMODUS _Howard Pyle._ _May 15._ A VENETIAN AFTERNOON _Joseph Pennell._ =D. LOTHROP AND COMPANY, Publishers, Franklin and Hawley Sts., Boston.= _Volume 13, Number 31._ Copyright, 1886, by D. LOTHROP & CO. _June 5, 1886._ THE PANSY. [Illustration: "THE LITTLE GIRL MOVING THE DASHER."] SIX O'CLOCK IN THE EVENING. LORD, EVERMORE GIVE US THIS BREAD. THOU ART THE CHRIST, THE SON OF THE LIVING GOD. YOUR FATHER ABRAHAM REJOICED TO SEE MY DAY: AND HE SAW IT AND WAS GLAD. "WHY, you've found another verse about bread!" said Grandma, then her eyes grew thoughtful. "Association is a queer thing, children; association of ideas, I mean." (Some people might think that Grandma Burton used large words in talking to her grandchildren; but the fact was, she did not try very hard to make her words little. Not that she selected long ones; her language was always simple; but words which they would be likely to hear among cultured people, or to see in their books, she aimed to use in talking with them. If they did not understand a word, they were always at liberty to ask its meaning. The consequence was, they were quite intelligent children, and the phrase, "association of ideas," did not trouble the older ones in the least. As for little Sarah she did not bother her brains about it, yet awhile.) "Now you wouldn't suppose," continued Grandma, "that there was anything in that verse to make me think of a large, old-fashioned farm-house kitchen, with a wooden bowl on the table, and a wooden spoon hanging over it, and old-fashioned dishes arranged on the shelf above it, and a woman in a straight dress, and neck handkerchief, bending over the bread-bowl, and a little girl with a high-necked apron on, standing before an old-fashioned churn, moving the dasher up and down, yet I see all those things as plainly as though it was yesterday morning, instead of sixty odd years ago." "What makes it, Grandma? What happened?" And Marion settled little Sarah more comfortably on the hassock, and straightened herself, ready to listen. "Why, it is this association of ideas I was speaking of; my memory of that verse about bread is mixed in with all those scenes. I was the little girl moving the dasher. You see it was this way: "Mother was very sick that spring, and father had to take her to the city to be under the care of a great doctor, and he had to stay with her; so we children were scattered. I went to spend a week with aunt Pat Worcester." "What a horrid name for a woman!" said Rollo. "Oh! it was a nice name. _Patriot_, the whole name was, but almost everybody called her aunt Pat. She was a splendid woman. People all respected her. She was my father's aunt and he had lived with her a good deal when he was a boy and loved her very much; he liked to have me stay with her. That winter, or spring, it was, she had a nephew living with her; a great red-headed boy named Jeremiah, only we always said Jerry. I didn't like him very well. He was a smart, bright boy, and might have been pleasant, only he was always teasing children younger than himself, telling them things which were not true, threatening to drown them, you know, or bury them alive, or something of that sort; things that he had no more notion of doing than he had of flying; but they were too young to know it, poor things, and he had that kind of evil nature which seemed to be pleased with making others uncomfortable. He didn't trouble me much, because I kept close to aunt Pat; but once in awhile he would wink his great eyes at me, and tell me he was going to swallow me, some day, when aunt Pat wasn't looking." Grandma's children all laughed at this, and Marion questioned: "Why, Grandma, you surely didn't believe _that_, did you?" "No, child; not exactly, of course; and yet I couldn't help feeling kind of creepy all over, when I was in danger of being left alone with him, and I thought of his great mouth. It is my opinion that little folks suffer from these things more than older ones have any idea. I should despise a boy who would descend to so mean a trick as trying to tease one younger than himself." Harold looked out of the window, steadily, his cheeks a trifle red. The question was, did Grandma know, or did she _not_ know, that he told little Bobby White the other day he was going to tie him to the top of the great big flag staff at the corner, and leave him swinging there for a flag, because his dress was red, and his collar was white, and his eyes were blue. But Grandma didn't look at Harold. "Aunt Pat was moulding bread in the great wooden bowl, and I was moving the dasher up and down very slowly, and watching her all the while. I wanted to learn how to make bread, and I asked a great many questions; but, after all, the thought most in my mind, and which I said nothing about, after a fashion which children often have, was this very story about Jesus feeding the five thousand people with five loaves of bread. Only the day before, which had been Sunday, aunt Pat had read this whole story to Jerry and me, and talked it over. She was an excellent hand to tell Bible stories, she made them seem so real. She explained the size of the loaves, and all about it. When I saw the great big ones she was moulding, I thought they would have fed a great many more than the little lad's; and from that I went on, thinking out the story, and the way those people followed Jesus the next day, and asked for the bread which would keep them from getting hungry again, without understanding at all what they were asking for. Aunt Pat said they prayed just as plenty of people did nowadays; asked great big things without thinking of them, or wanting them very much. Just then Jerry came in, blowing his fingers, and pretending to be very cold; it _was_ a rather sharp spring morning, and he had been out at the woodpile. He said he wasn't so cold, though, as he was hungry. Aunt Pat laughed, and said she wondered if there was ever a boy made wasn't hungry all the time; then she looked at the clock, and found it was about the time when she always gave Jerry a lunch; for he had been up and at work since five in the morning. Oh! he had his breakfast, of course, a little after five, but aunt Pat always gave him a piece in the middle of the forenoon. By this time she had her loaves all nicely moulded, and she went to the closet and cut him a thick slice of the most excellent bread, and spread it with butter that smelled like June roses. Jerry took great bites of it with a satisfied air, smacking his lips to show how good it was; it must have brought some thought of the very story I was thinking about, for suddenly he spoke out: 'Evermore give us this bread! I say so too!' Then aunt Pat's eyes flashed. 'Jeremiah,' she said, and her voice was very stern, 'you are named after too good a man to be guilty of making fun of Scripture in any such way. Repeating a prayer, too, and not meaning it any more than the heathen do, when they mumble words to their little stone gods. I'm ashamed of you!' "Jerry looked a little abashed, and muttered that he didn't mean any harm; but I remember to this day, just how wrought up aunt Patriot was about it; she told Jerry that boys who commenced by turning sacred words to fit their own notions, often ended by being profane, wicked men. And that's just the way Jeremiah Carter ended. I haven't thought of him for many a day. But he grew up to be a bad man." "After all," said Rollo, after a few moments of silence, "you don't think, Grandma, that quoting that Bible verse made a bad man of him?" "N-o," said Grandma, speaking slowly, giving her head a little doubtful shake the while, "I wouldn't like to say that. Boys do trifle with serious words, sometimes, and get over it, and make good men. I should be sorry _enough_ if I thought they didn't. But then, Jeremiah Carter was exactly that kind of a boy. He had no reverence for the Bible, nor for words of prayer; he was tempted to make fun of everything; and he got so used to it, that after awhile, nothing of that kind shocked him; he became one of these men who pretend not to believe the Bible; and sometimes I have thought that if he had not learned to make light of it when he was a boy, it would not have come so handy when he grew up. Anyhow it always makes me think of Jeremiah Carter when I hear anybody doing it; and he isn't a pleasant body to think of, I can tell you. He died a good many years ago, and they said his last word was a profane one." The grandchildren made no other comments, and Rollo presently began to whistle. He knew one thing; and that was, it was a great temptation to him to quote a Bible verse now and then, for his own use. Not anything so wicked as Jeremiah did, but in a way that his grandmother, he knew, would call "light and trifling." He wasn't sure whether anybody else had noticed this habit and he made up his mind while he whistled, that they should never again have a chance to notice it in him. PANSY. THOMAS AND CLARA. THAT boy and girl in the picture were real persons. They were Thomas and Clara; were born in a certain town in Steuben County, N. Y., ten years apart--though they seem to be almost of the same age--and always knew each other. [Illustration: THOMAS AND CLARA.] Clara was a very thoughtful girl, and anxious to know all about everything--often trying to do things beyond her power. She was also fond of her needle, and at an early age could use it with remarkable skill and rapidity. You need not be surprised to learn that her father used tobacco. Most men do. They begin in boyhood. Many boys think it fine to be men, and that one of the quickest ways to be men is to smoke or chew. So they become deathly sick learning to use tobacco. It is strange. It costs a great sum of money in one's life--enough to buy a home. It makes the breath offensive. It is a very filthy habit and selfish as it is filthy, for though the tobacco user is a great nuisance to many people, especially to ladies, yet he does not seem to care how much others dislike his smoke or breath. He goes right on puffing his cigar or nasty old pipe-fumes into the nostrils and eyes of all who come near. Now Clara's father was no exception. Sometimes he would come into the kitchen or dining-room--the parlor even--and fill the air with tobacco odor. Clara's mother would get out of patience at times and say it was a nasty habit and that men had no more right to smoke and chew than women. And she was right! Clara loved her father. In her eyes no man was quite as grand as he except the minister. But on this tobacco question she took strong grounds with her mother, her pastor and Sabbath-school teacher, who all thought the same way. Hearing her mother express her mind so often against this "filthy weed" she learned the many arguments against its use and resolved that she would do everything in her power to prevent her friends from raising or having anything to do with it. One thing she knew--she never, no, _never_ would marry a man who used tobacco. Thomas was so much older than herself she was afraid to speak to him as her heart often moved her, about certain habits she feared he was learning. So the years went by. The great war of the Rebellion came on. Young boys were joining the army. Word came that Thomas had enlisted and with many other young persons was on his way to the front where men of the North and South were shooting each other down by the thousand. Those were awful days. Not so much because many died on the battlefield and suffered in loathsome prisons, but because of the bad habits many of the young soldiers acquired by being among wicked associates. Thomas passed through some dreadful experiences. He does not like to speak of them now, telling them only when he is urged. He was in battle after battle and saw many of his comrades shot down by his side. He was also in prison. But the war came to an end. He returned and brought with him many things, among them a great love for tobacco. You need not wonder. Nearly all the soldiers loved tobacco; the majority, I fear, played cards and drank whiskey, and took God's name in vain. Thomas escaped everything except tobacco, although he had seen so much of the other things. As the soldiers were brave for their country, so many at home became bold for Jesus. Clara came out on the Lord's side, though many of her mates laughed at her for it. But she stood firm and when she had a good chance she spoke true words for her Master. Between her home and another near by was a telephone. Her cousin and Thomas would converse over it. Sometimes Clara would "try her hand" at talking over the wire. This, however, Thomas did not know. He supposed Clara's cousin, Halsey, was always at the other end of the telephone, answering or asking questions. One day as the conversation was going on, Thomas said: "Well, I must stop now and take a smoke." "Don't do it," came a quick response. It was from Clara, but Thomas did not know it. "Why not?" inquired Thomas. "It is nasty," flashed back the quick answer. "When may I smoke?" came another question. "Not till I give you permission," Clara replied. These were her last words through the telephone to Thomas. She never gave him permission, as she died soon after. Thomas never used tobacco after that. I heard him tell the story in the meeting Clara used to attend. L. POEM FOR RECITATION. ONLY A HEART'S-EASE. Sought the king his garden When the air was ringing With the joyous music That the birds were singing. When the sun threw westward Long bright beams of gold, And the dew was sparkling On the wold. Found his plants all drooping Sullenly and sadly; Buds and blossoms hung their heads, Born to bloom so gladly. When the king demanded Why in sorrow bent, There was but one answer-- Discontent. For the graceful willow By the fountain weeping, And the lovely jasmine, All her perfume keeping, Answered when he questioned-- Each with envy spoke-- "Ah, because I cannot Be an oak." E'en the elm-tree answered, Sadly and complaining, "Ah, because I am not Bloom and fruitage gaining." And the vine, down drooping, Lamentation made Just because it could not Cast a shade. Rose would be a dahlia, Ferns the flowers would copy, Daisy grow a sunflower, Heliotrope, a poppy. Only little Heart's-ease Looked all glad and bright, And the king said, wond'ring At the sight, "Wherefore, little Heart's-ease, Art _thou_ not repining?" And the Heart's-ease answered, All her gold heart shining, "Why, when me you planted 'Mong your garden store, You wanted just a heart's-ease, Nothing more." Do you know the lesson That the fable's giving? 'Tis the very secret Of all happy living. In whatever station God for you deems best, Yours to grow and brighten, His the rest. M. R. P. "ONLY A CHILD'S PRATTLE." IT was one of those summer mornings when the earth seems all aglow with sunshine. The Granger House faced the east, and the doors and windows were opened to let in the light and brightness of the morning. It was a handsome house, somewhat old-fashioned, but handsome still and elegantly furnished. It should have been a happy home, but there was a shadow resting upon it; as yet it was not a deep, dark shadow, indeed it was scarcely perceptible to any save to one troubled heart. Mr. Granger did not see it, he did not know that a horrible fear was sometimes clutching at the heart of his almost idolized wife. He did not suspect his own peril and did not see as she did, the demon lurking in those bottles and decanters on the sideboard. That morning, little Alice, the one petted darling of the house, was playing upon the lawn, with no other companion than her favorite doll, almost as large as Alice herself. She had wandered about the grounds, the mother watching the golden head and thinking that sunshine itself was not brighter, until suddenly the child's attention was attracted by what was to her an altogether new sight. A young man was passing. Just in front of the house he staggered and would have fallen had it not been for the assistance of a companion a little less helpless than himself. I need not describe the scene. Unfortunately, to the most of us it is not an unusual sight. We have seen too often the unsteady and uncertain step of a drunkard, we have too often heard the silly laughter and listened to the imbecile chatter of those who have drowned their manhood in a glass of liquor. But to Alice Granger, a child of five years, it was a new and strange sight and one which she could not comprehend. Her doll lay unheeded upon the ground while with an earnest, curious expression upon her face she watched the two travellers out of sight. Then she ran to the house. "Mamma," she said, "there were two funny-acting men went past just now. They went on both sides of the street and did not act as if they knew how to walk. They were just as silly as could be." "Yes, dear; I saw them." "Mamma, what made them act so?" inquired the child. Mrs. Granger was inclined to evade the question. She was sorry that her darling had witnessed the disgusting spectacle. She would have spared her the knowledge of this form of sin awhile longer, but it could not now be helped, and as Alice persisted she said at length, "My dear child, those young men had been drinking too much wine." "Too much wine! But, mamma, wine does not make folks act like that!" "Yes, it does." "But papa drinks wine," and the little round face wore a look of perplexity. As Mrs. Granger did not reply, Alice said again, "Say, mamma, papa drinks wine. Does it make him walk like that and talk so that nobody can understand him? Say, mamma!" What could the mother say? How should she teach her darling to hate the wine cup and at the same time preserve the child's respect and love for her father? "My darling," she said at length, "wine is a dangerous thing. I will teach you all about it. And papa thinks that a little does not hurt anybody; but perhaps when you know more about it, you and I can coax him not to drink any." That day at dinner Alice astonished her father by exclaiming suddenly, "Papa, I wish you wouldn't drink any more wine!" Mr. Granger looked up in surprise, but he laughed and asked, "Why not?" The little face was very sober and the voice very earnest as Alice replied, "Because it makes men act so dis-gust-ing-ly!" The last word was brought out slowly, as if it were too large for her. "What do you know about it?" The question was addressed to Alice his daughter, but Mr. Granger looked at his wife. "Alice had her first temperance lesson to-day," replied Mrs. Granger, "and it has made an impression." "Seems to me you are beginning early to teach her your peculiar views," said the gentleman, half-laughing, half-sneering. At least, it was as near a sneer as the gentleman in Mr. Granger would allow. "It so happens that I was not the teacher," responded his wife; "it was an object lesson. She saw young Morgan and his friend pass." "And, papa, they acted just awful! I wouldn't have you act that way for anything." "Don't be afraid. Fred Morgan drinks a great deal and I only drink a little. That's the difference." Alice was still quite a time. Then, as her father drained his glass, she asked suddenly, "Papa, how much is a great deal of wine?" "How much? O, I don't know," replied Mr. Granger carelessly. "I wish you _did know_." And now the voice was very anxious. "Why do you wish that?" "Why, don't you see you might make a mistake and drink too much. But if I can find out _I'll_ keep watch and tell you, so you need not be afraid of being like Fred Morgan." Mr. Granger rose from the table laughing, and betook himself to the library; but the last words of his little golden-haired daughter had struck home to his heart. He, Thomas Granger, like Fred Morgan! Why, Fred was a reeling drunkard. He, Thomas Granger, needing to be watched by his little daughter, lest he make a mistake and take too much wine! Could there be truth in the suggestion? Was he in danger? Of course not. It was a child's foolish prattle. But foolish or not, the thought staid with him, and, sneer as he might, it would not be put down. Was this the wise Heavenly Father's way of answering that sad-hearted wife's prayer that her husband might be brought to see his danger? There was no wine served at dinner the next day. The glittering decanters, and the bottles with the age mark of which Mr. Granger had been so proud, and the cutglass wine glasses had all disappeared. No need now for Alice to watch! Her father had left forever the dangerous path, and had resolved never again to lift the wineglass to his lips. FAYE HUNTINGTON. [Illustration: LITTLE ALICE AND HER FAVORITE DOLL.] _Volume 13, Number 32._ Copyright, 1886, by D. LOTHROP & CO. _June 12, 1886._ THE PANSY. [Illustration: LITTLE SATE IN THE CHOIR.] REACHING OUT. (_A further Account of Nettie Decker and her Friends._) BY PANSY. CHAPTER VIII. IT was a beautiful Sabbath afternoon; just warm enough to make people feel still and pleasant. The soft summer sunshine lay smiling on all the world, and the soft summer breeze rustled the leaves of the trees, and stole gently in at open windows. In the front room of the Deckers, the family was gathered, all save Mr. Decker. He could be heard in his bedroom stepping about occasionally, and great was his wife's fear lest he was preparing to go down town and put himself in the place of temptation at his old lounging place. Sunday could not be said to be a day of rest to Mrs. Decker. It had been the day of her greatest trials, so far. Norm was in his clean shirt and collar, which had been done up again by Nettie's careful hands and which shone beautifully. He was also in his shirt sleeves; that the mother was glad to see; _he_ was not going out just yet, anyway. Mrs. Decker had honored the day with a clean calico dress, and had shyly and with an almost shamefaced air, pinned into it a little cambric ruffle which Nettie had presented her, with the remark that it was just like the one Mrs. Burt wore, and that Jerry said she looked like Mrs. Burt a little, only he thought she was the best-looking of the two. Mrs. Decker had laughed, and then sighed; and said it made dreadful little difference to her how she looked. But the sigh meant that the days were not so very far distant when Mr. Decker used to tell her she was a handsome woman; and she used to smile over it, and call him a foolish man without any taste; but nevertheless used to like it very much, and make herself look as well as she could for his sake. She hadn't done it lately, but whose fault was that, she should like to know? However, she pinned the ruffle in, and whether Mr. Decker noticed it or not, she certainly looked wonderfully better. Norm noticed it, but of course he would not have said so for the world. Nettie in her blue and white gingham which had been washed and ironed since the flower party, and which had faded a little and shrunken a little, still looked neat and trim, and had the little girls one on either side of her, telling them a story in low tones; not so low but that the words floated over to the window where Norm was pretending not to listen: "And so," said the voice, "Daniel let himself be put into a den of dreadful fierce lions, rather than give up praying." "Did they frow him in?" this question from little Sate, horror in every letter of the words. "Yes, they did; and shut the door tight." "I wouldn't have been," said fierce Susie; "I would have bitten, and scratched and kicked just awful!" "Why didn't Daniel shut up the window just as _tight_, and not let anybody know it when he said his prayers?" Oh little Sate! how many older and wiser ones than you have tried to slip around conscience corners in some such way. "I don't know all the reasons," said Nettie, after a thoughtful pause, "but I suppose one was, because he wouldn't act in a way to make people believe he had given up praying. He wanted to show them that he meant to pray, whether they forbade it or not." "Go on," said Susie, sharply, "I want to know how he felt when the lions bit him." "They didn't bite him; God wouldn't let them touch him. They crouched down and kept as _still_, all night; and in the morning when the king came to look, there was Daniel, safe!" "Oh my!" said Sate, drawing a long, quivering sigh of relief; "wasn't that just splendid!" "How do you know it is true?" said skeptical Susie, looking as though she was prepared not to believe anything. "I know it because God said it, Susie; he put it in the Bible." "I didn't ever hear Him say it," said Susie with a frown. A laugh from Norm at that moment gave Nettie her first knowledge of him as a listener. Her cheeks grew red, and she would have liked to slip away into a more quiet corner but Sate was in haste to hear just what the king said, and what Daniel said, and all about it, and the story went on steadily, Daniel's character for true bravery shining out all the more strongly, perhaps, because Nettie suspected herself of being a coward, and not liking Norm to laugh at her Bible stories. As for Norm, he knew he was a coward; he knew he had done in his life dozens of things to make his mother cry; not because he was so anxious to do them, nor because he feared a den of lions if he refused, but simply because some of the fellows would laugh at him if he did. That Sabbath day had been a memorable one to the Decker family in some respects; at least to part of it. Nettie had taken the little girls with her to Sabbath-school, and then to church. Mrs. Smith had given her a cordial invitation to sit in their seat, but it was not a very large seat, and when Job and his wife, and Sarah Ann and Jerry were all there, as they were apt to be, there was just room for Nettie without the little girls; so she went with them to the seat directly under the choir gallery where very few sat. It was comfortable enough; she could see the minister distinctly, and though she had to stretch out her neck to see the choir, she could hear their sweet voices; and surely that was enough. All went smoothly until the sermon was concluded. Sate sat quite still, and if she did not listen to the sermon, listened to her own thoughts and troubled no one. But when the anthem began, Sate roused herself. That wonderful voice which seemed to fill every corner of the church! She knew the voice; it belonged to her dear teacher. She stretched out her little neck, and could catch a glimpse of her, standing alone, the rest of the choir sitting back, out of sight. And what was that she was saying, over and over? "Come unto Me, unto Me, unto Me"--the words were repeated in the softest of cadences--"all ye who are weary and heavy laden and I will give you rest." Sate did not understand those words, certainly her little feet were not weary, but there was a sweetness about the word "rest" as it floated out on the still air, which made her seem to want to go, she knew not whither. Then came the refrain: "Come unto Me, unto Me," swelling and rolling until it filled all the aisles, and dying away at last in the tenderest of pleading sounds. Sate's heart beat fast, and the color came and went on her baby face in a way which would have startled Nettie had she not been too intent on her own exquisite delight in the music, to remember the motionless little girl at her left. "Take my yoke upon you, and learn of Me, learn of Me," called the sweet voice, and Sate, understanding the last of it felt that she wanted to learn, and of that One above all others. "For I am meek and lowly of heart"--she did not know what the words meant, but she was drawn, drawn. Then, listening, breathless, half resolved, came again that wondrous pleading, "Come unto Me, unto Me, unto Me." Softly the little feet slid down to the carpeted floor, softly they stepped on the green and gray mosses which gave back no sound; softly they moved down the aisle as though they carried a spirit with them, and when Nettie, hearing no sound, yet turned suddenly as people will, to look after her charge, little Sate was gone! Where? Nettie did not know, could not conjecture. No sight of her in the aisle, not under the seat, not in the great church anywhere. The door was open into the hall, and poor little tired Sate must have slipped away into the sunshine outside. Well, no harm could come to her there; she would surely wait for them, or, failing in that, the road home was direct enough, and nothing to trouble her; but how strange in little Sate to do it! If it had been Susie, resolute, independent Susie always sufficient to herself and a little more ready to do as she pleased than any other way! But Susie sat up prim and dignified on Nettie's right; not very conscious of the music, and willing enough to have the service over, but conscious that she had on her new shoes, and a white dress, and a white bonnet, and looked very well indeed. Meantime, little Sate was not out in the sunshine. She had not thought of sunshine; she had been called; it was not possible for her sweet little heart to get away from the feeling that Some one was calling her, and that she wanted to go. What better was there to do than follow the voice? So she followed it, out into the hall, up the gallery stairs, still softly--the new shoes made no sound on the carpet--through the door which stood ajar, quite to the singer's side, there slipped this quiet little woman who had left her white bonnet by Nettie, and stood with her golden head rippling with the sunlight which fell upon it. There was a rustle in the choir gallery, a soft stir over the church, the sort of sound which people make when they are moved by some deep feeling which they hardly understand; there was a smile on some faces, but it was the kind of smile which might be given to a baby angel if it had strayed away from heaven to look at something bright down here. The tenor singer would have drawn away the small form from the soloist, but she put forth a protecting hand and circled the child, and sang on, her voice taking sweeter tone, if possible, and dying away in such tenderness as made the smiles on some faces turn to tears, and made the echo linger with them of that last tremulous "Come unto Me." But little Sate, when she reached the choir gallery, saw something which startled her out of her sweet resolute calm. Away on the side, up there, where few people were, sat her own father; and rolling down his cheeks were tears. Sate had never seen her father cry before. What was the matter? Had she been naughty, and was it making him feel bad? She stole a startled glance at the face of her teacher, whose arm was still around her and had drawn her toward the seat into which she dropped, when the song was over. No, _her_ face was quiet and sweet; not grieved, as Sate was sure it would be, if she had been naughty. Neither did the people look cross at her; many of them had bowed their heads in prayer, but some were sitting erect, looking at her and smiling; surely she had made no noise. Why should her father cry? She looked at him; he had shaded his face with his hand. Was he crying still? Little Sate thought it over, all in a moment of time, then suddenly she slipped away from the encircling arm, moved softly across the intervening space, into the side gallery, and was at her father's side, with her small hand on his sleeve. He stooped and took her in his arms, and the tears were still in his eyes; but he kissed her, and _kissed_ her, as little Sate had never been kissed before; she nestled in his arms and felt safe and comforted. The prayer was over, the benediction given, and the worshipers moved down the aisles. Sate rode comfortably in her father's arms, down stairs, out into the hall, outside, in the sunshine, waiting for Nettie and for her white sunbonnet. Presently Nettie came, hurried, flushed, despite her judgment, anxious as to where the bonnet-less little girl could have vanished. "Why, Sate," she began, but the rest of the sentence died in astonished silence on her lips, for Sate held her father's hand and looked content. They walked home together, the father and his youngest baby, saying nothing, for Sate was one of those wise-eyed little children who have spells of sweet silence come over them, and Nettie, with Susie, walked behind, the elder sister speculating: "Where did little Sate find father? Did he pick her up on the street somewhere, and would he be angry, and not let Nettie take her to church any more? Or did he, passing, spy her in the churchyard and come in for her?" Nettie did not know, and Sate did not tell; principally because she did not understand that there was anything to tell. So while the people in their homes talked and laughed about the small white waif who had slipped into the choir, the people in this home were entirely silent about it, and the mother did not know that anything strange had happened. It is true, Susie began to inquire reprovingly, but was hushed by Nettie's warning whisper; certainly Nettie was gaining a wonderful control over the self-sufficient Susie. The child respected her almost enough to follow her lead unquestioningly, which was a great deal for Susie to do. So they sat together that sweet Sabbath afternoon, Nettie telling her Bible stories, and wondering how she should plan. What did Norm intend to do a little later in the day? What was there she could do to keep him from lounging down street? Why was her father staying so long in the choked-up bedroom? What was the matter with her father these days, and how long was anything going to last? Why did she feel, someway, as though she stood on the very edge of something which startled and almost frightened her? Was it because she was afraid her father would not let her take Sate and Susie to church any more? With all these thoughts floating through her mind, it was rather hard to keep herself closely confined to Daniel and his experiences. Suddenly the bedroom door opened and her father came out. Everybody glanced up, though perhaps nobody could have told why. There was a peculiar look on his face. Mrs. Decker noticed it and did not understand it, and felt her heart beat in great thuds against the back of her chair. Little Sate noticed it, and went over to him and slipped her hand inside his. He sat down in the state chair which Nettie and her mother had both contrived to have left vacant, and took Sate in his arms. This, of itself, was unusual, but after that, there was silence, Sate nestling safely in the protective arms and seeming satisfied with all the world. Nettie felt her face flush, and her bosom heave as if the tears were coming, but she could not have told why she wanted to cry. Norm seemed oppressed with the stillness, and broke it by whistling softly; also he had a small stick and was whittling; it was the only thing lie could think of to do just now. It was too early to go out; the boys would not be through with their boarding-house dinners yet. Suddenly Mr. Decker broke in on the almost silence. "Hannah," he said, then he cleared his voice, and was still again, "and you children," he added, after a moment, "I've got something to tell you if I knew how. Something that I guess you will be glad to hear. I've turned over a new leaf at last. I've turned it, off and on, in my mind a good many times lately, though I don't know as any of you knew it. I've been thinking about this thing, well, as soon as Nannie there came home, at least; but I haven't understood it very well, and I s'pose I don't now; but I understand it enough to have made up my mind; and that's more than half the battle. The long and short of it is, I have given myself to the Lord, or he has got hold of me, somehow; it isn't much of a gift, that's a fact, but the queer thing about it is, he seems to think it worth taking. I told him last night that if he would show a poor stick like me how to do it, why, I'd do my part without fail; and this morning he not only showed the way plain enough, but he sent my little girl to help me along." The father's voice broke then, and a tear trembled in his eye. Sate had held her little head erect and looked steadily at him as soon as he began to talk, wonder and interest, and some sort of still excitement in her face as she listened. At his first pause she broke forth: "Did He mean you, papa, when He said 'Come unto Me'? Was He calling you, all the time? and did you tell Him you would?" "Yes," he said, bending and kissing the earnest face, "He meant me, and He's been calling me loud, this good while; but I never got started till to-day. Now I'm going along with Him the rest of the way." "I'm so glad," said little Sate, nestling contentedly back, "I'm so glad, papa; I'm going too." "BUT" AND "WILL." FARMER SMITH was fond of birds. When he was young, married and settled in his new house, he planted trees about his home for the birds to live in. He made several pretty cages for the martins. Here and there he put small boxes among the tree-tops to draw certain birds that love to occupy houses that other folks have built. When boxes failed he would take old oyster cans instead. One day he picked up a leaky glue-pot and tied that on a young elm-tree. [Illustration: THE HOME OF THE WREN FAMILY.] The next day it was "rented" by a wren. There she continued year after year, taking a vacation in the winter in Florida for her health's sake. She had a way of paying her rent that quite satisfied Farmer Smith, as he never ejected or annoyed her. He probably got his rent in music. As the years went by, the young elm grew and grew till its top branches seemed almost to touch the sky. It spread, some said, over a half acre nearly. The glue-pot, or wren's nest, had gone up too, beyond the reach of bad boys that are not happy in seeing birds happy. One summer, when Mother Wren and Father Wren had gone away on a short visit, the children looked down from the door of their cottage and saw some strangers approaching. Among them was Farmer Smith. He was showing them over the grounds and pointing out this thing and that. They came under the elm and talked, and the young Wrens listened. And when the old people returned they related the conversation of Farmer Smith and the strangers. They were greatly excited, as something was said about cutting the "old elm" down. But the parents quieted their troubled wrenlets with a good supper and, putting them to sleep, they talked the matter over in a whisper with their heads close together. The next day, charging the children to listen carefully, they flew away, returning soon with a good dinner. As they sat eating, Miss Kittie Wren spoke up: "They came again, and I heard Farmer Smith say that this tree was indeed in the way. He could not raise anything about it, it shaded everything so. 'But I can't bear,' he said--I couldn't hear the rest. But I guess it was something awful, and we'll have to get right out of our pretty house or be cut down. O dear, dear!" And they all set up a cry, and were quieted only when told there was no danger, because Farmer Smith said "But." The next day, on their return, Master Fred related the talk. "Farmer Smith said: 'I can't get through winter, as I see, without cutting up "old elm" for wood. But, dear me, how can I? I set it out, and have enjoyed its shade so long. Yet I suppose some day it must come down for firewood.'" "No danger yet," said Mr. Wren. "So long as that 'But' stands there he can't strike 'old elm' one blow." The next day Deb told how he came and measured it and figured up how many cords of wood it might make, and then he guessed he might cut it next week. "Needn't be disturbed, darling, so long as Farmer Smith _guesses_ he'll do it _next week_. That does not mean anything." At supper on the following evening, Fred said: "Farmer Smith said to-day, 'Boys, I want you to cut down the elm.' It's all up with us now." "Never fear a man who only _wants_ a thing done. Thousands of people _want_ this and that, but don't _do_ it. You may rest another day, children. Eat, drink and be merry till we get back." Mother Wren had barely entered the door with a delicious dinner when Kittie, Fred and Deb all put in at once: "You had scarcely gone, when Farmer Smith came out alone and walked around 'old elm' muttering something. Then he said, 'I will go now and get my axe and cut it down this very day.' He is grinding his axe now; don't you hear the grindstone?" "He said, 'I _will_?' Are you sure it was not guess or _think_ I will?" "We are positive," all said. "Then pack up this very minute. We must move before he strikes the first blow." And away they went. Did you ever hear of folks who say they _ought_ to sign the Temperance Pledge; who _guess_ they will seek religion; who _think_ they will begin to pray some day, _but_ not _now_? A few _will_, like the Prodigal Son, and they are--saved! Do you _but_ or _guess_ or _think_ or _will_? REV. C. M. LIVINGSTON. - - - - - - - Do thy little; God has made Million leaves for forest shade; Smallest stars their glory bring, God employeth everything. WHY SOME ROSES ARE RED. _A Flower Legend._ ALL roses were white, in the long ago, According to flower lore; But one day an angel passed by that way As a message of love he bore To a sorrowful soul bowed down by woe, And weary with ceaseless pain, And as he noticed the fragrant white flowers, He poised on the wing amain, And quickly approaching those roses sweet, A beautiful bud to pick, He whispered, "I'll take it with word of love I bear to the lonely sick." But as he plucked the beauteous flower, Whose soft cheek was pale as death, He said, "As my errand this time brings life-- I will warm it with my breath." So he kissed the cheek of the fair white rose, Which 'neath his thrilling touch blushed, And with message of love, and pink rose of hope, The sighs of the sick one he hushed. And ever since then, when a rose is red, Or blushes with delicate tint, A kiss, from some angel of love and life, On its cheek has left its imprint. LYDIA HOYT FARMER. A MOTHER'S LOVE. IN December, 1821, a man with his wife and child were riding in a sleigh over the mountains of Vermont. At last the horse refused to proceed. The man set off to look for help, but soon he perished in the cold. The mother set off to look for him, with her baby in her arms, but she was found dead near the sleigh, next morning. The babe, however, was living, for that mother had wrapped it in her shawl. There is a sweet poem written about it. This proves to you the deep love that wells up in the mother's heart. Any mother would have done the same for her child. How earnestly should every child strive to love and please his dear parents. RINGWOOD. WANTED--THE MOON. THE Moon rose early, and Baby Ned Was rather late in going to bed. Not two years old, this dear little fellow, With head so round, and bright, and yellow, With his eyes so brown, and mouth so sweet, His fair little hands, and dainty feet-- Wee feet, that have barely learned to walk-- And his wise, quaint, broken, baby talk. He was perched that night on grandma's knee, The place where the small king loved to be. Where the wise brown eyes saw something new Through the window, up there in the blue. Over the top of the tallest hill, Round and silvery, fair, and still, God's grand old moon! that for ages past Has held its way in the night-sky vast. And Neddie wanted that shining ball To hold in his hands so soft and small, And nobody went and took it down. He wrinkled his face to a little frown; Red lips quivered--he wanted it soon; Then--_one more baby cried for the moon_! But mamma brought him his milk and bread, And patted his dear little curly head. Then quickly he smiled and forgot the moon, And laughed at his face in his silver spoon. O happy Neddie! so easy to smile; Your life will be glad, if all the while As the years go on you can turn away From all that you want when God says "Nay," And laugh, and thank Him for what He may give-- That is the way for His child to live. O manly boys, and sweet little girls! With all your colors of eyes and curls, If you would have life like a summer day, Be content with the things that are in your way. Seek ever the things that are pure and high, As planets that move in the evening sky, But if you can't have the shining moon, Be glad when God offers the silver spoon. EMILY BAKER SMALLE. [Illustration: PHYSICIANS IN COUNSEL.] _Volume 13, Number 33._ Copyright, 1886, by D. LOTHROP & CO. _June 19, 1886._ THE PANSY. [Illustration: MAMMA HAS RETURNED.] WHERE I WENT, AND WHAT I SAW. IN the first place, I took a walk. It was a March day, but I wore a sun hat and carried a sun umbrella. Crossing the road in front of my cottage, I went through a little gate, ran down a hill under great spreading pines, and walked along the shore of a lovely lake, stopping now and then to pick white violets, and whortleberry blossoms with which to adorn my hat. Then I sat me down in a rustic seat, and read a letter from some friends in Ohio, telling about a snow storm, and a wind storm, and a frost frolic, and I know not what not of sulky, boisterous weather. Over my head, meanwhile, the mocking birds sang merrily, now pretending that they were robins, now bobolinks, and now nothing but common chirping birds! Yes, I was in a different country; and you are guessing rightly, that it was in sunny Florida. But it was time to go on; the great tabernacle bell was ringing, and I wanted to be in at the opening, for we were promised some curious sights that day. After all, I was late; some friends who had been in the woods stopped to show me some pitcher plants, and to divide great sprays of sweet-scented Southern jessamine with me, and when I tiptoed into the tabernacle, work had commenced. Certainly the sight was curious enough. Men and women, some of them gray-headed and spectacled, each of them with a bit of paper in hand about four inches square; red, or yellow, or blue, or golden, as the case might be; all the colors of the rainbow seemed to be there. Each of these grave men and women were bent over their papers, carefully folding, and creasing, and re-folding, according to the direction of the leader, until they had each made what a small woman of six, sitting near me, called "a little birdie with wings!" but what her gray-haired aunt sitting beside her, pronounced to be a "strictly correct geometrical figure." "Geometry," was that the subject? Well, that is for grown people, surely. No, playing at boat and bird building. Was that the subject? But that is for _children_. Well, you are both right; it _was_ Geometry, and it was _play_. And the name of it is Kindergarten. Call it what you will, not a Blossom of you but would have liked to be there, and help fold that paper; and your mothers would have enjoyed it, at least, almost as well. Why? Well, principally because of the little dots at home, which they saw they could delightfully entertain, as well as teach, in this way; and because of the tall boy, who yet is a trifle puzzled over fractions. It would be so easy with those nice sticks, which followed the papers, to show him how to do it. Then the blocks, cunning little squares, and triangles, and all sorts of shapes; and what delightful things they would build, to be sure! Do you know, I fancied I saw every Blossom of mine, who has a sister or brother, four, five, six years old, who must be entertained very often by your puzzled selves, sitting in that tabernacle, eager listeners and workers, getting new and bright thoughts every minute as to how you could combine pleasure with instruction; and while little sister thought she was having a "perfectly splendid time" in your care, she would really be learning lessons which would help her all her life. Didn't I wish you were there! But since you were not, and I couldn't reach to call you, why, I will tell you about it now, and fill your hearts with vain regrets. Listen, my Blossoms. Kindergarten; that is the name, remember. Is there one in the city where you go, sometimes, to visit? By all means take a morning or two, and visit it, and run away with some pretty ideas to help you amuse the little sisters. Or perhaps it is in the very city where you live, but too far away for the little sister or brother to attend; still, by all means, go _you_, as a guest occasionally; and my word for it, you will be richly repaid. Such wonders can be done with bright paper, and blocks, and a strong needle with bright-colored silks. Miss Ross was our teacher, in Florida, last winter; and much did we enjoy the privilege of hearing her. She is going to hold Normal Kindergarten Conventions through the States, next fall; look out for her name, and hear her if you can. Miss Matilda K. Ross of Chicago. PANSY. A LETTER FROM FATHER. "I WONDER if we will get a letter from father to-night." It was Essie Carter who spoke. Her mother sat by the window sewing, while Gracie played with her dolls upon the doorstep. Essie was just starting for the post-office. "I think," she continued, "that I will go across the pasture lot, it is more shady that way and it is very warm this afternoon." At mention of the pasture lot Gracie sprang up and said in her lisping tones, "Gracie go too!" "Gracie may go as far as the fence and wait for Essie there," said her mother. And clinging to her sister's hand, carrying her favorite doll, the little one went down the lawn, across the meadow and there cheerfully relinquished her hold and set about hunting violets while Essie went on to the country post-office, where she secured the coveted letter. On her return she found Gracie hanging upon the fence. "Did you get a letter?" she asked. "Yes; and now we will hurry home and mamma will read it to us." "Did my papa write it?" asked the child. "Yes, dear; papa wrote it to us, maybe there will be a little letter in it for Gracie." "With what did he write it?" "With a pen, of course." "What is a pen?" asked the little questioner. "O Gracie Carter! you can ask the most questions of any child that ever was born, I do believe!" exclaimed Essie. "But what is a pen?" persisted Gracie. "A pen is a thing to write with," replied Essie despairing of evading the questions. "Who made a pen?" "I don't know," was Essie's frank reply. And then she fell to thinking unheeding Grade's questions. After the letter had been read and talked over Essie said: "Mamma, Gracie wanted to know who made pens, and I couldn't tell her; a thing we use so constantly too! I would like to know something about them myself." "Well, dear, can't you find out?" "If we were at home I could study it up in the library, but we haven't any books here excepting poems and Bibles and the dictionary." "Is that the way you rank your books?" asked Mrs. Carter smiling. "No; but it is such a matter of course to have the Bible that I was not going to mention it, then I just happened to think of the dictionary." "Well, go to the dictionary and see what you find there." Essie turned over the pages and read, "An instrument used for writing, formerly made of the quill of a goose or other bird, but now also of other materials, as gold and steel." "Why, mamma, is that true, pens can be made of a quill? I never heard of such a thing." "There _are_ a few things that my daughter has never yet heard of." "Now, mamma, you are laughing at me! But truly I never heard of a pen being made of a quill. Dear me, I wish I had a cyclopædia. The next time we come out here I mean to bring a whole set!" "Perhaps I could tell you something about pens," said Mrs. Carter quietly. "O mamma! I beg your pardon," exclaimed Essie coloring slightly. "I ought to have known that you could! I have heard papa call you a walking cyclopædia." "Your uncle Horace was at one time employed in a gold pen manufactory and I learned a great deal at that time, and we studied up the history of pens. If I remember rightly the first pens used were made of iron or steel and were not used with ink, but the letters were cut in stone, or clay, and afterwards the same sort of an instrument was used to write upon waxed tablets; then when parchment and paper began to be used pens were made of reeds, and of course the people must have had ink of some sort. Now about quill pens. It was probably more than a thousand years ago that some one discovered that the quills of birds made better pens for writing on paper than could be made of reeds, and people have used quill pens more or less ever since." "Why do we not use them? Did you ever use one?" "Two questions at once! I'll answer the last one first. Yes, I remember using quill pens when I first began to go to school. My father had never used any other and he had a prejudice against steel pens, which had already come into use, and as we kept a flock of geese we always had a supply of quills. It was considered in my father's day one of the necessary qualifications of a schoolteacher that he should be able to make a good quill pen. Such steel pens as we use may be classed among _modern inventions_. It is said that they were first introduced about the beginning of the nineteenth century, but they were not a success and very little progress was made in the manufacture for more than a quarter of a century. One thing will surprise you, I think. The first pens made, in an English factory about the time they were successfully introduced, sold for nearly twenty-five cents apiece at wholesale rates." "At that rate it would cost papa a fortune to keep me in pens! Why, I use up a box in a little while." "Probably; you are apt to use up things." "I wish papa would give me a gold pen; I believe I could keep one a long time," said Essie. [Illustration: "DID YOU GET A LETTER?" SHE ASKED.] "Probably the best steel pens are made in England, but American gold pens are the best. A great amount of labor is bestowed upon them. Every one is carefully tested before it is put into the market. When a person buys a gold pen he pays a good price for it and expects it to last a long time, and this is the reason that they are so carefully tested. If half the steel pens in your box prove to be worthless, the remainder are still cheap." "But, mamma, you have not told me why people do not use quill pens nowadays." "I suppose principally because metal pens are more durable. Quill pens require to be mended often and one who writes much would find it quite a task to make and mend his pens. I should not wonder if we would find a bunch of quills hanging from the rafters in the attic of this old house and I should like to make a quill pen for you that you may write with a pen like the one your grandfather always used. And now, Essie, if you will pay attention to your father's request you shall have a gold pen when we go back home," said mamma, smiling kindly. "You mean about taking pains with my writing?" "Yes; I have sometimes thought that in nothing does culture or want of culture show itself more than in a person's penmanship." MRS. J. H. FOSTER. THE FOX FAMILY. IN 1840 there lived a man in Kinderhook, N. Y., who was a smart politician and his party often put him up for office; somehow he had a way often of being elected, as many popular men do nowadays. He was nominated for the Presidency. Can you guess his name? There was great excitement on both sides. The Whigs had put up General Harrison for their candidate and were singing songs about Log Cabins and Hard Cider, because General Harrison lived in one and drank the other. They said many things against the Kinderhook man. Parties always do say hard things against their opponents. Among other hard names they called him a "Little Fox," and no doubt some voted against him, thinking if he was anything like a fox he was not fit to be President of the United States. [Illustration: A FAMILY OF FOXES.] People are prejudiced against this animal because he is so sly and tricky. Queer stories are told about his smartness. He loves (to eat) fowl. He will swim toward a duck _e. g._ with turf in the mouth, so as to be concealed, then, being near, the unsuspecting duck is "nabbed" for Mr. Fox's dinner. He goes limping with his head down, as if eating clover, till near enough to seize a hare. When caught stealing hens, he will pretend to be dead, though kicked roughly about, till he gets a chance to "up and off." When traps are arranged around his hole, he will stay in for days, hungry, or make a new outlet rather than expose himself to a trap. He knows how to fire off a gun that has been set for him without being hit. In Northern climes he can pull up the fish-line that has been placed by the fisherman over night through a hole in the ice. The man comes early to get a morning fish breakfast but only to find an empty hook lying near the hole and Mr. Fox galloping off in the distance with the game. The above is what "They say." Many more strange things are said about the Fox family. Certain it is they are a shrewd set, smarter in providing delicious repasts for their children than many of their neighbors, the farmers, who treat them as thieves. The Whigs did almost or quite call the Kinderhook man a sly thief. They probably _now_ think he was as honest, perhaps more suited to the Presidency than was Gen. Harrison. Very different from the "Fox" of Kinderhook was Charles James Fox of England who died a hundred years ago. Strangely enough he was a great Whig, though Whig in England was not the same as Whig in the United States. He was a fine scholar and high statesman; some say, "the greatest debater the world ever saw." Different still was George Fox of England who died two hundred years ago--one of the purest, best men that ever lived. The Quakers or Friends started from him. He went everywhere preaching the simple teaching of the Bible and against trusting to forms and ceremonies. Enemies arose against him and had him put in loathsome dungeons. But he came out of the prison (though not just as Saint Peter did, by the help of an angel) but only to forgive his cruel persecutors and go right on preaching God's free and simple grace. John Foxe was another grand man. He wrote "Foxe's Book of Martyrs." Have you ever read it? He died three hundred years ago. Thus you see the Foxes are not all so sly and tricky as those in the picture "look to be." See what queer eyes they have. Somewhat upside down. C. SOME REMARKABLE WOMEN. N.--NEWELL, HARRIET ATWOOD. UPON the platform in Tremont Temple, Boston, at the meeting of the American Board of Commissioners for Foreign Missions, last October, there was placed a little mahogany table, old-fashioned in form and dark with age. It was an object of great interest from the fact that around that small table, three feet by two--or, when the leaves were spread, three by five--there sat, seventy-five years ago, the five men who formed the American Board at that date. The first meeting held in the parlor of the little parsonage in Farmington, Ct., was a small beginning, and who could have guessed that Tremont Temple, Music Hall, and one or two churches would have been filled to overflowing by the crowds that would come to the seventy-fifth anniversary! We who live in this missionary age cannot realize the weight of that undertaking, nor can we who are saying farewell to friends and acquaintances who go out in fast-sailing steam ships with many a comfort and convenience unknown in those days, and in comparative safety, realize what it meant to those five young men and their wives who were the first sent out by the newly-formed board, to bid adieu to home and friends with scarce a hope of ever returning to their native land. Rev. Samuel J. Newell was one of the five, and the subject of this sketch was his devoted young wife. Harriet Newell was the first woman who went out to India as a missionary. She was scarcely beyond girlhood, only eighteen years old when she said good-by to her widowed mother and went out to tell the people of India about the Friend who waited to receive them. Mrs. Newell's early home was at Haverhill, Mass. She was educated at Bradford Academy. It was while she was at school that she determined to consecrate her life to the service of Christ, though I do not gather from any account of her life that she had at that time any thoughts of becoming a missionary. Her letters written at that early period evince a rare thoughtfulness and uncommon maturity of mind. Indeed, it would seem that she early put away childish things. Neither have we any account of her having any of the good times of girlhood; yet I suppose she was not altogether unlike other girls, but we have only the story of her inner life. She has told us in her journal of her conflicts with sin and of her victories; we can see the rapid development of her Christian character, from the time she first engaged in the service of God to the hour when she "consecrated herself to the establishment of the kingdom of Christ in Pagan lands. To this great and glorious object all her thoughts and studies, her desires and prayers tended. It was only with a view to this that she considered her talents and acquirements of any special importance." Mrs. Newell exhibited in her short life great force and decision of character. When, after earnest deliberation, mingled with prayer for wisdom, the question of duty had been settled, she moved forward without hesitation. Let me give you the words of one who knew her well: "The character of Mrs. Newell had an excellence above the reach of mere human nature; behold her, united to friends and country by a thousand ties, a woman of refined education, with delightful prospects in her own country, resigning all for a distant Pagan land; all these sacrifices she made calmly, with a sober deliberation, with steady, unyielding firmness, and this not for wealth, or fame, or any earthly object, but to make known among the heathen the unsearchable riches of Christ." And now what will you say when I tell you that this remarkable woman, remarkable for her talents, her personal gifts, remarkable for her Christian development, was to meet with disappointment at the outset and was to be denied the privilege of engaging in the work for which she had left home and friends. They were ordered away from India by the government and decided to attempt to establish a mission upon the Isle of France. Nearly a year from the time of leaving America they reached this place, having spent nearly all that time on ship-board. It would seem that now their troubles might be at an end; and so Mrs. Newell's were. For in about three weeks after they landed she was called to go to her mansion above. At nineteen her work was finished--finished, as it seemed, before it was fairly begun! Yet her example of devotion, of fortitude, of love for the cause, her submission and patience under trial may have accomplished far more than she living could have done. When the news of her triumphant death came to America, other noble-hearted, earnest women were found ready to take the place of this first woman of our land who was ready to give her life to the people of India. To-day, after seventy-five years, scores are in the field, more waiting to be sent, and I know not how many among the PANSY readers getting ready for the Master's work in foreign lands. God grant that there may be many such! F. H. OUR ALPHABET OF GREAT MEN. Q.--QUINCY, JOSIAH. COUNTING back for five generations, we find in the Quincy family a Josiah. The great-great-grandfather of the present Josiah Quincy was a merchant, and we are told that he was a zealous patriot in Revolutionary times, and you all know that meant a great deal. His son, who was called Josiah Junior, became a celebrated lawyer, and was prominent as an advocate of liberty. It was he who with Samuel Adams addressed the people when the British ships anchored in Boston Harbor with the cargo of tea. But notwithstanding his reputation for patriotism, his action in defending the soldiers who fired upon the mob in what is known as the Boston Massacre, brought him into unpopularity. Yet I think that if you study the facts carefully, and weigh them well, you will see that although the presence of the British soldiers was an outrage, and justly obnoxious to the people, yet upon that occasion there was some excuse for their action. And John Adams and Josiah Quincy should not be condemned for undertaking their defence. Afterwards both did good service in the interest of Colonial Independence. Quincy went to England doing much to promote the good of his country. He died upon the homeward voyage in 1775, in sight of American shores. His son Josiah, three years old at the time of his father's death, was educated at Harvard University, became a lawyer, a member of Congress, and having filled acceptably various other offices, was at length elected President of Harvard, which position he held for fifteen years, He had a son Josiah, also a graduate of Harvard, and again the fifth Josiah in the line is a graduate of the same institution. There are other Quincys of this family who have attained celebrity. I might tell you of Edmund Quincy, who was prominent in anti-slavery circles, but I think you will find plenty of occupation for this month if you study up all these Josiahs. FAYE HUNTINGTON. [Illustration: A VERITABLE BOY BLUE.] _Volume 13, Number 34._ Copyright, 1886, by D. LOTHROP & CO. _June 26, 1886._ THE PANSY. [Illustration: AN ENGLISH STILE.] ST. GEORGE AND THE DRAGON. BY MARGARET SIDNEY. VIII. A BOY, breathless from long running, rushed into Mrs. Allen's arms as she turned away from the sitting-room window with a sigh. "Why, here you are!" she exclaimed in a joyous burst. "The fellows are in some sort of a scrape," gasped the boy, careful of his words; "can't get home--I'm going to tell their mothers--" Mrs. Allen looked at her empty arms, turned and went out to the kitchen. "Ann, you may put on the tea; we will not wait for George Edward." "Land! he just raced in, red as a boiled lobster," cried Ann with the privilege of a favored servant. "I know; but he is off again, on an errand that had to be attended to--put on the tea, and ring the bell." It was some time before the son of the family made his appearance in the Allen household again. When he did come, it was to bring a face so utterly miserable, and a pair of feet so incapacitated for further movement, that his mother began to seriously question if she had done the wise thing to allow him to be the deliverer of the several messages. The first thing to do now, however, was to get the boy to bed; so with the aid of Ann's hot oatmeal gruel, George Edward was assisted by father and mother on either side, up to his pretty room, where he was rubbed down, pretty much as one would perform that same operation on a tired horse, till each separate and distinct joint seemed supple and elastic as was their ordinary condition, and the boy was tumbled into bed, fast asleep before his head touched the pillow. Mr. and Mrs. Allen looked at each other as they sat down in the library, and drew a long breath. "What shall we do with such a boy?" cried the mother. "He seems to carry the burdens of other boys, old people, animals, and everything that comes in his way." "Let him alone," said Father Allen shortly. "Oh! I wouldn't dare say anything," exclaimed Mother Allen, alarmed at being misunderstood; "I was only mentioning the fact." "You asked a question," said Father Allen, who was nothing if not exact; "you asked 'What shall we do with him?'" "And I ask it again," said Mrs. Allen, rubbing her forehead in a perplexed way, "whatever in the world shall we do with him?" "And I answer in the same words that the immortal Mr. Dick employed on a similar occasion to Miss Betsey Trotwood's question, 'Wash him and put him to bed.'" "We have done that," said his wife with a laugh, "now, what next?" "Oh! as to that," replied Father Allen with a yawn, "I must confess, I don't see my way clear to furnishing you with an additional answer. The only one I should suggest is, let _us_ go to bed." So the matter was left precisely as it always remained, for George Edward to follow out his own instincts, and grow up in his own way to solve life's greatest problem, "How can I best serve mankind, and carry out Christ's command 'To do unto others as I would that they should do to me.'" This narrative, more devoted to the interests of St. George and his doings, than to records of any other boys, will simply state that the morrow's morning train brought home the recreant crowd to the bosoms of their waiting families. The boys of this crowd always mentioned the old farmer who had passed the night with them, with an air, though not of fondness, of great respect. What he did to them to thus inspire them, I am in no position to know--I can only relate that he had great satisfaction in his part of the evening's entertainment, and that he simply remarked to Betsey on his return, "I don't think they'll do that thing again right away," and that Thomas when recalling the event, would often pause in his work to allow himself the brief respite of a smile after careful observation that revealed no on-looker. * * * * * "I don't think it pays," some voice at my elbow might say, as a pair of bright young eyes have traced thus far George Edward's career, "to be always watching to help other people out of scrapes. 'Look out for yourself' is going to be my motto." Just wait, dear little friend. The "boy is father to the man" we are told, and we recognize the fact from the first time we meet the phrase in our readers and copy books. Isn't it better to be a good father, and turn out a worthy representative of your family name, that no chance in life will make one ashamed to meet in after life? What you call "fun" and "a good time" and "looking out for yourself" now, will perhaps carry a different name ten or twenty years later. It may possibly be known among men as selfishness, indifference to public good; or uglier still, sharp, shrewd handling of moneyed interests committed to your care, to make them yield benefits to the one who manipulates them. It may get even to be found deserving the name of a man who recognizes only the Ego of human existence, than which, you will quite agree with me, there is no more hateful being under the sun. Think well before you give up the habit of doing the good you can now to those who are your neighbors, whether at home or at school. And this brings me to a second period of George Edward's life, which was fraught with new responsibilities and pleasures, and which brought him into a wider field of boyish activity. He was to go away to boarding-school; the narrow educational advantages of his home demanding it. Before the important decision was reached--where to send their boy--Mr. and Mrs. Allen allowed themselves a whole year to consideration of the matter. There was not a school of prominence in the length and breadth of the land, that in some way did not pass under the keen-eyed watchfulness of the two parents. Not that they personally visited them all--oh dear, no! how could they? But that in some way, reliable information of the different school methods, and the principles and standing of the instructors, was given into their keeping. "We never shall find a school where we can say confidently we will place our boy; never in all this world," cried Mrs. Allen one day, when a letter from a friend upset an almost decided plan of accepting the "Halloway School for Boys" as the arena for George Edward's activity. The letter was from a good friend whom they could trust. It said, "Don't you do it; the system of instruction is faulty, and the knowledge obtained is shallow." Father Allen only said, "Don't worry," buttoned up his coat and went out to try other fields. At last came the day when those interested could announce the thing settled. "George Edward Allen is going to Doctor Bugbee's school in Rockboro," and great grief and lamentation fell upon his old friends--and who in that town in which his life was spent, was not glad to claim that friendship? THE CAMEO SET. AGAIN the jewel-case was brought out. Lucy Ansted's brother had arrived for a short visit, and taking advantage of this addition to her forces, Annie Burton determined to have a tableau party. Grandma Burton, always interested in whatever the "the children were up to," offered the girls her old-fashioned jewels for the occasion. But no sooner was the jewel-case opened than they forgot all about the tableaux and fell to admiring and asking questions. "These the only cameos I ever saw that I thought pretty," said Annie, holding up a handsome set. "Those _are_ handsome!" said Lucy. "Mamma has cameos, but they are common-looking things. Seems to me they cannot be the same kind; I think there is a difference in the color." "Very likely," replied Mrs. Burton. "I presume your mother's are shell cameos. The most of the modern cameos are made from sea shells. The shells have two layers of different colors. Usually the outside is white and the inner layer brown or coffee-colored. I once had an opportunity of visiting a cameo cutter's workshop. It was not easy to get admission, but an artist friend of your grandfather's took me there." "Can you tell us about the process?" "It was many years ago, and my impressions of what I saw have grown somewhat dim, still I can tell you something about it. I remember that he told me that the shell he was cutting came from the coast of Brazil. Another which he showed me was from the Bahamas, and he said that some of those used came from the Indies, both East and West, and also from the African coast." "Are the shells used of a peculiar sort?" [Illustration: PREPARING FOR TABLEAUX.] "They are the ordinary conch-shell. In each one there is material for only a single cameo, large or small. The available part is sawed out by persons employed for that work, who also shape the cameo by grinding the piece upon a grindstone, making it square or oval as desired; then it is ready to be handed over to the artist. The cutter fastens the shell into a small block of wood, of a size convenient for grasping firmly with the left hand. He then draws the outline of the figure he wishes to put upon it with a pencil. When the work is outlined upon the white surface, he begins to scratch the line with a fine steel needle, following his pencil mark very carefully. The artist I saw at work inspected his scratches with a magnifying glass at almost every scratch of his needle. I call it a needle because that describes the fine steel tool which he used. After he had finished the outline he began to work with small, sharp chisels, cutting away the white layer of shell around the figure he had outlined. He worked away carefully, chipping and scraping until it was all removed, leaving the portrait of some old Roman a raised white figure upon a dark ground. It seems simple enough to hear about it, or to see it done, but it requires a skilful hand and a practised eye. There is a finishing process of polishing with putty powder. This is applied with a stiff brush and is said to be a very delicate operation, though it seems as easy as the polishing of a silver spoon." Lucy had been turning over the articles in one of the compartments of the jewel-case and now held up a small cameo pin. "That is a shell cameo!" said Grandma; "I had quite forgotten it. Now if you will observe, you will see that the edges of the raised white part are left square-cut, not rounded or sloped." "Why is that?" asked Lucy. "If the white layer were cut thinner by the rounding or sloping of the edges, the dark layer would show through, and the outline would be less clearly defined." "I see! A very simple explanation." "A great many things are plain after you know the whys and wherefores." "But, grandma," said Lucy, "this set of yours--is this a shell cameo?" "No; I was going to tell you about that. It is very old, and somewhat rare in design and workmanship. It belonged to your great-grandmother Burton. It is an onyx. The art of cutting shell cameos is a modern one. I think it is not a hundred years since shell cameos were introduced, but the art of cutting precious stones like the onyx and agate, in fact, any stone which has layers of different colors, is very ancient. The Greeks and Romans understood the art, and even in Babylonish days it was practised, and used for the ornamenting of vases, cups, urns." "There are a few very fine specimens of antique cameos to be found in Europe. One in Paris is twelve inches long by ten inches wide. And the Gonzaga Cameo in St. Petersburg is one of the finest." It was Grandpa Burton who said this, joining for the first time in the talk which drifted to other topics, in which we have just now no special interest. But Mrs. Burton noticed that Lucy laid aside the cameos for the tableau party. WILMOT CONDEE. [Illustration: ROUND THE FAMILY LAMP] THE ROSE-GAME. I WANT to tell you, dear Pansies, of a lovely little game for the most beautiful month in the year--the month of roses. It is played out-of-doors, of course, in the long, beautiful sweet evening, when father and mother, and the older members of the family circle who do not care to participate actively, can sit on the porch, or by the open window, and see the pretty fun go on. Make a chain of roses, just as one makes a daisy chain, or a chain of any other flowers. Use all kinds and colors of roses--being careful to distribute shades nicely. String on strong enough cord or ribbon to support the flowers. Now choose your leader, either a boy or girl. Let all players assemble under a tree, or on the porch. The leader holding chain, comes up to them, and if addressing a girl, says, bowing low, "Pretty maid, wilt join us?" (If to a boy) "Pretty sir, wilt join us?" When you have as many as can comfortably take hold of chain, move off to the smooth lawn. And here let me say, you better calculate before making your chain, how many children will take part in the game. Do not, I beg, crowd out any who would like to play. Always remember that a slight like this, or a disappointment, would make you feel very badly, and remembering this, make your games to bring pleasure to every one, and only productive of happy memories. Now then, you are on the lawn. The leader gives the word. All take hold by both hands of rose-chain, and dance around, singing, Ring around-a-rosy, Jack must get a posy, or, Sue must get a posy, or whatever the name of child who is first sent. As quick as lightning, Jack or Sue must leave chain and dancers, rush off into the garden, pick a flower, no matter what kind, and fly back, the others holding chain, dancing and singing, Ring around-a-rosy, Jack will bring a posy. When the posy is brought, Jack throws it into the centre of ring, on the lawn. Do this until all players have brought a flower. If gone longer than they ought to be, they forfeit their places. When all have brought flowers, the ring dance around once more, singing, Ring around-a-rosy, Each has brought a posy. Then the leader gives signal to stop. He picks up the heap of flowers, and, leading the way, he conducts all players to the porch, where with a low bow he presents to mother the posy heap, all singing, Ring around-a-rosy, Each brings you now a posy, the leader throwing the rose chain around mamma's neck--which _entre nous_, I think she will always preserve in her best rose jar. May the sweetest, longest June evening be made very happy in playing this Rose-Game. MARGARET SIDNEY. THE FLOWER CHORUS. THIS may be arranged for twenty, or more, quite little girls, say in groups of five; representing roses, lilies, daisies, and pansies. It would be well to have the children decorated as much as possible with the flowers they represent, and let each carry a bouquet of the same. (_Concert Recitation; children arranged in a semicircle._) We are Jesus' little Blossoms Blooming in his bowers; And He watches us and loves us, His little human flowers. Blooming, blooming everywhere, Each of priceless worth, And he bids us reach out Over all the earth. (_As the last line is given, let the children make a waving motion outward, with the hand that holds the flowers._) THE ROSES. (_Let the five or more children who represent them, step slightly forward, and hold their bouquets just before them, looking down at them, and appearing to get their perfume as they speak._) Our Heavenly Father's roses Are very sweet and bright; And we should bloom just like them, From morning until night. Blooming, blooming everywhere, Each of priceless worth, So he bids us blossom Over all the earth. If roses are plenty, it makes a very effective addition to this recitation, for each of the children to toss out toward the audience, roses, here and there, as they give the last two lines; not, however, disturbing their bouquets. THE LILIES. Our Saviour's precious lilies Grew, lovely, at His feet; Oh would that we could blossom As beautiful and sweet! Blooming, blooming everywhere, Each of priceless worth, So He bids us scatter Over all the earth. (_As the last four lines are given, let the roses join with the lilies in recitation, waving their flowers, and scattering them abroad, if this is feasible._) THE DAISIES. And these are God's fair daisies That bloom on plain and hill; We too would blossom like them, And do our Father's will. Blooming, blooming everywhere, Each of priceless worth, So He bids us blossom Over all the earth. (_Let the roses and lilies join, and obey the directions given above._) THE PANSIES. Our Father's lovely pansies Look up, with tender grace; And we would blossom like them, A joy in every place. Blooming, blooming everywhere, Each of priceless worth, So he bids us blossom Over all the earth. (_All join in the last four lines, as before; then form in a circle, holding up their bouquets in a compact mass, like a wreath, or crown, and give the last verse in concert._) We are all our Father's flowers, Blooming in His bowers, And we want to blossom In valley, plain, or meadow, In sunshine, storm, or shadow, Just as sweetly still, And do our Father's will. (_Then let them quickly form a procession, and march around the platform, or down the aisle, or in any direction in which they are to make their exit, scattering roses, lilies, daisies and pansies from their bouquets as they march, singing the refrain:_) Blooming, blooming everywhere, Each of priceless worth, So He bids us blossom Over all the earth. (_The refrain can be repeated as many times as it is necessary, in passing out; any simple tune which the children know, can be used in singing it._) MRS. C. E. FISHER. BEN, DAN, AND JACK. THEY lived in a long, low, rambling house; it might have been built a century ago, so queer and old-fashioned was it. But little cared the boys; they had good times. Mr. and Mrs. Prentice believed in boys; and they believed in boys having good times, always provided the good did not mean bad. For one thing, the Prentice boys were allowed to go barefooted. Now every boy knows that it is fun to go barefoot. They wore palm leaf hats in summer, which were not too good to play "pitch and toss" with. They were allowed to despoil the squash vines for leaf stalks to make "squawk pipes," and nice golden pumpkins from the field were not too precious in the eyes of Farmer Prentice to be used in making jack-o'-lanterns; they were allowed to go a-fishing; to go a-berrying, and to make up nutting parties, and, best fun of all, when all the neighborhood turned out to hunt the coons which were destroying the corn crop, the boys were allowed to join in the hunt. How good the green corn roasted by that midnight fire down in the old pasture lot, just over the fence from the corn lot, tasted. And that was the time they learned the secret of roasting eggs and potatoes in the hot ashes. How carefully they rolled the eggs in many layers of brown paper, and then wetting them thoroughly laid them in the bed made ready, and covering with the heated ashes they listened for the cracking of the shells which would tell that the eggs were done. But these boys did not spend all their time in just having "good times." Now and then as they gathered around the kitchen fire in winter or were grouped in the yard, they would forget their popping corn or their jack-o'-lantern and fall to talking over the last book they had read. There was no lack of books in the Prentice home. For if Mr. and Mrs. Prentice believed in boys, they also believed in books for boys. "Any gunpowder under that?" asked Dan one morning, coming around the corner of the house and seeing a great pile of kindling wood which Jack was splitting. "Not a keg!" was the reply. "I thought you must be plotting some mischief or you would never have stuck to the work long enough to split such a pile as that," continued Dan. "There is a plot, that's a fact," returned Jack; "but it is not a Gunpowder Plot. I am going to ask father to let me go with Johnson when he goes after those cattle, and we shall be gone three days, so I thought it would advance my cause a little if the kindlings were all ready beforehand." "You are a sharp fellow," said Dan, laughing, "a very sharp fellow." "But wasn't that Gunpowder Plot a scheme though!" said Jack. "Well, I confess I don't know much about it," replied Ben, who had in his lazy fashion thrown himself on the ground. "Just tell a fellow about it and save him the trouble of reading it." "That is what Jack is aching to do," said Dan, laughing. "Jack is the orator of the family, you know." "Go ahead, old fellow," and Ben shifted his weight from one elbow to the other. "It was in the reign of James the First; he was James the Sixth of Scotland; he was the son of Mary Stuart, and as she was a Catholic, the Catholics of England supposed her son would restore, or at least tolerate, the Catholic faith in England. But they were bitterly disappointed in this expectation; the old laws against it were put into execution and others more severe passed by Parliament. And it was out of this intolerance that the famous Gunpowder Plot grew. The scheme was to blow up with gunpowder the Parliament House, while Parliament was in session, and so destroy the king and members of Parliament. There was a vault under the building which the conspirators hired as a salesroom for wood and coal. They put in stealthily thirty-six barrels of gunpowder and then covered these with the wood and prepared a train so that the whole could be fired at once. They had a ship ready to take Fawkes on board--" "You've got ahead of your story! tell us who was Fawkes." "He was one of the conspirators, a Spanish officer who superintended the business and was to touch it off. Authorities do not quite agree as to how the secret leaked out. It is supposed that one of the conspirators wanted to save some of his friends and so warned them to keep away from the Parliament House on the day set for the execution of the plot, and suspicion was thus aroused, and Guy Fawkes was arrested just as he was about to apply the match to the train. He was tried and executed along with several others. The day set for the horrible deed was the fifth of November, 1605, and it has ever since been observed as a holiday in England." "You've done well," said Dan. "But you left out a lot; you forgot to tell how they first hired a house next to the place where Parliament was held and tried to dig through the walls." "I did not forget it, but it amounted to nothing and they abandoned that plan, and I thought Ben could read that up for himself. I have noticed that if you tell him a part of a story he will go and find out the rest. The best way is, to tell him just enough to whet his curiosity." Dan was half-way to the barn before this remark was ended, but glancing back he saw Ben and Jack down on the grass _having it out_ in a regular "rough and tumble." F. H. [Illustration: BEN, DAN, AND JACK.] [Illustration: THE P.S. Corner] DEAR PANSIES: Will every one of you put on your "thinking caps" and give careful attention to what I am about to say? All summer I am to be away from home; in Kansas, Wisconsin, Nebraska, and I hardly know where else; flitting from one city to another, only a few days in a place. As a consequence, unless you pay close attention, I shall not be able to hear from you. Because letters will fail to reach me. But I shall have a secretary who will stay all summer at Chautauqua, Chautauqua Co., N. Y. If you address me _at that place_, she will get the letters, attend to the business part of them, and see that they are sent to me. Will you remember, and send letters to me at Chautauqua, instead of Cincinnati, or Carbondale, or any other place? This direction holds good for the months of June, July, August and September. After that, I will give you other information. Another thing, _do not send subscription money for_ THE PANSY _to me; but always to D. Lothrop & Co., Boston_. When you want badges, send name and pledge to me; also ten cents in postage stamps, unless you are a subscriber. Subscribers are entitled to badges free of charge. All letters about THE PANSY, or about your work or plans, all questions connected with the P. S. are to be sent to my address; but _remember_, when you want to subscribe for THE PANSY, send your dollar directly to Boston. Years ago we used to have a department in THE PANSY which met with much favor. This was a letter or article by the Editor, containing all the words which had been misspelled or improperly used during the month, by young correspondents; of course no names were mentioned. We have determined to begin in July, a similar exercise, continuing it so long as there shall be any call for it. If, during any month, all letters received have been correct as to spelling, punctuation, capitals, grammar, etc., you may know it by the absence of the "queer-looking" article the following month. Each member of the P. S. is expected to carefully read and correct the article. If you choose to report to me your success, I shall be glad; but this is not a rule. A good plan would be to have an exercise in your local societies, the president giving out the words from THE PANSY, and each member writing them, as he or she thinks they ought to be; then let the papers be exchanged and read, first appointing an umpire, dictionary in hand, to decide as to correctness. Look out for my first letter, next month. Lovingly, PANSY. DEAR PANSIES: Through the bright summer months, while away at seashore, or mountains, we know there will come many idle moments when it is too hot to play, and when books do not engross. In these moments, may you hear the voices of those patient little ones, who, too sick and suffering to play out of doors, are lying on beds of suffering, only knowing of the green fields, and cool brooks, and lovely summer-tide places, from their memories, or from what others tell them. At such moments, oh, dear Pansies, let your fingers be busy in making those things that you know children like them would enjoy, and your tongues be active, interesting the other children of the hotel or the boarding-house in this ministry of love. It is now some four years since the Pansy Society was formed. Its members are legion, from the Atlantic to the Pacific, and it has done much noble work. But we aim for great results, and we mean this summer to accomplish much good. We wonder which of our workers will lead. M. S. _Walter_ from Virginia. Another sunshiny face will give light in the home, if you keep your pledge, my boy, as I seem to feel sure you will. It is easy to find something to look cross at; almost anybody can do that; but the people are rather few who can look pleasant when things do not go just right. The few who do this, are among the most helpful people we have in the world. _Clara_ from Nova Scotia. A five-year-old Pansy blooming in Nova Scotia! Isn't that delightful? She is just like all the other little Blossoms, too; troubled with weeds; doesn't like to obey promptly, and "wants her own sweet little way, sometimes, instead of mamma's." But like a brave Blossom she is going to try to get rid of these weeds and grow beautifully for the great Gardener. We welcome you heartily to the P. S., and hope you will train "Agnes" and "Margaret" so well, that they will join us very soon. _May_ from Virginia. Little seven-year-old May flower, I give you greeting. It is such an easy thing for bright little tongues to "answer back!" How glad I am that now, while you are so young, you are going to overcome the bad habit! Why, here is brother Chester in your letter! We are glad to welcome him. What a large pledge he has taken! Part of it you are very glad to hear, I know. Chester, my boy, I hope you will succeed. Write and let me know how you are getting on. _Edith_ from California. "Selfishness" is a weed which seems to thrive in a great many States. I am not surprised to hear that California has its share. Glad you are going to root it from your grounds. I have ordered the missing number of THE PANSY sent to you. _Lowrie_ from Washington Territory. So you do not mean the rest of us shall know what fault you are striving to overcome? Well, never mind; so that you and Jesus know about it, that is all that is really necessary. But if you honestly try, there are others who will know about it. You may not hear them, but they will be saying among themselves: "How much Lowrie is improving! Don't you know how often he used to give way to that fault of his? Now he hardly ever does." When your dear "chubby" fingers get so they can write, send me word how you are prospering, and whether you find the badge a help. _Calvert_ from Indiana. Here is a boy who is going to stop "putting off things." Good! I wish you lived with a boy friend of mine long enough for him to adopt your resolve. He troubles all his friends so much with that very habit! Perhaps he will read this letter, and join you. I am glad you try to increase the circulation of THE PANSY. If every Blossom on our list should get one new subscriber a year, even, what a _great_ new garden we should have! _Nora_ from Minnesota. What sort of a "face" is it, my dear? I suspect, a cross one; for I know several people who do not like to "practise." Suppose you resolve to wear a smile, whenever you are told to do that wearisome thing? In which case, you would be sure to keep your pledge. Wouldn't you? _Annie_ from Missouri. Five new subscribers in a week! What a bright little worker it is! A "quick" temper is not a bad thing to have, when it is a servant, and not a mistress. So long as you keep it under good control, it will help you to move quickly, and work quickly, and think quickly. Did you know that? _Amy_ from New York. My dear Blossom, I want to preach a little sermon to you, with one word for a text: PATIENCE. I know you have had to wait long for the answer to your letter; but what would you do if you were the editor of a magazine, which was published once a month, and had room in it for replies to only a dozen or twenty letters each month, and you received as many as twenty-five a day? You "would make shorter answers," I think I hear you say. That is a good suggestion; I have thought about it myself; but there is always so much to say! I am sorry to hear that you have not kept your pledge very well, but the old motto which my dear mother used to quote to me, when I was a very little girl, is a good one for you: "If at first you don't succeed, try, try again." _Nellie_ from Maine. So I had the honor of receiving the first letter you ever wrote! I am pleased with that. A good letter it was, too. I have just been reading about a little girl in California who has a habit of fretting; and now I find that they have the same disease in Maine! Well, I am glad to know that there will be less of it from this time. It is sometimes very hard work to obey promptly. You will have to keep careful watch of yourself; but it will be a triumph worth winning, when you form the habit. _Winnie_ and _Helen_ from Minnesota. I am always glad to welcome sisters; for I know how helpful they can be to each other. When we have two, patient, lady-like, sweet Pansies who speak only gentle words, how sweet the perfume will be! Perhaps the breath of such flowers will creep all over the State of Minnesota! You don't think that possible? Oh, yes indeed. I have known a sweet breath from a little human flower, reach from New York to China. Try how far you can make your perfume reach. _Lucy_ from Massachusetts. Poor fingernails! I am always so sorry for those faithful friends when they have to be bitten. I will hope for better times with yours. It is astonishing how many warm friends Nettie Decker has! She is a favorite of mine, so I am glad you like her. I read your letter to the author of "My Brainless Acquaintance" and he expressed much pleasure at the thought that you enjoyed it. I hope you will give the "baby brother" a kiss for me. _Margie_ from Massachusetts. That is the trouble, my dear little girl: So many people are naughty "before they think." I know of only one way to learn how to think, and that is, to ask Jesus to keep your thoughts on what he wants you to remember. You must always remember that it "takes two to make a quarrel;" so if you will not quarrel with any person, no one can quarrel with you. _Helen_ and _Frank_ from Maryland. Dear little brother and sister, we are very glad to receive your names. There are a great many things to "get mad" over. I heard a little boy say, yesterday, that when he was in any trouble, he always got mad. I asked if that helped him any, and he owned that he thought it made the matter worse. It is pleasant to think that Frank will watch his temper, after this. And as for you, Helen, I shall expect to hear that you make a great deal of sunshine from this time. _Mary_ from Minnesota. Dear little Blossom, with "ever so many bad habits," what a work you have before you. But if you will hold your ear close, and not tell anybody, I will whisper a secret to you. Every little girl I know, has ever so many, also. The difference between them is only, that some are trying to overcome, and some are not. Let me tell you that is a _very great difference_; one that will reach all through life. It is so good to think that our little Mary belongs to those who are trying. _Ned_ and _Willie_ from "Home." Well, my dear boys, that was what you said; and glad am I that you can date your letters from home, but I wish I knew in what State it was! I might have looked at the envelope, it is true, but I "forgot" and threw it away. Never mind, _you_ know where you live, and I hope will never forget that it is the best place in the world. What a comfort to think of the hats and satchels, and all the other school belongings carefully put away, instead of being tossed on a chair, or under the table, or anywhere. Oh! I know all about it. A boy of my acquaintance pitched his hat into the milk pitcher the other day! Neither the hat nor the boy felt so well afterwards. As for that habit of "exaggerating" it is astonishing as well as sad, to think how it will grow. Not long ago I repeated a remark which a lady made, who had called on me; I was at once asked where I heard it, and I mentioned the lady's name. "Oh," said my friend, "that is probably not true; I have not heard of it, and I think I certainly should have, if it had been so. As for Miss ----, you cannot credit anything she says." Then noticing my astonished look, she added earnestly: "I am sorry to tell you so; but it is the truth. Not that I think she intends to be false, but she has such a sad habit of exaggerating, that really no one pretends to believe her stories." Think of it! _Florence_ from Pennsylvania. A "grumbler" is a very uncomfortable person, certainly. By all means let us uproot the weed from our Pansy Beds. Thank your dear mamma for her kind words. _Willie_ from Minnesota. Oh! I understand all about that habit; it causes a great deal of annoyance in this world. Only a few minutes ago, a boy rushed into the room where his mother was engaged with callers, and shouted, "Mamma, may I go to the lake a little while?" The question broke into the midst of this sentence which the caller was trying to say: "What a gentlemanly boy you have, Mrs. ----. I admire his manners very much!" Don't you think both she and the mother must have _admired_ him at that moment? I congratulate your mother on the pledge you have taken. _Mattie_ from New Hampshire. There are a great many faults to struggle against, it is true; but those who overcome are always those who earnestly wish to do so. Certainly our Pansies have a great many ill-treated fingernails! We are glad to hear of improvements in that direction. _Belle_ from New York. You have a hard task before you, my dear; I know by experience how easy it is to speak cross words. But when we remember how they sting, and what harm they often do, which can never be undone, we will surely try to give only "soft answers." _Freddie_ from Connecticut. What a long word you chose to struggle with--Impulsiveness. I ask a boy, near me, what it means, and he says: "Oh, it means rushing off to do things, before a fellow knows whether he ought to, or not." If his definition is good--do you accept it?--I think you have made a wise pledge. _Robbie_ from Maine. It is queer how many boys I know who are like my Pansy Blossoms, scattered all over this big world of ours. A boy friend of mine hates to go to the post-office at just the time when he ought; and he so often says, "Won't it do by and by?" that he has earned the name of "By and by." _Mabel_ from Pennsylvania. If one only keeps one's eyes wide open, my dear, it is very easy to see things with which to find fault; it is wise to learn to shut one's eyes, on occasion, to the faults of others. I am glad you have taken the pledge. Remember me to your dear mother, and thank her for her kind words. _Jessie_ from Missouri. People who are "patient about everything" are very scarce, and very lovely. I am glad to think of Jessie as trying for this. By all means "get out" of that habit of which you speak. You will be a comfort to the teacher as well as a help to your classmates, if you do. I am sorry you have been sick. Your letter was well written, and gave me great pleasure. _Florence_ from Iowa. Did you ever hear of the little girl whose father gave her a birthday present of a necklace of little thorns, because her tongue said so many sharp and spiteful words? He told her he had intended to make the necklace of beautiful beads, but had decided that thorns would match her style better. Such a necklace would not fit you, now, would it? I rejoice over your pledge. _Edwin_ and _Harold_ from Maine. Of course we will receive the little brother. A boy five years old can keep a pledge as well as an older person; sometimes better. I hope there will be fewer tears shed in your home than ever before; also, that my boy Edwin will become noted for the prompt manner in which he obeys all right calls. _Maud_ from Pennsylvania. Impatient people are always "nervous;" did you know it? I had an old aunt who used to say that "nervous" was a new-fashioned word, which she did not believe in; that in her day, they called it "cross." That is pretty hard on the nerves, isn't it? I don't agree with her. Sometimes those nerves twinge in a very disagreeable manner; but the strong will which they are trying to twist, gets the better of them, and gentle patience is the result. I hope you will succeed. _Beverly_ from Maryland. My boy, you are growing rich, are you not? So many dear friends already in Heaven, waiting and watching for you. Would it not be sad if their boy should do anything to grieve them? I hope your badge will be helpful. I see no sparrows about me, but while I write, the mocking-birds are singing in the pine trees near by. _Arthur_ from Pennsylvania. I like your verses very much. As soon as I have time, I shall copy them for the magazine. I am afraid "Reaching Out" must close with October, as I have another story waiting, which I think you boys, particularly, will like quite as well as "Reaching Out." _Ellen_ from Kansas. It is quite a common thing for people to see the faults of others, and be blind to their own. Queer, isn't it? Do you remember the old Scotch poem: O wad some power the giftie gie us, To see ourselves as ithers see us! It wad from mony a blunder free us, And foolish notion. There is a wise old man who says that people are pretty sure to see in others the very failings which they themselves possess. What do you think of it? I am much interested in your "literary cat." What branch of study does she appear to be taking up? _Arthur_ from Tennessee. You had a chance to exercise patience in waiting for your badge, did you not? I do not know why some of the badges seem to think they must be so long on the road, unless it is to help their owners to a little of that quality. Don't you think it is generally a scarce article with boys? _Birdie_ from Kentucky. O yes, Birdie, we have a great many Blossoms in Kentucky, only we have not answered their letters yet. There are many hundreds still waiting. My dear little girl, do you think one has to "try" very hard to love such a Friend as Jesus? I suspect you mean that you have not learned to love Him enough to obey Him perfectly. That is a hard lesson; it gives me joy to think you are trying to learn it. _Gertrude_ from Missouri. "Things" seem to be determined to lie around in the way. All over the country I notice that the P. S. Blossoms have the same trouble. They will certainly have to be willing to hang on hooks, and nails, or lie quietly on clothespress shelves; for the P. S. has gotten hold of them with determined wills. We are glad of a recruit from Missouri. _Sallie_ from Massachusetts. I like to hear of an interested reader of my books, but, Sallie dear, do not let them lead you astray. I once went to call on a woman who needed help. It was nearly twelve o'clock, but her breakfast table still stood in the middle of the floor, black with flies; the little mass of oil in which some of them were drowning, had once been butter; her baby was playing with the coal hod, and his face and clothes were the color of it; and everything about the room was in disorder. The mother sat in the one rocking-chair, wiping her eyes over a story which she was reading. "I ought to a done up my work," she said, "but land, I do love to read. I always was literary!" You will never be such a woman as that! I hear you say. No, I do not think you will. Especially since you have taken your pledge. _Helen_ from Missouri. Poor little Blossom! You have had a hard experience. My heart aches for you; but I am hoping that before this time you are well. I once knew of a boy who was sent to mend a sidewalk, and did his work so poorly, that his mother tripped on the place and broke her limb. I hope no careless boy was the cause of all your suffering. There is a Bible verse for you; did you know it? Look at the latter part of Matthew 8:17. _Susie_ from Ohio. Welcome, little worker. I hope the new society prospered; let us know how you conduct your meetings, for what are you working, and all about it. With your dear father and mother waiting for you in Heaven, you will want to be sure not to disappoint them. I hope to meet you there. _Kittie_ and _France_ from New York. To "obey promptly" and to avoid all words and ways which come under the head of "contradicting" are very important things to accomplish. May you and "little sister" be great helps to each other. I am glad you like "Grandma Burton." _Charlie_ from Missouri. There was no trouble in reading your letter, Charlie. I wish all my correspondents would write as plainly. Oh poor birds! Don't neglect them. If they could fly away in the free air, I think they would feed themselves; but since they can't, help them. As for the wood, perhaps it would come in of its own accord if it had feet. Who knows? But since it hasn't, Charlie must be brisk feet for it. "Do with your might what your hands find to do." Isn't that a good motto? _Millie_ from Pennsylvania. I am sorry you had such long waiting for your badges. Your first letter must have gone a journey around the world, for I have never seen it. However, I hope it has all been made right at last. If I were not so far away, I would be tempted to accept your kind invitation for Saturday afternoon, but I fear I could not get back in time for Sabbath school, next day! _Maud_ from Pennsylvania. So you "talk too loud!" Well, you have plenty of company. I know a boy who has to be reminded several times a day, that none of his friends are deaf. Are you ever just a trifle out of patience when your voice is loud? It affects some people in that way. _Lew_ from Pennsylvania. It is my opinion that a boy who has been "good" for two or three days, can be good the rest of the time. Don't you think so? Try it, my boy. Watch that tongue, for it is a good friend, and a dangerous enemy. DEAR PANSY: Nearly two years ago I was visiting a friend in East St. Louis, and she showed me THE PANSY, and mamma liked it so well she said I might subscribe for it, and you cannot imagine how I have enjoyed it. I take the _St. Nicholas_ also. Now, dear Pansy, I am going to confide to you my great fault, which is not putting things in their places. It worries mamma and it worries everybody around the house to see my cap in one place, my cloak in another, my skates in another. I will promise to keep the pledge and always keep the Whisper Motto in mind, for nothing can be done without Jesus' help. I would like a badge. I have no little brothers or sisters, and as none of my little friends take THE PANSY, I cannot get up a society. From a loving and constant reader, CORA M. CASS. DEAR PANSY: I am a little girl nine years old. Sometimes I am very thoughtless, and that is what I got my badge in August for. I think it has helped me some. The Whisper Motto, "For Jesus' Sake," has helped me a heap. I think THE PANSY is the best magazine I ever saw. "Little Fishers and their Nets" is the nicest story I ever read. I have two little sisters, Daisy, six years old, and Alice, three years old. My father went to heaven last spring. He caught cold while preaching. Excuse this writing with pencil, but the ink is frozen, for we had _very_ cold weather. With much love, One of your Little Southern Blossoms, CORA STRONG. DEAR PANSY: I have been very much interested in reading the little letters from different children, and I thought I would write too. May I tell you something about myself? I have had spinal disease for years, and am obliged to lie in bed all the time. I am in a hospital where are many children; those who are able to be up, go to school in the mornings, and in the afternoon the teacher comes up stairs to give little lessons to those who are in bed. The children have books, toys, games, and hobby horses. The girls like to play "hospital," with their dollies, and have two or three boys for doctors. The dolls are treated as though they really felt sick; and the young doctors pretend to give them ether, before they perform their surgical operations! It is quite funny to see how the very little boys and girls will imitate doctors and nurses. The children have a little society called the "Ready-To-Help." Sometime I will tell you of some of the things which its members do to help. Your loving BLOSSOM. DEAR PANSY: There is one Fault I want to over come and when i have any thing and when i have anything to put it back where i got it from, and not to laugh and talk i Sunday school and when i pull of my hat at night, i cant find it next morning. From your friend ARCHER E. BANKS. DEAR PANSY: We have a beautiful Pansy bed. We have about twenty-five Blossoms. Some are big, and some are little; some are golden color, and some are deep purple. When the Pansies meet, the Vice-President takes the P. S. roll book, goes to each Blossom and gets the record for the month. I have promised to be patient, and to speak kindly. Willie's pledge was to try to keep his temper; and his record was: "I forgot a few times, but it helped; and I mean to try harder." One dark Pansy promised to brush her teeth at least once a day, and not to be selfish. The garden is growing very nicely; by and by we are going to plant new seeds. The last time we met we played a nice game; we all stood around the table, and fished with poles. The wee Blossoms were very much delighted. Good-by, PRESIDENT HATTIE. DEAR PANSY: As you seem to have room in your heart for all little girls, I will be one of the number. I enjoy your magazine very much. I am a cripple; I was injured by falling through a sidewalk. I had to lie in bed for thirteen months with a nine-pound weight attached to my limb, and it bandaged to a board. I have tried to be patient. Words of sympathy from my friends do me a great deal of good. I had a dream about you last night; I thought you were talking about "Little Fishers and their Nets." I do think Nettie Decker is the nicest and best Christian girl I ever knew! I don't admire "Lorena Barstow," but mamma says she is sorry to say there are many little girls like her. Dear Pansy, won't you come and see me? I will meet you at the train and take you to my home. Your little friend, HELEN. _DEAR MRS ALDEN_ _I AM A LITTLE GIRL SIX YEARS OLD I AM GOING TO TRY NOT TO BE SO CROSS MAY I HAVE A BADGE_ _ADA MAUD GUNNING_ [Illustration: KISS] DEAR PANSY: Mamma says I ought to tell you at the commencement that I am eleven years old, but a poor penman, and she is afraid you cannot read my letter, but I will try and do my best. I have taken THE PANSY for two years, and enjoy it very much. I get so interested in "Reaching Out" that I am almost impatient for the numbers to come. After reading them, I send them away in our mission barrel to the children in Utah. I would like to keep them; but mamma thinks we ought to let some one else enjoy them. I have read nearly all your books. From reading "Pocket Measure" I learned how nice it was to give. Mamma especially likes "Mrs. Solomon Smith." I would like to join the P. S. I have tried for a week to decide on the fault that I needed most to overcome; but I do not know which one it is, I have so many. (It seems to me as though every one else had but one fault.) I know one of mine is not obeying quickly, when mamma speaks. I would rather read your books and magazine than do my work. I _do_ like to read very much. Another fault is a quick temper. I pray over my faults and try to overcome them; I want to lead my dear friends to the Saviour, but I have so many faults! I think I will wear my badge for them all. I have a picture of you; papa is going to have it framed for me to hang in my room. Lovingly, SALLIE. "UP HILL AND DOWN DALE." ANOTHER new book! It is astonishing how many beautiful books these Pansies seem to think they need. Well, "Up Hill and Down Dale" is delightful enough to make your eyes shine. Two hundred pages, and numberless pictures, one of which I put before you. The book is written by Laura D. Nichols; and those of the Pansies who have read her "Overhead" and "Underfoot," need no further introduction to this book. They know they will like it. For the rest of you, you need to get acquainted with sweet, womanly little Nelly Marlow, and her good brother Harry. You want to know how they went to the country, leaving Harry behind to be brave and manly at his uncle's; how Nelly cared for her mother's breakfast, and even, with "Miss Gage's" help, went into the furniture business, and manufactured a lovely table for the somewhat barely furnished room. This is only a hint of her helpfulness, and her wise sweet ways. Plenty of fun she had, too; and a most astonishing way of making friends with everybody, and having unexpectedly good times because they liked to have her with them. Just let me give you a taste of one of the days which her good friend Dave planned for her: "'Say, Nelly,' he began, 'do you want to go up to Hackmatack to-morrow?' "'Of course I do!' cried she; 'who's going?' "'Well, Abner is, an' I be, an' Sam, an' Sam's father. There's an ol' house an' barn half-way up the mounting, where 'Siah Buckman's folks used to live, an' they're all gone out West, an' Abner an' Sam's father have bought the standin' grass on the halves, an' we're goin' up to cut it. Miss Gage said she'd like to go, if you would, an' there's a woman an' her boy boardin' at Sam's an' mebbe they'll go too. You could take your dinner and have a kind of a picnic.' [Illustration: IN SAP TIME.--_From "Up Hill and Down Dale."_] "'O, that would be perfectly lovely!' cried Nelly. 'I'm so glad you thought of it. I'll go and ask mother now. Good-night, aunty, I'll come and tell you all about it, if we go.' "Mrs. Marlow was well pleased that her daughter should have a whole day out-of-doors, under such safe escort, and assured her that, although she should miss her, she would be fully recompensed by hearing of her adventures. "The next day proved as perfect a hay-day as could be desired. Abner, Mr. Burns and Sam had an early breakfast, and were off before six o'clock, with their scythes and rakes in the Burns's single wagon, leaving Dave to follow with a two-seated one, bringing the ladies and dinner pails. The boarders from Sam's house proved to be a Mrs. Symonds, a gayly dressed and lively young woman, and her little boy Ambrose, a quiet child eight or nine years old. "'You're sure you'll not be lonely, mamma?' whispered Nelly, giving her mother a parting hug. "'Not a bit lonely, dear; I'm going to write a long letter to cousin Miranda, and take it to the office myself, for I slept better than usual after my walk yesterday.' "This sent Nelly off with a happy face; Wealthy pushed in the last basket, and away they went, at as good speed as Dave could get from old 'Peach who had been a colt at the time of the great impeachment trial in Washington. "Their way lay first through the village, which Dave, half-proud and half-ashamed of his load of ladies, was rather glad to leave behind. Then came a cool, shady mile in the woods, the road slowly ascending between noble maple-trees. "'I don't believe there's a handsomer maple-orchard in the State,' said Dave. 'You jest oughter be here in sap-time, Nelly! You could ride up here on the sled an' help me an' Sam empty the buckets, an' there'll be a big fire under the kettle in the sap-house over there'--pointing to a rough shed with a chimney, near the roadside; 'an' you could drink all the sap, an' eat all the sugar you wanted.' "'Why! Is it here that maple-sugar comes from?' exclaimed Mrs. Symonds, who did not know much about the country; and Dave willingly pointed out the half-healed holes in the bark of the trees they were passing, and explained how the little wooden conductors were fitted in, to lead the sap into the pails and troughs placed below, and how it was afterwards boiled down to sugar, or made into luscious syrup. She and Ambrose at once declared that they would stay in Hickory Corners to see this delightful work, and were much disappointed when Dave with a grin, informed them that it was usually done in March, and that he had once had his ears frozen, from staying too long in the woods. "'But you told me that Sam's sister used to help,' said Nelly reproachfully, as she and Dave here jumped out to walk up hill, leaving the reins to Miss Gage; 'and you said you wished I could be here.' "'Well, an' so I do, an' so Susy did,' retorted the boy; 'but _she_ has sense enough to dress up for cold weather, an' so would you have, but that woman hain't. Look at her now! What sort of shoes are them for goin' up a mounting? an' where'll all them ruffles be, by night?' "It was too true that Mrs. Symonds' flounced and lace-edged muslin was most unfit for the excursion, and her French shoes ill-adapted for walking, but Nelly did not think it polite to criticise her to Dave, so she was glad to change the subject. "'O, there is some Indian pipe!' she exclaimed, darting out of the road to pick a cluster of the pure, sculptured-looking flowers, growing at the foot of a giant hemlock. She ran to the wagon to show them to Miss Gage and Mrs. Symonds. "'O how exquisite!' cried the latter lady, 'how exactly like wax! Do give me one!' "But when Nelly did so, and she had put it to her nose, she exclaimed in great disgust, and said she didn't believe it was a flower at all, only a horrid toad-stool, and it had spoiled her gloves; she threw it indignantly into the dusty road." There is no use, I might as well stop at one point as another. The interest does not stop, but extends all through the book. I hope you will have the pleasure of reading it for yourselves. It is beautifully bound in colors. The usual price is one dollar and twenty-five cents; but the P. S. members are offered it for seventy-five cents. I am sure you will agree with me that it is a very rare opportunity to secure a book by such an author, and of such size, full of interesting and instructive truth, for seventy-five cents. After you have read it carefully, I should like to hear from you, as to what you have learned that gave you special interest. PANSY. =SPECIAL INDUCEMENTS TO PARENTS!= =NOW= IS THE TIME TO SUBSCRIBE FOR A MAGAZINE FOR YOUR CHILDREN, IF YOU WISH TO SAVE MONEY. =WIDE AWAKE= (send for full prospectus) is $3.00 a year. =$5.00= will pay for WIDE AWAKE one year, beginning with either Dec., 1885, or June, 1886 (the first numbers of the volumes), and the 12 numbers of the previous year, thereby saving $1.00. =$5.50= will pay for WIDE AWAKE for one year, beginning with either Dec., 1885, or June, 1886, and the 12 numbers of the previous year, elegantly bound in two volumes (price of the bound volumes $2.25 each), thereby saving $2.00. =$2.00= will pay for THE PANSY for one year from Nov., 1885 (or current issue, if preferred), and the 12 numbers for 1885 bound in a handsome cloth cover, thereby saving 75 cents. =$1.75= will pay for OUR LITTLE MEN AND WOMEN for one year from any date, and the year 1885 bound in a handsome cover, thereby saving 75 cents. =$1.50= will pay for OUR LITTLE MEN AND WOMEN one year from any date, and the year 1885 in numbers, thereby saving 50 cents. =$1.00= will pay for BABYLAND one year from any date, and the year 1885 bound in handsome chromo covers, thereby saving 25 cents. Subscribers availing themselves of the above offers must send their orders with remittance direct to D. Lothrop & Co. The offers hold good only for subscriptions received =prior to August 1st, 1886=, and the full amount must be sent at one time. No premiums can be claimed in connection with any of these offers. =D. LOTHROP & COMPANY, Publishers, Franklin and Hawley Sts., Boston.= THE HOUSEHOLD LIBRARY. $5.00 a Year, - - - - 50 cts. a Number. The Choicest Works of Popular Authors, issued monthly. A Special Inducement to all whose subscriptions are received before July 15th. =A handsome three-shelf Bookshelf= will be presented to each one whose yearly subscription is received before the above date. Any subscriber sending us one NEW yearly subscriber will receive the bookshelf as a premium. Express charges on the bookshelf to be paid by the receiver. The works issued in this library are uniformly of a high standard and may well come under that class of literature styled "home fiction," a literature, that, while free from the flashy, sensational effect of much of the fiction of to-day, is, nevertheless, brilliant in style, fresh and strong in action, and of absorbing interest. It is a class that all the young folks, as well as the fathers and mothers and older brothers and sisters, may read with profit as well as great pleasure. =1. THE PETTIBONE NAME, by Margaret Sidney=, author of _The Five Little Peppers_, etc. It is a delightful story of New England life and manners, sparkling in style, bright and effective in incident, and of intense interest. There has been no recent figure in American fiction more clearly or skilfully drawn than Miss Judith Pettibone. Most of the characters of the book are such as may be met with in any New England village. =2. MY GIRLS. By Lida A. Churchill.= A story of four ambitious girls. Their struggles to realize their ambitions and their trials and successes, make a story of intense interest. =3. WITHIN THE SHADOW, by Dorothy Holroyd.= "The most successful book of the year." "The plot is ingenious, yet not improbable, the character drawing strong and vigorous, the story throughout one of brilliancy and power." "The book cannot help making a sensation."--_Boston Transcript._ =4. FAR FROM HOME.= From the German of Johannes Van Derval. Translated by =Kathrine Hamilton=. A fascinating story of life and travel in foreign lands. =5. GRANDMOTHER NORMANDY. By the author of Silent Tom.= The story is fascinatingly told. The character of Grandmother Normandy, stern, relentless and unforgiving, almost to the last, is strongly drawn, and the author has shown much skill in the construction of the story. =6. AROUND THE RANCH. By Belle Kellogg Towne.= It is original, fresh, and written with great naturalness and power; its pathos is exquisitely touching. The opening scenes are laid in the Colorado mining regions. LOTHROP'S YOUNG FOLKS' LIBRARY. Twelve numbers mailed on receipt of $2.75, if ordered before July 15th. The twenty-four volumes mailed on receipt of $5.00 if ordered before July 15th. Nothing so good and cheap is anywhere to be found. Each volume has 300 to 500 pages, clear type, illustrated. Price 25 cents. Postpaid. 1. TIP LEWIS AND HIS LAMP, by Pansy. 2. MARGIE'S MISSION, by Marie Oliver. 3. KITTY KENT'S TROUBLES, by Julia A. Eastman. 4. MRS. HURD'S NIECE, by Ella Farman Pratt, Editor of "Wide Awake." 5. EVENING REST, by J. L. Pratt. 6. THE TRIPLE "E," by the author of "Yensie Walton." 7. SHINING HOURS, by a brilliant author. 8. THE OLD STONE HOUSE, by Anne March (Constance Fennimore Woolson). 9. BATTLES LOST AND WON, by George E. Merrill. A story of schoolboy life. 10. THE JUDGE'S SONS, by Mrs. E. D. Kendall. 11. SHELL COVE, by Rev. Z. A. Mudge. 12. LUTE FALCONER, by the author of "Andy Luttrell." A story of rare interest. These twelve volumes constitute the first year's series. The twelve volumes announced below constitute the second year's series. 13. FABRICS, by the author of "Finished, or Not." 14. THE PRINCE AND THE PAGE, by Miss C. M. Yonge. A story of the last Crusade. 15. MYRA SHERWOOD'S CROSS, AND HOW SHE BORE IT. 16. THIS ONE THING I DO, by Mrs. A. E. Porter. 17. SO AS BY FIRE, by Margaret Sidney. 18. OLD SCHOOLFELLOWS, AND WHAT BECAME OF THEM. 19. ROSE AND MILLIE, by the author of "Hester's Happy Summer." 20. VEIL ON THE HEART (The), by Miss L. L. Phelps. 21. THE NEIGHBOR'S HOUSE, by the author of "The New Commandment." 22. FROM NIGHT TO LIGHT, by E. E. Brown. 23. SURE; or, IT PAYS. 24. SISTER ELEANOR'S BROOD, by Mrs. S. B. Phelps. PROSPECTUS--BABYLAND--FOR 1886. The Magazine for the Babies, this coming year, in addition to its bright pictures, and gay little jingles, and sweet stories, will have some especial delights for both Mamma and Baby. THE MAGIC PEAR will provide Twelve Entertainments of dainty jugglery and funny sleight-of-hand for the nursery pencils. This novelty is by the artist-humorist, M. J. Sweeney ("Boz"). ALL AROUND THE CLOCK will give Baby Twelve tiny Lessons in Counting, each with wee verses for little lips to say, and pictures for bright eyes to see, to help the little mind to remember. LITTLE CRIB-CURTAINS will give Mamma Twelve Sleepy-time Stories to tell when the Babies go to cribs and cradles. In short, BABYLAND the whole year will be the happiest, sweetest sort of a home kindergarten. _Beautiful and novel New Cover. Only Fifty Cents a year._ PROSPECTUS--OUR LITTLE MEN AND WOMEN--FOR 1886. This magazine, for youngest readers, has earned golden gratitude from teachers and parents this past year. While its short stories and beautiful pictures have made it welcome everywhere as a general Magazine for Little Folks, its series of instructive articles have rendered it of unrivalled value to educators. For 1886 several specialties have been prepared in accordance with the suggestions of teachers who wish to start their "little primaries" in the lines on which older brothers and sisters are being taught. As a beginning in American History, there will be twelve charming chapters about THE ADVENTURES OF COLUMBUS. This story of the Great Discoverer, while historically correct and valuable, will be perfectly adapted to young minds and fitted to take hold upon a child's attention and memory; many pictures. LITTLE TALKS ABOUT INSECT LIFE will interest the children in one branch of Natural History; with anecdotes and pictures. OUR COLORADO PETS will describe wild creatures little known to children in general. These twelve stories all are true, and are full of life and adventure; each will be illustrated. "ME AND MY DOLLS" is a "cunning little serial story," written for American children by the popular English author, Miss L. T. Meade. It will have Twelve Full-page Pictures by Margaret Johnson. From time to time fresh "Stories about Favorite Authors" will be given, so that teachers and friends may have material for little literature lessons suited to young children. _Seventy-five Full-page Pictures. Only $1.00 a year._ PROSPECTUS--THE PANSY--FOR 1886. For both week-day and Sunday reading, THE PANSY, edited by "Pansy" herself, holds the first place in the hearts of the children, and in the approval of earnest-minded parents. Among the more interesting features for 1886 will be Pansy's serial story, REACHING OUT, being a further account of "Little Fishers: and their Nets." The Golden Text Stories, under the title, "Six O'clock in the Evening," will be told by a dear old Grandma, who knows many interesting things about what happened to herself when she was a little girl. Margaret Sidney will furnish a charming story, ST. GEORGE AND THE DRAGON, to run through the year. Rev. C. M. Livingston will tell stories of discoveries, inventions, books, people, places. Faye Huntington will be a regular contributor during the year. Pansy will take the readers with her wherever she goes, in papers under the title of WHERE I WENT, AND WHAT I SAW. There will be, in each number, a selection from our best standard poets suitable for recitation in school or circle. From time to time colloquies for Mission Bands, or for general school exercises, will appear. There will be new and interesting books for the members of the Pansy Society, and, as before, a generous space will be devoted to answers to correspondents in the P. S. Corner. _Fully Illustrated. Only $1.00 a year._ =Address all orders to D. LOTHROP & CO., Publishers, Franklin and Hawley Sts., Boston, Mass.= ALL THE BOYS AND GIRLS WANT A ROGERS' SCROLL SAW. Our latest Special Premium given to any subscriber sending us =SIX= NEW subscriptions to OUR LITTLE MEN AND WOMEN or THE PANSY (at $1.00 each); or for =FOUR= NEW subscriptions to OUR LITTLE MEN AND WOMEN or THE PANSY (at $1.00 each) _and $1.00 cash additional_; or for =TWO= NEW subscriptions to above magazines (at $1.00 each) _and $2.00 cash additional_. (LIMITED TO JULY 1ST, 1886.) [Illustration] _Two_ BABYLAND _subscriptions equivalent to one_ PANSY. The entire framework is made from Iron, painted and Japanned black, and ornamented with red and gilt stripes. All parts made to interchange. 1. The Bearings to the Arms are carefully sized to bring them in perfect line. (This is a vital point in the construction of any Jig Saw.) 2. Each machine is provided with a Dust Blower, which is a very great advantage. 3. Our machine has a jointed Stretcher Rod, which allows the operator to throw the upper arm out of the way when adjusting his work or saw. This joint also permits the machine to work much more freely than with a straight iron rod. 4. Our clamps have a hinged jaw which overcomes the disagreeable raking overthrow of the blade, which is unavoidable when the saws are secured rigidly to the arms. Saw blades are not nearly so liable to break when clamps have this joint. Thus a large percentage of the expense of running the saw is saved. Besides this the saw runs much easier, the swing coming at the hinge instead of bending the blade with each stroke of the saw. 5. The Balance wheel is 4-1/4 inches in diameter, with a handsome spoke centre and Rim of Solid Emery. 6. The attachment for Drilling is on the Right Hand Side of the machine, which, for convenience, is an obvious advantage. 7. No Pins are used in the construction of this machine, as we prefer the durability of nicely fitted screws and bolts in securing each part. While the New Rogers' Saw is very rich, though not gaudy in appearance, it has been more especially our object to make, for the least possible money, a saw characterized for its Compactness, Strength, and durability, ease of action, and firmness when in operation. With each machine we give six Saw Blades, Wrench, Sheet of Designs and three Drill Points. The Saw alone weighs 25 lbs.; Saw and Box together, 36 lbs. Price of No. 2 Rogers' Saw, $4.00. This Saw is provided with a polished Tilting Table, heavily nickel-plated. =Receiver to pay express or freight charges.= =D. LOTHROP & CO., Franklin and Hawley Sts., Boston.= PROSPECTUS WIDE AWAKE 1886 A MOTHER, whose five children have read WIDE AWAKE in her company from its first number to its latest, writes: "_I like the magazine because it is full of Impulses. Another thing--when I lay it down, I feel as if I had been walking on breezy hill-tops_." WIDE AWAKE was once said by a practical literary and business man, who is at home in both England and America, to have "_more ideas to the square inch_" than any other publication he knew. However this may be, the Management of the magazine can promise that WIDE AWAKE for 1886 will certainly be full of New Departures. Scenes and situations wholly fresh in stories for young folks will render fascinating its _SIX ILLUSTRATED SERIALS:_ I. A MIDSHIPMAN AT LARGE. II. THE CRUISE OF THE CASABIANCA. Every boy who sailed in fancy the late exciting races of the _Puritan_ and the _Genesta_, and all lovers of sea stories, will enjoy these two stories of Newport and Ocean Yachting, by REV. CHARLES R. TALBOT, author of _Honor Bright_, _A Double Masquerade_, etc. III. A GIRL AND A JEWEL. MRS HARRIET PRESCOTT SPOFFORD, author of _The Amber Gods_, etc., in this delicious White Mountain Romance, contributes her first serial to a young folks' magazine. IV. DILLY AND THE CAPTAIN. V. PEGGY, AND HER FAMILY. MARGARET SIDNEY, author of the famous _Five Little Peppers_, and the funny parrot story of _Polly_, writes these two amusing Adventure Serials for Little Folks. Thirty-six illustrations each. VI. A Six Months Story (title to be announced), By CHARLES EGBERT CRADDOCK, author of _Down The Ravine_, _The Prophet of the Great Smoky Mountains_, etc. ROYAL GIRLS AND ROYAL COURTS. By MRS JOHN SHERWOOD, author of _A Transplanted Rose_, _Amenities of Home_, _Social Customs and Usages_, etc. This series, especially valuable and instructive to American girls, will begin in the Christmas number and run through the year. Much of the romance woven into the histories of reigning royal families, much of the pageant attendant upon the girls "born in the purple," will be described; but much more will be told of that application to study, that strict obedience to laws of hygiene, that mastery of complex and rigid court etiquette, that severe control of personal disposition and tastes, which underlies the culture and graciousness of queens and princesses. From these pages our girls who are to go abroad may incidentally learn much of what they properly may or may not do in European society. No lady is better equipped than Mrs. Sherwood for preparing papers like these. A CYCLE OF CHILDREN. By ELBRIDGE S. BROOKS, author of _In Leisler's Times_, etc. Illustrations by Howard Pyle. This set of twelve historical stories celebrates twelve holidays dear to young folks. The first six are: =Master Sandy's Christmas Snapdragon.= _December_, 1550. =Mistress Margery's New Year's Pin-Money.= _January_, 1500. =Mr. Pepy's Valentine.= _February_, 1660. =The Last of the Geraldines.= _March_, 1535. =Diccon the Foot-boy and the Wise Fools of Gotham.= _April_, 1215. =The Lady Octavia's Garland.= _May_, 184. STORIES OF AMERICAN WARS. Thrilling incidents which have occurred during our various American warfares, the details of which have never been in print, but have lived in family history, old letters and records, will be brought to light in these stories. The first six bear these titles: The Light of Key Biscayne. Joel Jackson's Smack. A Revolutionary Turncoat. How Daniel Abbott Outwitted the Indians. In the Turtle Crawl. The Boy-Soldiers of Cherry Valley. _SPECIAL PREMIUM OFFERS._ EVERY BOY AND EVERY GIRL CAN EARN A GOOD WATCH AND CHAIN. The Waterbury Watch (and Chain) given for =Four New Subscriptions= to either THE PANSY or OUR LITTLE MEN AND WOMEN; or for =Two New Subscriptions= and $1.30 cash additional; or, given for one _new_ subscriber to WIDE AWAKE, and 65 cts. cash additional ($3.65 in all), if sent before August 1st, 1886. Two BABYLAND subscriptions will be equivalent to one PANSY subscription. We make this special offer =only to present subscribers= who send us =new= subscriptions. Full rates must be paid for each subscription (no club rates being allowed) and the order must be sent to us direct, not through an agent. The subscriptions must be secured between April 10th, 1886, and Aug. 1st, 1886. (Premium credits not taken up cannot be used for this special offer.) The above amount includes postage. If the watch is to be registered (and we do not assume responsibility of safe delivery otherwise), 10 cents should be added. The Waterbury Watch will be found a marvel of accuracy and cheapness. [Illustration: "The Waterbury."] [Illustration: NEW ENGRAVED CASE (BACK).] Accurate, because it will run 24 hours, and =keep time equal to the better grade of watches=. Cheap, because it will wear for years, and is offered at a price within the reach of everybody. Every watch is perfect before leaving the factory and is tested a few days in our office before being sent away. The price of the watch is $3.50. Remember, the Waterbury Watch, =is not a toy, but a real watch=, having less than one half the number of parts to be found in any other going watch in the world. It is a stem winder. Remittances may be made by Money Order, Draft, Bank Check or American Express Money Order, at our risk. D. LOTHROP AND COMPANY, Publishers, Franklin and Hawley Streets, Boston. LAWN TENNIS RACQUET, No. 2. [Illustration] Given for two new subscriptions to THE PANSY or OUR LITTLE MEN AND WOMEN and 10 cts. cash additional Or, Given for four new subscriptions to BABYLAND =and 10 cents cash additional=. =TWO RACQUETS= will be given for one new subscription to WIDE AWAKE =and 50 cts. cash additional=. This is a good light Racquet, very suitable for the boys and girls. It is well made, with maple or sweet gum throat, and redwood handle. The handle is finished with round corners. Lawn tennis is fast becoming the most popular game in this country, as it provides pleasant and healthful outdoor exercise for both boys and girls. Price of the Racquet, $1.75. Postage and packing 15 cents when sent as a premium. More expensive Racquets will be furnished at proportionate rates. D. LOTHROP AND COMPANY, Publishers, Franklin and Hawley Streets, Boston. YOUNG PEOPLE ATTENTION! VACATION IS COMING!! Read the following extraordinary Premium Offers, and learn how to obtain, without expense, articles that will add greatly to your vacation pleasures. READ CAREFULLY THE FOLLOWING CONDITIONS: 1. The premiums are given only to subscribers to any of our magazines, with this exception: =ANY= person may work for the premiums by sending one more subscriber to any of the magazines than the premium calls for. 2. The full subscription price must be paid for each subscription, as follows: WIDE AWAKE, $3.00; THE PANSY, $1.00; OUR LITTLE MEN AND WOMEN, $1.00; BABYLAND, 50 cents. =No premiums will be given to any person sending his own name as a new subscriber; nor can his name count as one of a club sent for premiums.= 3. Send your subscriptions as you get them. Always send the payment for each subscription with the name. 4. You can send for a premium when you send us the names of new subscribers, or you can complete your list and then select your premiums, as you may prefer. 5. Those working for this special list of premiums can have until August 1st., in which to complete their list. 6. =The premiums we offer are given FOR new subscribers, NOT TO new subscribers.= 7. Two new subscriptions for six months will count as one yearly subscription. 8. The names and =full subscription price= must be sent to D. Lothrop & Co., and not through any agent or Subscription Agency. 9. The volumes of the magazines begin as follows: WIDE AWAKE, with the December and June numbers; THE PANSY, with the November number; OUR LITTLE MEN AND WOMEN, with the January number; BABYLAND, with the January number. Always specify the date you wish the subscriptions to begin with. Subscriptions may begin with any number. GUNS FOR THE BOYS. The Guns described below are all especially adapted to "Fourth of July" sports, from the fact that with them torpedos can be thrown with great accuracy and, exploding as they strike, make a very loud report. What is known as the small "American" torpedo is the best. These Guns are especially suitable for drilling purposes. Any boy will find it a very easy matter to secure enough subscriptions to earn the guns that may be needed for his company. "DOCTOR CARVER" GUN. [Illustration] Given for one new subscription to THE PANSY or OUR LITTLE MEN AND WOMEN; or, given for one new subscription to BABYLAND and =20 cents cash additional=. It has an adjustable tension that can be regulated to suit the strength of any boy. This is a new gun, made on a new principle, and is the best arrangement for target shooting ever seen. It shoots with great force and accuracy. Three arrows go with each gun. It will also fire marbles, bullets, sticks or paper wads. The gun is nicely finished in all parts and is painted a bright red that will not fade, which makes it very handsome. It is three feet long, strong and durable, easy to adjust and load, and does not get out of order. Price 50 cents. Sent postage paid in the United States. THE "LITTLE GEM." [Illustration] Given for one new subscription to BABYLAND. This is a new gun, well finished and very effective. It possesses part of the patented features of the celebrated "Doctor Carver" gun, but is not as powerful. It is lighter and somewhat smaller than the "Doctor Carver" gun. Price 25 cents. Postage paid in the United States. "WINCHESTER RIFLE." [Illustration] Given for one new subscription to THE PANSY, or OUR LITTLE MEN AND WOMEN. Or, given for one new subscription to BABYLAND and =25 cents cash additional=. A new double-barrel gun. It has the patent "oscillating yoke" or yielding stop, same as the celebrated "Doctor Carver" gun and has a well-finished stock of proper shape. Price 50 cents. Postage 10 cents additional when purchased or sent as a premium. THE WILCOX TARGET GUN, WITH BAYONET. [Illustration] Given for two new subscriptions to THE PANSY, or OUR LITTLE MEN AND WOMEN. Or, given for one new subscription to THE PANSY, or OUR LITTLE MEN AND WOMEN, and =50 cents cash additional=. Two BABYLAND subscriptions will be equivalent to one PANSY subscription. =For One new subscriber to WIDE AWAKE=, two of any of the guns will be given as a premium. It shoots with precision, is simple in construction, and finely finished. The bayonet is of wood, bronzed to imitate steel. Each gun is provided in the breech with a small pocket, in which will be found, 5 metal-head arrows, and 2 paper targets. For drilling purposes, it can be readily changed to the form of an ordinary rifle. Price $1.00. Postage prepaid. Read carefully the conditions on the preceding page. UNION WEB HAMMOCKS GIVEN AS PREMIUMS FOR NEW SUBSCRIPTIONS. [Illustration] We are pleased to announce that we have made such arrangements as will enable us to offer these superior hammocks for a smaller number of subscriptions than ever before. Every hammock is warranted by the manufacturers; and nothing but the best material and workmanship enter into their construction. Each grade is tested at a given number of pounds. They are warranted, when colored, not to soil the finest fabric. THE HERCULES. Given for one new subscription to THE PANSY or OUR LITTLE MEN AND WOMEN, and =40 cents cash additional=. This is the strongest hammock made, warranted to hold 1100 lbs. It is made of very heavy cord. Length, 13 feet; length of bed, 6 feet. Price $1.15. Postage and packing 30 cents additional. CHILD'S HAMMOCK. Given for one new subscription to THE PANSY or OUR LITTLE MEN AND WOMEN. This is a nice hammock for the little ones. It has variegated colors in ends and body. Has a miniature Horseshoe for the fastening at the ends and safety cords at the sides. It is perfectly reliable and far preferable to a crib or cradle. Length, 7 feet; length of body, 3 feet. Price $.75. Postage and packing 15 cents additional. B B HAMMOCK. Given for one new subscription to THE PANSY or OUR LITTLE MEN AND WOMEN, and 25 cents cash additional. This hammock is made better than ever before. The web is of extra heavy cord, and bright colors which are warranted fast. It is a splendid hammock. Length 11 feet; length of bed, 6-1/3 feet. Price $1.00. Postage and packing 20 cents additional. THE BOSTON. Given for one new subscription to WIDE AWAKE, or for two new subscriptions to THE PANSY or OUR LITTLE MEN AND WOMEN and 40 cents cash additional. A double web hammock that is very popular. Length, 12-1/2 feet; length of bed, 7 feet. Price $1.75. Postage and packing 20 cents additional. [Illustration: Hand pointing right]_Two BABYLAND subscriptions will be equivalent to one PANSY subscription._[Illustration: Upside-down and pointing left] BOY'S FISHING OUTFIT, WITH JOINTED ROD. [Illustration] Given for two new subscriptions to THE PANSY or OUR LITTLE MEN AND WOMEN, or for one new subscription to THE PANSY or OUR LITTLE MEN AND WOMEN and =50 cents cash additional=. This outfit is put up especially for our use, and we can recommend it to the boys who enjoy fishing as a very good outfit for the price asked. It consists of a 12 foot jointed rod with brass tips and ferules, 1 bob, 2 sinkers, 1 36 foot line, 1 dozen hooks assorted, 2 flies, 1 bait-box, 1 trolling hook for pickerel, and 2 hooks ganged (i. e., with hair or gut snell.) Postage prepaid. Price $1.00. Two BABYLAND subscriptions will be equivalent to one PANSY subscription. THE AMERICAN FOOT BALL, NO. 2. [Illustration] Given for two new subscriptions to THE PANSY or OUR LITTLE MEN AND WOMEN. Or for one new subscription to either magazine and =60 cents cash additional=. The American Foot Ball is made of heavy canvas, thoroughly saturated with rubber, very strong, so as to be blown up with a key which goes with each one. It is 22 inches in circumference. Price $1.50. We also include in this offer the American College Rules of Foot Ball. Price 15 cents. Two BABYLAND subscriptions will be equivalent to one PANSY subscription. A GOOD MICROSCOPE. Given for one new subscription to THE PANSY or OUR LITTLE MEN AND WOMEN; or for one new subscription to BABYLAND and =20 cents cash additional=. [Illustration] No one need be without a microscope. We have made special arrangements by which we can offer a Combination Microscope (or Floroscope), 2 inches in length. It has in addition to a powerful microscope lens, a mineral glass for examining plants, minerals, etc. It is very convenient. It can be put into a vest pocket, and yet is as serviceable as many more expensive microscopes. Price 50 cents. BOY'S COMPOUND MICROSCOPE, NO. 655. Given for one new subscription to WIDE AWAKE or for four new subscriptions to THE PANSY or OUR LITTLE MEN AND WOMEN. Two BABYLAND subscriptions will be equivalent to one PANSY subscription. [Illustration] This instrument will show satisfactorily the larger animalcules in pond water, the scales from a butterfly's wing, etc. The stand is of polished brass, handsomely lacquered, with one eye-piece and one object-glass, magnifying, when combined, about 40 diameters or 1600 times. One prepared object, two glass slips and a pair of brass forceps, are furnished with it; the whole is packed in a neat polished walnut-wood case. Price $2.50. Postage paid. [Illustration: Dr. W. S. Baker, 250 Mulberry Street. Messrs. PROCTER & GAMBLE, Cincinnati. Newark, N. J., Sept. 19, 1885. Gentlemen: Although a stranger to you, and my testimonial entirely unnecessary, as it certainly is unsolicited, yet I take great pleasure in testifying to the excellence of your "IVORY" Soap and thanking you for putting it on the market at so low a price. It has entirely supplanted the use of Castile and other fine soaps in my household for several years past, being in no way inferior, and from fifty to seventy-five per cent. more economical. A good test I find for the purity of soap is to try it with a brush for cleansing the teeth and the taste of the "IVORY" Soap so used is perfectly sweet and clean. Very respectfully yours, W. S. BAKER, M.D.] * * * * * Transcriber's Notes: Punctuation errors repaired. Page 242, "alway" changed to "always" (was always simple) Page 242, "whan" changed to "when" (when I was in danger) Page 253, "unusul" changed to "unusual" (itself, was unusual) Page 253, "afrer" changed to "after" (after a moment) Page 258, "women" changed to "woman" (woman of six) Page 259, word "the" added twice to sentence (it into the centre of ring, on the lawn) Page 270, "feasable" changed to "feasible" (if this is feasible) Page 270, "theses" changed to "these" (And these are God's) Page 
36582	----	[Illustration] ADVICE TO _Sunday School_ CHILDREN. PUBLISHED BY THE _NEW-YORK_ Religious Tract Society, And sold at their Depository, No. 142 Broadway. D. Fanshaw, Print. 1 Murray-St. SERIES II. NO. XV. ADVICE TO SUNDAY SCHOOL CHILDREN [Illustration] [Illustration] [Illustration] Published by the New-York Religious Tract Society, and for sale at their Depository, (Wilder and Campbell's Book-store,) 142 Broadway, and by the principal Booksellers in the United States. D. Fanshaw, Printer, No. 1 Murray-street [Illustration] ADVICE TO SUNDAY SCHOOL CHILDREN. MY DEAR CHILDREN; When our blessed Saviour was upon earth, little children were brought to him, and he kindly took them in his arms, laid his hands upon them, and blessed them. You have read this pleasing account in the New Testament, and you have been taught that this kind Saviour came down from heaven, and was called Jesus, because he should save his people from their sins; you have learned that God Almighty will punish all wicked people after death, by sending them into a dreadful place. Now, consider, children, that you are all sinners, and though you are young, be sure, that unless you repent, and put your trust in Jesus Christ, God will cast you off for ever, and then you must be miserable. But Jesus Christ loves little children who come to him; he was nailed to the cross, and died to save them; and he will bless them, while they live; and when they die, he will take their souls up to heaven to himself, where they will be happy with the blessed angels for ever. Now, if you love him, my dear children, you will try and do what he says, and that is what we mean by your duty. Out of love, therefore, to you, we give you this little book, which sets before you some of the good instructions which are so kindly given you by your friends in the Sunday School: you must take care to keep in mind these things, if you would behave like children who love their Saviour, and hope to go to heaven. Read, therefore, this affectionate admonition, consider it well, and pray to God for grace, that you may profit by it. [Illustration] 1. _Be early and constant in your attendance at School._ Many naughty children come perhaps on one Sunday, and then are absent for two or three following ones; this shows that they have no desire to learn; if they loved our Saviour, they would not do so. Let not trifles keep you away; do not mind a little cold or a little rain, but hasten to school, and if you are there before your teachers, they will be pleased with you, and welcome you with a smile; they will also be encouraged to take pains with such good children, and you will go on regularly, and will not forget your former lessons, and be obliged to learn them over again, as foolish and idle children must often do. Such early attendance will prevent your class being thrown into confusion; and your teachers will be delighted to find that you are always ready for them as soon as they are ready for you. 2. _Be very attentive to instruction._ If instead of minding what is said to you, you gaze about the school, and look at the other children, you will still remain ignorant. When your teachers are explaining what you have been reading, listen, and try to understand them. When you are learning your lesson, keep your eyes fixed upon your book, and take as much pains as you can, that you may repeat it quite perfectly. 3. _Be silent in your Class._ Do not whisper and talk with those who sit next you; you have much to learn, and little time for the purpose; make it not less by your own carelessness. 4. _Be thankful to your Teachers._ They seek your welfare; you hear them pray for you, and they often do so when you are not with them. Their hearts' desire and prayer to God for you, is, that you may be saved; they would bring you to Jesus Christ, that you may be delivered from the wrath of God and endless misery, through his precious blood shed for you; that you may be saved from your sins, by repentance and faith in him; that you may be taught to pray to God through him; and that, by his grace, you may learn and obey his holy commandments, forsake all sin, do his will all the days of your life, and when you die, may inherit the kingdom of heaven. Whenever, therefore, they admonish, take heed to their words, fix your eyes upon them, and your thoughts on what they say; it is for your good that they take pains with you; they are seeking your salvation, and your endless happiness. How unkind will it be if you do not love them! How insensible must you be, if you do not profit by their instruction! How dreadful will your case be, if, in the day of judgment, they should be obliged to bear witness against you, that they taught you, and laboured to bring you to salvation, but you would not! On the contrary, how joyful will it be for both, if you are placed together at the right hand of our blessed Saviour, and hear him say, "Come, ye blessed children of my Father, receive the kingdom prepared for you from the foundation of the world." 5. _Honour and obey your parents._ Remember, this is God's commandment. Consider this when you repeat the fifth commandment; grieve them not by impertinence and obstinacy; dare not to answer them with passion or disrespect; never speak evil of them, nor let others do so in your hearing; be always gentle, humble, and dutiful, in your manner; never frown, or be perverse, or idle, when they require you to work, but show that you are willing and industrious; be a comfort to them, attend on them in sickness, read your books to them, and tell them what your teachers say to you; and strive, as much as in you lies, to be the staff of their old age, like good Joseph in the Scripture. So God and they will bless you; and you will be like our blessed Saviour, who was subject to his parents in his childhood, and cared and provided for his aged mother even while he hung upon the cross. [Illustration] 6. _Love your Brothers and Sisters._ Be kind in your behaviour to each other, and show your love by actions as well as words. Do all in your power to make them happy; let brothers especially behave with gentleness to their sisters; they are by nature more weak and defenceless, and therefore brothers should treat them with peculiar tenderness. If your brothers or sisters displease you, do not speak angrily to them, but be patient, and forgive them, as you hope our blessed Saviour will forgive you. If they rail at you, rail not again; but pray for them; let them see that you love them still, and they will be ashamed of themselves, or, even if they are not, our Saviour will be pleased with you; for when he was reviled, he reviled not again. It is a sad thing when brothers and sisters quarrel, and dreadful when they strike each other; but a good and pleasant thing when brethren dwell together in unity and love. "Birds in their little nests agree, "And 'tis a shameful sight, "When children of one family "Fall out, and chide, and fight." 7. _Reverence the Lord's day._ It is appointed for the worship of God; and all its hours should be employed in his service. On this holy day you must give up your amusements, and have as little as possible to do with worldly things; on this day you are taught to read the word of God, and you go with your school-fellows to worship him in his house; there you are to join with the congregation in prayer and praise, and to hear the minister of God preach the gospel, which is to make men wise unto salvation through faith which is in Christ Jesus. Let your behaviour be very serious when you are thus engaged; listen to every word which the minister speaks; he is the messenger of God Almighty, and speaks as if Christ Jesus besought you, by him, to be reconciled to God. Pray to God that his word may prove a blessing to you, and try to understand all you hear; good children will not only endeavour to recollect the text and part of the sermon, but will also repeat them to their parents and teachers. Those who are idle, careless, or sleepy, in the house of God, act as if there was no fear of God before their eyes. 8. _Read daily in the Bible._ It is the word of God himself; it points out the way of salvation by our Saviour Jesus Christ; if you love him, you will delight in reading about him in the Bible. God's word is given for a light unto your feet, and a lamp unto your path: you know the use of a lamp in a dark night; such is the Bible, a light to guide us in this dark world. Ignorance and wickedness are the darkness of the world: Jesus is the light, and the Bible is to instruct you in the knowledge and love of him. Obey its commands, avoid what it forbids, follow its directions; and when you read it, pray to God to give you understanding, and a heart to receive its truths, that by his grace and blessing you may profit by them. 9. _Pray to God constantly._ What a mercy it is that-- "God will lend a gracious ear, "To what a child can say!" [Illustration] God is your heavenly Father, who loves you; and though you cannot see him, he can both see and hear you; and he _will_ hear you at all times. Confess all your sins to him, and think upon the love of our blessed Saviour, who died for your sins, and pray to God to prosper you, for his name sake. My dear children, he is very merciful; and if you are sorry for your sins, and afraid you shall be cast into the wicked place for them, you must tell him your fears, and he will be gracious to you, and teach you so to believe on our Lord Jesus Christ, that your sins will certainly be all forgiven; and then, oh, how must you love him! When you are tempted to be naughty, and disobedient, or ill-tempered, or idle, pray to him to give you a new heart and a right spirit; and do not give over praying for it till you find a better mind in yourselves; for he will give you the Holy Spirit, if you ask for it. Praise him also for all his mercies to you, especially for raising up such good friends to teach you the way of salvation. 10. _Take a cheerful part in the praises of God._ You learn hymns, in order to sing those praises. What beautiful hymns they are! I hope you will not merely please yourselves with the tunes, but study the meaning of the words, that your hearts may make melody to the Lord. How sweetly Moses, and the children of Israel, sang upon the banks of the Red Sea, when God had delivered them from the wicked Egyptians! Exodus, xv. How sweetly David sang to his harp and other instruments of music, as you read in the Book of Psalms! Our blessed Saviour sang a hymn with his disciples before he suffered; Matt. xxvi. 30. and Paul and Silas sang the praises of God when they were in prison, at dark midnight, and their feet were made fast in the stocks. Acts, xvi. 25. Oh, may you, dear children, sing his praises in the same blessed spirit, and it will be as sweet incense before his throne. [Illustration] 11. _Abhor Swearing._ What! a Sunday School child swear! Awful thought! And yet there are some who do! Such wicked children are taking the broad road which leads to hell. And what will be _your_ feelings, if _you_ are cast into that dreadful place, after all the pains which have been taken to lead you to heaven! Your case will be far more dreadful than that of others, who are left to perish in ignorance and sin. Never take the sacred name of God in vain! Never use it but with fear and reverence, and when it is necessary to use it. When careless children call upon the name of God in their common conversation, as many do, exclaiming, Oh, Lord! Oh, God! Lord, have mercy! and the like, it proves that they are very wicked, or at least very thoughtless. Reverence his name, and tremble at the thought of mentioning it lightly. 12. _Avoid bad company._ Remember the Bible says, "A companion of fools shall be destroyed." "Therefore, come out from among them, and be separate, and I will be a father unto you, and ye shall be my sons and daughters, saith the Lord Almighty." Shun all places of public amusement, particularly taverns and play-houses. Many people call them harmless, and their diversions innocent; but do not believe them; all sorts of wickedness and folly are practised there--gluttony, drunkenness, indecency, swearing, and sins of almost every kind; if you go to them, you will soon become as bad as the rest of those who frequent them; do not mind the scorn of those who may despise you, because you will not run to the same excess of riot as they. If they are your relations, or your acquaintance, endeavour to persuade them to go to the house of God on the Lord's day, and on every other day to keep out of the path of temptation. If they will not be persuaded to do so, at least go not with them into any sinful course. They may endeavour to persuade you, but withstand their entreaties; call to mind the words of Solomon, "My son, if sinners entice thee, consent thou not!" They may entice, but they cannot compel you; and as evil communications corrupt good manners, so, if you join their company, you will be in danger of following these wicked examples. If, my dear children, you hope to meet our Saviour at the last, and to spend eternity in heaven with holy angels, and the spirits of just men made perfect, how can you bear to be in company with those wicked people upon earth, who are, every day, making themselves more fit for the company of the devil and his angels in the outer darkness, "where there shall be weeping, and wailing, and gnashing of teeth?" And now I commend you unto God, and to the word of his grace, which is able to give you an inheritance among them that are sanctified. We love you, we care for you, we pray for you! Oh, may God turn your hearts by the Holy Spirit to himself, that you may be his dear children; and may he bless this little book to you, and give you grace to read, to mark, to understand, and to practise its directions; may you walk in the path of duty while you live on earth, and at last join the assembly of his people before his throne in heaven, share in their happiness, and unite in their praises, to all eternity. [Illustration] CHILDREN'S BOOKS PUBLISHED BY THE NEW-YORK Religious Tract Society. 2d SERIES. 1. Address to a Child. 2. Goodness of Providence. 3. The Vine. 4. The Orphan. 5. Elizabeth Loveless. 6. Little Susan and her Lamb. 7. Wonderful cure of Naaman. 8. Happy Cottager. 9. Mary Jones. 10. Ann Walsh, the Irish Girl. 11. Sally of the Sunday-School. 12. Destructive consequences of Vice, Dissipation, &c. 13. Mischief its own Punishment. 14. Louisa and the Little Birds. 15. Advice to Sunday S. Children. 16. Bread the Staff of Life. 17. Affectionate Daughter. 18. Happy Negro. 19. S. Butler, & Passionate Boy. [Illustration] Transcriber's Note * Punctuation errors have been corrected. 
48100	----	file was produced from scans of public domain works at the University of Michigan's Making of America collection.) Transcriber's Note: Apparent typographical errors, and inconsistent hyphenation, have been corrected. Small capitals have been replaced by full capitals. Words in italics are indicated by _underscores_, while spaced-out font has been closed up. References to purely decorative illustrations have been removed. Text in smaller font (mostly consisting of quotations) has been indented one space. THE SABBATH-SCHOOL INDEX. POINTING OUT THE HISTORY AND PROGRESS OF SUNDAY-SCHOOLS, WITH APPROVED MODES OF INSTRUCTION, EXAMPLES IN ILLUSTRATIVE, PICTORIAL, AND OBJECT-TEACHING; ALSO THE USE OF THE BLACKBOARD, MANAGEMENT OF INFANT-CLASSES, TEACHERS' MEETINGS, CONVENTIONS, INSTITUTES, ETC., ETC., ETC. BY R. G. PARDEE, A.M. PHILADELPHIA: J. C. GARRIGUES & CO., 148 SOUTH FOURTH STREET, 1868. Entered according to Act of Congress, in the year 1868, by J. C. GARRIGUES & CO., In the Clerk's Office of the District Court of the United States, for the Eastern District of Pennsylvania. WESTCOTT & THOMSON, Stereotypers, PHILADELPHIA. Jas. B. Rodgers, Pr. 52 & 54 N. 6th St. PREFACE. A few years ago the author prepared a little Manual entitled "The Sunday-School Worker Assisted," etc., which was so favorably received as to call for a large edition without any special advertising. What has seemed to be a most imperative call has again come up, from various sections of our land, and from many denominations of Christians, for a fuller and more complete work, illustrated with examples. If our pastors, superintendents or teachers, wished for specific details of all the departments of the Sabbath-school, they complained that they were compelled to purchase a dozen English and a dozen American works, and even then there were important topics of information still unreached. Besides, books written a quarter of a century ago will not fully meet the requirements of an intelligent Sabbath-school man at this day. The cause is making constant progress, and many real improvements have been made during the past few years which are worthy of special record and notice. Never before has the Holy Bible been so exalted, so taught, so applied, and made so interesting as now. Never before were our best Sabbath-schools devoted to such pure, simple, child-like worship of God as now; and never before was the high and holy aim of _immediate conversion_ of the scholars to Christ, and then their thorough religious training, kept steadily in view, as it is in many Sunday-schools at the present time. The Sabbath-school, as the true working-field of the Christian churches ("The Bible School," as Dr. Chalmers called it), is now the grand rallying cry of the faithful. The aim and design of this work is to observe, collate, and condense, as far as possible, the _best_ thoughts, experience, and observation of Sabbath-school laborers and authors, not only in this country but also in Great Britain, and to combine these with the observation and experience of the writer during the last forty-five years. The author is greatly indebted particularly to the London Sunday-School Union publications, and to _The Sunday-School Times_ of Philadelphia, as well as to most of his fellow-laborers and writers in both countries. Gladly would he give credit in every instance, but their works have been so read and their thoughts gathered up, preserved, and noted for use during many years, and their views so assimilated with the author's and made his own, that he is now quite unable to trace them accurately to their right sources. They have become the property of all, and he has appropriated and adopted them into the line of his own thought in the one great work. The best examples and the best new improvements are here given for the Sabbath-school artist to copy. No one man or school or country embodies them all. None, however, are mere theories. Everything here stated has been tried and proved. The future progress of the Sabbath-school will be carefully watched, in order to add to or modify subsequent editions of this book, so that the Sabbath-school worker, with no other guide-board but this "Index," may be enabled, by divine grace, to enter the right path and to do a good Christian work in training up the children and youth of his generation. THE AUTHOR. NEW YORK, _February, 1868_. CONTENTS. I. THE SABBATH-SCHOOL 7 II. HISTORY AND PROGRESS 10 III. CONVENTIONS 23 IV. INSTITUTES 31 V. THE SUPERINTENDENT 39 VI. THE LIBRARY AND LIBRARIAN 53 VII. THE SECRETARY 59 VIII. THE TEACHER 61 IX. PREPARATION 63 X. THE TEACHER TEACHING 70 XI. ILLUSTRATIVE TEACHING 87 XII. PICTORIAL TEACHING 94 XIII. OBJECT-TEACHING 103 XIV. THE BLACKBOARD 112 XV. THE INFANT-SCHOOL 124 XVI. YOUNG MEN AND WOMEN'S BIBLE-CLASSES 145 XVII. THE ART OF SECURING ATTENTION 157 XVIII. THE ART OF QUESTIONING 163 XIX. THE TEACHERS' MEETING 174 XX. VISITING THE SCHOLARS 184 XXI. SYSTEMATIC DISTRICT CHRISTIAN VISITATION 188 XXII. NEW MISSION-SCHOOLS 192 XXIII. THE CONVERSION AND CULTURE OF CHILDREN.--_Children's Prayer-meetings, etc._ 200 XXIV. PREACHING TO CHILDREN 208 XXV. CHILDREN'S MEETINGS AND MONTHLY CONCERTS 212 XXVI. AUXILIARY ASSOCIATIONS.--_Temperance Societies.-- Missionary Associations_ 215 XXVII. SABBATH-SCHOOL MUSIC 221 XXVIII. MEANS AND MEASURES.--_Anniversaries.--Excursions and Exhibitions.--Premiums and Rewards.--Benevolent Contributions.--Catechisms.--Two Sessions.-- Constitution and By-Laws_ 224 XXIX. SABBATH-SCHOOL GUARDIANS.--_Parents.--Pastors.-- The Church.--The Community_ 230 XXX. MISSIONARY AGENCIES.--_Neighborhood Prayer Meetings.--Bible Readers.--Industrial Schools.-- Boys' Meetings_ 237 XXXI. THE QUESTION BOX.--_The Answer Box_ 240 XXXII. MISTAKES OF TEACHERS 248 XXXIII. HELPS FOR TEACHERS.--_The Teacher's Covenant_ 251 I. THE SABBATH-SCHOOL. It is a place where the churches of Christ meet with the children and youth for the worship and service of God. It is the Church of God caring for the children on the Sabbath day. Every song of praise, as well as every prayer and reading and study of the Word of God, together with every exhortation, address or sermon, should rise to a high and holy act of simple, life-like, child-like devotion. The place should be comfortable, attractive, light, airy and cheerful. It should be dry and well warmed. The walls may be covered with prints, hymns, and Scripture mottoes; or, as some of our wealthy congregations have done, they may be frescoed beautifully with illuminated texts or paintings representing Scripture scenes, to attract the children to the house of God--to their _Sabbath Home_. Especial care should be taken that the seats provided are adapted in size, height, and form, to all ages and sizes, from the wee ones in the infant classes up to the larger scholars and the members of the adult classes. The three-sides-of-an-octagon form of seat is found to answer well, and is much cheaper than the circular seats. Infant classes will need a room by themselves, and sometimes raised seats are to be preferred. A good blackboard and crayons, with good maps, should be furnished to every room, together with a well-selected library, both for teachers and scholars. Keep on file a few good Sunday-school papers and magazines. It would be well also to have a few reference Bibles and a Bible Dictionary. But the glory of the Sabbath-school is the open Bible, the living Teacher, the Church Militant and aggressive. Said De Witt Clinton: "The Sunday-school is one of the three great powers by which the moral world is to be moved." Says the Rev. Dr. Daggett: "The Sabbath-school is to do vastly more than all other agencies of the Church." Said John Angell James: "In a few years we shall look upon all the past progress of the Sunday-school but as the beginning, as a kind of first-fruits, an earnest of the future of this great institution of the Christian Church." Said the Rev. Dr. Campbell, of the _British Banner_, London: "With respect to countless multitudes, it is mainly the work of the Sunday-school teacher to carry out the command of our Lord to preach the gospel to every creature. The Sunday-school, for the _individual_, for the _family_, for the _Church_, for the _nation_, and for the _world_, is one of the principal mottoes to be inscribed on the banners of the faithful; and many well-meant but feeble agencies on which much religious activity is now _frittered_ away, will, we believe, at length be merged in this grand institution. The conviction is strong in our mind that the Sunday-school Union, as a great central source of light, life, and power, is on the threshhold of a glorious career of usefulness, and will speedily become, in the hands of the great Master, an agency for good to an extent beyond all present appreciation by the Christian Church." II. HISTORY AND PROGRESS. The history of Sabbath-schools is nearly allied to the onward progress of the Church of God in the earth. In all ages, whenever pure religion has been revived, it would seem that especial attention has always been given to the early religious instruction and training of children and youth by the Church of God; and herein lies the grand SUNDAY-SCHOOL IDEA. Says a Scotch divine: "Vital religion, and the godly upbringing of the young, have ever gone hand in hand." The soul is diseased, and a Bible education is the only remedy. In that wonderful BOOK, which extends its record over the long period of four thousand years of this world's history, there is throughout a wonderful regard for children. Of the patriarch Abraham, nearly four thousand years ago, it is written: "For I know him, that he will command his children and his household after him, and they shall keep the way of the Lord." Gen. xviii. 19. With what wonderful power does the history of the childhood of Joseph, and Moses, and David, and Samuel, and Daniel, illustrate the value of the instruction and religious training of children. When Moses, the great lawgiver of Israel, received the law amid the thunderings and lightnings and earthquakes of Mount Sinai, he called "ALL Israel" together (Deut. v. 1), and by divine direction his words were (Deut. vi. 6): "Hear, O _Israel_.... These words, which I command thee this day, shall be (1) in thine heart: and (2) thou shalt _teach_ them diligently unto thy children," etc., _i. e._, the _Church's_ children--not parents exclusive, but inclusive of course. "Israel," that was called upon by Moses, was the Church of God upon earth, and it is her express duty to the end of time to see that all her children shall be "taught of the Lord." It is true that parents are the divinely-appointed guardians and instructors of their children, and this obligation rests upon them; and yet they are, alas! too often incapable of the religious instruction of their own children or of any other, besides being often indifferent; and the Church of God, by her catechetical or Sabbath-school instruction, has always had, and probably will always have, to supply the lack of unfaithful parents. There is no agency which so supplies the lack of _mothers_ as a good Sabbath-school. Thus we find in Deuteronomy, nearly four thousand years ago, the great Sabbath-school principle foreshadowed and embodied; and where, we may ask, can be found in all the Bible a more definite authorization or _divine appointment_ for any of the great denominational Christian Churches which now so bless our land than is here found for the Sabbath-school? It is ordained and blessed of God. The Sabbath-school is simply the Church of Christ putting forth its legitimate effort in its most inviting field of action. It is _the_ regular systematic working department of the Christian Church--not an outside auxiliary, but an inside,--the Church itself in action; and as such let it be carefully guarded and cherished. The same Divine lips which said "Go preach," said also and equally to his disciples, "Go _teach_." Says the Rev. J. H. Vincent: "There is just as much divine authority for the Sabbath-school as there is for the sanctuary--no more." Our Divine Lord and Master himself repeatedly astonished his own disciples by his particular notice of and care for little children, and with sore displeasure he rebuked his followers for hindering them from being brought to him. It was not until nearly the close of the second century, or, according to Tertullian, in the year A.D. 180, that the Christian Church felt compelled, in order to check the defection of heathen converts, to set about the establishment of those celebrated catechumenical schools, of which Origen was one of the catechists, for the systematic religious instruction by the Church of Christ of the children and youth. So useful and necessary, however, did this work prove itself to be, that very soon similar schools were universally established. They continued to flourish until near the close of the sixth century, when they declined and became obscured for ten long centuries in the gloom of the Dark Ages, with only an occasional prince, or pastor, or layman in the spirit of the Master, to teach the children the way of life. In the sixteenth century, however, on the dawn of the Reformation, Martin Luther established his celebrated Sunday-schools at Wittemberg in the year 1527; and soon after John Knox inaugurated the Sunday-schools of Scotland, "with readers," as the history of Scotland informs us, in 1560; so that on the incoming of the Reformation the children were again "taught of the Lord." In the year 1580, Borromeo, the pious Archbishop of Milan, established a system of Sunday-schools throughout his large diocese in Lombardy. In our own land our Pilgrim Fathers early entered upon the work; for Ellis, in his History of Roxbury, Massachusetts, says: "In 1674, 6th 11th month, is the first record of a Sabbath-school." The records of the Pilgrim Church in Plymouth, Massachusetts, inform us that a Sabbath-school was there organized as early as in 1680. Joseph Alleine, the author of the "Alarm to the Unconverted," opened a Sabbath-school in England in 1688, and many others might be mentioned in both countries in succession. But the first Sabbath-school of which we have any _authentic, definite, and detailed_ account, extending over a period of a quarter of a century, was that established by Ludwig Hacker in Ephratah, Lancaster county, Pennsylvania, as early as the year 1747. It was continued uninterruptedly during a period of more than thirty years, until the building was taken for a soldiers' hospital in the time of the Revolutionary War. It enjoyed precious seasons of revival, and had its children's meetings, and we are informed that many children were hopefully converted to God. We have before us a long letter from Dr. Fahnestock to the Rev. W. T. Brantley, D.D., of Philadelphia, written in 1835, detailing many interesting facts connected with the history of this Sabbath-school, drawn from living pupils and records. Robert Raikes instituted not only, but _organized_, the SYSTEM of Sabbath-schools, and popularized them in England, in Gloucester, in February, 1781. All benevolence was single-handed until such men as Robert Raikes and William Wilberforce _organized_ it, and sent it forth systematized on its errand of love, mercy and salvation throughout the world. Before this, as we have seen, there were isolated occasional Sabbath-schools, but their influence was confined mainly to one city, one town, or one church, and expired with an individual. But Robert Raikes "founded Sabbath-schools for the Church universal." John Wesley preached and _organized_. George Whitefield preached, and did not organize. Robert Raikes _organized_ Sabbath-schools, but his predecessors did not do so. And we can in both cases see the important difference. Within the short space of four years from the period when Mr. Raikes established his first Sabbath-school in Gloucester, England, more than one-quarter of a million of children in England were enjoying the blessing of Sabbath-school instruction. All honor, then, to Robert Raikes! To Bishop Ashbury appears to belong the honor of first introducing Robert Raikes's idea of Sabbath-schools into this country, in Virginia in 1786. How long the school was continued, or what was its influence in Virginia, we are unable to state. The first "Sunday-school _Society_" was formed in London, September 7, 1785. This was on the system of paid teachers, but when the plan of voluntary, unpaid teachers had become established, this society gave place to the present "London Sunday-School Union," which was organized to meet this change on the 13th of July, 1803. Both of these societies were formed on the union plan, including the various denominations, the first including an equal number of Churchmen and Dissenters in its management. The First-day or Sunday-School Society in Philadelphia was organized in 1791, and Bishop White was its first president. We learn from a carefully prepared editorial in the first volume of the "Sunday-School Teacher's Magazine and Journal of Education," published in New York, 1823, that after a careful personal interview of the editor with the parties, he had been enabled to ascertain the precise time and the circumstances under which the first Sabbath-school was commenced in New York city. Mr. and Mrs. Divie Bethune had spent part of the years 1801 and 1802 in England, where they had observed the progress of Sunday-schools in Great Britain; and on their return, in connection with their pious mother, the late Mrs. Isabella Graham, they arranged their plans, and "in the autumn of 1803 these three Christian philanthropists opened the first Sunday-school in New York for religious and catechcetical purposes, at their own expense, at the house of Mrs. Leech, in Mott street." Mrs. Graham and Mr. and Mrs. Bethune then established two other Sabbath-schools in other parts of the city, and soon after one for the children in the alms-house in New York. It is to the same source, too, that _adult_ schools owe their commencement in this country, or at least in New York. Mrs. Graham, it is stated, opened the first adult school in Greenwich, in 1814, on the second Sabbath in June, only about two months before her death. We are thus particular to state these facts, for we are aware that a later date has been insisted upon for the inauguration of the first Sunday-school of New York. Samuel Slater opened a school for his operatives in Pawtucket, Rhode Island, in 1797. The Broadway Baptist Sabbath-school, in Baltimore, was established in 1804, and it is said to be still in operation. Mrs. Amos Tappan (Miss Buckminster) opened a Sabbath-school in Portsmouth, New Hampshire, in 1803. We do not learn that the Churches and organized Christian bodies took hold of the Sabbath-school movement in this country, so as to _produce_ permanent and efficient _action_, until 1809, when we find an elaborate constitution and plan of action from Pittsburgh, Pennsylvania. In 1810 a Sabbath-school was organized in Beverly, Massachusetts, and in Boston in 1812. Soon after this there began to be a more general and awakened interest in the Churches in behalf of Sabbath-schools, and the years 1814, 1815, and 1816 were years of most triumphant progress, so that in 1817 Sunday-schools were organized in most of our flourishing churches and Christian communities throughout this country. Early in 1816 the New York Sunday-School Union was established, and is the first and oldest Union in our land, having just celebrated its semi-centennial. The American Sunday-School Union was organized in 1824, to provide a juvenile Christian literature (and from whence our public school district libraries borrowed their first idea) and to plant a Sunday-school wherever there is a population. Surely, if any work in our land needs to be hastened, it is that of the religious instruction of the neglected children and youth of this nation by means of Sabbath-schools. Not to mention the various modern denominational movements, the above we believe to be a correct history of the Sunday-school progress, and we suppose it to be sufficiently full for practical purposes in this work. We have ample materials on this subject to fill a large volume, but this may here suffice. There are other questions, however, which ought to be here recorded in connection with the progress of the cause. In Great Britain the work is embarrassed from the fact that as a general rule only the children of the poor and middle classes attend their Sabbath-schools. In the early stages of the Sabbath-school movement in this country the same custom prevailed here, and it is certainly worthy of record by what means the change was effected. Several years ago, while in attendance upon a Sunday-school meeting, the writer of this enjoyed a lengthened interview with the late Rev. Dr. Lyman Beecher, then in his prime. Our conversation turned upon that unfortunate feature of the cause in England which virtually excluded all the better-to-do children of that country. Dr. Beecher's eye lit up at once, and with great animation, as he said to me: "It was the same here at first, and I do not know but I had an important hand in producing the change. I saw the tendency of things, and feared that our Sunday-schools would result in a failure if only the poor children gained the benefit of them in this land, and it troubled me for some year or two. At last," said he, energetically, "I resolved to overthrow that system, and went and called upon Judge W., one of my most influential families, and said, 'Judge W----, I want you to bring your children to Sunday-school next Sabbath.' '_Me_!' exclaimed the Judge in amazement. 'Yes, you,' calmly responded Dr. Beecher: 'I have made up my mind to take _my children_, and I want you and a few others of the best families to popularize the thing.' A little explanation secured the object. He then called upon Mrs. S----, the most aristocratic lady in the community, and said, 'Mrs. S---- I want you to lead _your two daughters_ into our Sunday-school next Sabbath;' and, said the Doctor, 'Mrs. S---- almost shouted in astonishment;' but a more particular and careful explanation than sufficed with Judge W---- succeeded here; and then the family of the first physician was in like manner secured, and we all turned our labor and influence on the Sunday-school movement, and it gave an unheard-of impetus to our Sunday-school, and by means of the press and by letters and personal conversation the facts became known and met with almost universal approval and adoption in our country, and the reform soon became complete." Blessings, a thousand blessings rest upon the memory of the man, or the men and women, who aided to bring about this glorious change in this land! The law of progress is very noticeable in the teaching of the Sabbath-school. Robert Raikes's first idea was scarcely more than to keep the children out of the streets and to protect the Sabbath. Then the children were taught to read and write. After that a great advance was made by the introduction of the Bible as the reading-book; the next step was to commit the Bible to memory; and then the Christian Churches took hold of the Sabbath-school. For awhile _Memory_ was crowded to its utmost extent, to the injury of the scholar, and more memorizing became the hobby in most of our schools. After a while the physicians checked this, by telling us that by crowding the memory we were developing a new disease amongst children, viz., Hydrocephalus, or water on the brain. Then our schools were in trouble, and resort was had to question-cards, and finally question-books became the hobby. In a few years question-books began to be stale and monotonous, and we appealed to the imagination and resorted to stories and anecdotes until they wearied, and then we searched commentaries, and theology was administered to the children in large doses. After that what was called spiritual teaching was adopted, but that soon degenerated into mere exhortation. Now we find that we must comprehensively grasp and rightly use them all, and make a hobby of none. The _memory_ is the grand store-house of the mind, and it should be well filled; but it is folly to over-stock it and overwhelm the brain. The _imagination_ is God's grand medium of worship and communion with him and the spiritual world. We cannot worship God without it. Let us not exorcise it because some abuse it. "The _imagination_ has the same place in the faculties that the eye has among the senses." The _intellect_ is God's great gift which distinguishes man from the brute. Let us never worship nor pervert it. The _heart_ is the soul of man. To save it the Son of man came down from heaven to earth. Unless the heart is gained all is lost; but if we appeal to the heart alone, we but develop the puny Christian. Let us, therefore, use all wisely, but misuse none. At first the aim of Sabbath-school teaching was very feeble and indefinite: to keep the children out of mischief--teach them to read the Bible--correct their manners and make them good children--not profane and disobedient. Then the aim was to give them a general knowledge of Bible history and catechism. The ablest early Sabbath-school works published under the patronage of the Queen of England did not even hint at the possible conversion of the children. The Bible was long introduced as a book of task lessons to the young, and catechism and hymn learning engrossed our Bible classes. Now, the Bible is exalted, and so applied in our Sabbath-schools as to be the most attractive of all books to the children and youth. _Now_, the aim of Sabbath-school teaching is, or ought to be, the _immediate_ conversion of the children to Christ. It is a poor excuse to suffer a child to drown because we have but one opportunity of saving it. _Now_, many Sabbath-school teachers have learned the great and precious art of leading even little children to Jesus--"Just now." Sabbath-schools are, as we believe, about to enter upon a great and glorious career, compared with which all the past history of the cause is but as the early dawn before a bright and glorious day; and this era is the culture and training by the word and grace of God of all that constitutes the best style of man and Christian; for we hold it to be the true teacher's position that there is no weakness or infirmity of temper, habit, purpose, or character in any of our pupils that the Sabbath-school, with its divine text-book and the promised Spirit of God, is not perfectly competent to remove. Let this be our standard, and according to our faith be it unto us. May the great Master so bless and prosper this heaven-born institution that speedily "our children may _all_ be taught of the Lord, and that great may be the peace of our children." III. CONVENTIONS. The object of these gatherings is to arouse, to instruct, and to train. 1. To explore the districts, report the destitutions, and devise the best ways of filling up existing schools, of planting new schools, and reaching, if possible, every neglected child. 2. To call attention to the bad or inefficient habits in the modes of conducting and teaching in our Sabbath-schools, and to suggest a remedy by detailing the more excellent ways. 3. To instruct and train teachers how they may prepare and teach the lesson better, and how they can become better acquainted with children's character, language, and feelings. It is of prime importance that there should be frequent and earnest conferences of pastors, superintendents, and teachers, in order to become acquainted with all the best modes and real improvements that the most favored enjoy. A quarter of a century or more ago, county Sunday-school conventions and anniversaries were frequently held, but they were usually crowded into a single afternoon, giving the Bible Society the morning and the Temperance Union the evening of the day. The time was insufficient to examine the state of the cause, or the schools, with much care, although the meetings were uniformly pleasant, and sometimes of considerable interest; yet their influence was quite limited and evanescent. It was during the early autumn of 1856 that the good Spirit prompted the Sabbath-school teachers of Massachusetts, one thousand strong, to pay a visit to the Crystal Palace and the Sabbath-school teachers of New York. They were received with great cordiality, and mingled delightfully with the Sabbath-school teachers of New York and Brooklyn during two or three days, closing with a grand Farewell Meeting in Plymouth Church, Brooklyn. This religious festival afforded a good opportunity for the Sabbath-school laborers from the various sections of the country to compare views and converse freely about all departments of the good work. All this proved to be interesting and profitable beyond all expectation, and the result was, there arose a very general desire to renew these prolonged conferences of teachers, under other forms, as soon as practicable. Accordingly, Massachusetts called a three-days State Sabbath-school Convention, in the city of Boston, later in the fall of the same year; and New York held its first State Sabbath-school Convention, of three days, in the city of Albany, in the month of January, 1857. Both conventions were enthusiastic and useful, and those States have continued these meetings annually since that period; and most of the Northern States, and some of the Southern States, have followed the good example, with the most beneficial results. They have awakened much interest and aroused the people everywhere. Beside the State meetings, County and Town Sunday-school Conventions have been organized quite extensively, combining counsels and efforts in all directions. The States appointed County Secretaries or Vice-Presidents, and counties gave the same office to the towns, forming a medium of union and communication, exploration and effort throughout. These conventions are very useful; but care must be taken or they will degenerate into dull, heavy routine, or wordy discussions, or tedious essays, or mere story-telling, or a waste of time in organizing. The whole value of Sunday-school conventions depends, of course, upon the manner in which they are conducted. Like the teaching by a wrong mode, they can be made profoundly wearisome, when they should always be made profoundly interesting and profitable. Let the convention be called with GREAT CARE and EFFORT. Let the call always proceed from the right source. Consider well as to the right time and the right place. Then first carefully counsel with the leading pastors and superintendents of the various denominations, so that they may understand it and arrange for it. Get a pastor to speak particularly and personally beforehand to three or four of his most active, influential ladies, asking them to notify other families and arrange so as to favor the convention. Take the same course with the men; for we must have much personal effort in getting it up. Let the call state distinctly the object, and, as far as may be, the order of the meetings, and send it out as early as three or four weeks before the meeting, to all, and with particular care. Do not depend upon newspaper advertisements to give notice. Get as many pastors, superintendents, and teachers as possible to _pledge_ a constant attendance at every meeting and be ready to aid at all times. Secure a light, cheerful, comfortable room. Place a large, clean blackboard, with crayons and rubber, on the platform, together with a supply of paper and pencils for taking notes. Appoint a good leader of singing. Meet promptly, and commence the meeting punctually, although but few may be present. Let the first half-hour be one of warm, earnest devotion. Have some appropriate, burning words of Scripture--two or three verses--ready to kindle and glow in every heart. The prayers and hymns should all be brief and directly to the point of seeking the blessing of God, without which all the efforts will be vain. Without God we can do nothing. Next call to order naturally, and waste not a moment of time in a simple organization. Have an understanding beforehand and call a good, influential man, fitted to preside, to the chair, and appoint a suitable Secretary, and, perhaps, a Business Committee. Then enter earnestly into the work before you. Wait not a moment for the business committee to report, but let the chairman call for reports from some section as to the state and prospects of Sabbath-schools. Gather information, and let that information be the _basis_ of systematic action. The missionary and aggressive feature should first claim attention. Care must be taken that unimportant routine of particular schools does not clog the convention. If in a State gathering, you can hardly have time to hear reports except from counties. If a county meeting, hear from towns; and if in a town gathering, you can descend and hear suggestive reports from schools, leading to right action. In other conventions, references to individual schools must be mostly in the way of some spirited illustration. Get a bird's-eye view of your whole field, and then detail the best plans of meeting deficiencies, so as to reach effectually the whole outlying population, either by voluntary effort, or by Sabbath-school missionaries, in filling up existing schools and planting others as needed. After a thorough canvass of your whole field, then inquire what are the great wants and difficulties in our present Sabbath-school operations? and how can we best remove them and introduce all the _real_ modern improvements? Descend next to details as to organization, good records, the library, superintendents, teachers, and how to get them and train them so as to be efficient; good order, music, prayers, and good teaching in the Infant, Scripture, and Bible classes, with such helps as the blackboard, object-lessons, map-drawing, Bible geography, and history; teachers' meetings, and how successfully and profitably to conduct them; missionary meetings, monthly concerts of prayer, temperance meetings, social gatherings, mothers' meetings in mission schools, and especially children's prayer-meetings; addresses, reviews, catechisms, &c., may all be considered. Then again we want help for the teacher; how to teach, with examples of various modes; illustrative teaching, pictorial teaching; on the art of securing attention, and on the art of questioning; visiting, conversions, and training for Christian work and usefulness; how to enlist the Church, the parents, and the community, the pastors and church officers, in this great work. These and other subjects should be brought up, not for indefinite discussion and debate, but for careful information, deliberate thought, and suggestions resulting from observation and mature experience. Let all things be so arranged that one topic will naturally flow into and call up another; and what you touch, handle well. If one subject is brought up, and no one is ready to take it up, pass on to another, until you come to one upon which some person has a question to raise, or a suggestion or information to offer, or an experience to refer to about it. Waste not a moment of time in pointless and prosy harangues. A good time merely, pleasant anecdotes, or touching recitals of dying children, or sharp discussions, are not sufficient to constitute a good Sabbath-school convention. The great idea of Sabbath-schools, be it never forgotten, is not singing, or exhibitions, or addresses, or concerts. It is to meet together for the saving worship of God, in the thoughtful study of his Holy Word, in the singing of his praise, and in solemn, believing prayer, through our Lord Jesus Christ. These are the high and holy objects to which all our conventions should contribute. An important National Sabbath-school Convention was held in Philadelphia in the year 1859, and this gave an additional impulse to the cause. It was, however, during the years 1863 and 1864, that it was observed that these interesting Sabbath-school conventions were in danger of losing their power. They had fallen into a sort of routine, and had begun to be monotonous and stale to the regular attendants, because they were not sufficiently practical and profitable. The questions were, therefore, forced upon us, What must be done? What does the present crisis of the cause demand? How can our great gatherings be made more _useful_? Deliberation and counsel brought the answer: "We need more _instruction_." Teachers need training. They need to be taught how to prepare the lesson; how to secure attention; how to teach infants, juveniles, and adults; how to apply Bible truths. Superintendents need instruction how to gain order; how to organize and classify; how to open, conduct, and address and review the school; how to train the teachers and enlist the interest and service of parents, pastors, and the churches. All need inspiring with the spirit that will go forth and plant new schools, and gather in and secure a good religious education to every child in the community. In the way of accomplishment of these grand results the obstacles were foreseen--such as prosy essays, tedious discussions, formal addresses or sermons, which generalized everything and rendered it nought. On the other hand, we found a surfeit of touching little stories and old anecdotes, and it became necessary to strike out boldly for a reformation and an entire change of base in our plan of operations. Accordingly resort was had to what are called Sunday-school Institutes. IV. INSTITUTES. They have grown out of the idea of the Public-school Teachers' Institutes, which have been sustained for many years with interest and profit, the expenses being cheerfully met out of the State Treasury. Our Sabbath-school Institutes are modeled somewhat on the same plan. The object is, by means of practical essays, model lessons, lectures, and drill exercises, to train the teachers and officers for their work. Institutes differ from other conventions in calling out the audience in responses, recapitulations, and more detailed instruction. They will take their character very much from the character and course pursued by the conductor. No two persons, perhaps, would conduct them alike. For instance, one man would give more attention to superintending, addresses, public exercises, singing, etc. Another to the blackboard, object teaching, and sacred geography; while another still, would give more attention to methods of teaching, teachers' meetings, normal classes, model lessons, etc. We would prefer to combine ALL these things in their due proportion, in every Institute, and make as complete and clear work on every point as possible. The great object is to make them _useful_. If this is secured, they will be all the more interesting. There are two great subjects which should always be before every Institute, as well as every convention, viz., 1. The extension of Sabbath-schools, so as to reach all of the neglected; 2. The elevation and improvement of existing schools; and they need improving, if not reforming, in every part. The first idea of a Sabbath-school Institute that ever entered the mind of the writer was suggested to him by a pastor, Rev. W. A. Niles, in the State Sunday-school Convention at Buffalo, New York, in 1864. An experiment was soon successfully made, and since then they have become almost universally popular and useful. The same thought, we have since been informed, had been considered, and Institutes held by the Rev. J. H. Vincent, in the Western Methodist Conferences; and as long ago as 1827, the New York Sunday-school Union, in its Eleventh Annual Report, particularly recommended this plan "of a school for the training of Sabbath-school teachers." The forms of these Institutes are various. Many are made up partly of convention and partly of Institute exercises. Ordinarily two or three days and evenings are entirely devoted to one, by a county, or district comprising a dozen counties. Another plan, when held in a city, is to devote all the evenings and a part of the afternoons of a week to it; as in New York city last year, and recently in Brooklyn; also, prefacing it with an elaborate sermon on the Sabbath evening previous. Another plan still is to devote the usual weekly Teachers' Meeting of a school to a regular normal class or training Institute. All these plans are useful in the hands of a good conductor. _The Subjects_ for consideration in an Institute may be suggested as follows: 1. How to form new schools. 2. How best to gather in the children. 3. Their conversion and culture. 4. Organization and classification. 5. Superintendents' duties. 6. Opening and closing exercises. 7. The library and record books. 8. The Bible classes. 9. The intermediate classes. 10. The infant-school. 11. Anniversaries and concerts. 12. Reviews and catechisms. 13. Children's prayer-meetings. 14. Training of converts. 15. How to teach; with model lessons and examples of good modes. 16. Illustrative teaching. 17. Object teaching. 18. Pictorial teaching. 19. The use of the blackboard. 20. The art of questioning. 21. The art of securing attention. 22. The preparation of the lesson. 23. Teachers' meetings. 24. Sunday-school music. 25. Children's prayers and devotions. 26. Map drawing. 27. Bible geography, history, etc. 28. Temperance meetings. _The Exercises_ of an Institute may be-- 1. Devotional exercises for specific objects. 2. Reports of superintendents and teachers as to how they do it, or reports of the destitution, wants, or difficulties. 3. Instruction by the conductor to meet the above specific wants and difficulties. 4. Questions by teachers and answers by the conductor to meet the points in the subject not fully explained. 5. Preparation lessons, practice lessons, and model lessons. 6. Explanatory and instructive addresses, lectures or essays. 7. Model Opening Exercises and Teachers' Meetings. 8. Drill exercises on activity, curiosity, inquisitiveness; or how to gain attention, how to instruct, how to impress, etc. _Every one_ should take some part in an Institute, _i. e._, take notes, ask or answer questions, or give information or lessons. Let none be mere spectators. Always have plenty of paper for taking notes, also pencils, and provide a good blackboard and crayons, and perhaps a map, together with a good warm, light and pleasant room to meet in. Get up the Institute with care. Have it all well understood, and then talk about it, write and print about it, and get teachers and pastors pledged to attend. Pray much for the Institute, and select the best time, and do all that you undertake to do, thoroughly and well. Let one subject naturally glide into the succeeding one. Waste no time with outside men or topics, but adhere to your programme religiously. One or two good helpers from abroad are sufficient, and do not invite men out of compliment. Guard well all denominational interests and feelings. Draw together in harmony and conciliate. Never become opinionated or dogmatic, for the moment we cease to learn, our usefulness will decline. Give change, variety and life to all the exercises. Finally, the spirituality of any Sunday-school gathering must be earnestly sustained, or all will be in vain. God alone can make a good superintendent, or a good Sabbath-school teacher. We are as nothing. The cause only is great. Therefore, with the Word of God in our hands, let _all things_ be done in a sense of real heartfelt dependence upon God, and with earnest, believing supplication for the Divine direction and blessing. Many of our Sabbath-school Conventions and Institutes are now very properly assuming a mixed character, combining whatever is wanted of both, in every meeting. We need to arouse, instruct and train; and also to know the details of "how to do it." May the Master control all these gatherings to His glory and the good of man! _Rules._ 1. Draw out the people to explain their wants, experience, and difficulties. 2. Then supply their wants. 3. Get one conductor, pay his expenses, and assign him to a good, quiet, comfortable place of entertainment near the church. 4. Commence promptly, and keep strictly to the programme and to time. The following programme of an Institute we think most useful. It should be sent out two to four weeks in advance of the time of meeting: _PROGRAMME._ _Tuesday Evening_. 7 to 7.30, Religious conference and prayer for the Institute--two or three minute exercises. 7.30 to 7.40, Organization and miscellaneous business. 7.40 to 8, Sketch of progress and present position of the Sabbath-schools. 8 to 8.30, Brief reports from the counties or towns of their condition and destitution. 8.30 to 9, Instruction how to reach the neglected with schools, importance of illustrations, etc. 9 to 9.30, Review, with questions and answers. _Wednesday Morning._ 9 to 9.20, Devotion--prayer for the schools. 9.20 to 9.50, Teachers' meetings by the Institute; how conducted, etc. 9.50 to 10.30, Review and instruction, by the conductor. 10.30 to 11, Blackboard and its uses, by the Institute. 11 to 12, Review and instruction, by the conductor. _Wednesday Afternoon._ 2 to 2.20, Devotional: prayer for the scholars. 2.20 to 2.40, Object-teaching, by the Institute. 2.40 to 3.20, Review and instruction, by the conductor. 3.20 to 3.40, Infant classes; how taught and difficulties. 3.40 to 4.30, Review and instruction; examples, etc., by the conductor. 4.30 to 5, Questions; box opened and answers given. _Wednesday Evening._ 7 to 7.20, Conference and prayer for superintendents. 7.20 to 8, Superintending, opening exercises, and the library by the Institute--four speakers, ten minutes each. 8 to 9, Review and instruction, by the conductor. 9 to 9.30, Questions and answers. _Thursday Morning._ 9 to 9.20, Conference and prayer for teachers. 9.20 to 10, How you teach; examples, modes, difficulties, etc., by the Institute. 10 to 11, Review and instruction; systems and modes of teaching. 11 to 12, Model-lessons, examples of teaching, etc. _Thursday Afternoon._ 2 to 2.20, Conference and prayer for parents. 2.20 to 3.20, Divide the Institute into six classes, to be taught half an hour by six teachers; then have reports from these teachers, and criticism by the Institute. 3.20 to 3.35, Bible geography, maps, history, etc., by the Institute. 3.35 to 4, Examples, instructions, etc., by the conductor. 4 to 5, Questions and answers generally, on all subjects. _Thursday Evening._ 7 to 7.30, Conference and prayer for conversions, the Church, etc. 7.30 to 8.10, Enlisting the church in Sabbath-school work; conversion and training of children, by the conductor; four speeches, ten minutes each, to the point, "how to do it." 8.10 to 9, Review of all by the conductor. 9 to 9.30, Closing addresses of five minutes each. If no meeting is held on Tuesday evening, then drop out Thursday afternoon's exercises, and close up with the others. It is of the utmost importance that the pastors, superintendents, and teachers attend _all the exercises_. The Institute has an opportunity on every topic. Perhaps some pastor will favor with a model-lesson or drill-exercises on the subjects presented. We need "line upon line" on some very important points, and, therefore, it is hoped that the _repetition_ of some of these subjects in these articles will prove useful to many. V. THE SUPERINTENDENT. The whole character and influence of a Sabbath-school will depend largely upon the character and adaptedness of the superintendent. What the superintendent of a railroad, or the superintendent of a factory, or the commander of an army is, each in his place, so is the superintendent to his Sabbath-school. It is not every truly good and pious man, nor even every talented or eloquent man, who will make a good superintendent of a Sabbath-school. Sometimes the modest and retiring person, who shrinks from the acceptance of so holy an office, makes the best superintendent. Neither is it always the wisest or most influential man whom the office wants, but the one who can the most readily command the confidence and co-operation of the pastor, parents and church members, as well as the teachers and the children. Of course, the _best_ man in the church, next to the pastor, should always be prayerfully called to the office, for it is difficult to raise a Sabbath-school higher than its superintendent. The superintendent should have good executive, business talents; energy; perseverance; self-control; tact to govern; a love for children; devotion to the cause; a warm, sympathetic heart; a life-like, serious, yet cheerful manner; and, superadded to humble, ardent piety, an ability to think, and to set others to thinking; and withal, he should be able to express himself clearly, briefly, and forcibly. He should never allow the least harsh or irritable expression to escape from him, and he should repress every symptom of lightness, stiffness, or discouragement, remembering that his look and manner will give tone to the whole school. He should know personally, and by name, and as far as may be, the particular character of every teacher and pupil in the school; speak to them, and always treat them with confidence and respect--neither too coldly, nor too familiarly--and assure them each of his _personal_ interest in them, and respect for them all. He should be wise to discern, select, and adjust proper teachers to their places, classify and arrange the scholars, and in these things he should not be overborne in his judgment. He is usually chosen by the teachers annually, and will do well to take them for his counsellors, and often consult them, collectively and individually; for while he is the superintendent, the head of the school, and as such a cheerful obedience should be tendered to him by all, yet, he is _not the sovereign_. His authority is not magisterial nor parental, but he is a _constitutional_ ruler, governed himself by the rules of the school; and he should so rule that no one should ever question his right to govern. He should never even speak of his "rights." He should be _spiritually qualified_ for his work, and should become a holier man of God from the hour in which he first receives the "call." He should be in daily communion with God about the work, talking freely with Him on all that concerns the school, about every teacher, and about every scholar, and humbly watching for answers to his prayers. He should also engage in the work with a good measure of scriptural _enthusiasm_. We do well to be very earnest and full of life, to be glowing and animated in our looks, words, and actions, if we would effectually reach the children, who are so full of life. Perhaps the word unction would more worthily express the idea. The superintendent's interest should rise to this high point. He should maintain good _discipline and order_, both for himself and his school. Sometimes the most disorderly man in the whole school is the superintendent. The two elements of good order are self-control and good temper. Let no man think he can control others unless he can control himself. It will be in vain for him to insist on order, punctuality, and regard to all the rules of the school, unless he himself is a living example of strict conformity to them all. When he calls the school to order, let him always wait patiently, in silence, until every teacher, every scholar, officer and visitor, is in _perfect_ order, before he names a hymn or proceeds to do the least thing. He should also be _disinterested_, and never overshadow his teachers. They are the great workers, and his great work is to help the teachers in the teaching. He should not _forestall_ or _overshadow_ the teacher's work by an exposition of the lesson at the opening of the school, so as to leave the teachers nothing to do but to glean after the superintendent. His remarks and reviews of the lesson should usually come _after_ the teachers have taught the lesson. He should likewise _sincerely respect_ all his teachers, and treat them accordingly. Especially should he respect the weakest and most inefficient of his teachers. He will have the more to do to aid them, and he must needs visit, counsel, suggest and instruct them often. I have always found it better to elevate and improve inefficient teachers than to dismiss them. The superintendent should also be a man of good _executive ability_; and this is a very rare possession. He needs much discerning power, as well as organizing and combining talent, so as to keep pastor and people, parents, teachers, and scholars, all harmoniously at work. As Dr. James W. Alexander used to say: "That man who can well superintend a Sabbath-school can command an army;" and a well-known bishop has said, that "the man who can organize a good mission-school can organize a diocese." Again: The Sunday-school superintendent should always have a _spirit_ and _temper_ such as will be safe to diffuse throughout the school. Says the Rev. S. Martin: "If he stands at the desk like a cold, snow-capped mountain, or floats about the school like a majestic iceberg, the whole atmosphere of the school will be cold." If he is warm and genial, such will be the school. A cheerful superintendent spreads cheerfulness throughout the school. A light and trifling, or a gloomy and morose, superintendent infects teachers and scholars alike with the same spirit. Never should the superintendent allow the least impatience or harshness to manifest itself in his look, tone of voice, or manner in the school; for its effects will prove most disastrous. Ill-temper is a perfect barrier to religious improvement and usefulness. He should also be a decided, _positive_ character; not fitful, obstinate, heady, but strong in purpose, strong in resolution, strong in the Lord. The boys in the streets never choose any but positive characters for leaders. A merely nominal superintendent is a curse to a school, as is a weak, foolish mother, or father, in the family. Further, he should study to gather hints and suggestions to help the teachers not only in the school, but also in the teachers' meetings and everywhere. Particularly should he observe the teachers during the teaching hour, and never interrupt them, but be ready at any moment to come to their assistance. He should always _protect_ the teachers while teaching, and not allow the librarian, or secretary, or missionary collector, to appear on the floor at that time. It will be seen from these points that the superintendent needs great _general strength of character_. Willow will do for a basket, but it requires oak and iron for a man-of-war. Never are the teachers called to a more important duty than when they prayerfully cast their votes for the election of superintendent. No personal favoritism or interest or prejudice should be allowed for a single moment to prevail. If I am here asked, "Do you know of any such superintendents as are here described?" I must reply in the negative. I have endeavored to embody in the above list of qualifications all the best things of the best superintendents whom I have seen during the last forty-five years. Nevertheless, the things which are here detailed have their counterparts in some of them. The standard is raised high, so that the true artist can copy after the great masters. Let none be discouraged. The best superintendents now living were very distrustful of their qualifications, and shrank from the responsibility at the first call. If God calls a man to a field of labor, he is abundantly competent to fit him for working in it. Then "not unto us, O Lord, not unto us, but unto thy name give glory." _Duties of the Superintendent._ Let us look now at some of the _duties_ of the good Sabbath-school superintendent. _Before school_ he will, of course, prepare his mind, by meditation and prayer, for his duties; he will faithfully study the lesson, select the hymns and Scripture lesson for the day, and carefully read them and study them, until he has imbibed so much of their spirit as to be able to _feel_ them, and to express that feeling while reading them before the school. He will, also, prepare his notices, and arrange for all special duties. All the teachers, with the superintendent, ought to enjoy a twenty-minute prayer-meeting before the hour to open the school, with two-minute direct prayers, one or two verses of singing at a time, and then only one or two selections of warm, appropriate verses of Scripture truth. We would characterize the requirements of such a meeting by these words--_Impressive_, _Interesting_, _Devout_. _The Opening Exercises._--The good superintendent will always be punctual in opening, and at the precise minute calmly, but clearly and naturally, call the school to order. Having done this, he will never proceed farther until every teacher, scholar, secretary, librarian, or visitor _is in order_. He will remember that every eye is on _him_ for an example, and he will take no liberty himself with the rules of the school. When perfect silence and complete attention are gained, he will deliberately read the hymn and see that all sing, about two or three verses; then read impressively the lesson for the day, if not more than from ten to fifteen verses, or alternate with the school in reading if preferable. Be careful to mind all the stops and read in clear, impressive tones, so that the reading of the Scriptures by the school will be almost as musical as singing. All will then unite in prayer with the superintendent, one of the teachers, the pastor, or a visitor present, who may be called upon; this prayer should be short and to the point, and in short sentences and in children's language. Have the children join in and repeat the prayer, broken up into sentences of four or five words each. Thus teach the children how to pray. The whole of the opening exercises should not usually exceed fifteen minutes. The school will then be given into the hands of the teachers, to proceed with the lesson. _During Teaching._--The superintendent will then quietly supply every vacant class with a teacher, or unite it with another class which has a teacher, so that every scholar may be placed at once, temporarily, at least, in charge of some one, and that no one may be suffered to be idle. Next, he will check off the names of teachers present on his roll-book; and then proceed to receive the new scholars, learn their names, residence, parents; gain their confidence; ascertain whether they do not now belong to some other good school; inform them of the character and order of the Sunday-school, and assign them a place, temporary or permanent, in a class. He will then pass quietly and discreetly around the room, recognizing the teachers and scholars as far as may be, without interrupting or embarrassing them, assisting any teacher who may need it to restore order and harmony, or to gain the attention of any volatile youth in the class. With the approval of the teacher, he will occasionally examine the class, notice all disturbing elements in the school, the adaptedness, or otherwise, of the teachers for the particular classes in their charge; occasionally recommending and handing an appropriate book from the library to a teacher or scholar, and calling especial attention to it for their profit. The Bible classes and infant classes will be timely noticed, and all strangers and visitors greeted with a courteous, Christian welcome. Suitable suggestions will be made to the secretary and librarian; any call for assistance or explanation will be given to any teacher; and thus, in every appropriate, unobtrusive way, he will do whatever he can to facilitate the work of all, while hindering none. Superintendents should be very cautious whom they invite to address the school, and particularly strangers of whom they know but little, only that they are called very good men. Few persons can address a Sunday-school with profit; and certainly, without important reasons, the teachers should not be interrupted in their regular duties; for the time allotted to them is _theirs_, and even the superintendent has _no right_ to take it to oblige a friend. _Closing the School._--At the appointed moment the superintendent will call the school again to order, to sing over a verse of a hymn in harmony with the lesson; and then the superintendent may occupy not to exceed five or ten minutes in a clear, well-digested exposition of, or some pertinent remarks or questions upon, the prominent points or teachings of the lesson. Unless he can succeed in interesting and fixing the attention of both teachers and scholars with thoughts not ordinarily dwelt upon by the teachers, he had better not attempt this exercise; for few evils are greater in a school than a superintendent who talks too much. Many of our best and most successful and acceptable superintendents never attempt to address their schools, except to give their notices and necessary directions in a clear, orderly, business-like way, and then stop at once. An opportunity is then given, to distribute the library books and papers, give out the next week's lesson, sing a verse or two of the selected hymn, or with a prayer dismiss the school in regular order. _After the school_ the superintendent will receive any suggestions or requests from teachers or scholars; see that everything is left in its place; review the events of the school, and note down all his plans for improvement, and begin to study his next lesson. _During the week_ he will remember that his duties as superintendent do not close with the Sabbath, or monthly concert, or teachers' meeting. Every day he regards the Sabbath-school as his great field of labor in the moral vineyard. Let us follow him, and we shall see him on _Monday morning_ on his way to his regular business, when as he meets little Johnny Smith, who, he remembers, was not in his place in school yesterday, he very pleasantly inquires the reason. On the corner of the next street he comes across an absent teacher, and similar inquiries ensue. On his return home at evening he sees in the distance, in company with a lot of street-girls, Mary Jones, and he hastens to her, takes her aside with him, and learns the reason of her leaving school some weeks before, together with other facts in her history, which call out kind words of caution for the wayward child, and he leaves her with the warm assurance of her return. In the evening he is at the monthly concert of prayer for Sabbath-schools, and drops a few earnest remarks about the children, which have such an effect upon two mothers present that they go home and become more faithful thenceforth in their Christian duty to their beloved little ones. On the way, _Tuesday_, he stops in a few moments to see a teacher who appeared quite perplexed and disheartened on the Sabbath by the restlessness, inattention, or indifference of her class. He noticed last Sabbath that that teacher could only interest the class for a few minutes. On looking over the next week's lesson he is reminded of that teacher and one of her scholars. The next morning he calls for a moment upon her on his way to business, and says: "Miss S----, there is one verse of the lesson that I think can be used with advantage with one of your scholars--Frank Jones." He explains it to the teacher, and gives her an illustration or two. What has he done? He has given that teacher the first real idea she ever had of teaching Bible truth aright, and she goes to her class the next Sabbath a new teacher, and never loses the influence in future life. He soon succeeds in dispelling the cloud, and causing a cheerful light to shine on her path of duty. On _Wednesday evening_ he steps over to consult the pastor about the best way of turning the hearts of parents to their children, and to arouse the church in _sympathetic_ efforts on behalf of the lambs of the flock. On _Thursday morning_ he takes an hour before, or an interval of business, to explore a desperate neighborhood, and succeeds beyond his expectations in exciting interest and enlisting recruits for the Sunday-school from among the juvenile portion of the disorderly gang. He also takes occasion to call on little Pat Lawless's mother, and is successful in getting her pledge to co-operate with him in the attempt to rescue her boy from untold depravity and almost certain ruin. Pat is notoriously the ringleader in the worst gang of boys in the neighborhood, and every body was surprised to see little Harry Page leading him into the Sunday-school for the first time on the last Sabbath morning. On his way back from business, _Friday_ evening, he calls for a few minutes on an intelligent young Christian who recently came into the place, in order to seek his Christian acquaintance, and invite him to look up for himself a class of scholars from the neglected neighborhood he visited the day before, and he succeeds in inducing him to bring into the school and teach a fine class of street-boys the way of life; he takes a hint from the conversation with his young friend, and concludes to get up a neat printed certificate of reward to the pupils for bringing in new scholars. In the weekly prayer-meeting he has a word about the school, just enough to enlist their sympathies and their prayers. _Saturday morning_, on opening the daily paper or a book, he sees a striking providence, an interesting fact or incident of life, which, he remembers at once, will aptly illustrate or enforce an important truth in the lesson for the next Sabbath, and carefully notes it down and _thinks_ it over, and in the evening we find him full of hope and interest at the teachers' meeting. Thus closes his labors for the week. It is _only_ a week! but how valuable is that life of which this is but a week! Now, all this is no mere fancy sketch. We have had living superintendents--not _one_ but all together--sitting for the portrait here drawn, and whose lives have supplied all the illustrations, and who pursue a somewhat similar course every week, and on every returning Sabbath-day. Thus, without scarcely an hour's interference with his duties to his family, his business, or the public, the good superintendent has found time, and has been enabled every day during the week, to do something for the Sunday-school, simply because he loves it; his heart is on it, and he loves constantly to devise ways of doing good by it. He never expects to be, and he never will be, satisfied with the school as it is; but, however great the progress, he will keep his mind actively at work to plan improvements in the arrangement, the order, the discipline, the enterprise, or the teaching, and thus, _Upward and Onward_, will be his perpetual motto. A stagnant business, he knows, will soon droop and die. VI. THE LIBRARY AND LIBRARIAN. We have a very high appreciation of the value of a good Sabbath-school library. It seems to me that no form of circulating sound religious reading is superior. The books, however, require to be selected and adapted with the greatest care. This is certainly a difficult matter, but the object to be attained is so great as to reward the effort. Many schools are now flooded with the most vicious, improper books. There is no justifiable excuse for this. Never were there so many good books for children and youth as now. Several hundreds that teach the soundest Christian morals and are true to life, and filled with the soundest evangelical Bible instruction, can now be selected. There is scarcely a shadow of excuse at the present time for admitting even a doubtful book into our Sabbath-school libraries--unless some will accept the plea of ignorance and laziness. Our children's minds should be as sacredly guarded from poisonous books as their bodies from poisonous drugs. There should be a judicious standing committee in every school to select library books, while the pastor should always carefully revise their selection. The books of the Sabbath-school library must be attractive and interesting, or they will not be read by the young. They must be true to life and fact, or they will prove pernicious. They must be instructive, or they should find no place in the library. They should be adapted to awaken, convict and convert, to nourish in the religious life and morals, and throw light upon all the pathway of everyday practical life, or they will fall short of meeting the great want. They must strictly conform in all things to the Bible standard, or they should never be found in any of our Sabbath-school libraries. Better have no books than to have unsound ones. Spare no pains to procure an abundance of good, sound, attractive, and useful reading, and we will soon drive away the flood of bad books which is now threatening to destroy our youth. _Several copies_ of superior books should be placed in the library at the same time. Select such as are adapted to all ages and conditions, from the children in the infant-school up to the wide-awake young men and women in our highest adult Bible classes, and to teachers. Let them also cover all stages of religious feeling and want. Books of narrative, history, biography, youthful Christian experience and training, on temperance, good morals, good habits and manners, should all be provided for the thorough religious instruction of our children and youth. The library should also comprise a good teacher's library with good reference Bibles, a Concordance and Dictionary. Then give the books the largest, freest and most active circulation. _Managing the Library._--In a great many Sabbath-schools the manner of distributing the books is a very bad one, and in consequence of this some schools have improperly discarded the library altogether. The great difficulty has arisen from the fact that the librarian has been allowed to be on the floor and have access to and interrupt the teachers during the teaching hour. This should never be allowed. An interruption to the teacher while applying divine truth may peril souls for ever, and therefore should be carefully guarded. The only access to the teachers which the librarian ought to be allowed during school hours is to simply hand them the books, just at the close of school. There are several good systems for distributing the books that conform to this idea and protect the teachers. I would never ask the teachers to write the scholars' names or numbers for books, or do the work of selection, during the school hours. In the management of the library, what is called "The Check System" is considered one of the best. We cannot describe the various good plans, but I will detail one which seems to me to be more simple and to obviate more difficulties than any other that I am acquainted with. It first provides a carefully-printed numerical catalogue of all the books, with the number of pages. Give to each scholar one of these catalogues, and replace it when lost. If the school is a small district-school, a written catalogue will answer the purpose equally well. Then a "Library Card," four inches by two-and-a-half inches, is provided for each scholar on the first of each month. On this is written or printed--"Library Card," "Class No. 6," "John Smith." Each scholar takes his "Library Card" and catalogue home, and there, with aid from his parents or a friend, he selects from ten to fifteen books, either of which he will be satisfied with during the next four weeks. The "Library Card" is then placed in his book, and kept there as a marker, and is returned to the librarian on the next Sabbath with the book. Each scholar hands his book, with the card in it, as he enters the room, to the librarian, who is always to be found at the opening of the school at the outer door of the school-room, with a large basket ready to receive all the books from the pupils. When the school is opened the librarian carries these books to the library and assorts them, as he ascertains from each book-mark to whom and what class and name the book belongs. The book is then credited as returned, and the new one charged. If any scholar wants one book particularly that is on his list, he _underscores_ it, and if it is in the library, it is given to him and charged. If any scholar is late, and the librarian has gone to the library, he loses his exchange of books on that Sabbath. The librarian keeps the account of all library-books, and charges them all to each name and class according to the book-mark, and credits them when returned, and the teacher has no care of it. After the teaching is closed, the lesson reviewed by the superintendent, remarks made, prayer, singing, etc., then the librarian, by a notice from the superintendent, passes down the aisle and hands each teacher his lot of books, and the teacher passes them to each pupil according to the library card, and then the school is dismissed. No scholar opens his library-book or paper in the school. The teachers have no care of the books or their numbers, unless the scholar loses his library-card; in which case his teacher, at the close of the school, accompanies him to the library and obtains for him a new library-card and book. The librarian and his assistant charge and credit all the books while the teachers are teaching. Each class has a column or place in the register. This plan satisfies the scholar, he has his own choice, and never interrupts the teachers or the school for a moment, or diverts the attention of the school, and no time is lost. It works admirably. _The Librarian._--The librarian's office is an important one. He should be one of the most considerate, watchful, careful young men in all the community, for his office gives him much prominence. He should open the library, arrange it in order, distribute hymn and class-books before the school opens, and allow no unauthorized person access to the library. He will become acquainted with the general character of the books, as well as know the scholars, that he may intelligently aid them in their selections. He will, also, ascertain what class of books is most in demand. VII. THE SECRETARY. This indispensable officer of the school is a sort of clerk or helper to the superintendent. 1. He should be a good accountant, prompt, watchful and attentive. He should keep a record of the attendance. 2. He should make a note of the opening exercises, with the names of those who participate, and any interesting circumstances connected with them. 3. He should record the names of all the scholars and teachers who have been or are now connected with the school, and note everything of their changes in life and history, especially their profession of religion, marriage, etc.--keeping up a correspondence with them. This record-book will become very valuable as the years roll on, since it includes parents' names, every removal and death, etc., etc. 4. He will also count the number of scholars and teachers present, enter it in the minute-book, and note the absentees. 5. He should write up the class-books, and deliver them to the teachers. 6. He should enter in the minute-book the names of visitors, especially if the pastor be one of them; note the addresses, what kind of weather, and all items affecting the school. 7. He should give certificates of dismissal to every teacher or scholar about removing to another place, recommending them to the Christian fellowship of those who love Christ's lambs. 8. He should know every scholar, so that he can check them off without asking the teacher the name, and should have a quick, vigilant eye, not only for his own duties, but, also, in order to communicate valuable suggestions respecting the school to the superintendent. 9. In the absence of the superintendent, he may sometimes take his place in the charge of the school, except in the case of very large schools, which may require an assistant to the superintendent. VIII. THE TEACHER. The true Sabbath-school teacher is one called and "sent of God;" for we read (1 Cor. xii. 28), "And God hath set some in the church, first apostles, secondarily prophets, thirdly _teachers_;" and the same divine lips which said "Go preach," said also "Go teach." Whosoever receives this sacred call should devote himself to it by a holy consecration, remembering that he is truly an ambassador from the King of kings to a small circle of his rebellious subjects,--a ransomed sinner offering pardon to precious youth condemned to die. His great business is the preparation of young immortals for the kingdom of heaven through the application of heaven-revealed truth by a simple appeal to their intelligence and feelings through the power of the Holy Spirit. This is truly an angel's errand entrusted to redeemed sinners. Mr. Groser justly says: "The office of a Christian teacher transcends all others in interest and importance. No matter what his precise sphere of labor may be, whether that of a professor like Chalmers, a pastor like Oberlin, a schoolmaster like Arnold, or a Sunday-school teacher like the 300,000 men and women who on each returning Sabbath seek to instruct our youth in those truths which are able to make them wise unto salvation." He should, therefore, accept his mission thankfully, and enter upon it heartily, and attend to his duties punctually, faithfully, and earnestly. He is to teach Bible truth. That is the divinely provided aliment for the human mind, and if rightly taught and received it will be attractive and satisfying to the soul, and all besides will be only supplementary. To be able to teach Bible truth thus faithfully and truly, calls for _hard_, _earnest_ work, for, says one of the English bishops, "It takes all we know to make things plain." The teacher, therefore, must needs be well furnished and thoroughly fitted for his high calling. This brings us to the next article, on the teacher's preparation. IX. PREPARATION. The work of teaching divine truth is so difficult and important that every teacher should do himself the justice to make the most clear and careful preparation. No teacher can impart more than he has prepared to teach, and he should therefore bring to his class only beaten oil, well-digested and well-adapted thoughts, something worthy of being taught, and that will command attention for their own sake. It is well for the teacher to have method and system, as well as a set time and place to begin that preparation. The time to commence, we think, should be on the afternoon or evening of the previous Sabbath, and the place in the quiet of the home circle or the study. 1. Pray and read, and read and _think_ and PRAY over the lesson; the words and the spirit of it. Here look for the best thoughts to use. 2. Search the Scriptures with the aid of a Concordance, or good reference Bible, for the most pointed and practical parallel passages and references; they will wonderfully illuminate the lesson. 3. By aid of the Bible references, and a good dictionary, be careful to get the clear, exact meaning of the important words of the lesson, in words adapted to your class. 4. Next use your Teachers' Helps, Commentaries, Bible Geographies, Bible Dictionaries, Maps, Antiquities, etc. 5. Go out into the world and gather excellent things for illustration of the Bible truth from what you see, hear, read or do. 6. Visit your scholars' homes in the preparation of your lessons, and learn their peculiar trials and temptations. Study well your children, child-nature and child-language, "Peep of Day" and "Line upon Line" are pure specimens of child-language. 7. Get something for _each_ pupil, for Johnny is not at all like Willy, and Willy is not like Charlie, etc. Break up Bible truths into small pieces for the children and youth. Do not wander afar for simile, but remember "knowledge is _before_ him that understandeth, but the eyes of a fool are in the ends of the earth." 8. Make full notes, write out your facts and references, etc.: (_a_) Of your best thoughts. (_b_) Of your best plan of teaching. (_c_) The aim and object of the lesson illustrations. (_d_) Of the commencement and closing of the teaching lesson. 9. Think it all over so carefully and repeatedly that you will need scarcely to look at the notes to the end. Select just what to teach, and do not stuff the children. Memorize the lesson and you will have special unction in teaching. 10. Prepare more, far more, than you will want to use, that you may have ample material for selections; for no teacher can impart all that he is prepared to teach, and the teacher should be careful NEVER TO EXHAUST HIMSELF. Finally. Do not be tied down to any one plan or method of preparing a Sabbath lesson, but invent new and fresh modes. Never suffer any part of your preparation or teaching to relapse into a dull routine. Be fresh, warm, and earnest in manner and matter, and raise yourself above leaning upon any question-books or notes of lessons; use them if you please, but do not lean upon them. The weekly teachers'-meeting is an indispensable assistant to every faithful teacher. Never forget that the only sort of knowledge which can answer a Sabbath-school teacher's purpose "must be at once thorough, detailed, abundant, and exact." It is of the first importance that the teacher of children should study well child-nature, child-language, and all the child's characteristics--such as activity, curiosity, inquisitiveness, etc.; what are its wants and cares; its dangers and its duties; its hopes and fears; its sympathies and feelings, likes and dislikes. All these must be candidly considered if we would prepare for the position of Christian counsellor and guide to the child. We must gain its confidence, draw out its sympathies, and win its heart, and all this will require the most diligent, earnest, prayerful study. In this process the teacher must needs often recall his own childhood, and live that over again--become as a little child again--if he would become a child's teacher. Do not ever fall into the error of supposing that your children are ever too young or too ignorant to appreciate a well-prepared lesson. After these very full directions for the _teacher_, I am here permitted by Mr. Ralph Wells to give the notes of his actual _superintendent's_ preparation in the regular service of Grace Mission-school, only one week before the previous part of this article was written. The following are his exact notes: "THE SUPERINTENDENT'S PREPARATION." Subject--_Hypocrisy._ Time, 8 hours' _intense_ study. Commenced Sabbath evening previous. 1. Prayer for light. Do you? 2. Go to the Bible to see what it says. 3. Texts found. _Write all out._ Job xx. 5; xxvii. 8-10; xxxvi. 13, 14. Prov. xxx. 12. Psalms lxv. 2-5. Ezek. xxxiii. 31, 32. Matt. vi. 2; xxiv. 51. Luke xii. 1. Mark xii. 15. 4. _Definition of Hypocrisy._ To seek to appear what I am not. 5. _Bible Examples._ _Causes._ _End._ Saul, 1 Sam. xv. 14. Love of gain. -- Gehazi, 2 Kings v. 26. " -- Judas, Matt. xxvi. 50. " -- Ananias, Acts v. 1-26. Gain and applause. -- Simon Magus, Acts viii. 26. Gain. -- Absalom, 2 Sam. xv. 1-12. Power. -- 6. Look into the lesson and examples until I _feel_ it myself. 7. _Emblems._ _Bible._ | _Common._ Leaven. | The mask. Whited sepulchres. | Counterfeit money. Hidden graves. | Paste jewels. Spider's web. | 8. _Common ways for all ages._ The store, the bank, and the office. Profession of religion for credit. Political, on 'change, fashionable, flattering. 9. _Children's Dangers._ Don't tell mother. Boy getting my white-alley. Desire to please teachers or gain praise. The hypocrite lies with his hands, face, clothes, gifts. 10. _Illustrations._ Photograph--Absalom's monument. Friar--Nelly and love of Jesus. Picture of a hypocritical saint--London beggar. 11. _Absalom's double face to his father and to God._ Picture the scene. 2 Sam. xv. 1-13. 12. _Hypocrisy._ Its meaning. Its folly. Its causes. Its end. The simple notes certainly give but a faint idea of how thoroughly hypocrisy is unmasked in this lesson. The teacher or scholar will never forget it. "_Intense_ study" should be contrasted with the _easy_-chair, lounging, intermitting study of many. "The store, the bank," etc., refer to rum shops; so named that husbands and young men who return at late hours may say, I have just left "_the bank_," etc. The "photograph of Absalom's monument" reminds us that, to this day, every Jew casts a stone at it, and curses the hypocrite's memory; and so on with the other illustrations. The following brief notes were taken at one of our New York Association's meetings: Subject--How to prepare a Sabbath-school lesson. "Piety _alone_ is not what we want in Sabbath-school teaching any more than preaching." Take the lesson--Luke xviii. 35--"A certain blind man," etc. Take a good Reference Bible and a Bible Dictionary. I ask myself, What is in this passage? A miracle. Say something about miracles, but never lead a child into deep water. I can never make a thing plain to another that I cannot make plain to myself. You cannot teach more than you can put into words, etc. Tell them about a particular part of the country: Jericho (Josh. ii., and 2 Kings xvi. 34), sixteen miles from Jerusalem, and about six from the river Jordan. I find here a beggar--_two_, but one is silent. "Jesus, thou Son of David"--the sublime epithet applied to the Messiah. His suit is for mercy. "Cried the _more_"--evidence of faith--plea for mercy--earnestness. Jesus is arrested in his progress by the prayer of the needy man. Prayer arrests all laws. Jesus stood and commanded. You have got to come to Jesus. Submission to Jesus absolutely essential. What wilt thou? We are to tell Christ just what we want. Prayer is absolutely necessary. Jesus made the blind man tell Him. Revive thy faith. Must believe. How apply. What last impressions to leave. Jesus was going up to Jerusalem for the last time. Only opportunity, or last opportunity. All go. This opportunity, dear boys, may be the last. The superintendent, as well as the teachers, needs the most ample and careful preparation of the lesson, in order to suggest and aid and sympathize with the teachers and school, and to conduct the teachers' meeting. X. THE TEACHER TEACHING. The teacher is the master and superior, and his character, attitude, bearing and words should be well calculated to govern and to guide. Teaching is not simply educating--namely, drawing out, nor simply instructing the pupil, but _training_ him. It is taking my thought and converting it to _his use_. With this view great care should be taken to begin a lesson aright. The teacher should come from communion with God, and his spirit and manner should be at once thoughtful, earnest and cheerful, never cold, cheerless, indifferent, or severe. Let him give to each scholar a warm, quiet, but hearty salutation; be early, be calm, be gentle, be firm and seriously in earnest; never allow any scholar to take any undue liberties; and see that each one and everything is in its place. With interest and reverence the teacher and his class will then enter upon the devotional opening exercises, joining in them. After which he will gather his class around him, and first place himself on terms of good-will with all, and find some _common ground_ for their minds to begin acting upon. A well-timed, easy, and awakening question about the former or present lesson will arrest attention, but it must be well adapted, and readily answered. The first questions must never perplex or embarrass the pupil, for they are very important. From thence proceed and rapidly draw their minds up towards the great central thought of the lesson; awakening thought, arousing curiosity, and deepening impressions. The teacher should question the lesson _out_ of the pupils, and then question it _into_ them. He will first get the _words_ of the lesson clearly into the minds of the scholars--mostly by catechising--and then the _meaning_ and illustration of the principal words. Next the _lessons_ of instruction must be carefully drawn, and lastly, _applied_ to the heart and life of all. A severe test comes upon the teacher in the recitation and catechising upon the lesson. He is to remember: 1. To draw all the information that he can from the class; 2. To induce the class to find out all they can for themselves; 3. To give such information as is best for the class, but before giving any information, be sure that no member of the class _can_ give it. The true teacher starts from the _known_, and proceeds over short and easy stepping-stones to the faintly known, thence to the contrast, and then to the unknown. Some very learned men utterly fail as teachers. They take such tremendous strides that no pupil can follow them. It is like the father rushing up three steps at a time to the top of the staircase. If he would lead his child, he must be careful to take but one step at a time. Let the child's present knowledge be the starting-point for all future acquisitions. Reading, or even reciting, a lesson, may possibly teach nothing. "'Tis in vain that you make them read the life and doctrines of the Saviour, if you do not explain to them that he lived for their example, that he died to redeem them, and that those doctrines are to govern them in thought, word and deed." Care should be taken, to select the best plan of arranging the lesson. "The _beginning_ should arrest attention, the _middle_ inform the mind, and the _end_ affect the heart." Let there be a natural order and method in all your teaching;--one thought gliding into and connecting with the next, and so on. In no department of life is system and method of more value, and a child is as much aided by it as a man. Robertson justly says: "Memory without method is useless. Detached facts are practically valueless." Method is the laying out of the lesson and proceeding in its natural order in conformity with the uniform laws of the human mind. It tells what shall come first and second, and puts everything in its right place, so that the mind can take a clearer grasp, and memory a more easy and a more retentive hold, of the truths presented. We should not, however, bind ourselves to any _one_ method of teaching, for there is no standard mode alike adapted to different persons and lessons. The most of our good teachers have wrought out some way of teaching in a measure peculiar to themselves and adapted to them. Those who can do so, however, will be able to borrow much of value from "Gall's Lesson System," with its thorough analysis, numerous exercises, exhaustive doctrines and lessons of instruction, or from "Stow's Training System," with its sympathy of numbers, its picturing out into life and training which will aid others, and "Mimpriss's Gospel Harmony" will help many. Let us ride no hobbies, but gather the best suggestions from all for our Sabbath-school work. What we want in our Sabbath-schools is to add a sufficiency of teaching-power--to give efficacy to our teaching without stiffening it with rules and forms. A few years ago hymn-learning, catechism, and task-lessons formed the staple of even our Scripture-classes. Now there is a demand for good Bible-teaching, that will equal the teaching of our best academies and colleges. The Bible is so adapted and wonderful as to place us on great vantage ground. We want to know, How to use it? Mr. J. G. Fitch, of the Normal College, London, has given us an admirable synopsis of the few simple principles which underlie the great art, and which, as he justly observes, "require to be pondered and thoroughly grasped by every teacher:" 1. "Never to teach what you do not quite understand." Clear knowledge makes clear, pleasant teaching. 2. "Never to tell a child what you could make that child tell you." He will thus remember it ten times as long. 3. "Never to give a piece of information without asking for it again." The mind cannot retain what it does not expect to be called on for again, or to have a future use for. 4. "Never to use a hard word if an easy one will convey your meaning; and never to use any word at all unless you are quite sure that it has a meaning to convey." Mark--not "long" word, but "hard" word. 5. "Never to begin an address, or a lesson, without a clear view of its end." Then aim high and at the mark. 6. "Never to give an unnecessary command, nor one which you do not mean to see obeyed." Therefore, few commands; for in case you fail to secure obedience the child rules you, and not you the child. 7. "Never to permit a child to remain in the class for a minute without something to do, and a motive for doing it." A child wants something to do, and cannot bear to be idle. Keep him busy. Teaching is an art, and like any other art, it has to be learned--learned, too, by study, observation, and practice. It has its rules and principles. He who knows and practises them is a good workman; while he who neglects them is necessarily inefficient. First, we must get the ideas and _principles_. Secondly, we must _imitate_ or copy the good examples or models; and thirdly, we are to practise teaching; for the best way to learn how to teach is to _teach_. Said Ralph Wells, when asked how he learned to teach, "By my mistakes and failures." In teaching others successfully we teach ourselves effectively. In seeking after our models or examples to copy, we need not, like the artist, go to Italy in order to copy the great masters; for the great Master of teaching--Christ, our Model Teacher and the teacher's model--is always before us, and His example is perfect. He is "the Teacher come from God." "He spake as never man spake." Let us notice some characteristics of His teaching: 1. He was _very instructive_. He knew what was in man, and just how to meet his wants. If our words do not instruct, they "are simply impertinent." Do our "lips teach knowledge?" 2. He was _beautifully simple_,--child-like, but never childish; so clear that all could understand. So our words should be few, well-chosen, simple, and adapted, softly and deliberately expressed. 3. His teaching was _highly illustrative_. So should ours be. He gathered from all the common surroundings of life. The tiny sparrow was made to illustrate His care; He pointed the magi to the stars; the fishermen were to be fishers of men; He taught a lesson to the merchant-man from the goodly pearl; the water-bearer was offered the water of life; while the wheat, the grain, the tares, the chaff, the vine, the tree, the field, and almost every object taught the husbandman amid his daily toil. Heaven itself is represented by earthly things and objects the most valued--by "songs," "arches," "harps of gold," "rivers clear as crystal," "rivers of pleasure," "pearly gates," "precious rubies and stones," etc. His illustrations always threw _light_ upon truth--never _displaced_ it, as ours sometimes do. They were drawn from everyday life, and so well adapted that they were joyfully received by the candid inquirer. Let all Sabbath-school teachers herein copy the Master. Apt illustrations render truth more permanent; for it is well said, that the "simile, the anecdote, the fable, is sure to be remembered, and the sentiment to which it was linked is sure to go with it." 4. His teaching was, also, _sublimely courageous_. "He spake as one having authority." His confidence in God and in His truth raised Him above fear and doubt. 5. His teaching was _singularly adapted_. It always reached the heart and life. 6. His teaching was _mingled with prayer_. He went out to teach; He retired to pray. Let all teachers imitate His example. 7. His teaching was _closely applied_. Let our teaching, also, be carried home to the everyday life of the children, and applied closely, particularly, personally, and privately to specific errors and sins; for we never should allow ourselves for a moment to doubt that there is no infirmity in manner or purpose, in habit, temper, or character, amongst our children, which the Sunday-school, with its divine text-book, is not abundantly competent to reach and remove. Sabbath-school teaching should combine at least--1. The art of asking questions. 2. Keeping order. 3. The art of securing attention and interesting the pupils. 4. The drawing of practical lessons and applying them to the daily, common life. We should never undertake to teach a truth of which we cannot see and make plain its uses; certainly never convey to our children the idea that there is any unimportant portion of revealed truth. One or two Bible-truths and principles are generally better than many. The art of drawing lessons is much more simple and easy even for children than most persons think. The only prerequisites for drawing practical lessons are--1. A knowledge of the facts. 2. An accurate perception whether they be good or evil. If the action or precept be good, the practical lesson is but an echo of the fact; if evil, avoid. Imitate the good and shun the evil. For instance: Cain and Abel were industrious; from which we learn the duty to be industrious. Cain and Abel went up to worship God; from which learn to copy their good example in going to worship God. But Cain became angry and slew his brother; from which we draw the lesson of warning and danger. Another important part of a teacher's work may be found in Mr. Fitch's third rule, _i. e._, Every teacher before he leaves the lesson, should carefully call back in a child's own language all that he has taught him. Without this careful, thorough review and _recapitulation_ he cannot be sure that his instructions and the practical lessons taught are really received. A child is, as it were, compelled to remember what he is sure to be called upon for again; so that we can hardly overestimate the value of review and recapitulation. One superintendent in New York recently reviewed, by aid of a blackboard, the whole of John's Gospel with his scholars on two consecutive Sabbaths. The teacher should keep his eyes upon all the class, and address the class generally more than the individual members of the class; but be ready to sympathize with each and all. Never be in a hurry with the lesson; calmly, patiently, candidly proceed. It is far better to get the pupils to _understand_ the first verse or a single thought of the lesson, and proceed no farther, than to hasten over a dozen verses. Paul says: "I had rather speak five words with my understanding, that by _my voice_ I might _teach_ others also, than ten thousand words in an unknown tongue." (1 Cor. xiv. 19.) Be strictly impartial; have no favorites in the school; be tenderly respectful to the weaker ones. Particular care should be taken to preserve order fully until the _close_ of the school, for then it becomes most difficult; and after the school he will retire to his closet and commend his feeble, imperfect labors in prayer to God. He will ask himself the following questions: "Does any child leave me to-day with a clear, simple view of _one truth_ of the gospel of Jesus Christ?" and, "Is it a matter perfectly understood between me and my pupils to-day that I am seeking their conversion to God at _this time_, and under my instructions?" He will then think over the events of the hour, and commence his preparation for his next lesson. During the week the Sabbath-school teacher will find something to do every day. On one evening he will visit an absentee, or look up a new scholar; on another, visit some of the parents; then attend a social meeting, or the teachers' meeting, and on another call to interest one to become a new teacher. He gets one boy a place to work, and another he introduces into the public school; gives his scholars his name and residence on a card, and endeavors in all ways to prove himself to be a warm-hearted, sympathizing Christian friend. The teacher's life is the life of his teaching. His character, manners, habits, dress, and associations, all exert an influence of great power upon his pupils and upon his fellow-teachers; and he will do well to adopt the noble, disinterested Christian motto: "If meat make my brother to offend, I will eat no flesh while the world standeth;" or if the theatre, or dancing, or tobacco, or the wine-cup, or cards, or any minor evil, lessen my influence as a Christian teacher, I will cheerfully abandon them at once and for ever. "Be ye holy in all manner of conversation and godliness." _Examples of Teaching._ In appending some examples or lessons in teaching, I have selected two varieties from the "Gall" or "Lesson System," of which the late James Gall, of Edinburgh, was the author. I have done so, first, because it is a _system_ and conforms to all good rules of teaching; secondly, because, having used it for more than a quarter of a century, I have found it to be of more value to the teacher and interest to the children than any or all others, if varied and _adapted_ with a sound discretion; and, thirdly, because there are more suggestions in it to teachers than any other; in fact, it includes all others. Particular care must be taken not to attempt too much. Never attempt to use the whole _ten_ exercises on any _one_ Sabbath lesson, or pursue the same order. Generally use the catechetical, the explanations, and the lesson every Sabbath. In some lessons five or six can be used. All are suggestive. The great leading principle of the system is to teach _the use of knowledge_--not to communicate information merely, but to train the young, by certain definite rules, to _make use_ of all the information they receive. The first lesson here given is for younger classes; the second for more advanced: _Lesson No. 1._ _As taught by the "Gall Lesson System."_ (Matt. viii. 1-3.) "When he was come down from the _mountain_, great _multitudes followed_ him. And _behold_, there came a _leper_ and _worshipped_ him, saying, Lord, if thou _wilt_ thou _canst_ make me _clean_. And Jesus _put forth_ his hand, and _touched_ him, saying, I will; be thou _clean_. And _immediately_ his _leprosy_ was _cleansed_." Who came down from the mountain? From what did Jesus come down? What happened when Jesus came down from the mountain? Who followed him? Whom did the multitudes follow? Who came to Jesus? To whom did the leper come? What did the leper do when he came to Jesus? Whom did the leper worship? When did the leper worship Jesus? What did the leper call Jesus? Whom did the leper call Lord? What did the leper say? If who would? What could Jesus do if he would? What did the leper say Jesus could do? Who could make him clean? What did Jesus do? Who put forth his hand? What did Jesus put forth? What did Jesus do when he put forth his hand? Who touched him? Whom did Jesus touch? When did Jesus touch the leper? What did Jesus say? Who would? What was the leper to be? Who said he was to be clean? What happened when Jesus said he was to be clean? What was cleansed? Whose leprosy was cleansed? When was the man's leprosy cleansed? By whom was the man's leprosy cleansed? How many circumstances are mentioned in this passage? (Nine.) What is the first? (_Multitudes followed Jesus when he came down from the mountain._) What does that teach you? _Lesson._--We should follow Jesus, and take every opportunity of receiving his instructions. What is the second circumstance here mentioned? (_A leper came to Jesus to be healed of his leprosy._) What does that teach you? _Lesson._--We should apply to Jesus the Saviour to be healed of the leprosy of sin. What is the third circumstance mentioned in this passage? (_The leper worshipped Jesus._) What does that teach you? _Lesson._--We should worship the Lord Jesus Christ as the Son of God and our only Saviour. What is the fourth circumstance here mentioned? (_The leper doubted the willingness of Christ to cure him._) What does that teach you? _Lesson._--We should never doubt the willingness of Christ to do us good and to save our souls. What is the fifth circumstance mentioned in this passage? (_The leper expressed his faith in Christ's ability to cure him._) What does that teach you? _Lesson._--We should cherish in our hearts a firm belief of Christ's ability to save us to the uttermost. What is the sixth circumstance mentioned in this passage? (_Jesus put forth his hand and only touched him._) What does that teach you? _Lesson._--Jesus is able to save us either by the use of means or without them. What is the seventh circumstance mentioned in this passage? (_Jesus assured the leper of his willingness._) What does that teach you? _Lesson._--We should assure doubting inquirers of Christ's willingness as well as ability to save them. What is the eighth circumstance mentioned in this passage? (_Jesus immediately commanded a cure._) _Lesson._--None will ever seriously apply to Jesus in vain. What is the ninth circumstance mentioned in this passage? (_The leprosy was immediately cleansed._) What does that teach you? _Lesson._--God is able instantly to cure the most inveterate diseases of both body and soul. _Explanation of Words to precede the Lessons._ _Mountain_,--High hill. _Multitudes_,--Number of people. _Followed_,--Went after. _Behold_,--Take notice. _Leper_,--Man troubled with the disease called leprosy. _Worshipped_,--Paid divine honors to. _Wilt_,--Pleaseth. _Canst_,--Art able to. _Clean_,--Free from this disease. _Put forth_,--Stretched out. _Touched_,--Laid it upon. _Clean_,--Healed. _Immediately_,--At the very instant. _Leprosy_,--Disease. _Cleansed_,--Healed or cured. _Lesson No. 2._ _As taught by the "Gall Lesson System."_ NOTE.--Only a part of the _ten_ exercises given are to be used in any one lesson. _Question._ What does God require of all those who will be saved? _Answer._ God _requires_ from those who will be _saved_, true _faith_ in his Son Jesus _Christ_; true _repentance_ of _all_ their sins; and _a new_ and _sincere obedience to_ all his _commandments_, _from_ love to _Him_ who _first loved us_. 1. _Verbal and General Exercise._ _What does God require from those who will be saved?_ Who requires true faith? From whom does God require true faith? Who will be what? _What kind of faith does God require?_ _In whom are we to have true faith_? Who is Jesus Christ? Whose Son is Jesus Christ? Who is the Son of God? _What does God require besides true faith?_ What kind of repentance does God require? From whom does God require true repentance? _Of what are they to repent?_ Of how many of their sins must they repent? _What does God require besides faith and repentance?_ From whom does God require new and sincere obedience? _What kind of obedience does God require?_ What is it to be new and sincere? To what does God require obedience? To whose commandments are we to give obedience? How many of God's commandments are we to obey? _From what are we to obey Gods commandments?_ Whom are we to love? What are we to do from love to God? What did God do to us? Whom did God love? Who loved us? When did God love us? 2. _Numerical Exercise._ How many things does God require from those who will be saved? (_Three._--1. Faith. 2. Repentance. 3. Obedience.) What is the first? etc. How many things are here stated with respect to faith? (_Two._--1. It is to be a true faith. 2. It is to be faith in Jesus Christ.) How many things are here stated with respect to repentance? (_Two._--1. It is to be a true repentance. 2. It is to be a universal repentance.) What is the first? etc. How many things are here stated with respect to obedience? (_Four._--1. It is to be a new obedience. 2. A sincere obedience. 3. It is to be a universal obedience. 4. It is to be an obedience founded upon, and flowing from love.) What is the first? etc. 3. _Doctrines Separated._ How many doctrines are contained in this answer? (_Four._--1. God requires true faith from all who will be saved. 2. God requires true repentance. 3. God requires a new and sincere obedience. 4. God requires us to obey all his commandments from a principle of love.) What is the first? etc. 4. _Explanations and Illustrations._ _Requires_, asks, or demands. _Saved_, delivered from the power and consequences of sin. _Faith_, belief, and assured confidence. _Christ_, the anointed Saviour. _Repentance_, sorrow for, and hatred of, sin. _All_, the whole of. _A new_, not the former, but a better. _Sincere_, a pure, simple, and honest. _Obedience to_, submission to, and ready compliance with. _Commandments_, wishes, and orders. _From_, arising out of. _Him_, God. _First loved us_, had previously showed his love to us by sending his Son to die for us. 5. _Doctrines Proved._ (1.) _God requires true faith from all who will be saved._--_Mark_ xvi. 16. He that believeth, and is baptized, shall be saved; but he that believeth not shall be damned. (2.) _God requires true repentance._--_Luke_ xiii. 3. Except ye repent, ye shall all likewise perish. (3.) _God requires new and sincere obedience._--_Rom._ vi. 17. But ye have obeyed from the heart that form of doctrine which was delivered you. (4) _God requires us to obey all his commandments from a principle of love._--_John_ xiv. 15. If ye love me, keep my commandments. 6. _Lessons from the Doctrines._ _From these doctrines we learn_, (1.) That we should beware of unbelief. (2.) That we should hate and forsake sin. (3.) That our obedience to God should be cheerful and constant. (4.) That all our duties should be done to please God rather than ourselves. 7. _Application of the Lessons._ Of what should we beware? (1.) What should we hate and forsake? (2.) What should be cheerful and constant? (3.) Whom should we seek to please in the performance of duty? (4.) 8. _Devotional Exercise_ (_from the Answer_.) _Petition._--Bestow upon us, we beseech thee, those graces which thou requirest from all those who will be saved. Give to each of us true faith in thy Son Jesus Christ, true repentance of all our sins, and a new and sincere obedience to all thy commandments, arising from love to thee who hast first loved us. 9. _Devotional Exercise_ (_from the Lessons_.) O Lord, may we always be upon our guard, (1.) and constantly beware of falling into the sin of unbelief. May we sincerely repent of all our transgressions, (2.) and heartily hate and forsake all sin. And grant that (3.) our obedience to thee may be cheerful and constant; and that (4.) all our duties may be done to honor and obey thee, rather than to please ourselves. 10. _Paraphrase formed._ _God_ [asks or demands] _from those who will be_ [delivered from the power and consequences of sin,] _true_ [belief and assured confidence] _in his Son Jesus_, [the anointed Saviour,] _true_ [sorrow for, and hatred] _of_, [the whole of] _their sins_, _and_ [not the former, but a better] _and_ [a pure, simple, and honest submission to and ready compliance with] _all his_ [wishes and orders,] [arising out of, and proceeding from,] _love to_ [God,] _who_ [had previously showed his love to us, by sending his Son to die for us.] _Other Modes of Teaching._ There are also various other modes of teaching that can be used on different lessons. One plan is to raise the questions Who? What? When? and Where? Another is to take the letters P. P. D. D. D. D., the two P's and four D's, and inquire for _P-ersons_, _P-laces_, _D-ates_, _D-oings_, _D-octrines_, and _D-uties_. Another still is to take the word "_F-i-d-d-l-e-r_," as a mnemonic for the teacher's use. The first letter, _F_, will remind him to call on the children to tell him what _facts_, and how many, are to be found in the first verse or in the lesson. The next letter, _i_, may prompt him to call for _inferences or instructions_. The letter _d_ repeated would remind him to ask for the _doctrines_ and _duties_, _l_ will call for _lessons_, _e_ for _examples_ and _r_ for _rebukes_. This will give active employment to the children--a thing which they delight in, and it will aid the teacher in the difficult but sublime work of teaching divine Truth. XI. ILLUSTRATIVE TEACHING. To illustrate is to throw light upon, to illumine, to make clear and plain. Illustration has, also, a decorating power as well as an enlightening power. Illustrative teaching is not merely entertaining or amusing the children with stories and anecdotes, but may comprise them incidentally. Explanation appeals to the understanding, while illustration appeals to the observation of the young. Says one writer: "It is by illustration alone, which appeals to their observation, that ideas are conveyed to children's minds." Anecdotes and stories are generally too long for Sunday-school teaching, and the danger is that they will overshadow the truth. Illustrative teaching should be employed in the Sabbath-school to make divine truth glow and become plainer, clearer, and better understood--nothing else. It must never displace the lesson, but be held in strict subordination to it. Illustrations of divine truths are very useful--in fact, indispensable; but dangerous, unless well guarded so as never to withdraw attention from the Bible. This was one of our divine Saviour's chosen modes of teaching, as we see in the beautiful parable of the sower, and, in fact, in almost all of His inimitable parables. Mankind, as well as children, delight in this form of instruction. Says Mr. Groser, in his excellent work on this subject: "Children have a passion for details and revel in analogies. Mark their fondness for _stories_, however frivolous; _word-pictures_, however meagre, and _comparisons_, however commonplace." Tupper says: "Principles and rules are repulsive to a child, but happy illustration winneth him. In vain shalt thou preach of industry and prudence till he learn of the bee and ant. Dimly will he think of his soul, till the acorn and the chrysalis have taught him. He will fear God in thunder and worship His loveliness in flowers. And parables shall charm his heart, while doctrines seem dead mystery." Illustration is something laid alongside of--parallel--for comparison, and should be short, obvious, and appropriate. There must always be something to illustrate. For instance: If we were teaching, "Take us the foxes, the little foxes," etc., we could illustrate the danger and influence of little evils or sins by saying: Chemists tell us that a single grain of iodine will color 7000 times its weight in water; so a little sin may discolor and destroy a good character. A ruined man once said: "It was that ten minutes on the street-corner, reading a bad book, that destroyed my whole life." "It was that penny I stole when a very young boy," said an old man, "that sent me four times to prison, and confined me twenty-eight years out of sixty of my life, and all for stealing less than thirty-eight dollars." Or if the lesson was, "No man can serve two masters," etc., let the teacher say: "The other day I saw two men together walking down the avenue, and a little dog was running behind them; so they went on for a while, and I wondered to which of them the dog belonged. When they came to the corner of a certain street they shook hands and went opposite ways. Then I saw at once to which of them the little dog belonged. He could not follow both; so he trotted after his master. So, dear children, it is with you; you may try to be Christ's servants and the servants of Satan at the same time, but it will be in vain; 'You cannot serve God and mammon.'" If on the subject of falsehood, we would impress our pupils with the fact that the degree does not affect criminality. An apt illustration will be found in "Eve and the forbidden fruit." The Bible is full of perfect examples, if rightly selected. "Old Humphrey," the English writer for children, abounded in pertinent illustrations. I copy one: "Think not that because you look like other teachers or scholars, and undertake the same duties, that no difference is seen by those around you. You may look alike and be altogether different." Illustration 1. "I came to two frozen ponds, so much alike in size and form that at the first view one might have been regarded as the counterpart of the other. This was, however, very far from being the case; for, after making a hole in the ice, I found one to be only a few inches deep, while with my stick I could not reach the bottom of the other." 2. "I picked up two walnuts as they lay among the dry leaves, under the tree on which they had grown; both were large, and I thought that each would be good; but, no! one was altogether hollow, while the other contained a capital kernel." 3. "I bought two apples at a fruit-stand--ruddy and ripe; I do not believe the man who sold them to me could have pointed out any difference between them; and yet, for all this, when I came to turn them around and examine them, I found one of them to be firm and sound, and the other rotten to the very core." "As it was with the ponds, the walnuts, and the apples, so it may be with you. Some are shallow, while others have depth of understanding; some have depth of understanding, while others are shallow; some are full of knowledge, while others are empty; and some are firm and to be relied upon, while others are unsound at their hearts." These are short and very simple, but excellent and to the point. The Bible is full of perfect examples of illustrative teaching. The parables are mostly of this order. The parable of the sower, with the field and husbandman before him, as is probable, is a striking example of illustrative teaching. In the gospels, how constantly our Saviour began His parables with, "The kingdom of heaven is _likened_ unto," or is "_like_," etc. Said an old divine to a young preacher: "I see you do not follow Christ's example in your preaching; for you have no '_likes_' in your sermons." Do we _liken_ Bible truth to something with which our scholars are familiar, and thus help them to understand it? Illustrations abound all around us. Some years ago there was published a work entitled "Spiritual Honey from Natural Hives." I do not know but it is now out of print; but it contained no less than 258 illustrations of various passages of Scripture--all drawn from the honey-bee, and most of them were valuable. For example: "Mercy comes naturally from God, like honey from the bee; but justice, like the sting, only when she is provoked." "If nature teaches the bee not only to gather honey out of sweet flowers, but out of bitter, shall not grace teach us to draw, even out of the bitterest condition, something to better our souls?" "Many hate not sin, nor fly from it, because it is _sin_; but as children do bees; not because they are bees, but because they have a _sting_. So do these persons flee from sin; not because it is _sinful_, but because it is _hurtful_." The following convey important lessons to Bible-students: "If you do but take and pierce God's word, and do but stay upon it, as the bee doth on the flower, and _will not off_ till you have got something out of it; if you still be digging in this mine, this will make you rich in knowledge; and if you be rich in knowledge, it will make you rich in grace." Finally: "Some use flowers only for the beauty or the smell; the physicians, for health; the bees, for honey; so do wise and prudent persons apply their studies for the enriching and feeding of their minds." The late eloquent Rev. Dr. Payson was accustomed to illustrate under the form of apt _suppositions_. For instance, said he: "Suppose you wished to separate a quantity of brass and steel filings mixed together in one vessel; how would you effect this separation? Apply a loadstone, and immediately every particle of iron will attach itself to it, while the brass filings remain behind. Thus, if we see a company of true and false professors of religion, we may not be able to distinguish them; but let Christ come among them, and all His sincere followers will be attracted towards Him, as the steel is drawn to the magnet, while those who have none of His spirit will remain at a distance." Again: On a visit to a weeping mother, who refused to be comforted for the loss of a beloved child: "Suppose, now," said he, "some one was making a beautiful crown for you to wear, and that you knew it was for you, and that you were to receive it and wear it as soon as it should be done; now, if the maker of it were to come, and in order to make the crown more beautiful and splendid, were to take some of your jewels to put into it, should you be sorrowful and unhappy because they were taken away for a little while, when you knew they were going to make up your crown? He can take better care of them than you could." The mother smiled through her tears at the thought that her jewel was taken from her but for a season, and said, in meek submission: "The Lord gave, and the Lord hath taken away; blessed be the name of the Lord." The question here arises, From whence shall Sunday-school teachers gather illustrations for use? I reply, generally, everywhere, and from everything; but to particularize: 1. From the home-surroundings, circumstances, and home-life of the pupils. 2. Facts and incidents that are constantly occurring around us. "_Facts_ are the arguments of God," said Rev. Dr. Chalmers. 3. History, biography, and geography--sacred and profane. 4. Agriculture, horticulture, and botany. 5. Proverbs, maxims, wise sayings, and poetry. 6. Emblems, similes, metaphors, etc. 7. Science and art; manners and customs. I need not extend this list, for these will readily suggest many others to the teacher. XII. PICTORIAL TEACHING. Pictorial teaching is only a slightly different form of Bible illustration, and, therefore, will appropriately follow the previous subject. It presents, first, pictures and maps to the pupils for examination, in order that they may get a clearer view of truth. It consists, secondly, more particularly in picturing out in words, or in vivid, graphic description, so that the truth will appear real to the imagination of the child. It awakens interest and deepens impression, and all good teachers avail themselves, more or less, of its power. "But," says a quiet teacher, "all this must be graphically done." I reply: "Of course it must;" and the answer returns: "Well, I can't use it, then, for I am not graphic." I will give all such teachers a recipe that will render them always graphic with children. If they would dwell clearly and plainly on all the little details in their descriptions to children, they will always be graphic. The imaginations of scholars of ten or twelve years of age are so vivid that much of the teacher's power over them, to interest and impress truth, will depend largely upon this power of "word-picturing." Words containing objects largely should be most used, instead of a mass of sentiments and principles. Let the objective words preponderate. The following statement embraces about a dozen words in _principles_: "It was David's _duty_ to _know_ the _will_ of God, and as he had great _faith_ in the divine _power_, he went forth without _reluctance_ to meet the _foe_, and the _result_ was the death of Goliath." Let us now transpose the sentence into _objects_ mainly, and it will not be difficult to see which will make the clearest and best impression upon children's minds: "Young David _stood_ in the _valley_ and slung a _stone_ into the _forehead_ of the _giant_, Goliath, and he _fell_ dead upon the ground." Abbott gives many illustrations. He says: "You tell a man, 'He went down to the shore, and got into a boat and pushed off.' You would interest a child more if you say, 'He went down to the shore and found a boat there. One end of the boat--the front part, which they call the bow--was up against the shore, a little in the sand. The other end was out of the water, and moved up and down gently with the waves. There were seats across the boat, and two oars tying upon the seats. The man stepped upon the bow of the boat; it was fast in the mud.' And so on, describing the water under one end, and sand under the other; the one end rocking and rattling the oars, and the man walking back and pushing the boat off," etc. Be exceedingly minute, therefore, with little children. In all the details which you describe take very short steps, and take each one distinctly. The Bible narratives are wonderfully adapted to good pictorial teaching. Bible emblems, which so abound, must be carefully pictured out; as, "The Lord God is a sun and shield," a "rock," and "refuge." "As the hart panteth," etc. Detail it so as to make the scene as real as possible to the child, and enable him to see the hart, the mountain, the water brooks, etc. Suppose you were on the lesson of the apprehension and trial of Christ: "Children, see that crowd of people wending their way through the streets of Jerusalem! Some of them carry torches or lanterns in their hands; others have staves or swords. See, in the midst of them there walks one who looks very kind, but very sorrowful. Who is it? It is Jesus. The multitude, led on by the cruel priests, have just been to the garden of Gethsemane and hurried him away from His disciples; and now they are going to take Him before their rulers, that they may have Him put to death. Then describe the High Priest, Pilate, and Herod; the judgment hall, the drops of blood, the soldiers, and crown of thorns; the cross, the angry cries of, 'Crucify Him!'" All this must be done with care and exactness, and before adopting it the teacher must make himself _very familiar_ with every part, so as never to hesitate or labor in it; and then afterward call it all back by questions, in the children's own language. Again: Suppose you wished to make a lasting impression on a child while developing a single important thought; as, for instance, the omniscience of God. Talk candidly to the child somewhat as follows: "Mary, do you know that God knows all things? He saw Adam and Eve when they hid themselves in the trees of the garden. He saw Moses when he lay in his little ark by the side of the river. He saw Timothy when his mother taught him to read the Bible. He sees every person in the world just now. You know in Africa there are a great many millions of men and women. They are black. They are called negroes. God sees them all, and he sees the missionaries who are there teaching them God's word; and at the very some moment he sees all the people of this country, and every person in this town. He sees you, Mary. He saw you when you were a little babe in your cradle; he sees you at all your plays, and in the school; he knows what you say, and what you think; he sees every tear that falls from your eye, and every smile that plays on your cheek; he hears you sing his praises; and when you pray, Mary, God listens to everything that you ask; and when you lie down, and the room is dark and still, and there is nothing moving but your pulse, and nothing heard but your breathing, then God sees you, for the darkness and the light are both alike to Him." Thus dwell _amply_ on a thought until you associate it in the child's mind with many circumstances. For Bible-classes, of course, a teacher would not descend to all the details of some of these examples, yet in every age and class be graphic and life-like in word-picturing. The parables of the prodigal son, and of the good Samaritan, are divinely beautiful examples of pictorial teaching, for when our Saviour wanted to impress love to our neighbor he _pictured_ out for us the beautiful story of the good Samaritan. The following example is from "David Stow's Bible-training," published in Edinburgh, and is the "Training System" pictured out in words: _Example._ "As the hart panteth after the water brooks, so panteth my soul after thee, O God." Ps. xlii. 1. The more common way that the pious teacher or parent takes, is to pass over the emblem, and at once proceed with the spiritual lesson--_thus beginning at the end_--without any natural picture having been presented to the mind's eye of the pupils, by which they maybe assisted to the analogy--_as_ and _so_, as the Natural, so the Spiritual--which is so uniformly done by the Spirit of God in Scripture. _Points in the Natural Picture to be brought out._ 1. Some points in the natural history of the hart--different names given to the animal--swiftness of foot--where generally lives. 2. Frequently hunted. 3. Where to flee to in a mountainous country, as Judea, when pursued--hills or valleys. 4. Heat, drought, dust--effect on the animal, particularly after running--thirst. 5. Running about seeking for water--increasing--not merely a drink, but a brook, where it may plunge in as well as drink. 6. Why, then, a brook, and not stream?--picture out a brook. 7. Brooks more likely to be found in plains--but animal pursued there. 8. The hart, heated and thirsty, therefore _pants_--what is panting? 9. Has the hart ever bathed in water brooks before? If not, would it have panted and longed for it? The full picturing out of these points (even in the incomplete and imperfect manner that can be done on paper) would greatly exceed our limits. The natural picture or condition of the hart being visible to the minds of the children, the analogy to the circumstances in which David was placed will appear, viz., pursued by his enemies, and especially by his own son, Absalom--fleeing to the mountains for safety--away from the sanctuary, etc., etc. He, no doubt, on seeing the harts near him panting and seeking for water brooks, mournfully and longingly expressed himself: "So panteth my soul after thee, O God." _Teacher._--I must tell you, children, before we commence our lesson, that it is supposed this psalm was written by David, who was obliged to flee from his enemies to the land of Jordan, and that when there he probably took up his abode in the mountains, away from the public worship of ... _God's house_, and seeing the harts running ... Where? _about the hills_, and panting for thirst, most likely induced him to use the ... What metaphor or emblem did he use? Look at your books. David says: "As the hart panteth after the ... _water-brooks_ (read on, children), _so panteth my soul after thee, O God_." The first thing we must speak about in this picture is the ... _hart_. What is a hart? Can you tell me any other names given to the hart? _Stag_--_deer_--_gazelle_--_roe_. Very right; these are the names given to ... _this animal_, or ... _species_. Well, the name of this animal or ... _species_, is called ... the _hart_. Is it a slow or quick moving animal? _Swift_. It runs ... _very swiftly_. What countries do harts chiefly live in? _Mountainous countries._ Why do you think so? _The Bible says, "Like a young roe upon the mountains._" And a young roe is ... _a young hart_. Well, that is one proof that they live in the mountains; but can they live in the plains? _Yes, sir; they live in plains in gentlemen's parks_, which are sometimes ... _plain_, or nearly ... _level_. Very well; but when allowed to roam and run about freely and ... _naturally_, they ... _prefer the mountains_. Is the hart spoken of in the psalm supposed to live in a warm or cold country, think you? _A warm country._ Why? ... Bring down the map, children, and show the country or countries you suppose to be meant. (The map of Palestine is presented.) Point out those parts you think harts live in. You think the Psalmist means ... _the mountainous parts of Palestine_. And Palestine is ... What sort of a country? _Mountainous country_, and ... _very hot_. Now, we must get smartly on. The hart lives in ... _a hot country_, and in the mountainous parts of ... _a hot country_. How does the sun shine? _Over head, nearly perpendicular_, and, therefore, the great part of the year the ground must be ... _very hot and dry_. In what state will the soil be? _Parched and dusty._ And in mountainous countries, where the sun is very hot, what happens to the streams or brooks? _The brooks dry up._ It is then a dry and ... _thirsty land_, and where ... _no water is_. If you turn in your Bible to Job vi. 15, it is said: "And as the stream of brooks they pass away,"--showing that the brooks in that hot climate are ... _very apt to pass away_, or ... _dry up_. Tell me, children, what you mean by panting? Show me what panting is? This boy thinks it is simply opening the mouth. (Take nothing for granted.) Have you ever seen a dog walking in a very hot and dusty day, after having run a long way? _Yes, sir; it opens its mouth._ Does it simply open its mouth, as this boy did? _It pants, this way. It feels uneasy._ Why uneasy? Because _it is weary and thirsty_. Weary and thirsty from ... _the heat_; and a thirsty dog, that is weary and very ... _hot_, would--what would it wish? _To have a drink_, or, perhaps, to ... _plunge in the brook_. Of what had the hart drank before? _The brooks._ Well, the hart having both drank of ... _the brook_, and ... _plunged in the brook before_, longed and ... _panted to do so again_. In this sad condition, therefore--heated and ... _thirsty_, and running about, ... _panting_--how would the hart feel? Would he be satisfied to lie down? _No, sir; very anxious._ And what more? _Longing and panting for water._ Not at rest, because it ... _felt_--the ... _want of something_ it could not get at ... _that time_; and that was ... _the water brooks_. Now, let us look at the verse, and see in what state or ... _condition_ the hart is supposed to be. Repeat it, if you please, each word, separately, slowly, and distinctly. "As, the, hart, panteth, after, the, water, brooks." What is a brook? _A clear stream_--not a muddy, stagnant ... _pool_. Do you think the hart had drank of a brook before? _Yes; else it would not have panted for it._ What makes the hart so very thirsty? _Because it runs about the hills, where there is no water._ And as the hart opens ... _its mouth_, and ... _pants for water_, and runs about, it raises the ... What do you think it raises? _The dust into its mouth._ And what does the dust do? _Increases its thirst_, and causes the hart to long more for ... _the brooks_--which are now ... _dried up_--or, perhaps, at a ... _great distance_. What would you expect the hart to do were it to reach a brook? _Drink plentifully_--and, also, ... _plunge into the water_. Why? _To cool_ and ... _refresh itself_. The application, or spiritual lesson, is by recalling the _hart_, on the _mountains_, _hunted by dogs_, _shot at by arrows_, _hot and thirsty_, _panting_ for _water brooks_, for a _plunge-bath_, and _drink_. So, David fleeing on the mountains for life, pursued by enemies, _longing_ for safety, and for the public worship of God at Jerusalem, _panting_ for the Lord's house, where _God's law_ was read, and the true God was worshipped, etc. He _desired, longed_ for, _panted_, _prayed_ for God, the living God. Children, do _you so long for_, and _pant after_ God, the living God? etc., etc. Another form of pictorial teaching is, after questioning the lesson out of the scholars, and then in again, and explaining all the words, etc., to paint imaginary pictures of the events described in the lesson. Thus, in a lesson from Matt. xiv. 22-33, taught by the Rev. Edward Eggleston, of Chicago, he said to the first pupil: "Carrie, suppose that you were a painter with your canvas before you, what picture would you draw from the 22d verse?" She replied, "Christ sending his disciples and the multitudes away." "Mary, what from the 23d verse?" "Christ on the mountain, alone, in prayer." "Jane, what from the 24th verse?" "The ship tossed with the waves." "Lily, what from verse 25?" "Jesus walking on the sea." The next, "Peter sinking, Jesus saving;" and then, "The sea calm, all safe in the ship, worshipping Jesus." From these the lessons drawn are "Secret prayer," "Looking to Jesus for help in danger," "Not seeking danger," and that "Jesus is God," to control the wind and waves. The doctrine is the Divinity of Christ: "Of a truth, thou art the Son of God." "Pictorial Teaching," by Hartley and Groser, on Illustrative Teaching, further illustrates these subjects. XIII. OBJECT-TEACHING. This is presenting an object to look at, for the purpose of getting a clearer and more perfect view of the truth taught. It is simply calling to our aid the _eye_. The eye is one of our two great learning senses. It has been called "the king of the senses," and it is emphatically so with children; for little children learn the most that they do learn through the eye. Bunyan quaintly says: "Come to the mind and soul through Eye-gate as well as through Ear-gate." This is the most pleasant and effective way of giving and receiving some kinds of knowledge. It cultivates, also, the important habit of close and accurate observation. Says the Rev. Dr. Hill, the President of Harvard University: "It is the thought of God in the object that stimulates the child's thought." The great object is to teach the child more than you can express in words. In illustration, he says: "I was walking yesterday with my little girl, and showing her plants, insects, and birds as we walked along. We were looking at lichens on the trees, when she suddenly, and without hint from me, said: 'The maples have different lichens from the ash. I mean to see if I can tell trees by their trunks, without looking at their leaves.' So for a long distance she kept her eyes down, saying to the trees as she passed: Elm, maple, ash, pine,' etc--never failing. The difference was easy to _see_, but the difference could not have been so well expressed in _words_." Our schools of public instruction are largely using this mode of teaching in the early years of school-life, with great gratification to the children, and, also, with great success. The size, form, shape, color, origin, and uses of many articles are thus taught, incidentally weaving in spelling, reading, and a vast amount of useful knowledge. If this were all, however, it would hardly avail much in our Sabbath-schools above the infant class. But we apprehend that in some particular Sabbath-school lessons, but not in all, object-teaching can be used to great advantage by all classes and conditions of scholars. Never force or crowd object-teaching, however, upon any lesson. The simple difference between object-teaching and illustrative teaching is this: If you were teaching on the words "Though your sins be red like crimson, they shall be as wool," in _illustrative_ teaching, we should tell the children that the Turkey-red dyes are so firm that no bleacher's salts will make them white, and therefore, we make the Turkey-red rags into pink blotting-paper; in _object_-teaching, we hold up the Turkey-red calico, explain it, and then _show_ the pink blotting-paper--making it, by help of the two objects and the explanation, more impressive with children. In fact, there are lessons that cannot be plainly taught without the use of objects. They need, however, to be used with discretion; and upon Bible lessons only on those that will make the truths _better_ understood. We have, however, the highest authority for the use of objects in teaching religious truths. Our Saviour himself practised this mode of teaching. It will be remembered that when the crafty Scribes and Pharisees sought to entangle him in his talk, and proposed the question--"Master, is it lawful to give tribute unto Cæsar or not?" he, perceiving their wickedness, said, "Why tempt ye me, ye hypocrites? Show me the tribute-money. And they brought unto Him a penny." Why did the divine Redeemer, who never did a superfluous thing, or spoke a superfluous word,--why did He, who is infinite in wisdom, call for this penny? We may safely reply, Because it was divinely _best_ and needful. He wanted to bring to bear the two great learning senses, to wit, _seeing_ and _hearing_. He then directed the eyes of these scheming men to the coin, with this pointed question: "Whose is this image and superscription? They said unto him, Cæsar's." Then came the inimitable _application_ of the lesson--without which every lesson is a failure--viz.: "Render therefore unto Cæsar the things which be Cæsar's, and unto God the things which be God's." We are told that "when they had heard these words, they marvelled, and left him, and went their way." The lesson was conclusive. At another time, you remember that our Saviour "called a little child unto him and set him in the midst of them," to teach his disciples the answer to their query, "Who is the greatest in the kingdom of heaven?" Here the little child was the object. The lesson is obvious to all. Even in the memorial service of our Saviour's death, he called for two _objects_--the bread and the wine. It was divinely necessary. We may seem almost to see the same divine Teacher bending forward and pointing his disciples to the beautiful flowers at his feet, exclaiming: "Behold the lilies of the field," or look at the "fowls of the air," or see "the fields white unto the harvest," or the falling sparrow, or the fig-tree, and a multitude of similar objects all around them, which were used by him in his wonderful teaching, and with such success that they were led to exclaim: "Never man spake like this man." The whole of the types and ceremonies in the Old Testament were but a magnificent series of this mode of object-teaching. This is the whole, in substance, of object-teaching. It is Christ's mode and the prophet's way of teaching. "It is nature's teaching," says a teacher at our side. There is _no_ teaching, scarcely, that is not, in some sense, object-teaching. Said the Rev. Dr. Chester, when describing good teaching: "This is object-teaching, as all good teaching of the young is. You must take their measure if you would fit the garment of truth to them." Objects for teaching lie all over nature as clearly as in cubes and squares and octagons. It keeps each child pleasantly and profitably employed. It is calling the eye and senses to our aid in affecting the mind and heart. The eye is our first teacher. Hence it is indispensably necessary in an infant class to have plenty of objects. Every good mother and good juvenile class-teacher will make great use of the _eye_ and _action_ and _motion_ to teach and impress the great truths of the lesson upon the little ones. Use the eye more, and make your words few and well chosen. "Present to the children _things_ before _words_, or _ideas_ before _names_." Even in manners and morals let the _person, life_ and _tongue_ of the teacher be the "object." "She openeth her mouth with wisdom, and in her tongue is the law of kindness." Here is an art that every teacher should become facile in, _i. e._, looking up and using objects that will serve our purpose in teaching; and for this reason, he should always wear his "Sunday-school spectacles." A sprig of evergreen, or a bit of a vine picked from the bush as we pass our garden-gate for the Sunday-school, may serve to illustrate the duty of "abiding in Christ" as the branch must abide in the vine. A little flower or grass, or a falling leaf, will illustrate, through the eye, the brevity of life, and that "we all do fade as a leaf." Even a pin may be used as an object, from whence to draw lessons as to the value, use, and importance of _little things_. When the pin is crooked and rendered useless, we can with it rebuke crooked tempers or crooked tongues or characters. A child may be led to see "the whole armor of God" in a picture of an old knight with his "helmet," "shield," "breastplate," and "sword." A plaster cast of a _faithful_ dog, loving doves, little Samuel in prayer, or David with his shepherd's staff, have all been frequently used to teach divine lessons. A specimen of good fruit will teach us to bring forth good fruit--to be fruit-bearers; and the showing of a watch may be made the means of much valuable instruction to children. But we must sum up some of the leading things which may be used in Sunday-school object-teaching, viz.: 1. Natural objects. 2. Texts, cards, etc. 3. Maps, charts, etc. 4. Pictures and drawings. 5. Word-painting, or pictorial teaching by aid of the imagination. 6. Parables, parallels, etc. 7. Portable slates and paper. 8. The blackboard, which furnishes ample facilities for object-teaching. OBJECT LESSONS IN BRIEF NOTES. _Examples._ The following is an outline lesson on a picture-print of _David and Goliath._ 1 Sam. xvii. Ps. xviii. 32: Success is from the Lord. _First._ Remarks and questions on the print. Ask the children to point out the two principal figures--to tell you what difference they observe in them; one is an immense man--a giant; the other a young lad. The difference in their dress--one is clad in armor, with helmet, shield, and spear; the other has a light dress, with a crook, a sling, and a bag. Let them describe the manner and action of each. The giant looks fierce and angry, raising his spear and clenching his enormous fist. The lad appears calm and gentle; casting his look upwards, he points to heaven. For what purpose do they seem to be met? How can the youth escape so great and powerful an enemy? Where can he look for help? Ask the children what they would do under the circumstances. _Secondly._ The narrative. Give the children an account from the Bible of Goliath's size and his armor, and let them see how complete the latter was. Read to them how he defied the armies of the living God, and challenged any to combat with him. Who is able to stand against so mighty an enemy? All the Israelite soldiers are afraid. At last a slender youth comes forward and offers himself. How is he prepared for the contest? What makes him so bold? Read verses 32-37. He trusts in the Lord. It is His cause in which he fights. This is David. See how he prepares himself (verse 40). His spirit is shown in verses 45, 46. Success was with David (see 48-50). Contrast the appearance of the two, their different preparation and their spirit. _Lesson._ David fought in the name of the Lord, trusted in His strength, and sought His glory. How can we imitate him? All sin, all evil, is the enemy of the Lord: we must fight against them in His strength and seeking His glory, and He will make us more than conquerors. _Different Objects._ 1. 1. Object, _a Leaf_. Children, what do I hold in my hand? _A leaf._ What can you tell an about it? One says it has _form_; others, _color_, _substance_, _length_, _breadth_, _thickness_, _branches_ in its frame like the tree, all _different_, etc., etc. What is a leaf? _The clothing of trees._ Gen. viii. 11. 2. What does the Bible say about a leaf or leaves? Shall not wither, Ps. i. 3--be green, Jer. xvii. 8--not fade, Ezek. xlvii. 12--fadeth, Is. i. 30--sewed fig-leaves, Gen. iii. 7--cast their leaves, Is. vi. 13--fair, Dan. iv. 12, 21--nothing but leaves, Mark xi. 13--putteth forth leaves, Mark xiii. 28. Enlarge and illustrate any points. 3. See Rev. xxii. 2: And the _leaves_ of the tree were for the healing of the nations. See _bad_, _poisonous leaves_. Upas tree, poison-ivy, etc. See _good leaves_.--Sassafras, balsam, wintergreen, etc. The _leaves of the Bible_ are for the healing of the nations, etc. Corrupt _leaves_ or bad books blight and destroy. II. Object, _a Grapevine with cluster of fruit_. _Cut_ branch will not _unite_ again with the vine. _Prune_ so as to produce fruit, otherwise will run to leaves. Taste of good fruit. See fruits of the Spirit, Gal. v. 22, love, joy, peace, etc. How bear such, etc. III. Object, _a Pin_. Sharp, straight, and shining. How many for a penny? Thirty persons to make it. So little and cheap, not valued. So of common blessings--air, light, water. Feel your pulse. Not live without it. _So learn to value little things._ See its value in need, as in storms, cold, etc. So value Bible, health, school, church, etc., while you have them. Bend it, and it becomes _crooked_,--so crooked _tempers_, _tongues_, etc. IV. A _Sprig of Evergreen_, broken off, may teach us to _abide_ in Christ. V. _Salt_, as a grand _preservative_. A _Rotten Apple_, influence and decay. VI. _Flowers_, so beautiful and frail. A pansy may teach _humility_, a daisy, _cheerfulness_, a rose, _goodness and virtue_, a lily, _purity_, etc. XIV. THE BLACKBOARD. We would not undertake to conduct a Sabbath-school without a good blackboard. The great object of it is to direct, to concentrate, and to _fix_ the attention, sympathies, and prayers of the whole school upon that portion of the word of God which is embodied in the great practical thought of the lesson. It is affectingly interesting to see a whole school, teachers and scholars, banishing their worldly thoughts, and raising their eyes and hearts apparently up to the great warm thought of God, as they cross the threshold of the school-room, and see, in clear, distinct letters on the blackboard, the key-note of the lesson for the day; as, "My son, give me thy heart." "Son, go work to-day in my vineyard." "The soul that sinneth, it shall die." "I will arise and go to my father." "Have faith in God." "All waiting for Jesus." "Flee from the wrath to come." "About my Father's business." "The blood of Jesus Christ his Son cleanseth us from all sin." "Founded on a rock," etc. Blackboards have long been used in public schools with great advantage, but have only been adopted in Sunday-schools during the last decade of years. They, however, prove to be so well adapted and useful that they are meeting with universal approval, and are fast coming into general use. We think a blackboard should be used in every Sabbath-school, on every Sabbath, by every superintendent, and on every lesson; for the dullest superintendent, in city or country, can plainly write or print one thought from the word of God on the blackboard, and thus fix the eye and concentrate the thought and heart of the otherwise careless, upon the lesson. We have often seen the noisiest boys of the city calmed by this means into thoughtfulness and interest in the lesson. Sometimes colored crayons are used to attract as well as to impress. The names of the Deity are sometimes carefully written in crayon of one color, while wrath, sin, etc., may be put in another color, say _red_. A map, drawn by the superintendent or pastor on the blackboard in the presence of the school, will have many times the effect that it will have, if we point to a regular map. A cross of two rough marks made by a teacher on a slip of paper, to illustrate the lesson, will interest a child more than will a jewelled cross,--it was made by teacher. Frequently the superintendent or teacher will write down the answer, or the main word of the _answers_ of the children on the blackboard, and this will interest them greatly. A teacher can use a piece of white paper to write or draw on for the scholars of a private class. A few points must be heeded-- 1. Do not put any but well-digested, important words, thoughts, and objects on the blackboard. 2. Write or draw as plainly, neatly, and correctly as possible. Do not write too much. 3. Let all the exercises of the school bear directly towards the one great thought of the lesson. Thus let the freshest and most prominent object in the school-room aid the teacher and superintendent, through the use of the eye, in their great work. A word of caution is needed, however, concerning the use of the blackboard. Sometimes it has been made to appear quite ridiculous by a fanciful and perverted use of it. The only justifiable use of the blackboard in a Sabbath-school is in order to make Bible truths more clear and attractive in the eyes of teachers and scholars. Men of good taste, as well as those having tact and ingenuity, can and do use the blackboard with power in various ways. For instance, some years ago I saw a lesson taught in Ralph Wells's school--and many of my examples originated with him--from the text in Matt. v. 16: "Let your light so shine," etc. This was plainly written on the board, while on one side was drawn a figure of a light-house, with the rays of light shining forth from the lamp. The superintendent in a review pressed the question, "_How_ are we to let our light shine, according to the lesson, 'So shine?'"--and very soon the children said they were to let their light shine by "being pure," "meek," "merciful," etc., and soon the beatitudes were each written on the separate rays from the light-house lamp. At another time I noticed the text, "Founded on a rock," together with the figure of a house firm on a rock, and another house crumbling and falling down "on the sand." See to the foundation. A catechism lesson on the question, "What is sin?" was placed on the board "_My sin._" _Examples of Blackboard Exercises._ The following examples are given as suggestive of several different lines of use to which the blackboard may be put: The substance of a lesson in the 6th chapter of Matthew was once put upon the board in two words, "Outside" and "Inside," the children being asked to examine the chapter and tell what to write on the blackboard; at the end of the address the board appeared as follows, each specification having been vividly illustrated by an incident: _Outside._ _Inside._ Alms. Alms. Prayer. Prayer. Fasting. Fasting. Treasures. Treasures. Another good lesson on the board is to take one of the commandments, for instance, the "Third Commandment." Raise three questions and get the children to fill out the answers as follows: _The Third Commandment._ _How broken._ _Why broken._ _Why not._ Swearing. Get mad. 'Tain't right. Oh gracious! Don't think. No use. Make fun of the Bible. Think its big. Bible says we mustn't. Praying careless. Careless. Mean. Singing and not thinking. Wicked. Ungentlemanly. The following lesson has been successfully given by the Rev. Mr. Ostrander, of Albany: THOU shalt call His name BELIEVE on | | Christ and thou | Jesus | The Lord | | shalt be SAVED. for He shall save His people from their SINS. Where ought Jesus to be? _Ans._ In the heart. Where did he get his name? _Ans._ From the angel. (Matt. i. 21.) Why was this name given? _Ans._ (Matt. i. 22.) How does he save from sin? _Ans._ "Believe on the Lord Jesus Christ." Other points of instruction and application may be derived from the careful study of the above arrangement. The following, by E. D. Jones, of St. Louis, teaches a lesson from the text, John xii. 32: "And I, if I be lifted up from the earth, will draw all men unto me." _First_, Notice the influences God uses to draw men: 1. The Holy Spirit. 2. The Bible. 3. The Churches. _Secondly_, Look at their relations: 1. As a Helper. 2. As a Teacher. 3. As a Trainer. _Thirdly_, Look at the chief work of these agents: 1. To Reveal. 2. To Believe. 3. To Know. 4. To Train. At the close of the address or lesson the blackboard will appear as follows: [Illustration: Cross.] Two hearts, one bad, the other good, make an instructive lesson. Get the children to tell you what to write in them as below: _Bad Heart._ _Good Heart._ Anger. Hate. Love. Hope. Selfishness. Joy. Humility. Covetousness. Industry. Hypocrisy. Honesty. Lying. Peace. Sin. Still another is the following: "Jesus is your friend." What qualities do you want in a friend? _Answer._ He must be TRUE. Write the word TRUE on the board, and then by questioning draw out of the scholars four different and prominent characteristics of Jesus as a friend, each answering to one of the letters of the word _True_, as follows: _Jesus is your Friend._ T--ried. R--ich. U--seful. E--verlasting. The Parable of the Sower may be taught by the following arrangement in three columns and twelve words or particulars. The children give the words to fill the columns: The Soil. What became of the Seed. Represented what Hearers. Wayside. The Devil seized it. Careless. Stony. The sun scorched it. Superficial. Thorny. Tares choked it. Worldly. Good. Fruit. Pious. The lesson, "Son, go work to-day in my vineyard," may be thus arranged: Who?--"Son, What?--go work When?--to-day Where?--in my vineyard." How work? _Answer:_ W--illingly. O--rderly. R--egularly. K--indly. The next three examples are from Rev. J. H. Vincent's blackboard exercises: _History of Joseph._ 1. Bo (rn 1745 B.C. 2. So (ld 17 years old. 3. Imp (risoned 9 years in slavery. 4. Rel (eased 4 years--in prison. 5. Ber (eaved 29 years--loses his father. 6. Di (ed 51 years. --- 110 years old. _The Seven Principal Journeys of Christ._ 1. Bethlehem to Jerusalem, 6 miles north. 2. J. to B. 6 miles south. 3. B. to Eg. 250 miles S.W. 4. E. to Naz. 350 miles N.E. 5. Naz. to J. 65 miles south. 6. J. to N. 65 miles north. 7. N. to Jer. 50 miles S.E. _Seven Golden Rules of Sabbath-School Order._ [Illustration: Menorah.] 1st s, for silence. 2d s, for system. 1st v, for vigilance. 2d v, for variety. 1st c, for charity. 2d c, for concentration. central C for CHRIST. A more elaborate lesson, illustrating the parable of the Pharisee and Publican, and showing the characteristics of three kinds of prayer and their results, can be portrayed thus: PRAYER. -harisee prayed proudly. -ublican prayed penitently. -oor widow prayed perseveringly. -roud prayer proved worthless. -enitent prayer procured peace. -ersevering prayer prevailed. Another still is to write a part of the test and fill it up with the answers of the scholars, thus: { Repent. { Pray. "At thy word I will { Believe. { Love. { Obey. { Suffer." A lesson on the _Beggars that cried to Jesus_, as found in Matt. xx. 30-34, may thus be placed: What the { cried in distress. beggars { cried with importunity. did. { cried with faith. { cried with humility. What { stood still. Jesus { asked what they wanted. did. { had compassion. { touched them. Result. { He healed them. { They followed him. _Map Drawing.--Palestine._ Another use for the blackboard in the Sunday-school is the drawing of maps and outlines of the location of sacred places. Teachers have found it difficult, however, if not impossible, to draw maps of the proper proportions and rightly to locate the places. The following simple plan, used by Ritter and Guyot, has been extensively used in our Sunday-school Conventions the last year or two, and found to be useful. It is called the "Relative Measurement" method. One line, say from A to B (see diagram on page 123), is taken as the unit of measurement. This line is 40 miles in length. Having drawn this line at the top or northern boundary of Palestine, next dot off five times forty miles south, and number it in proper proportions, 1, 2, 3, 4, 5. Then run three times forty miles west, and number 6, 7, and 8. Then draw a line from A, sloping to the figure 8, for the coast-line, and you have the general outline of Palestine. Then run another dotted line from A to 6, and you have the Jordan line. The River Jordan rises opposite 1. The Sea of Galilee lies opposite No. 2. The Dead Sea opposite 4 and 5. The principal mountains are designated as /\ H. for Hermon, etc. Cities by * and letters, as Jer. for Jerusalem, C. for Cæsarea, etc. (See table.) The great divisions are made by drawing a curved line from Mount Carmel to the Jordan, midway between 2 and 3. Then equidistant between 3 and 4 draw a circular line to the coast of the Mediterranean Sea. The length of the Holy Land is about 180 miles and the width from 25 to 70 miles. The Sea of Galilee is 12 miles long by 6 broad, and the Dead Sea is about 50 miles long. The following outline, which appeared in part in _The Sunday-School Teacher_, of Chicago, is a good illustration: _Table of Localities._ (_See Map._) /\ _Mountains._ * _Cities._ H-ermon. H-ebron. G-ilead. B-ethlehem. T-abor. Jer-usalem. P-isgah. J-ericho. C-armel. Jop-pa. E-bal. C-æsarea. G-erizim. Ca-pernaum. N-azareth. S-idon. T-yre. [Illustration: Map.] The foregoing are samples each of several classes of blackboard exercises, which I have selected as being the most practical. Other more fanciful ones are omitted, for it should ever be remembered that the true, legitimate use of the blackboard does not necessarily involve any of these ingenious devices: simply the plain Word of God, plainly written, is all. XV. THE INFANT-SCHOOL. There is no department of the Sabbath-school work of greater importance and interest than this. We have known marked cases of hopeful conversion of children from four to seven years of age to result from the first hour of Bible instruction in the youngest infant classes. Often the character and habits of scholars as such are formed at the very first interview with their teacher, who thus meets them at the very entering in of "the gates of life." It is well known that some of our most distinguished divines, as well as active Christian ladies, date their conversion back to the early age of four, five, or six years. Therefore take measures in every Sabbath-school to organize and sustain a first-class infant-school department. 1. Get a light, warm, airy room. A lean-to added to your chapel for the purpose, or the use of the next-door neighbor's dining-room for an hour a week, will answer. Give the children a room by themselves if possible, to rise and sing, talk, recite, and pray. Furnish the room with a good blackboard and crayons, and such Scripture prints and cards and maps as you can obtain for the walls and for use. Provide for them small, comfortable seats. 2. Select and call to the charge of this class the most pious, bright, cheerful, patient, loving, gentle, winning teacher for children there is to be found in the whole church, with a like assistant. Generally the teacher will be a lady, although some men greatly excel as infant-class teachers, so that the complaining remark of the little girl to her mother, that she "hadn't any teacher to-day--it was only a _man_," was quite too severe to be just. The little ones are greatly blessed in their love for their teachers, for they want a large share of demonstrative, life-like sympathy, expressed by a soft, loving voice and a gentle manner--hands that will speak in all their gestures, and a patience that endureth and a heart that loves to teach them for Christ's sake. If the teacher feels the need of learning how to do this good work, let him visit good week-day infant-schools, and gather up suggestions and lessons, as well as confidence and inspiration, for the great work. 3. Visit and gather in all the children from the ages of three or four to seven years, whose parents are willing to send them, and at once teach them habits of punctuality, order, regularity, and pleasant worship. When they become well drilled and instructed, so that they can clearly read the Bible, then transfer them to older classes, unless there are good reasons to the contrary. Although they are little, they are very precious, and amply worth all the painstaking effort you can make for them. 4. Let the teacher of such a class ponder and consider the characteristics of his precious charge. 1. _Activity._--Says Mr. Hassell, "A healthful child abhors quietude," and rightly so, as much as nature does a vacuum. Every mother knows that her little ones, if in health, "cannot bear to be still for a minute." 2. _Curiosity._--Archbishop Whately says: "Curiosity is the parent of attention." 3. _Inquisitiveness._--Happy is that child who is blest with a mother or teacher who will "bide patiently all the endless questionings of the little one, and will not rudely crush the rising spirit of free inquiry with an impatient nod or a frown." Rather see in their many questions but the untutored pleadings of the little ones for care and cultivation. Oh, how much they want and deserve to have their inquisitiveness satisfied by a kind, considerate answer to all their questions! 4. _Fear._--Oh, how much children suffer from this cause! Their natural timidity should be respected, and not cruelly wrought upon. 5. Then, too, children have _wonder_, and like to talk and hear of "wonderful things." 6. They have also a proper love of approbation, and they should be cheered and encouraged when they try to do well. Now let the teacher take up the first of these well-known characteristics, and act upon it. An excellent teacher of an infant class, some years ago, was accustomed to gain order by appealing to their _love of activity_. She would stand quietly at the desk and ask the children: "Children, will you please tell me what the gods of the heathen are like?" This was always a pleasing request to them, and every form would stand erect, with every hand by their sides, and they would together begin the part of the 115th Psalm which answers that question. They would repeat all together, "Eyes have they, but they see not," and every pair of little hands would go with the teacher's, pointing to, and resting upon, their eyes. In like manner, "mouths have they," "noses," "ears," "feet," "hands," etc., always suiting the action to the word. All are in perfect order, and the next step for the teacher would naturally be to talk a little about the gods of the heathen, and then sing a verse about "bowing down to gods of wood and stone." The transition is then natural and easy to "Our God" in heaven, where angels, saints, parents, and children too, are; and they sing the hymn to which all leads, viz.: "Around the throne of God in heaven, Thousands of children stand," etc., etc. Another mode of conducting an infant-school is to place the children in little classes, of six scholars, with a teacher for each, and proceed with singing, repeating commandments, singing, recitation for ten minutes, study of emblems, a ten-minute address, and prayers, having a verse or two of singing between every exercise, and no exercise longer than ten minutes. Thus an excellent system of infant-class instruction proceeds, while the lady who has charge gives the address and superintends the teachers, etc., for the hour devoted to the school. Another way is to take the two central verses of the regular lesson for the whole school and bring it out on the blackboard, and question, instruct, and pray and sing about the same thought of God in the lesson; as, "Who formed you, child, and made you live?" _Ans._ "God did my life and spirit give," etc., with singing and prayer. Another infant-class teacher has a different plan, as follows: She has arranged with a gentleman, who teaches a large class of young ladies of sixteen to twenty years of age, to come in with his class and conduct the opening exercises of the infant-school. He then goes into another room and instructs his class for thirty minutes, and the lady instructs the children for the same time. Then the Bible-class, with their teacher, return, and the infant-school is divided into classes, in which the young ladies teach the same lesson which they have just received from their teacher. In this way practice in teaching, and variety are gained, and the lady teacher in the infant-school is relieved of a part of her burden. I have never found two infant-class teachers who conducted their schools exactly alike. Each one has some peculiarity in his or her mode. There is no standard mode of infant-class instruction. Adaptation according to circumstances is the rule. The children should be received with great care into the infant-school, and be given to understand that it is a place for the holy worship of God, and to learn of him. The children should always be greeted by the teacher with a loving smile, that is free from every trace of giddiness, and with words of sincere, respectful welcome. Great evil is done if the teacher is cold, morose, or fretful in spirit or manner. The teacher should pray with, as well as for, the children. They may repeat the words of the prayer after the teacher; and it is well to prepare them for the act, by some such remark as, "Children, we want to thank God this morning for this holy Sabbath, for the Sabbath-school, for kind teachers, for the blessed Bible, for our God and Saviour Jesus Christ," and so on, mentioning the different objects of desire. Let the prayers always be short and simple, and sing but one, two or three verses at a time. The addresses should always be clear and suited to the children. An excellent model of scriptural talks to infant-class children will be found in "Peep of Day," "Line upon Line," and "Precept upon Precept." "The Tract Primer" and "Child's Scripture Question Book" have also some good things to work up for infant-classes. There are various other helps from which good suggestions can be gathered. The children should recite their verse or verses simultaneously; then by benches, or classes, and then by a few individual scholars called upon, so as to ascertain if all have learned it. The time cannot be wasted by hearing each scholar recite in turn where there are only one or two teachers. Care should be taken not to burden the young mind. A small, bright, clear, pleasant Bible truth is best. As the good Dr. Ryland used to say, "Simplify and repeat: Simplify and repeat," remembering that simplicity is not poverty of expression. Learn, also, how to carry thoughts _into_ a child's mind, and not leave them, as many do, at the doorway. Aim at Christ and salvation. Let no hymn be sung which you are not, beforehand, careful to see that the children really understand. Make every truth clear and simple, and let them act the lesson out with appropriate gesticulations and motions. When speaking of God, let them do it reverently, and perhaps by all pointing their little fingers upward. Bible stories and anecdotes are generally best and most interesting for infant-classes. Use the blackboard freely with words and appropriate figures, for such little ones learn best that which they learn through the eye. Teach little at a time, but teach that little well and thoroughly, is a grand motto for the infant-class teacher. It is of great importance that the children should always feel that their teachers are the best and happiest persons they ever saw, and that they are always so very bright and happy because the religion of Jesus makes them so full of love and joy, and they cannot help its overflow; and that they consider it the greatest privilege of life thus to tell their scholars of Jesus, and lead the little children cheerfully along Zion's road towards the heavenly Canaan. _Examples of Infant-class Lessons._ _Example No. 1._ The following lesson was publicly taught by Ralph Wells before the Philadelphia Sunday-School Teachers' Institute, in September, 1867. and phonographically reported for the columns of _The Sunday-School Times_. The class was composed of some twenty children: _The Lesson._ TEACHER.--Look around just for a moment, children, and see how many people are looking at us. I want you to have one good look, and then to give me all the rest of your attention. After you have had your look, I want you to sing a little with me. [The children face the audience for a moment, smiling, parents and teachers returning their gaze with fond affection, and shall we not say, with many prayers that the lesson might be abundantly blessed?] Now let me see how exactly you can repeat the hymn after me. I will speak first, and you will follow me: "Jesus loves me, this I know," [Children repeat, in earnest harmony.] "For the Bible tells me so." [Children repeat thus, after the teacher, the first stanza.] TEACHER.--"Jesus loves me." Let us look at this a moment. We think that praying and reading the Bible, and saying the lesson are worshipping God; and so they are; but we often forget that in reading and singing these beautiful Sabbath-school hymns we are worshipping God, too. "Jesus loves me, this I know, For the Bible tells me so." [After the hymn was sweetly sung, the teacher talked very pleasantly about the beautiful Letter which our dear heavenly Father has sent to us.] That Letter is the blessed Bible. We are going to have a lesson out of it to-night. But we cannot understand it unless our Father sends some one to open our hearts to understand it. We have sung a verse to him: now we will look to him in prayer and ask him to be our Teacher. [The class close their eyes, fold their hands, and repeat the prayer after their teacher.] Dear Lord Jesus!--We thank thee for the Bible--we thank thee that it tells us--that God loves us--that he sent Jesus to die for us.--We thank thee--for all its promises;--that it tells us--if we love Jesus--and trust in him--we shall go to heaven;--that if we love Jesus--and trust in him--he will never leave us.--To-night, dear Father--send the blessed Spirit--to make us attentive--to help us to find Jesus--and what he would have us to do--and how we can get to heaven.--O dear Saviour!--sometimes when we try--we find it very hard--to do right.--Let us never be discouraged--but whenever we sin--go to Jesus and tell him all--and get his help.--Dear Jesus--help us to live for thee--to do good while we live--to be a blessing to all around us--and to show that we love thee--in our homes--to little brothers and sisters--and to all our companions--at home--at school--and everywhere.--May we so live--that everybody shall see--that we are Jesus' little lambs.--Hear our prayer--and come to-night and be our Teacher--and may our little hearts--to-night--be given away to Jesus--to love and serve him--as long as we live.--We ask for Jesus' sake.--Amen. [This simple petition was offered by the children, as with one voice, the tone and accentuation of the leader being caught up and carried by them with affecting earnestness of pleading. One could not but feel that the exercise was _real_, with both teacher and class.] TEACHER.--Now sing with me one verse more, children, and we will take a Bible lesson together. It is new to you, but we sung it over once this afternoon, and I guess you can sing it now. I will sing one verse for you, because it is new to you, and then we will sing it together. It begins with "Oh, I must be a lover of the Lord!" Let me sing it for you. [Teacher sings.] "Oh, I must be a lover of the Lord, Oh, I must be a lover of the Lord, Oh, I must be a lover of the Lord, Or I can't go to heaven when I die." [The children then sing it with Mr. Wells, and finally by themselves, clearly, loudly and accurately.] There is a little sentence of only four words, children, that has been more precious to me than any other in the world. I wrote it on a piece of paper years ago, and put it in my pocket-book--here it is, with little flowers around it--[Producing it and holding it up to the class.] Would you like me to give you these four words? _Yes, sir!_ Well, I will write them on the board. [Writes:] _Christ died for me._ I do not know whether you can read--[the children, quickly interrupting, read "_Christ died for me_".] Yes, if ever this world loves Jesus, it will be because these four little words get into everybody's heart. Try and remember them. I am now going to read a verse out of our Father's Letter. It is a sad story. After I read it, I am going to tell it to you in my way; and after I have told it to you, I am going to ask you, to see if you can tell me all about it. Then I am going to tell you the meaning; then the lesson--three things: the story, the meaning, the lesson. Can you give them to me? First, the--_story_, next, the--_meaning_, and last, the--_lesson_, [the children say.] Once more, give them to me.--_Story, meaning, lesson._ I will read it first out of the Bible, for I always want to give you God's word first; then I will tell it to you. It is in the twelfth chapter of the Book of Exodus. "Exodus" means the "going out." When you leave this room you "go out" of it--it is your "Exodus" of the room. So, in the Bible story, God's people went out. Let me read to you: "Then Moses called for all the elders of Israel, and said unto them, Draw out and take you a lamb according to your families, and kill the passover. And ye shall take a bunch of hyssop, and dip it in the blood that is in the basin, and strike the lintel and the two side-posts with the blood that is in the basin; and none of you shall go out at the door of his house until the morning. For the Lord will pass through to smite the Egyptians; and when he seeth the blood upon the lintel, and on the two side-posts, the Lord will pass over the door, and will not suffer the destroyer to come in unto your houses to smite you." And it happened just as God said. Now, I do not want to tell you anything that you can tell me. In the first place, we want to find out where this took place. Can any of you tell me the name of the country? [_Egypt!_ shout three or four little voices--to the surprise even of the teacher, who, as well as the audience, was repeatedly astonished at the accuracy, promptness, and clearness of the children's answers.] The Israelites, or God's people, are spoken of in the lesson. They are now in Egypt. Let me mark it on the board. Here is _Egypt_, [drawing a rough outline of the Red Sea, river Nile, and the Mediterranean; and, proceeding northerly, of Palestine.] Pointing to the latter, the teacher said, Here is--_Canaan_, one child replied. Yes! that little girl has it. And what city is this? [making a dot near the corner of the Dead Sea.] Je-_rusalem!_ [a little boy finishes the word.] God's people had been dwelling in Canaan; how did they come to be in Egypt, where we find them in our lesson? Who first went down to get corn? _Joseph._ Yes. There was no corn in the land. What do you call it when there is nothing to eat? _Famine!_ a bright boy replies. Very well, indeed. Who, then, went first to buy corn? _Joseph._ And who followed him? _His brethren._ What did they go for?--to keep them from--_Starving!_ That is it, exactly. I like to hear children answer so well. Can any of you tell me how many Israelites or Jews there were in Egypt? How many is that? [Writing the figures 2,000,000 on the board.] _Two million!_ [eagerly responded a little fellow, who certainly did credit to his week-day instructors.] Yes, there were probably two million--men, women, and children. What was the name of the king of Egypt? It begins with P.--_Pharaoh._ Yes, God said to him, "Let my people--_go_." but Pharaoh said, "I--_won't_!" Then God said, "I will show him what I will do. My people shall go, that they may serve me." So God told his people to get ready that night, when our lesson begins. What should you think this was? [Drawing a rough figure of the face of a clock.] _A clock._ Yes. What hour is the hand pointing to? _Twelve o'clock._ What time of night do you call that? _Midnight._ Yes, at midnight God said he would go from house to house in the land of Egypt, and every house where he did not see something on the door he would go in and kill the first-born. Let us make a door, now. [Drawing the outline of a door.] We won't take time to draw it very nicely. "Every house where I see something on the door," God said. What was it he must see on the door? _Blood!_ _blood!_ [Taking the red crayon, spots of red are dotted here and there over the white door-posts, representing blood.] Yes; wherever I see the blood of a little killed lamb on the door, I will not go in and slay the first-born. This blood must first be in a--[Drawing an outline of a bowl or basin,]--_Basin_, the children reply. Yes; and how are you to get the blood on the door? [Taking the green chalk, and drawing a bush.] Here is a little bush, called hyssop, something like a huckleberry bush, and the people were to take that and dip it in the basin, into the blood, and do what? _Sprinkle it on the door!_ Yes. What part of the door? (A pause.) L-i-n-t-e-l; what does that spell? _Lintel._ Then, "when I see the--_blood_--on the--_lintel_--and on the two--_side-posts_--I will not go in and--_kill the first-born_!" Yes. That was what God said. I have sometimes thought I could see an Egyptian soldier that night with his armor on, going up to one of the Israelites and asking, "What is that you are putting on the door?" "It is some lamb's blood." "What are you putting it on for?" "Because my God has told me to." Then with a strut he has turned on his heel and walked away, muttering to himself, "What a big fool that Jew is!" But see! the hands on the clock begin to get around. It is now pointing to--_midnight_. Yes, pretty soon it strikes one--two--three, up to--_twelve_. And then! Oh! the angel of death went from one house to another, and in every one that didn't have--_the blood_--on it, the first-born was--_killed_. Yes! And one wail of woe went up from Egypt that night. Fathers and mothers, from Pharaoh in his beautiful palace, to his poorest servant, were weeping and wailing and lamenting their first-born, slain by the hand of the angel of God. But some houses escaped. The ones with the--_blood_ on. Had there been any death in those houses? _No, sir._ Think. What had died? _A little lamb._ Yes; a little lamb had been killed and his blood put in--_a basin_. And then--suppose the basin had been set behind the door, would that have done? _No, sir._ The blood must be sprinkled on the--_door_, and it most be sprinkled by a bunch of--_hyssop_. Yes; it must all be done exactly as God had said. Then the door that had the blood upon it was passed over by the angel, was it? _Yes, sir._ And what was done to the house where there was no blood? What did the angel do? _Went in._ Yes, and--_slew the first-born_. [Mr. Wells then called a little boy up to the board, drew a rough sketch of three or four door-frames, on two of which he used the red chalk, making marks to represent blood. The boy was then asked, with the class, to point out which houses the angel would enter, and which pass over, thus drilling the fact impressively and perfectly into the scholars' minds, as also the reason for the angel's choice--the _blood_ of the lamb.] How do you think I got here? _On the cars._ What drew the cars? _An engine._ Did you ever see an engine? _Yes, sir!_ (with emphasis). This summer, where I live, at Tarrytown, a gentleman said to me, "Don't you want to go down on the track and see the express train go by to-night?" I said yes: so we went. By-and-by I heard a rumble: it seemed to come nearer and nearer, and got louder and louder. What was coming? _The express train._ Yes, it was going to rush by us at thirty miles an hour. Could we have held out our hands and stopped it? _No, sir!_ (emphatically, and incredulously). Suppose we had had you to help us, could we then? _No, sir!_ Well, suppose all the people in this house had caught hold of the cars?--what then? _It would have pulled them to pieces!_ [a little girl says]. Well, in a minute or two I heard a sharp _toot! toot!_--what was that? _The whistle._ Yes, and the man on the engine put his hand on a little iron bar and pushed it, and the cars began to go slower and slower and slower until they stopped. The man put his hand on the right place, the place of power, the place that made the engine go or stop. Now, what does Jesus say to us? "Behold, I stand at the door and knock." Can you tell me at what door Jesus knocks? _Our hearts._ "If any man," or child, "will hear my voice, and open--_the door_--I will come in and--_sup with him_." Yes, "and he with me;" and we shall be saved. But there must be something on the door, or we cannot be saved, any more than the Jews, if they forgot, or would not, put the blood on the doors of their houses. What must we have on the door? _Blood_. Yes. Well, will it do if you cut your finger, and sprinkle the blood on your house? _No, sir._ Suppose you kill a little lamb, and put the blood on your front door, will that save you? _No, sir, no, sir!_ What must the blood be on? _Our hearts!_ Yes, the blood must be put upon the right place, the place where Jesus knocks, the place of power. Our hearts then are--_the door_. And what must be sprinkled on the door? _Blood._ Why did our soldiers go off to the war? _To fight_; yes, and to shed their--_blood_--for their country. And what does shedding their blood mean? _They died_--[a little girl answers]. Right; they shed their blood, they died for our country. Jesus shed his blood, That means the same as Jesus--_died_; yes; how? _On the cross._ He hung there for you, did he? _Yes, sir._ And for me? _Yes, sir_; and for us all? A little girl in a mission-school, named Mary, sat on the front seat, and when the superintendent was telling about how they hanged Jesus on the cross, the tears came to her eyes, and when he got to where they took the hammer and the nails to nail him, little Mary could not stand it any longer, but she had to get up and go out. In the afternoon she came back smiling, and the superintendent asked her, "Mary, where did you go this morning?" and she said, "Oh, teacher, I could not stand it when you spoke to us about Jesus being nailed on the cross, for I felt just as if I helped to pound the nails in, and I went off a little piece from the school, and got down on my knees and told Jesus that my sins helped to hang him on the cross, and I asked him to please forgive me for helping to kill him--that I was so sorry; but now I feel so happy." Jesus forgave her, and to-day Mary is a little Christian girl. I have something in my pocket (drawing out a roll) that I want you to see. Years ago I went thousands of miles away, and I sent on to Washington and got this paper, It is called a "passport." There is the great seal of the United States on it, and here is the Secretary's signature at the bottom. And when I was away, in strange countries, where I could not speak the language, all I had to do was to show this paper, and they said, "Let him pass," or something that meant that, and I was allowed to go on. If I had not had this passport, I could not have got through. The blood of Jesus must be our passport. When God sees this blood sprinkled on the door of our hearts, he will say, "Let him pass," and we will be allowed to go through this life in safety, and get to heaven when we die. But oh, how many times we have to use this passport! How often we sin and need to come to Jesus for forgiveness, and to point to his precious blood sprinkled on our hearts! The teacher further continued the lesson, illustrating by pointed and affecting incidents, briefly recapitulating, and closing with a short prayer, in which the little ones feelingly joined. The above is all that need be quoted to give an idea of the style of this successful teacher of the children. _Example No. 2._ The following lesson was kindly forwarded to the author, in manuscript, from London, by the young lady teacher, "S. E. A.," who has been remarkably successful in public exercises of teaching very young children. _A Lesson upon Forgiveness._ Harry and Fred went to school. They had to cross a road to get to it. A boy used to stand at the crossing with a broom in his hand to sweep it with; this boy was very rude to Harry and Fred: he used to try and keep them from crossing the road. Once he took away Fred's books and splashed him with mud. When the boy saw Harry and Fred running and making haste, lest they should be late at school, he would be sure to stop them. In the winter-time he made them walk upon the snow. Sometimes he held up his broom before their faces and cried out, "Can't come across, can't come across; you'll be late, you'll have the stick." Then, again, when they were very early, he would tell them they were late, and so make them run. At last, one day all the children of the school to which Harry and Fred went were going to take flowers to their teacher, as it was her birthday. Henry said that he would bring a beautiful nosegay, for his papa's gardener was going to cut him a large one from the green-house for him to take to school. Well, the morning of the birthday came: the school-children brought a great many beautiful flowers; Harry and Fred did not come with the rest; the children wondered where they could be. At last though, in they came, but no nosegay: they made a bow, said "Good-morning," and then both looked down on the ground. "Where's your nosegay?" said a little girl to Harry. "I have not got one," he answered. How could that have happened? The gardener had cut them a beautiful large nosegay, and when they left home in the morning for school they had it with them--what had become of it? Had the boy taken it away? I will tell you all about it. As they were running along very fast to get to school in time, all at once they left off running and began to walk slowly. They were near the crossing, and they felt afraid of the boy; they need not have been frightened, for the boy was sitting down on a doorstep crying, with his head resting upon his knees, and took no notice of them. As they were going past him, Harry said, "Oh, he will not hurt us; let us stop; I wonder what he is crying for?" "What is the matter?" said Fred to him. "Mind your own business," answered the boy; "go on to school." So on they went, but as they turned away the boy saw the nosegay, and called after them to come back. "Don't go." said Fred: "he's a wicked boy; we can't help him." Well, they were going on when Harry looked again and saw him crying; so he and Fred turned back: then the boy told them that he was very hungry, that his mother and grandmother were both at home very hungry and ill, that a policeman had turned him away from his crossing, and he had not earned any money for three days. Harry said, "Poor fellow!" and he wished he had a penny to give the poor boy. Then Harry and Fred looked at their flowers; the boy looked too. "He can't have our flowers, you know," said Fred; "we want them for our teacher, she is so kind, and I want to show how much I love her." So they walked off slowly, and the boy looked after them and the nosegay as if he would like very much to have it. "I say he does not deserve to be helped," said Fred. "So do I," said Harry; "and then these flowers are too good to give to him." However, they did not feel quite comfortable, and then they remembered a text they had learned at school the day before--"_If ye forgive not men their trespasses, neither will your Father forgive your trespasses._" That is, dear children, if we do not forgive others, God will not forgive us. So Harry said, "Here, Fred! take the flowers to him." Fred took the flowers, went up to the boy, put them in his hand, and then ran away. A gentleman soon after gave the boy a shilling for the nosegay, and I dare say you can guess what he did with it. When Harry and Fred gave the nosegay to the boy, it made them feel very happy--more happy than if they had given it to their teacher; and it did the boy good too: their kindness made all his rudeness go away, and always after this day he did all he could to please Harry and Fred. _Tell_ me the names of the boys I have spoken to you about? _How_ did the crossing-sweeper behave to them? _What_ were they going to take to school one day? _Why_? _Did_ Harry and Fred take their nosegay to school? _What_ did they do with it? _Did_ the boy deserve to have it? _Why_ did they give it to him then? Yes, they gave it to him to show that they had forgiven him. Sometimes people are unkind to you; perhaps one day a boy went up to you James, and stole your marbles; perhaps your big sister one day gave you a slap, Mary. Now, if she ever slaps you again, or if the boy takes away James's marbles again, are you to hit them and call them hard names, or to forgive them? _Why?_ Yes, you should forgive them because God wishes you to do so; because it will be acting like Jesus to do so; because God will not forgive you if you do not forgive. Let us think a little about Jesus. You know that one evening when he was praying in a quiet garden, some wicked men came and dragged him away; you remember how the soldiers mocked him, took off his clothes, put on him an old robe, a make-believe crown made of thorns--dared to be so filthy as to spit in his face, beat him; and then they put great nails through his hands and through his feet, and nailed him to a cross of wood, put it up and let him hang there. How the nails most have torn his hands!--what great pain they must have given him! You know if a pin were put through your flesh how the pain would make you cry out; what then must have been the pain of the nails! And then he did not deserve this cruel treatment: he had gone about doing good. If any persons deserved to be punished, those who put Jesus, the kind, loving Saviour, to death, deserved to be; and Jesus could have punished them if he had chosen, for he was God's dear Son; but no, he did not punish them. Instead of that, he prayed for them: he said, "Father, forgive them; for they know not what they do!" Let us ask God, the Holy Spirit, to give us a forgiving spirit, and so make as like Jesus. Here is a story which Jesus once told, that he might teach us to forgive others: A king once had a servant who owed him ten thousand pieces of money. When the king called the servant that he might pay back the money, the servant had nothing to pay: not even one piece of money could he pay back, and he owed--ten thousand. Then the king ordered that the servant and his wife and children should be sold as slaves, and work until there was enough money to pay back the ten thousand pieces. When the servant heard this he fell down on his face before the king, and said, "Lord, have patience with me, and I will pay thee all;" in other words, "Do wait a little longer and I will pay back all the money." Suppose Alfred's mother owes the baker for a great many loaves, and he was to come to her house one day and say, "I must have my money; I won't go away till you pay it to me;" and then your mother were to cry, and tell him how sorry she was she had no money, but that the children had been ill, and that she had had to give all her money to the doctor, but that if he would wait a week longer she would get the money and pay him. Well, suppose the baker was to feel quite sorry for your mother, and should say, "Well, I won't ask you for the money: you need not pay me at all. I will give you the bread you've had." Now, that is what this king did. The servant said, "Wait a little longer and I will pay you." The king said, "You need not pay me at all: I forgive you it all." The servant went away. As he was going away he met a man who owed him a hundred pennies: he went up to him, laid hold of him very rudely by the throat, and said, "Pay me what you owe me!" The man fell down at his feet, and said, "Have patience with me, and I will pay you all." _How_ much money had the king just forgiven the servant? _How_ much did this man owe the servant? _What_ ought he to have done? But he did not forgive him, but had him put in prison directly. Some servants were standing by and saw what this unkind servant had done, so they went to the king and told him all about it. He ordered the servant to be brought back before him, and then the king said to him, "O you wicked servant I forgave you all that debt: ought you not to have forgiven the poor man what he owed you?" The king was very angry with him, and had him put in prison until he paid the very last farthing. Then Jesus told the people to whom he was speaking that so their heavenly Father would not forgive them if they would not forgive one another. _How_ many pieces of money did the servant owe his lord? _Had_ he any money to pay back with? _What_ did the king order to be done to him and his wife and children? _What_ did the servant then say? _Did_ the king give him a little longer time? _How_ much did a man owe this servant? _Tell_ me how he treated the man? _Who_ went and told the king all about it? _What_ did the king _say_ to the servant? _What_ did he _do_ to him? _Who_ was it prayed for those who treated him so cruelly? _Now_, when you go home, I want you to tell your mothers and fathers about the lesson. Repeat it. If we do not forgive others, God will not forgive us. Try and remember three things--about Harry and Fred; the king and the servant; the Lord Jesus. XVI. YOUNG MEN AND WOMEN'S BIBLE-CLASSES. We can hardly find words to convey our impression of the surpassing importance of these classes. To train teachers, to train mothers and fathers, to restrain from doubtful company, and to furnish good companions and Christian associations, reading, habits, impulses to the young men and women of this generation, is a work worthy of the highest aspirations of the best and noblest of our race. If we look at the census, we cannot fail to notice the striking fact that a little more than _one-third_ of the entire population of New York are young men and women over fifteen and under thirty years of age, while more than one-half of our population is under twenty years of age. In a very short time the destinies of our country and of our churches will be in the hands of these young people. To a large extent they have been neglected in the family, in society, in the Sabbath-school, and in the Church; and as Dr. James W. Alexander said: "Be it ever remembered, that the neglecters of the Church have been neglected by the Church." These young people can no longer be petted as children, and they are not generally treated with the respect due to them as rising young men and women. Said a youth of fifteen once: "Uncle, I don't know what I can do with myself. I am too old to play with children, and I am not old enough to be interesting to the older people." This anomalous position such young people sadly feel. They are sensitive, beyond any other period of life, to any slight or neglect, and after a vain struggle to gain a recognition and position anywhere, they rush to the gilded saloons or the giddy dance for that sympathy, kindness, and regard which they vainly seek for in the family, the Sabbath-school and the Church of Christ. This should never be, and it must not be. But can these persons be reached and gained by the Sabbath-school? And how? After due consideration, I reply, in the first place, that they _can_ be reached. My reasons are: 1. Because earnest, warm-hearted, disinterested efforts in this direction have ever been successful. When building the Brick Church in Rochester, N.Y., the names of all the scholars and their ages were transcribed and placed in the corner-stone, when it was ascertained that, of the whole number--I think 652--the average age was fourteen years and ten months; and other churches in that city present a similar record, because the able and influential Christian business men and women of Rochester devote themselves to this great work. 2. Because no class of persons is more susceptible to kind attention and real sympathy. They are quick to perceive and prompt to act. No class is more hopeful. 3. Because these senior classes, when appropriately conducted, are well adapted to meet the wants of their personal, social, intellectual, and religious nature, and to fill a secret void that is keenly felt by these precious youth. In the second place, _How_ can our young men and women be reached? I answer: 1. Christian men and women of real talent and character, of religious and social position, must be thoroughly aroused to a self-sacrificing, devoted, heartfelt interest for them. They must put their hearts into it. No feigned respect will do. Nothing but real sympathy will be received. No mere professions will answer. These youth are quick and sharp-sighted to detect anything insincere or unreal. The best men and women of our churches must be chosen to take charge of their classes--persons who can and will understand, appreciate, and respect young people. They must evince a more anxious and watchful desire to notice and approve what is right in them, than to condemn that which is wrong. They must be patient and forbearing, with a good control of their countenance, tone of voice, language, quick to discover the value and bearing of the half-uttered opinions of the class, with an earnest personal interest in each one and all things that concern them. They should be enabled to prove themselves sincere friends and counsellors of all--both for this life, in employment, business, social questions, amusements, etc., and for the life that is to come. They should have an intelligent enthusiasm in the great work, with a strong faith in God, in his Word, and in his Spirit, and a hearty good-will to man. 2. Lay your plans for these classes on so large and liberal a scale as to command the scholars' respect as well as your own. Render them as pleasant and as attractive as possible. Make the best arrangements you can as to room, seats, library, and periodicals. I am sure _The Sunday-School Times_ and other Sabbath-school journals and magazines, would be very useful in such a service. Do all you can to raise these classes in their own estimation, and omit no opportunity to cherish self-respect on the part of each member, and try to inspire them all with higher aspirations and better hopes. Manifest, as well as feel, a _personal_ interest in each one. 3. Aim high and direct. Have a distinct, definite aim and object in all your teachings, and see that each member of the class clearly understands it. Young people want drawing out and leading forward in gentle confidence. In these classes we ought to select and train for the purpose our best Sabbath-school teachers. If the exercises are allowed to degenerate into unprofitable discussions, the examination of curious questions, controversies, or skeptical subjects, they may be productive of positive evil. Care should be taken, therefore, to engross them with the most ennobling themes. None can better appreciate what is truly excellent than these young people. An appeal to the Word and to the Testimony they will understand and respect. Lead them to compare Scripture with Scripture. Illustrate the Old Testament from the New, and also bring illustration for the New Testament from the Old. Induce the young people to make the best use of a good reference Bible, searching out parallel passages for comparison, inference, and illustration, and all will be interested and benefited. Use similes, metaphors, etc., which so abound, as well as comparisons and inferences. The following quotation may serve as an illustration of four figures of speech, all brought into one sentence: "Imagine a father bewailing the loss of his son, by drowning. _Simile_--He stood firmly upon the beach, like an oak of the forest, _Metaphor_--and cried out, with trumpet voice, _Hyperbole_--louder than the cannon's roar:-- _Apostrophe_--Oh ocean! thou hast robbed me of a beloved and courageous son." 4. The character, interests, and feelings of the class should be the teacher's unwearied, daily study. This will be a noble work. Nothing which concerns them should be treated by the teacher with indifference. His profoundest thoughts, reading, observation, and study should be laid under contribution to his class. Painstaking saves thousands, neglect ruins millions. Count no sacrifice too dear to win souls. 5. It is indispensable that the teacher of such a class should always be courteous. Religion should at least make its possessor a gentleman, and this the young people all know right well. His whole life and bearing will influence the little circle. The personal appearance also should be duly regarded. Says a teacher: "The manner of a teacher should always be marked by these qualities: 1. Animation--a quickened, active state of the whole soul; 2. Intention--the aim and endeavor to impart the information required; 3. Earnestness--zeal in executing the instruction." 6. The class should be consulted, as far as possible, respecting the subject of study. The teacher should lose no opportunity to evince his respect for their opinions. His difficult questions should be asked generally of the class, while the personal questions should be easy and adapted. He should receive all their answers with an abounding charity and confidence, and make the most of the feeblest responses. A tart reply to a single remark will ofttimes seal the lips and hearts of a whole class. They love confidence, and become afraid to trust a teacher with their stammering, half-uttered, imperfect answers, particularly if he appears more anxious to be smart and witty than to do them good and honor them. Let the lessons be systematic and complete. The teacher should aim to draw out the thoughts of his pupils in an easy way, instead of pouring in his own. "_Thoughts_, not words," should be the class-motto, and none can appreciate them better than young people. Let the illustrations be well-chosen and appropriate. If you strike an important practical question during the lesson, do not leave it until satisfactorily investigated, whether the lesson is covered or not. Let every mind be calm and unembarrassed, so that it will work well; much depends upon the class, as well as upon the capacity of the teacher. "A few pebbles, a piece of leather, and a cord, are in some hands, a more formidable weapon than the sword of a giant, although it be strong as a weaver's beam and keen as a blade of Damascus steel." 7. These young people should be especially induced to look into their own hearts, and study their own mental and moral mechanism. Lead them often to converse about themselves. It has been truly said, that "it is a law of human nature, that man is interested in nothing so much as about himself." Whatever relates to his own personal experience always claims his especial regard. Many quite fail as teachers, as well as preachers, because they are so impersonal. 8. Social meetings of the class should be held now and then, and pains should be taken to make them attractive and useful. Young men and women must have their social nature regarded. The teacher should on such occasions strive to recall the freshness and vivacity of his own youth, and live it over again; enter into it heartily, and show the class his acquaintance and sympathy with all their peculiar wants, fears, and trials. Band the young people together, in social bonds and mutual pledges if you please, to attend church, prayer-meeting, and Sabbath-school, to read the Bible and pray _regularly_, and perhaps pledge also against improper reading, associates, games, drinking, smoking, late hours, neglect of the Sabbath, and unite them in associated literary efforts, in tract missions, Sabbath-school work, in visitation, and in all ways of doing good. There should be social prayer-meetings of the class at convenient times. Have, also, a well-chosen library for them, and point out from time to time the books best adapted to peculiar wants and circumstances. 9. Give each pupil distinctly to understand that every step in your efforts on his behalf is intended to lead him to Christ; that all there is to be desired in this life and in that which is to come, is embodied in this idea; that you expect, as soon as they get their minds clear upon the glad tidings of the gospel, that they will embrace them at once. Life is short, and there is no time to lose. Besides, young people when convinced are generally prompt to act, and therefore there is great encouragement. In fact, no field of benevolent effort is more full of hope and encouragement than this one of which we speak. In a Bible-class in one of our church Sabbath-schools not long since, fifty-five persons united with that church during the current year; and in another church and class, _fifty_, and in another still, _thirty-four_--all as the results of one year's labor. How glorious! Let then our sons and daughters, our clerks, scholars, and servant-girls, all be gathered without delay by the churches of Christ into these adult classes. Thus let the warm, burning influences of the living teacher reach every youthful heart. Says an earnest worker: "Among persons of all ages, truth most frequently has power when spoken by the living voice. The words of a teacher's mouth should be ever warm with the Spirit's breath, and strong with the vital impulses of his throbbing heart. Such words children feel." In the language of one of our Bible commentators, the truth evidently is this: "_That personal effort for the souls of individuals_--the lip, the thought, and the heart of a living man--brought into contact with the lip, thought, and heart of a living man, IS A GRAND INSTITUTION OF GOD FOR THE CONVERSION OF THE WORLD." There is such a great necessity for adapting each lesson perfectly to the age, acquirements, etc., of the scholar, that I add a single specimen lesson from "The Sunday Teachers' Treasury." It is upon the same subject as that taken up in Mr. Wells's infant-class lesson--"The Passover"--and is given that, by comparison of style, the adaptation of the same lesson to infant and Bible-classes may be seen: _Specimen Lesson for a Senior Class._ _The Feast of the Passover._ (Exodus xii.) Circumstances of the Israelites at this time; how solemn, how stirring, how intense in interest! The institution of the Passover seems to have a threefold design. It was--1. An act of faith and obedience on the part of Israel. 2. A memorial of their deliverance. 3. A type of Christ. In the last view we will study it to-day, looking less closely at those points which we had on a former occasion, and connecting with the actual celebration of the Passover that which God connected with it--the feast of unleavened bread and the offering of the first-fruits of the barley harvest. The Passover, then, was a type of Christ. I. The victim was to be a lamb; and this title is applied to Christ (John i. 29). The first altar exhibits a lamb slain; the first act of God for Israel is the slaying of the lamb; the first deed of the new dispensation was presenting, and then offering, the Lamb; the first opening of the sanctuary above, shows the "Lamb that was slain." 1. Without blemish (Matt. xxvii. 4; 1 Pet. i. 19; Heb. vii. 26). 2. Set apart four days (ver. 3, 6; John xii. 1, 12). 3. Roasted with fire (Isa. liii.; Ps. xxii.; Luke xxii. 44). 4. Not a bone to be broken (John xix. 33). 5. All the congregation were to take part (ver. 6; Matt. xxvi. 1; Acts ii. 23-36). 6. The blood was to be shed and sprinkled. Where? On the side-post and upper door-post; not on the floor, where it would be trampled on (compare 1 Pet. i. 19; Heb. x. 29). It is not enough that Christ's blood is shed; it must be sprinkled on our hearts (Heb. xii. 24; 1 Pet. i. 2). The act of sprinkling it upon the door-posts was equivalent to a profession, "I am the Lord's." It was the means of safety, "When _I see the blood_," etc. What encouragement for timid Christians! Perhaps, as the angel went on his awful mission, the shriek and wail from some neighboring house would reach the ears of an Israelitish family. A mother might tremble and clasp her child to her breast with fear; her faith might be weak; but if the blood were on the door she was safe, though trembling. "When I see the blood, I will pass over you." "Pass over." The general idea that God was passing through by his destroying angel, and left those doors on which the blood was seen. This, perhaps, is not strictly the meaning. At least, Bishop Lowth, an eminent Hebrew scholar, says, "Two agents are supposed--the destroying angel on his errand of judgment, and Jehovah Himself, as it were, accompanying him; and when he sees the sign, 'springing forward before the door,' he makes Himself the safety of his own" (compare Isa. xxxi. 5). Peculiar beauty of the type thus viewed. If the blood of the Lamb is sprinkled upon us, we are as safe, though not yet as happy, as the redeemed in heaven (Rom. viii. 1, 31, 33, 34). Nothing but the blood of the great Sacrifice will save the soul. Have you come to it? No outward membership, no self-denial, no suffering, nothing but Christ can save. II. The paschal sacrifice was to be eaten. 1. The blood was to be sprinkled _before_ the food was eaten. It was consciousness of safety through the blood that enabled them with gladness to partake of the feast. We must have faith in Jesus before we can have communion with him. 2. It was to be eaten with bitter herbs and unleavened bread--the former the emblem of their bitter oppression and the type of sorrow for sin; the latter showing that the redeemed must be holy. They are set free, but it is to be made pure. III. The Passover was to be kept. The feast of unleavened bread was to last seven days. It was, as it were, the continuance of the Passover. The one exhibits the _way_ of pardon; the other, the holiness which follows pardon. IV. In closing our subject, not exhausting it, turn to Leviticus xxiii. 9-11. 1. "On the morrow after the Sabbath," that is, the first day after Passover Sabbath, sometimes the third day after the Passover, sometimes later. 2. The sheaf is evidently "Christ the first-fruits" (1 Cor. xv. 23). Jesus rose the third day after the Passover, and this has become our Sabbath ever since. 3. The first sheaf is the pledge of our resurrection--that is, of our declared acceptance and full freedom by our resurrection (1 Cor. xv. 20). How full the meaning of the apostle's words, "Christ _our_ _Passover_ is sacrificed for us, therefore let us keep the feast!" Ours is a greater danger, a nobler deliverance, a higher ransom, a grander freedom. Let as live as those who are not their own, but are redeemed from "vain conversation" as well as from death and condemnation. XVII. THE ART OF SECURING ATTENTION. Every one will acknowledge the indispensable necessity of a teacher's securing good attention. By attention we mean "fixity of thought, steadiness of mind." 1. Says Mr. Fitch: "Attention is--1. An act of the _will_. 2. It is _the one_ of all the mental faculties which is most under our control. Therefore the degree of attention we give depends upon our disposition, and is therefore largely a matter of _discipline_, and other things being equal, that teacher will gain the best attention who has most personal influence, and who is looked up to with the greatest respect." (Teacher! is your character, conduct, and manner such as will entitle you to respect?) "3. Attention is a _habit_. If truly given, every day it becomes the easier. And every day we listen languidly to a lesson or sermon the habit of inattention is strengthened." 2. Attention is promoted by a deep and earnest interest in and sympathy with the child, as well as for him. We must enter into sympathy with him, so as to understand his nature, his weaknesses, and his trials, and make all due allowance for them. 3. If the teacher would secure attention, he must be _accurately and abundantly prepared_; for no teacher can teach all he knows, and the moment a teacher approaches the limit of his preparation, he shows his weakness and embarrassment, the child detects it, and he is gone. 4. Improve well the circumstances which surround the daily life of the child, for you must here gather your best illustrations. Teachers can do this, if they are industrious, and will keep their "Sunday-school spectacles on." 5. Give the children frequent change of posture to relieve them. Study to do this especially in infant-classes. Give much freedom of motion and gesture to the little ones. If they speak of God and heaven, let them point and look upward in harmony, and thus teach them in a reverent manner to _act out_ their words and feelings. 6. Simultaneous reading and making of ellipses, leaving the children to fill in a word at the close of the sentence or lesson, will aid in securing attention. 7. Recapitulation is very important to gain the attention. The scholar must give attention to be prepared for the expected review. Therefore always ask in detail, in order to see that all is understood. No child or man ever takes pains to grasp a subject, so as to fasten it in his memory, unless he expects to be called upon for it, or in some way to find use for it hereafter. We cannot retain in our minds isolated or abstract knowledge. Todd beautifully says, "Ask a child if he knows what whiteness is, and he will tell you no; ask him if he knows what a white wall or white paper is, and he knows at once. Ask him if he knows what hardness is, and he will only stare at you; but ask him if he knows what a hard wall, or hard hand, or a hard apple is, and he will tell you at once." Connect the lesson with previous knowledge, and take great care to sustain attention with abundant resources, for if it is once lost, it is a very difficult thing to regain it on the same lesson. 8. _Pictorial_ power. Word-painting by the aid of the imagination and ample details; the power of describing scenes and incidents, so as to appear real to the child's imagination, will assist you in gaining his attention. If you will dwell on all the little details of a fact clearly, you will be graphic in picturing it out in words; and without these details, the teacher may sometimes be very graphic with children, even in the simple act of reading with suitable _emotion_, _emphasis_, and _action_. Said a little girl, "Oh, father, Mr. F., the minister, read the 21st chapter of Revelation in church to-day, and it was just as if he had taken a pencil and paper and pictured it right out before us." It is St. John's elegant description of the Holy City. The Bible makes great use of the imagination in its numerous emblems, metaphors, similes, etc. In fact, we cannot worship God without the aid of the imagination. God is compared to a sun and shield; a rock and refuge. Heaven itself is described with its streets and harps and crowns of gold, its arches, mansions, rivers, etc. Even our divine Redeemer calls himself the vine, the tree, the lamb, the bread, and fountain of living waters. 9. Avoid a stereotyped or routine mode of teaching. If ever so good, strive to improve it; vary it, and freshen it up in some way, and thus keep each child expecting something. 10. Awaken _curiosity_. Archbishop Whately says: "Curiosity is the parent of attention; and a teacher has no more right to expect success from those who have no curiosity to learn, than a husbandman has who sows a field without ploughing it;" duly regard their love of _approbation_ by cherishing their self-respect; and if you would retain attention, patiently cultivate their _inquisitiveness_, for it will prove one of the grateful rewards for your kindness. Says an old writer: "The general occupation of infancy is to inquire. Education _directs_ their _inquiries_." Therefore, bear patiently with your little ones, and answer all their endless questionings. Do not rashly check the rising spirit of free inquiry with an impatient word or frown. Says the poet: "Answer all a child's questions, and ask others as simple As its own, yet wisely framed To waken and prove the young child's faculties, As though its mind was some sweet instrument, And you with breath and touch were finding out What stops and keys would yield the sweetest music." Now, I will freely acknowledge--1. That attention, such as we want to get from children, is a very difficult thing for anybody to give. The incidents of yesterday and the cares of to-day and business and pleasures of to-morrow, will divert and scatter attention. 2. That fixed attention to religious subjects is particularly hard for any one, and _especially_ hard for children to give; but hard as it is, _we must have it_, and no half-hearted, languid attention either, if we are to do any real good in the Sunday-school. 3. Says an old writer to Sunday-school teachers: "Let me tell you, you will not get it by claiming it; by demanding it as a right; or entreating it as a favor, by urging upon your pupils the importance of the subject, the sacredness of the day, the kindness of the teachers, or the great and solemn character of the truths which you have to impart. All these are legitimate arguments to be used with older Christians, but will not do to rely upon with children. Nothing in the long run--except fear, which is a very unsatisfactory motive--can keep a child's attention fixed but a sense of _real interest_ in the things which you are saying. The subject must claim attention for itself, and therefore, the teacher needs always to be accurately prepared and well furnished with correct knowledge, parallel passages, illustrations, facts, anecdotes, definitions of hard words, allusions, poetry, etc. In all your teaching, forget not to recall the fresh spirit of your childhood in all its warmth and earnestness, remembering that he is the wisest teacher who can combine the man's intellect with the child's heart." Now it may be, after all, teacher, that your children may be inattentive, or they will disobey your commands, or they will fail to treat you with respect; but if that should be so, we will reply, in conclusion, in the impressive words of Mr. Fitch: "Ask yourself in that case whether your own behavior is uniform and dignified; whether you ever give commands without seeing that they are obeyed; whether you waste your words or your influence in an injudicious way; whether there is anything in your conduct that reveals to the children a want of punctuality or order, or of earnestness or steadfastness on your part? For children are very keen observers of character, and, in the long run, are sure to feel loyalty and affection for one who is manifestly anxious to do them good, and who can be uniformly relied on in word and in deed." XVIII. THE ART OF QUESTIONING. There is a real _art_ in knowing where, when, and how to put a good question, that shall quicken the memory, set the mind to thinking, and call back the reflective faculties. Such are the possibilities of a question. A large proportion of all the good teaching in our Sabbath-schools is brought about by the simple process of questions and answers. "A question unveils the soul. Nothing can escape a question. A question reveals decision." Hence the skill required. Mr. J. G. Fitch says: "The success and efficiency of our teaching depend more on the skill and judgment with which we put questions than on any other single circumstance." This art is to be learned, like any other art, by much study and patient practice, for we best learn the art of questioning _by questioning_. Augustine says: "A boy can preach, but a man only can catechise," and Lord Bacon says: "A wise question is the half of knowledge." Therefore the great skill in teaching consists mainly in the right forming and asking of questions. If this be true, it follows that this subject should be regarded as of special importance by every teacher. Teachers often say that they cannot succeed in asking questions without the book; that they do not know what to ask. To this I reply, 1. There is never any difficulty in forming the question where there is an interest to obtain the answer. 2. It is generally unwise to ask any question unless we have an interest in obtaining the answer. Do not tantalize the little ones. Says Mr. Hassell: "A question under some circumstances will merely produce an exercise of the memory; under others an exercise of reasoning; and under others again it will stimulate inquiry," and we may add, awaken curiosity. Mr. Groser says: "The true scope of questioning-power is as follows: To awaken curiosity or the desire to know; to arouse the memory or the recollection of what is already known; or to point out something unknown, which may be inferred from that which is known." A question skillfully put will arouse, will fix attention, concentrate the thoughts, and so discipline the mind of the pupil. There are, however, many bad and indifferent questions put, in religious teaching, which a little knowledge of the correct rules of the art of questioning will enable us to avoid. Frequently a slight variation in the form changes a bad question into a good one. For instance: "Moses was a good man, was he not?" is a bad question. "What kind of a man was Moses?" is a good question, as it awakens thought. "What do you understand by faith and repentance?" is a bad question, for it is ambiguous and indefinite, and perplexes the child. "Will you tell me what is faith?" is a good question, for it compels the child to think and to inquire--it puts into his hand the laboring oar and he must row. "Did David kill Goliath with a stone or with a sword?" This is a bad question. It is involved and suggestive. Ask the child simply, "With what did David kill Goliath?" and the question is a good one, in strict conformity with the laws of questioning and of the child-mind. Another class of questions is very common, but well nigh useless, namely, leading questions, such as, "Was David a good man?" "Was Goliath a wicked man?" These are mostly bad or indifferent questions, and are almost a total loss to the teacher. Slightly vary them in the following way, and you make them at once, in every aspect, good questions. "What kind of a man was David?" "What kind of a man was Goliath?" Teachers will remember, therefore, to avoid ambiguous or indefinite, involved or suggestive, and leading questions, which latter are answered "Yes" or "No," for they are generally of little avail. What kind of questions, then, shall Sabbath-school teachers seek to use? I reply: 1. Questions of _Examination_, in order to find out what the pupil already knows; to gauge his present knowledge, and ascertain what he needs to know. 2. Questions of _explanation_ of particular words, which should be put freely while reading the lesson. 3. Questions of _actual instruction_, or reflective questions, thus making the pupil teach himself, or find out as much as possible by thinking and inquiring, and thus leading him to correct his own answers. Much instruction may be communicated by asking questions and correcting the answers, but great care should be taken to make the most of the answers, and to do full justice to them. Socrates's plan was to lead the pupil by a pleasant question to discover his own error, instead of directly charging him with it. Encourage your scholars by all means to ask questions with freedom, and give your teaching more the form of an earnest conversation. 4. Questions of _recapitulation_ or review. In this way you ascertain whether your lessons are received, for the test is their telling it back to you in their own language. You question the lesson _into_ the minds of the scholars, and then question it _out_ again. Herbert, in his "Country Parson," gives us an illustration. After asking, "Since man is so miserable, what is to be done?" and the answerer could not tell, instead of telling him, he properly asked the following simple question, "What would he do if he were in a ditch?" This familiar illustration made the answer so plain that he was even ashamed of his ignorance; for he could not but say, "He would make haste out of it as fast as he could." Then he proceeded to ask whether he could get out of the ditch alone or whether he needed a helper, and who was that helper? This is the skill; and doubtless the Holy Scripture intends thus much when it condescends to the naming of a plough, leaven, boys piping and dancing, showing that ordinary things are to be washed and cleansed, and serve as lights for heavenly truths. 5. Questions with an _ellipsis_ are most useful in the review or summing up of the lesson, as, "He says, I am the good--_Shepherd_. Come unto--_me_," etc. 6. Questions may often be used to kindle the reflective faculties, to exercise the mind and to develope ideas. 7. And, lastly, questions _applying_ divine truth--softly, thoughtfully, and in a few words--should never be forgotten. Jesus did so and so. "_Do you?_" David said, "Oh how love I thy law?" "_Do you so love it?_" Solomon said, "Remember now thy Creator." Charlie, "_Do you love to remember your Creator?_" or "_Why not?_" etc. Not only are the character and adaptation of the question of great importance, but the manner and look of the eye and the tone of voice and the manner of receiving the answer. The manner should be kind, gentle, life-like, and winning; the look of the eye should beam with life and interest, while the tone of voice should bespeak great tenderness and sympathy. A cold, formal tone of voice will repel the answer, even with a good question. It should be sprightly, and respectfully familiar and natural. Children cannot endure coldness nor dullness nor dryness; therefore avoid all long pauses and sluggish manner and heavy voice. The way which you receive the answers will determine the question whether your scholars will freely answer you or not. Make the most of an answer unless it is absolutely wrong, and if wrong, say, "Will some scholar tell me why that answer is wrong?" Search out for all the points or hints of truth you can find in the answer of the child, and unfold it and hold it up in the most favorable and gracious light. Never snap up a scholar, or neglect or ridicule his answers, however faulty. Always be candid and sincere, and your scholars will soon learn to trust themselves with you. A sharp, harsh reply will close the lips of a whole class. Enunciate every word with clearness. Vary the questions with all patience if not answered readily, and never think a child does not know because he does not answer the question at once. Be sure "never to tell a child what you could make that child tell you." Let your questions have a regular connection, so that one will naturally follow another, and in fact, glide into the next, and "say as little as you can in questioning and teaching, but so say it as to cause the children to say as much as possible." Then again be careful to adapt your questions well. Do not tell much in your questions. Put the right question to the right scholar, for it will not do to ask A or B or C a question which only D in the class can answer, for we are not to ask any child any question unless we suppose the answer is in the mind of the child. It is of particular importance that in the commencement of a lesson we always start aright. Have some easy, pleasant questions ready, which they will be glad to answer. No matter what occurs, never manifest impatience or severity, or descend to a witticism or a sneer. A sneering, sarcastic teacher should be left out of the school. Therefore gladly receive and develope, in the most charitable manner, the half-uttered, stammering answer of the child at your feet, and your children, in their hearts, will bless you. Dr. Arnold, the great teacher at Rugby, said: "It was his practice to teach by questioning, and as a general rule, he never gave information except as a kind of reward for an answer. His explanations were as short as possible, and his questions were of a kind to call the attention of the boys to the real point of every subject, and to disclose to them the exact boundaries of what they knew and what they did not know." Let me add to this Archdeacon Bather's account of how he became a catechist. He says in his "Hints on Catechising:" "Perhaps, gentle reader, before I actually enter upon my task of teaching you to teach others by catechising, it may be as well to tell you how I became a catechist myself; for the thought seized upon me and occupied me much in very early life. I was at school at Rugby, and at the time I speak of, was in what we called the '_upper third_.' The '_upper fourth_' was under the care of Mr. Innes, afterwards Head Master of the Royal Free Grammar School at Warwick. As I was sitting one evening in the room of my private tutor, Mr. Homer, some one knocked at the door, and in came Mr. Innes. 'Bather,' says he, 'when Mr. Homer has done with you, will you come up into my room? I want to speak to you; you will find nobody there but O---- (naming one of my school-fellows) and myself.' Of course I went; and Mr. Innes, motioning my companion to a chair and myself to another, took his own and addressed us thus: 'I am going to set you two boys very hard at work. Pray, O----, do you know anything about astronomy?' 'Not much, I am afraid, sir.' 'And you, Bather?' 'Not so much as O----, I am afraid.' 'Well, now, do not flatter yourselves that I am going to tell you anything about it, for I shall do no such thing. Nevertheless, you shall know more about it, and a good deal, too, before you go out of this room.' He then put questions to us both, by which he soon elicited all the particulars of such little knowledge as we possessed; and then he questioned us further, soon causing us to make many blunders, and then making us correct our answers, so that we certainly did quit the room with fuller and more orderly notions of the matter than we brought into it." He says, although this did not make him an astronomer, yet it led him to think and discern what must be the most effectual way of imparting knowledge, for "under Mr. Innes his interest never flagged; he could have listened all night." From the same source is here added another illustration of teaching by the means of leading questions. "Then was Jesus led up of the Spirit into the wilderness," etc. "Then was Jesus." What do you mean by "then was Jesus?" (Hesitates.) "Then took Mary a pound of ointment." What do you mean by "then took Mary?" Then Mary took. What do you mean by "then was Jesus?" and the answer came readily, "Then Jesus was." Now you shall question me. Put me a question to which each clause shall be a reply, beginning with the first. "When was Jesus led up to be tempted?" "Then." So here you are taught--what? The time when these things took place. Put me a question to which the words "led up" shall be an answer. "What was done to Jesus?" He was "led up." Put a question for the word "Spirit." "Who led him up?" "The Spirit." So of the word "wilderness." "Whither did the Spirit lead him?" "Into the wilderness." Let us add one more illustration, showing how to put questions to help and lead. The manner must, of course, be right, for a clumsy method will hinder rather than help, and if we expect a right answer the question must be a simple one, or one that will not admit of being put as _two_ questions. The following anecdote may serve as the illustration: "A lady came one day to my school and requested me to let her hear the children catechised. The class happened to be reading the third chapter of the Acts, the first of which reads thus: 'Now Peter and John went up together into the temple at the hour of prayer, being the ninth hour.' 'Well,' I said to the teacher, 'stop there and question them on that verse.' 'At what time of day?' said he, 'did those things take place which are here set down?' 'At the ninth hour,' replied the class. But then a poor boy became a little frightened at something or other, and consequently puzzled; and after some hesitation said, 'Well, then, at the ninth hour, _who went where?_' The first boy in the class smiled a little, but made no answer; the next seemed to think a little, but still no voice came. I took care that nobody should answer out of his turn, and the question was put to every boy severally to the bottom of the class. The lady turned to me and expressed her surprise that out of a class of five-and-twenty boys nobody could answer. 'Well, ma'am, I am afraid you will consider these five-and-twenty boys very stupid, but let us look a little further into the matter.' And then, turning round, my eye caught that of Jack Thompson. 'Jack,' said I, 'how many stupid boys have we got in our second class?' 'One, sir,' says Jack. 'And who may he be?' 'The teacher, sir.' 'You must prove your words, Jack: come and teach the class yourself.' Now Jack was not an impudent boy; but as he advanced and saw the lady looking at him, he did not appear so confused as poor Peter had done before, and he betook himself at once to business. 'You have told us,' said he, 'that the things related in this verse took place at the ninth hour of the day; to what was that hour wont to be devoted?' 'To prayer.' 'And what was the building called that was open, at that time, to receive the worshippers?' 'The temple.' 'Are not some persons specially mentioned who came to the temple at that time?' 'Yes.' 'How many?' 'Two.' 'What were their names?' 'Peter and John.' 'Where did Peter and John go at the ninth hour?' 'Into the temple.' 'What for?' 'To pray,' etc. The lady began to perceive that the children did know something about the matter, and Jack Thompson, being concerned for the conduct of his class, proceeded to ask them a great many more questions, to which the answers were very satisfactory. The lady good-humoredly expressed her approval, and I said, 'Now, madam, you see that all that was the matter was, that poor Peter, being a little confused, put his questions in a clumsy manner. Depend upon it, he will not soon do the like again.'" Questions should be progressive, that is, they should proceed from the simple and the known to the faintly known, and thence to the unknown. XIX. THE TEACHERS' MEETING. A regular weekly meeting of Sabbath-school teachers for conference and prayer about all school matters, and a mutual contribution of thoughts and illustrations and plans of teaching adapted to each and to all the various classes on the next Sabbath's lesson, is now considered an indispensable necessity. And it is a great social and religious privilege as well. We are all unworthy, and need to learn how to teach Scripture truths attractively to youthful minds. All need training for the work, and the weekly teachers' meetings ought to be the grand normal training-schools for Sabbath-school teachers everywhere. Every Sabbath-school ought also to have a Bible-class or two for the training of teachers. The almost half a million of Sabbath-school teachers in our land--the _masses_--cannot mingle with us in council in our great Conventions and Institutes, and consequently the few favored ones must imbibe the spirit and avail themselves of ample materials, and carry it down to the quiet, devoted workers in common Sabbath-schools through the means of a well-ordered teachers' meeting. The meeting can be held for one hour and a half on a week-day evening at the lecture-room, or, better yet, at the superintendent's house or that of one of the teachers, alternately. It is conducted usually by the superintendent, but sometimes by the pastor, or by one of the teachers who can sustain the interest. But we are met at this point with a stubborn and overwhelming fact, viz.: a large proportion of all these meetings attempted to be held have resulted in a failure, and have been abandoned, so that now in some places not one school in ten or twenty holds such a meeting. With such an experience we can never ask Sabbath-school teachers to try the experiment on the old plan. We must count the cost, and Sabbath-school men, with only an hour or two in a week for it, cannot afford to make mistakes or failures. Time is too precious. The great practical question arises, What are the causes of failure? Is it anything inherent in these meetings? or is it in the wrong mode of conducting them? After a most careful investigation of the subject, especially during the last fifteen or twenty years, I have come to the deliberate conclusion that it is owing almost entirely to the wrong plans on which they are conducted. What have been these wrong plans? 1st. They have ordinarily been conducted on the Bible-class, question-book, commentary-studying, and theological-discussing plans; and on those plans they have, and will, in at least nine cases out of ten, result in failure, whether in the hands of pastors or of superintendents. Teachers do not gain enough in such meetings to reward them for their time and trouble in coming, and consequently they cannot be censured for non-attendance. 2d. Another plan of conducting them is in the form of lectures. But on this plan not even an expository lecture has prevented the meeting from being a failure. Occasionally a pastor or a superintendent, with great expository powers and a sprightly manner of analyzing truth and a personal sympathy with the teachers and children, can sustain and make these meetings interesting and profitable on this plan, and to such we can say--God bless you--_go on_! But we cannot afford to recommend any plan for general adoption with such a prospect of failure. What, then, must be done? We say decidedly, _revolutionize your plans_, and meet with the direct aim and purpose of _helping one another_ in your work, and especially on the next Sabbath's lesson. What then are the objects of teachers' meetings, and how should they be conducted? The objects appear to me to be--1. To get all the teachers well acquainted, socially and religiously, and as teachers. 2. To combine our mutual confidences, sympathies and prayers. 3. To mutually help each other and relieve each other's difficulties by conferring together on such questions as--how best to secure and retain attention;--how to question;--how to prepare the lesson and present it, and teach it;--how to draw lessons of instruction, illustrate and apply truth;--how to analyze the lesson, lay out the plan of it, and break it up into small, convenient parcels, adapted to all capacities from the infant up to the adult classes;--how to make the Word of God most useful, most interesting and most impressive to youthful minds, convicting of sin and converting to God; and the thorough training of the young in the Christian life, and in the sound knowledge of revealed truth. The way to conduct these meetings is, to go to work naturally, systematically and directly, in a common-sense way, to accomplish these grand objects. Suppose, after singing two verses of an appropriate hymn, a direct prayer of two or three minutes, and one verse of Scripture that just meets the case, the leader inquires for the next half hour the size, regularity, etc., of the different classes, and asks counsel to correct irregularities. In this way the teachers will become so well acquainted with each other's classes that they can intelligently pray for each other. Then have a recess of ten or fifteen minutes for introduction and social intercourse; after which another half hour should be devoted to inquiring of each teacher for the various _best thoughts_ of the lesson for them to use. Let the next meeting be directed to the difficulties, and how to relieve them, and the last half hour to asking for illustrations for the week or month's lesson. At the next meeting inquire, Have you _visited_ your scholars during the month, and what have you found of interest in your visits? Then devote the last half hour to examples and _plans of teaching_ different verses by several teachers. At the fourth and last meeting of the month inquire, Is there any special religious interest in your class? or, Why not? and lastly, How can you _apply_ the lesson so as best to make a saving impression? In some such way I would meet real present wants, avoiding routine, and providing something fresh and varied at every meeting, just adapted to all. In some such way conduct your meetings, and no teacher can afford to be absent. In a country school district Sabbath-school let the teachers turn all their sociability into this channel, and set apart, say Thursday evening of each week, for a pleasant social teachers' meeting at the residence of the superintendent or one of the teachers, alternating about. Let the farmers arrange to leave their work an hour earlier on that evening for the sake of the great blessing to their children. Provide attendants for the lady teachers. Suppose the superintendent lives one mile north of the school-house, and two teachers are one mile east, three south, and four west. The two young lady teachers "one mile east" have no escort, but the superintendent remembers that in the next house further east, the only son of Esquire Jones, a fine young man of sixteen years, has just drifted out of the Sabbath-school, and is inclining toward fast horses and gay companions. The superintendent yearns to reach and save him. He thinks and prays over the matter until he feels deeply for the youth. He then visits him, and approaches him with unusual respect--informs him that he has come to ask a particular favor--will he accept the post of librarian in our flourishing little Sabbath-school? He readily consents. The superintendent then says, "Charlie, we teachers have a delightful social gathering at each other's houses every Thursday evening, and as you have a fine horse and buggy, cannot you make it convenient to bring up the two Misses S---- to that meeting?" Why, of course, it is just what the superintendent wants, and it is also just what Charlie wants--something to do, and soon, by God's grace, Charlie becomes a true Christian. In whatever form the teachers' meetings are conducted it is indispensable--1. That the conductor feels a sincere respect for each teacher, and treats his opinions with candor. 2. That the conductor shall adapt his questions to each individual, and ask those questions with real courtesy and consideration. 3. It is absolutely necessary that the conductor should receive all replies in a life-like manner, with due respect, and make the best of them. If the answers are not well received, it will close the lips of the teachers. They must draw together, and a dull, prosy conductor will check them all. There is great value in the combined counsels and experience of almost any common band of teachers if fairly and fully drawn out. It will often be seen that "the commonest mind has thoughts worthy of the rarest." In this way the teachers' meetings can be sustained in the hands of ordinary superintendents, and will become the most attractive gatherings in the whole community. An accomplished young lady said to me: "One such meeting as this is worth more than a dozen costly New York parties." The teachers will regularly attend, for they need the assistance which can here be obtained. As well ask a brakeman to run a locomotive, or a spinner to superintend a factory, or an untaught man to teach an academy, as to ask an inexperienced person, or even a classical scholar, to teach divine truth when no one has taught him how. James Gall says, most truly, "Education is the highest of all the sciences, and teaching the most important of all the arts." Teachers then, need training, and the teachers' meeting can be made one of the most valuable means of securing it. One of the great objects of Sabbath-School Teachers' Institutes is to train superintendents, teachers, etc., so that they can interestingly and profitably conduct their weekly teachers' meetings, which are the real institutes for the great mass of teachers. _Examples._ The following Examples are real, as taken from my note-book during the present year: I. At one time the lesson was the parable of the Prodigal Son. The first teacher was called up for the best thought for his class in the lesson. He replied, "Like the prodigal, all children want to have their own way." The second teacher, "The farther he wandered the greater his misery." The third, "When _starving_, came to himself." 4. He resolved to "arise and go to his father." 5. "He _returned_." 6. "After his father fell on his neck, he _confessed_." 7. "His confidence in his father when he returned." 8. "His father saw him a _great way off_." 9. "Father _ran_,"--old men do not usually run. 10. "With joy _embraced_ and kissed him," etc. 11. "The degradation of a sinful course." 12. The father's wonderful condescension and willingness. II. At another teachers' meeting the lesson was Luke xviii. 18-27. The Young Ruler.--First, prayer, singing, and reading of the lesson. Then called on the teachers for their plan of teaching the lesson. The _First Teacher_ gave five heads. 1. Question, "What shall I do?" 2. Knowing the law. 3. Taking up the cross. 4. Rejecting the cross. 5. The great obstacle. _Second Teacher._--1. Eternal life, what is it? 2. Have you kept the law? 3. What else was required? 4. Come. 5. Overcome every obstacle. 6. You must love nothing better than Christ. _Third Teacher's_ plan was--The Young Ruler was, 1. Rich; 2. Pleasing; 3. Respectful; 4. Ready to learn; 5. Prostrate--the custom of the country; 6. Put first his love to neighbors; 7. Commandments--Pharisee. Show the children how far they can go and yet be lost. He was a church member, an officer in the church, a ruler: he came to Jesus prostrate, prayed respectfully--Jesus applied the touchstone and _all_ was _wanting_. _Fourth Teacher._--1. Young man's great desire. 2. It was to be saved. 3. Go to God's word. 4. Justified himself. 5. He loved money more than he loved God. 6. Hollow-hearted. Study the scholar as much as the lesson. _Fifth Teacher._--1. Young man's question and manner. 2. Asserting he kept all the law. 3. He thought himself honest and sincere, but was deceived. 4. Wanted satisfying peace. 5. Not willing to remove his idols. 6. Great ignorance of the young man. 7. Riches a great hindrance. 8. See our Lord's firmness. _Sixth Teacher._--We must show our love to Christ by love to our neighbors. _Seventh Teacher._--With man it is impossible, but not with God. _Eighth Teacher._--Something must be given up for Christ. What? Pride, sloth, ill-temper, bad company, bad books, love of dress, pleasure.--See Abraham going to a strange land. Offering Isaac, etc. _Ninth Teacher._--Ruler had his ideas of _doing_ something to gain heaven, and was at work for it. The great Teacher took him on his own ground and _convicted_ him of _sin_. _Tenth Teacher._--A child says: "Why, here is an honest, sincere seeker, who went to Jesus in the right manner and way, but failed." How hard to be saved! But see--1. His question. 2. The Saviour's answer. 3. The obstacles and hindrances. 4. The greatest apparent defect is in the second table of the law. If perfectly convicted, why so confident? etc. III. Lesson, Matthew viii. 1-4. Have eight distinct exercises. 1. Read the lesson. 2. Catechise or question upon it. 3. The numerical exercise or asking, How many things, etc. 4. _Explanations_ and illustrations of difficult words. 5. Draw out great important _thoughts_ of the lesson. 6. Call forth the _lessons_ of instruction. 7. Make the _application_ to heart and life. 8. Review of the whole; and then, if desired, two more exercises can be added by turning the lesson into _prayer_, and next to a _paraphrase_ formed of the verses. There are _three_ kinds of teaching. 1. Catechising or questioning. 2. Conversational. 3. Lecturing. Which is yours? We might add a fourth; but that is not teaching at all, only it is sometimes called so--viz., Reading questions from a question-book, and reading the answers. Good teaching is earnest, hearty work. IV. The fourth and last example is of the social form of teachers' meeting. I give the notes of one held on the evening of December 11, 1867. We met at 6 o'clock P.M., precisely, at the house of Mr. C----; opened with singing and prayer. Then had half an hour's studying of the lesson, which was upon the Atonement. Some of the thoughts drawn out were: Mediation,--arbitration,--the God-man,--dead goat and the goat sent away,--the passover,--the victim,--a substitute,--altar, victim, shed blood; vivid picture of offering the lamb;--atonement looks both ways;--blood cleanseth. How do you get the atonement? Have you got it? How do you prove gratitude to God for it? Exalting the great truth, "Christ died for me." He is the only barrier against eternal death. The lesson was shown in three phases: 1. The Redeemer buys us from sin--is our ransom; 2. Saves us from sin; 3. Reconciles us to God. Take first under three heads: 1. Man is a ruined wanderer; 2. Man a captive; 3. Man is free in Christ and saved. After the lesson was thus considered, the next half hour was devoted to _business_. The library, Christmas exercises, singing, and length of opening exercises, and the treasury, were topics. The next hour was given to tea and social intercourse. The last hour was devoted to accounts of interesting or discouraging things in the teachers' classes, and work, and intermingled with frequent prayer and singing. All was conducted spiritually and in earnest, and it was a precious three hours. XX. VISITING THE SCHOLARS. Every Sabbath-school teacher should regularly visit his scholars once a month, and every Sabbath-school superintendent should visit his teachers regularly once in three months. These are very important and yet too often neglected duties. A superintendent can hardly discharge his duties to the teachers without frequently visiting them. This should be no mere formal visit. It should be a Christian conference about all the details, particularly of their classes and their duties. The superintendent is the regular counsellor and guide of the teachers. He should talk about their teaching, about each and all their scholars, their difficulties, their trials and successes, and aid and encourage them by every means. These visits should be made so cheerful and pleasant, so free from fault-finding and complaint, that the teachers will hail them with great joy. The Sabbath-school teacher also, from his own necessities and from duty, must needs visit his scholars often. He has a real errand to the home of every child. He can snatch intervals of time going to or returning from business. He cannot teach that child aright and to good advantage unless he is well acquainted with all his home influences; with all there is in the child's surroundings to help or hinder the teacher's work; with all the dangers, temptations, and trials of the child's everyday life; with all the characteristics of parents and friends. It is from the vicinity of these homes that the teacher will be enabled to see and hear things that will furnish him with good illustrations. He can obtain the parents' co-operation and friendship, and have personal interviews and gain the child's spiritual confidence in these visits to its home and fireside circle. "My teacher has come to see _me_," is often the joyful utterance of the grateful little ones. Sabbath-school teachers should never neglect this privilege, neither should they make careless or indifferent visits. Arouse up and think your visit all out beforehand. Think what in substance you are going to talk about, what you ought to say, so as to make your visit as welcome and as profitable as possible both to parents and scholars. Have an errand to every house. Carry some little book or tract or paper, if convenient. Give them some interesting and valuable information, or make earnest inquiries and give good wishes and prayers for rich blessings, temporal and spiritual. Choose the right time and seek favorable opportunities. Absentees must, of course, be visited without delay, for it may be sickness has detained them. "The sickness of a child is a golden opportunity for the teacher; God himself ploughs the ground and he must not withhold the seed." Especially avail yourself of seasons when the heart is made tender by illness, afflictions, and trials. Then be constant and true, for it may be your harvest-time of souls. "Oh, to be the guiding star of such a little circle is one of the highest privileges of earth." Teacher, may that privilege and blessing be yours. We add a single illustrative example from "_The Teacher Teaching_:" "A decently-dressed woman calls at your house and begs for a shawl to protect a neighbor of hers from the cold when she goes out to her daily work. You have a shawl. You have laid it aside for this very purpose. Why not give it to her and have done with it? If you do not know the person who calls, it would be very injudicious to entrust to a stranger what you intended for a third person. It may be pawned for strong drink, or retained by one who is not in want. Better go or send and satisfy yourself that the need exists, and see that it is supplied. You wisely conclude to look for yourself. You find the object of your charity, and ascertain that she is a superior needle-woman, capable of earning her living, but not able to find work where there is none. If she could hire a room in some part of the city nearer the demand for work, she might succeed. You give her the shawl, and with it a few words of encouragement. In a day or two you are at a meeting of the directors of the Industrial Home or Orphans' Society, and allude to the case of this woman. A young lady present immediately recollects a poor woman, whom she has seen during the week, who has a room to rent, and perhaps it would exactly suit. The parties are brought together and the room is taken. Two wants are thus promptly supplied--the want of a _room_ and the want of a _tenant_. But how came the young lady to know of such a room? Why, simply by visiting the mother of one of her class in the Sunday-school. It was not any part of her plan to obtain any such information; nor could she have known that it might be of any advantage to her or to any one else for her to possess it. The indirect result of this simple visit accomplished--what? 1. It secured a tenant for a vacant room, and thus helped a poor woman to pay her rent. 2. It put another poor woman in a comfortable and convenient position to earn her own living. 3. It laid the mother of one of her Sunday-school children under great obligation to her, and thus increased her influence and her power to do good both to mother and child. It will take a strong force to sunder that tie. 4. It brought to the new tenant Christian care and sympathy, which she before lacked, and the way for her attendance on the stated means of grace." Thus is exemplified, by a single real and comparatively unimportant incident in humble life, the power of the Sunday-school machinery, in its legitimate movements, to improve and elevate social condition and character. It was all the work of that little wheel in our machinery called VISITING. XXI. SYSTEMATIC DISTRICT CHRISTIAN VISITATION. The plan here given in its present form grew out of an exigency in the operations of the Missionary Committee of the New York Sunday-School Union in the summer of 1856. In their great endeavor to reach the neglected masses of children and youth, more than sixty thousand seemed to be beyond their reach. A more _thorough_ work was needed. Occasional visits and ordinary attention did not so gain the acquaintance and confidence as to rescue these neglected ones. They were the most destitute and needy, and the most important to reach in our city. After much consideration and prayer, this plan was adopted, presented to, and accepted by the churches in New York and Brooklyn, and it was soon adopted by other cities and States also. Everywhere it has developed astonishing results, increasing Sabbath-schools and churches, and speedily transforming dark neighborhoods. Forty-four churches of various evangelical denominations entered upon the work within a few months after its introduction, and quite uniformly the Sabbath-schools _doubled_ their scholars within the first month or two, and in some marked instances church members and congregations were more than doubled in numbers within six months. As long as it was faithfully worked it everywhere prospered, demonstrating that the plan was a good one. It is based on the great command, "_Go ye and teach_." It believes that every church-member should be a working Christian, a real missionary; that "every man should _speak to his neighbor, and each one to his brother_;" that every Christian's business should be so arranged as to give a wider scope for his religion, that he may become, in a degree, a voluntary missionary. It proposes to _systematize_ the work. Mere voluntary personal effort is at times so fitful and evanescent as not to be sufficiently reliable. The plan is for every church to take a definite district as its special missionary field--in the city a certain number of blocks and streets, and in the country a number of miles square, or neighborhoods, properly arranged so as to give every other church a portion of the field to work. All this is to be subdivided by a committee of the church into small sub-sections of from five to fifteen families, proportionate to the number of able members. A sub-section is assigned to the member, and becomes his or her little parish, on which to bestow especial labor, sympathy, and prayers. He is to visit it every month, invite all the children to some Sunday-school, the family to church, supply with the Bible, tract, etc., and do all possible temporal and spiritual good. Once a month each church devotes one of the weekly prayer-meetings to hearing reports from the visitors, and conferring and praying over this great work. Special care is taken not to proselyte; not to take a child from one school to another, or induce a person to leave one church for another, but to respect the rights of all. Individuals are not considered under any obligations to _confine_ their visits to their assigned districts, but still enjoy the Christian liberty of going everywhere and doing good to all men as they have opportunity. This work is--1. A holy work. 2. A deliberate work. 3. It is a work of pure good-will. 4. Says Rev. Dr. Chalmers: "No other ministration is to be offered than that of respect and kindness." 5. They are to go just so far "as they will be gratefully met by the population." 6. Visit rich and poor, but carefully select districts adapted to the visitors. 7. Seek the confidence of parents and children; be patient, be persevering, be courageous, be sympathetic, and take no notice of repulses. 8. Enter no house in vain. Leave some kind suggestion, counsel, or sympathy in regard to spiritual or temporal interests. 9. Relieve all want and distress possible; inculcate temperance, cleanliness, and economy. 10. Counsel with mothers with reference to their children. 11. Give a fraternal aspect to your visits, and avoid controversy, and generally even argument. If each professing Christian in our churches who is able would become responsible for the regular visitation of but four neglected families, every family in our land would be faithfully visited. "What a plain, simple, magnificent idea is here presented!" A regular Christian army of occupation for our whole country. Says the Rev. Dr. Guthrie: "It would everywhere bring life into contact with death, and cover the whole outlying population, even as the prophet with his own body covered the dead body of the child." The motto is: EVERY CHILD IN THE SABBATH-SCHOOL, AND EVERY FAMILY IN THE CHURCH. XXII. NEW MISSION-SCHOOLS. In all our great cities, in the town and country, there are vast numbers of immortal youth far beyond the reach of churches and church Sabbath-schools, and therefore, it becomes necessary to carry the Sunday-school to them. A room is obtained, conveniently located, with seats, books, etc. The children are gathered, taught to read, to sing, to pray, presented with library books, papers, etc., and thus innumerable blessings are sent down into destitute families, and soon, like leaven, the Gospel is seen diffusing itself everywhere among the mass. Something like seventy of these mission-schools are now successfully sustained in New York City alone, with twelve to fifteen thousand pupils in them. Roman Catholic, Jewish, and other classes of children are in this way easily and successfully reached, and permanently benefited. This instrumentality must be largely increased everywhere. Some five or six different denominations often unite in the labors of one of these schools, and all work together in the most beautiful harmony. This movement is in the highest sympathy with that _aggressive_ feature of the system, before named. But to come to the details of this work, and how it should be begun and carried on: First choose wisely the location for a new church or mission Sabbath-school. Then select one or more men and women full of life and zeal as a nucleus of interest and labor. Next survey and visit systematically all the families in the district, and present the objects and the value and adaptedness of the Sunday-school to their wants. Pray much and at every step, privately and socially, especially in the early stages of the effort. Get all ready for a good commencement. Have every thing arranged, so that not a moment of delay in finding the right hymn, or in singing it, will prompt the children to find something else to do. Do not admit children faster than you can conveniently control them. Some superintendents aim at gathering a rush of scholars the first Sabbath or two, and the result is that they lose months in getting to order and control of the children. It is often better to admit only a dozen or two new scholars at a time, and get them well classified and arranged, and in the hands of good teachers. There most be order, and the superintendent must wait for it, although he may not at the first do much beside. Much depends upon starting right. Have Testaments, hymn-books, and Sunday-school papers, if possible, ready on the first Sabbath. Select a clear, distinct, easy lesson at the first, and whatever is done, let it be well done. Select the teachers carefully, and admit none who have not a good report, and are not of a teachable spirit. Meet with the teachers socially every week, if possible, to aid them with your suggestions and help. Be cheerful, earnest, and respectful to all. Keep up a regular visitation of teachers and scholars, and let your visits bear a fraternal and not an inquisitorial aspect. Prove yourselves the true friends of parents and scholars, and never get out of patience or discouraged because you cannot gain the children of Roman Catholics or Jewish parents at once: it may be only a question of time. At any rate, do them all the good you can at their homes, whether you ever lead them to the Sunday-school or not. Duty is ours--results belong to God. Through the children reach the parents, and through the parents reach the children. Let your errand to the house always be one of kindness and good-will, so that if they do not receive you kindly it will be because they misunderstand you. These visits, however, are almost invariably well received if made in a natural, pleasant manner, proceeding from a "charity which hopeth all things." Respect and honor the parents all you can, whether they commit their children to your care or not. Exhibit our beautiful library books, our sweet songs, our attractive children's papers, and speak of the great kindness and love of the teachers to the children. It is very desirable to have a course of regular week-day evening lectures for the children and parents. One week it may be "Jerusalem," another "coal," another "coral," and the next "the ocean," and then some subject of natural history, as the "elephant;" and illustrate highly to meet the eyes. Take especial care of the older boys and girls, and strive to introduce week-day exercises that will interest and please them. Appoint them upon committees and to little offices, and give them all something to do--something that they can do, something that they will do cheerfully. The following, from _The Sunday-School Times_, is a beautiful illustrative example of mission Sunday-school work and teaching. It is entitled "Bill Jones; or, Our Colored Sabbath-school:" It was one of those perfect Sabbaths in the early June, that I walked with trembling heart along the locust-shadowed sidewalk leading to our little chapel. On that day our colored Sunday-school was to be organized; and we, who only a few weeks since had professed before men and angels to love our Saviour, were to be enlisted as workers in our Master's vineyard. What can be done to improve the religious condition of our colored population? was a question which had long occasioned anxious thought among the godly of our village. Originally slaves, they had, when the law of liberation was proclaimed through New York, refused to remove farther than the grassy common, where, almost within the shadow of "Massa's house," they were allowed to build their humble cabins. Increased afterward in numbers, the suburbs of the town had become edged with their miserable tenements. One or two attempts had been made to establish preaching among them by a minister of their own race, but thus far without success. True, in the "brick church," a part of the gallery was set apart especially for their use. Still the "dark corner" (as the mischievous boys called it) was only occupied by a few old uncles and aunties, while the rest, though within sound of the sweetest of all Sabbath bells, were as utterly without God in the world as their brethren in Africa. At length a Sabbath-school was determined on. As most of those able and willing to work were already engaged, one of the officers of the church volunteered to superintend the school, provided he might have the assistance of a band of young girls, who hitherto had been privileged to assemble week after week as a Bible-class in the "pastor's study." On the first Sabbath about thirty or forty children were assembled of all ages and sizes, with wondering eyes; and in a few moments I found myself seated in a chair before six boys, whom I at once recognized as some of the worst village urchins, always to be seen at the "depôt," or on the "hotel steps," laden with baskets of apples and pea-nuts, their own best customers. I was about to ask for more hopeful subjects, but our earnest superintendent only held out to me the class-book and pencil--and I was alone with my destiny. Among the names, I registered Andrew Jackson, Andrew Jackson, Jr., Marquis Lafayette, George Washington, and Byron Clarke. When about to inquire the cognomen of the last, I was forestalled by his calling out, in a stentorian voice, "My name a'n't nothing but _Bill Jones_; but I guess you have heard of the boy who sings nigger songs and dances Jim Crow at the 'Harrison House.'" He was unfortunately not mistaken in his notoriety, and the task before me assumed a new magnitude. None of them could read, and after half an hour of A B C, I proceeded to ask some simple questions of Bible history, of which I soon found that they knew absolutely nothing: their ideas of God, even, were as wild as those of the little Hindoos. So I began at the beginning. I spoke of the six days of creation; then of the deluge. When in my account of the ark and its wondrous freight, I was interrupted by one. "Did they have bears?" "Yes," I answered. "And lions?" "Yes." "Elephants?" "Yes." "Monkeys?" "Yes." And finally Billy Jones, all eagerness, "Did they have a _clown_?" And I found to my utter dismay that my youthful auditors, certainly not incapable of association of ideas, had conceived of Noah merely as the proprietor of a menagerie travelling in that wild waste of waters. Truly this was fallow ground. But our superintendent only smiled encouragement, and bade me go forward. Sabbath after Sabbath rolled on, and rain or shine my six boys were always in their places. They had learned to love the school, especially the sweet hymns; and their quick sympathies had gone out to one who at least always tried to treat them gently and kindly. Of their affection I had many unmistakable proofs. Once I remember walking in one of the quiet streets. I was suddenly startled by three sonorous cheers, and looking up I saw the "Marquis," Andrew Jackson, and Byron Clarke. Though not precisely the most agreeable greeting for a young lady, I could not in my heart do less than wave a return. Again, they frequently brought to our door presents of flowers and fruit. In one instance the latter bore such a striking resemblance to some rosy-cheeked apples in a neighbor's orchard that I was forced to reprove the boy, and the next Sabbath took for our "lesson talk" the eighth commandment. Not many days after the same child made his appearance at the kitchen, his hands filled with the first pond-lilies of the season; and as he gave them to me he said, "There, Miss Esther, you will like them, for _they's honest; God growed them in the outlet_." Never, from that day to this, have flowers brought more true gladness to my heart than did those pure white blossoms, plucked by swarthy hands in the "outlet" where "God growed them." We established a missionary society among them, and many a penny, previously devoted to fire-crackers and the like, now found its way down the red chimney of our "savings bank." Poor Bill Jones had less to give than any of the boys, and this I plainly saw troubled him a great deal. He had stopped dancing "Jim Crow," first on Sabbath, and of late on week-days; and this being his chief source of revenue, his spare pennies were few and far between. One day, with a bright face, he asked me "if it was not right to do good on Sundays?" Of course I replied yes; and then "if it was wrong to take money for doing good on Sundays?" This was a nice distinction--one which I felt him not capable of understanding should I attempt it. So I simply said, "No, I thought not." Though feeling rather curious, I had no opportunity just then of asking as to these pious earnings. Next Sabbath the teachers were requested to remain a moment. A gentleman arose, not a member of our school, saying that a few hours since he had witnessed a scene which had so touched his heart that he could not forbear cheering us with the glad tidings. Passing the "Harrison House," he noticed that the invariable group of Sunday-noon loungers had deserted their post. Just then his ear was caught by a clear melodious voice singing. It seemed to come from the bar-room. Yes, as he drew near, from the open windows of that den of pollution floated out on the summer air the words: "Watchman, tell as of the night, What its signs of promise are." He stepped upon the low platform and looked in. On a table sat a negro boy. About the room were hard-faced young men, and those older, on whose bloated features intemperance had set its livid brand. But they were all listening. The singer finished the last verse, and then began again. This time he sang, "Jesus, lover of my soul." My own eyes were dimmed, said the gentleman, as he came to the lines, "Vile and full of sin I am; Thou art full of truth and grace." It seemed as if for a moment an angel's wing brushed away the shadow from those darkened hearts, and tears moistened cheeks long unused to heart-rain. The singing stopped. "Go on, go on, we will pay you more," said one and another. "I cannot now," answered the boy; "it is time for Sunday-school, but I will sing again next Sunday, if you'll come." And as he put into his pocket the coppers that were handed him, he said, "I wouldn't take these, only I am going to send them to the heathen. I'll sing you the hymn--it's beautiful--about 'Greenland's icy mountains;'" and humming it to himself, "Bill Jones" left the bar-room. Reader, should it ever be your good fortune to walk down this thickly-shaded village street on a Sabbath morn, you might within those very halls, now pure and white, hear the rich baritone voice of "Bill Jones" leading in some song of Zion, and with him many others, "plucked as brands from the burning." XXIII. THE CONVERSION AND CULTURE OF CHILDREN. Immediate conversion ought to be the aim and expectation of every faithful Sabbath-school teacher. It is indeed a poor excuse to suffer a child to drown because we have but _one_ opportunity of saving it. When a child is in danger of perishing, we do not first try to educate it, but to _save_ it. The fact evidently is, that the great mass of children ought to be led directly to Christ and become child-Christians without delay; and multitudes would so become, methinks, if parents and teachers and pastors had sufficient confidence in the power of God's Word and Spirit, and had faith for the early conversion of children to God. Nearly one and a third centuries ago that great divine, Jonathan Edwards, of Northampton, wrote the account of the conversion, as he thought, of little _Phebe Bartlett_, at the early age of four years, together with her Christian life for one year thereafter, and the evidences of a gracious change of her heart. The little book has been published since in many of the languages of Europe. Little Phebe Bartlett lived for sixty years after this, and neither herself nor her friends ever doubted that she truly met with a saving change of heart at the early age named by President Edwards. Many of our most learned divines and most devoted and useful Christian ladies date their conversion to the early age of three, four, five, and six years. We have heard many pastors declare in Sabbath-School Conventions--two on one occasion--"That they never could remember when they did not love the Lord Jesus with all their heart;" and we believe with the pious Richard Baxter that if Christian parents were faithful in the use of the means God has put in their hands, the most of their children would be converted before they are old enough to understand a sermon. It is a fact that should never be forgotten, that the children, even the little children of our Christian families and Sunday-schools, all _want_ to be Christians more than they want anything else. Little ones of five or six years tell us that they wet their pillows night after night with tears of sorrow for sin, and they long for some one to lead them to Jesus, more than all earthly longings. Such is the testimony of devoted ministers and Christian ladies in great numbers, and many of us can realize it all, most bitterly, if we will only recall our early childhood and live that over again. Said one little girl of four summers: "Mamma, I should think that anybody that knows Jesus would _love him_." This is the feeling of properly-trained children in great numbers. They want pure, simple instruction who Jesus Christ is, and what he is to _them_. All the gospel knowledge really necessary for salvation lies, as it were, in a nutshell. The knowledge of their fall and sinfulness, and the atonement and redemption there is in Christ Jesus, and which, to a willing mind, can be taught in a few minutes, is all the knowledge really necessary for salvation. Really teach this and it will remain attached to the natural conscience for life, and only awaits the spark of grace from the Holy Spirit to descend and act upon it, and renew the heart and change the life. This subject is one of overwhelming importance. It is the vital point of all Bible teaching. When Sabbath-school teachers learn the holy art of leading children to Jesus, then we may expect constant conversions. Sometimes we have known one-third of all the members of large Sabbath-schools to unite with the Church of Christ in a single season. Why should this not oftener be the case? Why should it not be the general rule in all our schools? and will it not be if the teachers will but have faith in God, faith in his Word, and faith in childhood, and _aim directly_ to bring the children to Christ for salvation "at this time and under my instruction?" The great point is to get Bible truth, the Word of God, which is the sword of the Spirit, to bear directly on the conscience, heart and life of the child. Convince him thereby of his sin; then lead him by a simple trusting faith to Jesus' blood shed for _him_. Seek the proffered, willing aid of God's Holy Spirit believingly, and the work is done. "This is life eternal, to know thee, the only true God, and Jesus Christ whom thou hast sent." _Child-Culture._ Immediately connected with conversion is Christian child-culture and training in Bible knowledge, religious habits and service, and Christian character. Oh how important it is for child or man to have a kind, judicious sympathizing Christian friend at hand at every step, especially in the first year of life after conversion, to inquire and counsel as to difficulties and dangers! Secret and social prayer, the regular study of the Word, the social life and habits, the reading, the associations, the feelings, the imagination, the judgment, and the desire and tendencies all want watching, counselling, checking, guarding or instructing by one who is tender, candid, sincere and true. The whole life and usefulness much depends upon all this. The churches of Christ ought all to be such training-fields of Christian culture, but alas! we are sorry to confess that they are not generally so, and consequently largely fail in this their great work. To throw a little child, with only a spark of grace in the heart, into this world of wolves of temptation and error, with no one to watch over, counsel and guide, oh, it is sad indeed, and ought to excite the sympathy and prayers of all godly people. Let us associate and band Sunday-school workers together in earnest, in this great work of Christian culture and holy living--in little prayer-meetings teaching the children how to pray, how to resist temptation and fight against sin, and stand up for Jesus, how to overcome bad tempers and feelings, how to cultivate the disinterested missionary spirit of the gospel in caring for others, and doing good to others as we have opportunity. The children, like young trees from the nursery, need early "to be _planted_ in courts of the Lord," if we would have them to grow up comely trees of righteousness. _Children's Prayer-Meetings._ Children, even little children, need to be taught _how_ to pray. We all need to be taught to pray "as John also taught his disciples." This is especially true with children, because the prayers of the minister, or of the father around the family circle, are in most cases examples which a child will not try to follow. The words and expressions are, for the most part, quite unintelligible to a child, and consequently they must be taught in a different way. We must call the attention of a child to the particular things which he wants, or ought to thank God for, the particular sins which would be in his child's confession, and just the things he wants to ask God for in his own language every day and hour mingled with adoration and praise. Children's prayer-meetings are well adapted to this. Some of our Sabbath-schools hold such a meeting at the close of each afternoon session. A gentleman who is just adapted to the work leads off the little boys who choose to attend, and a motherly lady goes with the girls into another room. We have known eighty to follow her into the room, and as many as half the number voluntarily follow her in prayers of two or three or four simple petitions for just what the little girls feel that they want. The meeting opens with singing a familiar hymn, and then a few appropriate verses and remarks, just adapted to kindle devotion in the little hearts, and then the little prayers follow freely and almost spontaneously. They soon learn to love to pray, and pray in real faith too, for the whole life of a little child is a life of faith. Of course it will all depend upon the manner in which these meetings are conducted, just as it is with any other meeting or religious service. In good hands they prove to be eminently successful and delightful. They teach the children how to pray, lead them into the habit of praying with the heart and voice, and with each other, and the influence on them, on their families, and the Sabbath-school is in every way most blessed. Let the exercises of such meetings be short, natural and simple, with freedom and not constraint. A half or three-fourths of an hour is long enough, as they should not be prolonged. They ought to be universally adopted. _The Scholar._ It is a great privilege to become a faithful, punctual scholar in a well-ordered Sunday-school. Unnumbered blessings follow in the train. He should be enabled to appreciate this. It is a matter of primary importance that on his first introduction to the Sunday-school, he should be given distinctly to understand its true character, position, appropriate order and duties, and consent to a willing conformity to all. Every scholar should be punctual, orderly, quiet, and respectful; he should learn and recite his lessons perfectly; never leave his seat without permission; address no one but his teacher, as a general rule; be obliging and pleasant to his class-mates, and set a good example of reverence for the holy Sabbath. In testimony of his appreciation of the benefits, and in some return for them, he will be diligent in bringing in new scholars, and also be particular to invite his parents and friends to the Monthly Concerts of Prayer for Sabbath-schools. The library book should be carefully read, so that a good account can be given of its contents to the teacher, if requested, and the special instruction of the teacher may, also, profitably become a subject for conversation with the parents. Above all, it is the duty and privilege of the scholar in the Sunday-school to learn the way, and find without delay, salvation by Christ in his own rich and joyous experience, and then to fill his heart and mind with a general and particular knowledge of Bible truths, and learn how to practice all in his daily life. Nothing short of this experience should be the aim of every pupil. XXIV. PREACHING TO CHILDREN. Greater attention to the children in the public exercises of the Church is becoming a real necessity. With one-half of all the members of the families of the church and congregation before the pastor, as well as the population, under twenty years of age, and those in the most hopeful forming period of life, the question should forcibly arise, Are they not entitled to a far greater proportion of their pastor's labors and efforts than they have hitherto received? The General Assembly of the Presbyterian Church, at Dayton, Ohio, requested all their pastors to "give at least one-half of every Sabbath service to the children and youth." And Bishop Janes in a Methodist Episcopal Conference recently expressed the opinion that "the time is coming when there will be two sermons preached to children and youth where there is one to adults;" and Rev. Dr. McIlvaine, of Princeton, took very strong ground in favor of preaching to children in the New Jersey State Sabbath-School Convention at Elizabeth, two or three years ago. But we are met with this great difficulty at the outset: Many ministers say, "We cannot learn how to preach to children," to which we reply, confidently, "If you would only take one-quarter the pains to learn _how_ to preach to children that you have to learn how to preach to adults, you would generally succeed to so great an extent as to astonish yourself and all your friends. Therefore, 1. The plan is practicable. 2. The subject is of overwhelming importance and imperative necessity. 3. Take a practical interest in the children. 4. Set about gathering and arranging materials for it. Have blank books to record every thought, fact, or illustration, and scrap books in which file in all good illustrations of Scripture truths from newspapers, magazines, etc. 5. Commence regularly and systematically to preach to children; for the way to learn how to preach to children is--_to preach to children_." All this will involve the necessity of a watchful study of child-nature, child-language, and child-character. Something must be prepared especially adapted to attract and interest the children with fresh illustrations, etc. The Rev. Dr. Newton's sermons are admirable models. "The Peep of Day," "Line upon Line," and "Precept upon Precept," are fine specimens of pure child-language. Bible truths and illustrations are unequalled to interest children if they are only clearly presented, in a life-like, earnest manner, and broken up into little pieces for their use. It should ever be remembered that good preaching to children never fails to be most interesting to the older people. Good preaching to children by the pastor every week will greatly elevate all our monthly concert, missionary, and anniversary addresses, which should often be far more scriptural; and methinks, if the pastor would but preach one good scriptural sermon to the youth every Sabbath, both himself and his people would find a rich blessing in it. _Address to Children--In Outline._ _The Child Jesus._ Luke ii. 40. "And the Child grew, and waxed strong in spirit, filled with wisdom; and the grace of God was upon him:" _Grew_ an infant, then a boy, afterward a man. Labored, suffered and _died_ for you, for me. I. See _The Child's Strength_. Not like Samson or David. Strong to do God's will, to do right. Resolute purpose, will, determination, etc. Jesus was strong to learn, to teach, to submit, to reprove and suffer. Strong to resist the world, flesh, and the devil. Strong for self-control. II. See _The Child's Wealth_. Not Gold, Diamonds, etc., but _Wisdom_. How he got it? He gathered it. Where? Bible, doctors in temple, from the Spirit, from the world, etc. III. See _The Child's Beauty_. The grace of God. Not beauty of face. Perhaps he had lost his beauty, "his face was as marred." It was beauty within; meek and quiet spirit; beauty of holiness, of obedience, of humility, of love. 1. God thought him beautiful. "In his Father's likeness," "All of his glory," etc. 2. Angels thought him beautiful. "They wondered and adored:" "Angels desired to look." 3. Men thought him beautiful. "The Leper, the Demoniac, the Blind, the Palsied," etc. _Do you_ think him beautiful? or is there "no beauty in him that you should desire him?" His strength he will give to you. "My strength is sufficient for thee." His wealth he will give to you. "Filled with all the fulness of Christ." His beauty he will put upon you. "No spot or blemish." _Oh! what think ye of Christ?_ XXV. CHILDREN'S MEETINGS AND MONTHLY CONCERTS. These meetings are now becoming not only very important, but very interesting both to children and to adults. Sometimes Sabbath evening is set apart for it every week or every month; in other cases a week-day evening is chosen, and familiar and instructive lectures given. In other instances, again, a public children's meeting follows the regular teaching hour on Sabbath afternoons. If well conducted, these meetings are among the most acceptable and profitable and crowded of all the religious assemblages in a community. The great word to study in the plan of such a meeting is--_adaptation_. It should be adapted not only to the little children, but also to the older ones, and especially to the young men and women, as well as parents and friends, who may be present. If it is held on the Sabbath, the great idea of worshipping God should never be lost sight of for a single moment. The reply may be--"To do this, and at the same time to adapt all the services to all the various ages and classes, is a very difficult matter." Of course it is difficult, but not impossible. The speaker to children, when in the presence of adults, should always choose a train of thought and illustration which will reach the children not only, but interest, instruct, and impress the older ones. A little special preparation and saving of materials just adapted to such occasions will accomplish it. The hymns and music should be appropriate and devotional, and only such as the children are familiar with and love to sing. The prayers should be short and simple, in order that all the children can join in them. A few verses only of Scripture should be read, but let them be made plain and interesting to all. In some schools the Sabbath lesson is reviewed by the superintendent and illustrated, followed by five-minute remarks on the lesson by the teachers or friends present. In other places the children will bring scriptural texts to prove "what God says about obeying parents," about the holy Sabbath, about intemperance, or gambling, or lying, etc., interspersed with remarks. At other times a verse of Scripture, with the word "love" or "faith" or "heaven," etc., may be given by the scholars, improved, with instructive comments upon the passages, by the superintendent or pastor. At one concert we heard the children recite, by classes, the Scripture lessons of the last quarter, and the teachers recited the pastor's texts which he had preached from during the past three months. This was followed by an appropriate address, and all produced a most solemn effect. The history of a Scripture event, or character, or epoch will always furnish an abundance to interest. We do not favor elaborate or strained efforts. "Simple and Scriptural" would be our motto, and full of life, and the children and all will enjoy it exceedingly. Sometimes a report of the school incidentally, or the reading of a Christian letter or the words of a Christian visitor, may be timely. Let everything be prepared beforehand, and have no delay or hesitation. XXVI. AUXILIARY ASSOCIATIONS. _Youths' Temperance Societies._ The terrible scourge of intemperance is making sad progress in our land. Whole families, men, women, and children, are desolated by it. Beer, domestic wines, cordials, and even medical prescriptions, are all made to contribute to, and swell this river of death. The only safe and sovereign remedy is--_total abstinence_. This conservative principle, in order to be the most effective, should be fully inculcated in early childhood; for our young men, after stimulating their appetites, often lose all power to stop. Therefore the children in our families and Sunday-schools ought to be early trained in abhorrence of all that leads to this dangerous and vicious course. Drinking leads to falsehood and deception, hypocrisy and dishonesty, impurity, and sometimes to murder. No love of parents or children, husband or wife, reputation, influence, character or wealth is sufficient to restrain. It is therefore fitting that our youth be early instructed and guarded against the steps toward this great evil. Particularly ought the children in our Sabbath-schools to be made familiar with what God has said on this subject in the Bible. These texts should be often repeated by the scholars and explained and enforced by their teachers. Many fathers will say: "Rather let my son be an abject slave for life than to fall a victim to this degrading, destructive habit of intemperance." The question arises, When and how this can best be taught? We are always careful to protect Sabbath-schools from any diversion from the regular Scripture lesson of the day. The Bible and Bible-teaching is the glory of Sabbath-schools. Therefore we would never allow temperance or missionary work, or singing, or addresses to interrupt it. It is preferable in communities, we think, to take Saturday afternoons for a month or two for this purpose. Say, meet in the largest church at three to four and a half o'clock or three and a half to five o'clock P.M. Organize a Youths' Temperance Society. Appoint a discreet youth of fourteen or sixteen years President, with other officers, with a committee to arrange for each meeting. Secure good, fresh, appropriate speakers, and never allow a dull, heavy orator to occupy the children's attention. Instruction, life-like and adapted must constantly prevail. Some of the older boys, twelve to eighteen years old, may prepare and recite a ten-minute speech or appeal to their associates. The young ladies may write brief essays, giving their views upon the subject, which may be read. Secure as speakers the ministers, lawyers, etc., of the place, who can sustain attention, and who are known to be temperance men. Select and appoint twelve boys and the same number of girls, who shall circulate the pledge and obtain signatures. Continue the meetings only so many weeks as shall be needed and the interest shall be fully sustained, and then discontinue them for a few months. It will be necessary, however, to have some such temperance revival once in six to twelve months, in every place, to keep the cause in the ascendant and save the children, and the meeting and the result will be delightful to all. We have known a thousand pledges taken in this way, within a few weeks, in a country village of twenty-five hundred population. In some schools the children recite in the monthly concert, texts which tell us what the word of God says about intemperance, and brief addresses are added. Another plan, which succeeds admirably in many Sabbath-schools, is to organize "Bands of Hope," on the plan which originated in Scotland in 1847, and in America in 1855. The pledges exclude not only other intoxicating liquors, but beer, cider, and also tobacco and profanity. They have a regular constitution, and forms of conducting them, with catechisms, hymns, dialogues, etc., all of which may be obtained at a trifling expense. Their mode of admitting members is very impressive. The Temperance Catechism brings out a mass of facts on "The Origin and History of Temperance Societies," "Nature of Intoxicating Drinks," "Fermentation and Distillation Process," "Brewing," "Alcohol and Mixtures," "Wines of Scripture," "Bible Abstinence," "Tobacco," "Profanity," etc. Under the head of wine at the Lord's Supper, it holds that the Bible does not say what kind of wine was used, but we think it was unfermented, because at the time of the feast of the Passover the Jews were commanded to put away all leaven, and the word wine does not occur in any of the Evangelists when giving an account of the Lord's Supper. It was the fruit of the vine. Pliny, the Roman historian, has left an account of the various wines used at that time, in which he states that out of three hundred kinds of wine then in common use, only one would burn--that was called Falernian wine; that proves that two hundred and ninety-nine kinds of wine did not contain alcohol, and the chances, so to speak, are two hundred and ninety-nine to one in favor of Timothy's wine being unintoxicating. These extracts will suffice as specimens of what may be found in these little catechisms and tracts. They contain much valuable and needed information, whatever form of temperance effort is made on behalf of the children. Juvenile Temperance Meetings are conducted, like any other good children's meetings, with much appropriate singing by the children, and prayer and reading of a few Scripture verses, and short, stirring, instructive addresses, so adapted that the interest must never for a moment flag. Sermons by the pastors are also amongst the most valuable ways of promoting sound temperance principles and practice. _Youths' Missionary Associations._ These are usually formed for a definite object--generally to support missionaries; to plant Sabbath-schools in destitute sections; or to aid in supplying poor schools with libraries. Every month they receive letters telling what has been done. They are organized by the appointment of a President, Secretary, Treasurer, and sometimes Collectors. A monthly missionary meeting is held and a yearly anniversary. At these meetings, besides reading the Scriptures, prayer, and singing by the children, reports are given of the doings and results, and letters are read giving details of the good accomplished. Addresses, brief and to the point, are then made by the pastor, superintendent, or one of the teachers, or by some invited friend of the cause. These missionary meetings should always be attended, not only by the pastor, teachers, and scholars, but also by the parents and members of the church and congregation, and should be made very interesting. It has become quite popular now, in many schools, to organize each class into a distinct missionary circle, with a name and motto, as: "Earnest Workers," "The Harriet Newell Circle," "The Lambs of Jesus," "The Buds of Promise," "Dew Drops," "Little Travellers," "Willing Hearts," "Modest Workers," "Cheerful Givers," "Young Timothies," "The Sowers," "The Guiding Stars," "Youthful Disciples," "Rose of Sharon," "Little Samuels," "The Reapers," "Olive Plants;" etc. Each circle or class reports through a committee every month to the school. Sometimes each class has a small cheap banner, with its name printed on it. XXVII. SABBATH-SCHOOL MUSIC. This is a very important and attractive part of the exercises of a good Sunday-school, if rightly conducted. Good, pure, simple music, such as children love to sing, and words embodying the best Christian sentiments and feelings, should always be chosen. There is such an abundance of music at the present time, of an elevating, excellent character, that there is no excuse for adopting that which is doubtful. Some of the holiest Christian influences are carried weekly into little hearts and numerous families by these sweet songs of the children. It is well worth while for every Sunday-school to obtain a good supply of the best music, such as the children like; and they often love to meet on some afternoon or evening for the purpose of practising their music with their kind-hearted leader. It is the remark of a wise man: "Let me make the ballads of a nation, and I care not who makes its laws." How vastly important, then, it is to the future well-being of our youth that they be well supplied with the choicest words and music to praise God in these little assemblies! A few words of caution may be appropriate: Sing no more than that which will be truly worship and devotional on the Lord's day. Introduce all new hymns with great care to make the children _understand_ the true sentiment before they sing it. Consequently, not more than one new hymn should be presented to the school on any one Sabbath. Let the practice in them take place on a week-day, or so as not to interrupt the worship of the Sabbath-school. Never should singing be introduced as an entertainment or diversion in the Sabbath-school, or made a hobby. Sacred music has a higher, holier mission. The hymns should be appropriate to the circumstances and occasion, and adapted in conformity to the Bible lesson of the day. There is a great amount of music and hymns introduced into our schools of a very improper character. The hymns are nothing but a jingle of nonsense, and the music sometimes has very doubtful associations. All this should be avoided most carefully. Several of our Sunday-school music-book makers, it is said, have made a large profit out of the schools on the sale of a single book. We think this is not right. We are opposed to paying thirty-five cents for hymns and music in a book for children, when the music notes are of no use to the children, and the hymns can be sold for one-half of the price. Let the superintendent and music choristers have the books with the notes, of course. Besides, some of our best Sabbath-school superintendents are largely using Watts's and Wesley's and Cowper's hymns from our church hymn-books in their schools with great success, and they even sing church-music. If the hymns are adapted to the lesson, and are carefully explained to the children, so that they get a clear idea of their meaning, they sing them with great spirit and gladness of heart--such hymns as "When all thy mercies, O my God;" "On the cross uplifted high;" "Jesus, and shall it ever be;" "Hail my ever-blessed Jesus;" "My Saviour, my almighty Friend;" "There is a fountain filled with blood;" "Jesus, I my cross have taken," etc., etc. These, and many more like them, are used in preference to Sunday-school hymns, and the children greatly enjoy them. By the aid of stencil plates these hymns as needed, one for each Sabbath, are placed in large plain letters on sheets of white muslin, and suspended so as to be easily read by the whole school. Thus, every head is kept erect, and there is no diversion in looking over the hymn-book, and as a result the order is better, and the singing is better in every way. XXVIII. MEANS AND MEASURES. _Anniversaries._ Anniversaries have been quite common of late years; they seem to be very appropriate, and when well conducted, are productive of good. The summing up of the labors of the year in the annual report is often of more than local interest. The presence, orderly deportment, and singing of the children are all calculated to leave a happy, salutary impression. They are conducted with alternate hymns, prayers, addresses with the report, and are usually on the afternoon or evening of the Sabbath, with crowded audiences. Here are brought out for prayer and review all the plans and work of the school for a twelve-month. The addresses should always be appropriate, instructive, and interesting to all, tending always to an increased spirituality and higher religious tone to the school. They should always reach the parents and friends present, as well as the children. _Excursions and Exhibitions._ Pic-nics, exhibitions, and the like, are all rather dangerous things in connection with Sunday-schools. In very sound, discreet, judicious Christian hands, they are often productive of good to all concerned; while under young, giddy, thoughtless management, they sometimes result in evil. Great caution should, therefore, be used. It will require much more grace and wisdom to conduct a Sunday-school exhibition than it will an ordinary service of the school. Says one writer: "Show-children are sometimes gotten up and exhibited, as if they were insensible to flattery as prize poultry." "A word to the wise is sufficient." _Premiums and Rewards._ We would carefully avoid entailing upon any Sunday-school a _system_ of premiums and rewards, for several reasons. 1. It is needlessly expensive; 2. It is almost impossible to find a corps of teachers who are so good accountants as to be enabled to administer the system impartially; and thus jealousies and dissatisfactions arise both on the part of teacher and pupils; 3. Some of the very _kindest_ teachers are often induced to reward those not _strictly_ entitled to them, and as a consequence, loose and dishonest habits of business are taught the scholars; 4. After the novelty is worn off, the children learn to depend upon and claim their reward as a matter of right which they are justly entitled to, having earned it--thus an improper habit and motive of action is entailed. The pupils are debtors to the teachers, not the teachers to the pupils. We would not discourage the occasional judicious awarding of premiums to deserving scholars by the school, the teacher, or by benevolent individuals only let them be given for a specific extra service--such as gathering new scholars, extraordinary punctuality, recitations, or sober attention for a long period of time; and let them be awarded so seldom as to be valued and influential. _Benevolent Contributions._ Benevolent contributions in our Sunday-schools are assuming an attitude of much importance, and it is, therefore, a point that needs to be well guarded from danger. It is very important that our children be early taught the principles and practice of benevolence; of caring for the ignorant and destitute, and doing them good according to their several abilities. They should especially be taught to _earn_ and _save_ money, instead of asking parents for it. Let it all be real and sincere. Great care should also be taken with the children to give for definite objects, and thus secure for them careful reports of what is done with their money. We should, however, most strictly conform to these legitimate objects, and on no account permit them to interfere in any way with the great work of teaching the Bible; and guard them especially against being so conducted as to foster pride, envy, and vain-glory. This can and should be done. The small penny rivulets of the millions of Sunday-school children, uniting, have swelled to a mighty stream, enlivening and refreshing many a dark, moral waste in our own and other lands, carrying untold blessings to myriads, and therefore, we are the more solicitous to keep the fountain pure and free. _Catechisms._ Most church and many mission schools adopt and successfully and regularly teach the great system of religious truths contained in these excellent compendiums of Christian doctrine. Sometimes one Sabbath a month, and sometimes a part of one, is allotted to this service, and not unfrequently the pastor meets with them, and reviews the lesson. It is preferable, however, to appoint a special service for the catechism, so as to let nothing interfere with the Scripture lesson of the day. "To the law and to the testimony." There is a great want, however, of a sound, good catechism, translated into the best language of children of the present day, so that they can the more readily receive the truth into their understandings. _Two Sessions._ Most of the schools in the city of New York and vicinity, and some other cities, hold two sessions a day. The reasons they give for this course are, that teachers have not time faithfully to make the deep, permanent impression on the hearts of their pupils in one session that they think is necessary; that they cannot do justice to themselves, the children, or the lesson; that no thorough system of teaching can be carried out with one session; that the schools with one session, as a general rule, have only a struggling, lingering existence, and that neither pupils nor teachers will consent to return from two, to one session a day. With two sessions, they say, they have time to go over, _finish_, and _apply_ the lesson, hear the enforcement or illustrations of the superintendent, and several times sing their sweet songs of Zion. Besides, they find their rest in the hearty service. Change from the Sabbath-school to a sermon is a relief, and change is rest. So that faithful, earnest teachers very rarely complain of too much labor or fatigue. Every church and school, however, determines this question for itself. _Constitution and By-Laws._ Sunday-schools usually adopt a few plain rules to govern them; we therefore give a simple form: ART. 1. This Sabbath-school is connected with the ---- Church, or shall be called the ---- Sabbath-school. ART. 2. It shall consist of a Superintendent, a Secretary, a Librarian, and as many teachers and scholars as may be duly received and appointed. The usual duties will be assigned to the different officers of the school. ART. 3. This school shall open at ---- o'clock in the morning, and ---- o'clock in the afternoon, and each session shall continue one hour and ----. ART. 4. On the first ---- of January, or July ----, the terms for which all the officers are elected each year shall expire, and the teachers shall proceed by ballot, at such time, to elect new officers, or to re-elect the old ones. ART. 5. Strict order shall be observed, and all the rules conformed to, by every one connected with the school, and no one shall leave the room until the close of the school, without permission. ART. 6. The annual meeting, or anniversary, shall be held in the month of ----, at which time reports for the year shall be made, and an address by the pastor, or some other person who may be invited. Quarterly meetings for business, and weekly meetings for mutual assistance and counsel, and for the study of the lesson, shall be held by the teachers and officers. ART. 7. This Constitution may be amended at any annual meeting, and By-Laws may be made or amended at any quarterly meeting, by a majority of all the teachers. The By-Laws should define when and where teachers' meetings, missionary meetings, temperance or boys' meetings, or social Christian gatherings, may be held; and also what penalty, if any, for absence from teachers' meetings, etc.; also any other necessary objects may be included in the specifications of the By-Laws. XXIX. SABBATH-SCHOOL GUARDIANS. _Parents._ Parents are the divinely appointed guardians of their children. There is no shrinking from their responsibility except by unfaithfulness, and no evading it without guilt. In a few short, fleeting hours parents hold a position of honor and responsibility unparalleled in the duties of any human being. In the case of Christian parents we believe that God has given them the power to paralyze the influence of the best Sabbath-school teacher or pastor in the land. If they give the cold shoulder to the Sabbath-school, they ought to understand that they will generally destroy its entire influence for good upon their children. Therefore they ought actively and heartily to co-operate with the Sabbath-school teacher and pastor in this work with the young. Parents who are not Christians cannot present so mighty a barrier; but every parent holds an important relation to the teachers and the school. Parents should watch over the school, often visit it, and manifest a deep interest in it. They should also notice and kindly check any tendency to error in doctrine or practice. They may counsel and suggest in every appropriate way whatever will advance its best interests, and they should personally know and kindly recognize the teacher as the friend of their children, and welcome and aid him in his visits to their homes. They should also contribute liberally and cheerfully to the support of the school, and particularly to the library. They should see that their children punctually attend school, commit their lessons to memory, and thus co-operate with the voluntary unpaid teacher, in giving their children the best and most valuable of all knowledge, and by God's blessing leading them to Christ for salvation. Parents, accept the teachers to supplement and aid your efforts to save your offspring, but never, in any case, allow anything to supersede or lessen your obligations or spiritual labors for your own children. _Pastors._ We are fully convinced that our Sabbath-schools will never rise to what they ought to be until our pastors become the well-instructed leaders in this great work. We laymen are not in all cases sufficiently reliable nor fitted to be the leaders. We should take the place assigned to us by the Rev. Dr. Kirk, of Boston, in the State Sunday-School Convention of Massachusetts, when he said he "loved to recognize Sabbath-school teachers as lieutenants in the great army in which Christ Jesus has made him one of the captains." Our Sabbath-schools, churches and ministers must all rise together. They should always keep closely together. It is here that Christians find a good working field under the training of the pastor, who is the pastor of the Sunday-school as well as of the church. It is here that the Church finds a great field of labor and her largest additions. Some pastors simply give their Sunday-schools their patronage and approbation. This is not sufficient. Much more is needed. Active co-operative service and direction are wanted. Sometimes pastors must needs act as superintendent of their own Sabbath-schools, and conduct their own teachers' meeting for a time, until they can train brethren and fit them to be superintendents. It is not lecturing, or preaching to, on the subject that we so much need as how to superintend, how to prepare the lesson, how to visit, what to teach, how to teach and lead to Christ, and how to conduct teachers' meetings. The Sabbath-school enfolds the lambs of the flock. The pastor should, of course, watch over it very carefully and very tenderly. Every Sabbath he should at least walk through the school to encourage, by his presence, the weary teachers and scholars in their work of faith and labor of love. Many of the best pastors in our land make this an invariable rule. The teachers need their pastor's counsels and assistance in the school, the teachers' meetings and concerts of prayer, as well as in the pulpit. Here he will find his true working men and women, and if any of the church have especial claims upon him, they surely do have. We need our pastors' presence and counsel in all our conventions and gatherings of teachers. They are _ex-officio_ members of all. We also need their help in calling out the membership of the churches; in model sermons and model scriptural addresses, and teachings to children for instruction and for example. In fact, we feel that we must rely upon our ministers to raise up and make our Sunday-schools what they ought to be--the great training-schools of the Church, and the fitting field of labor for her large membership. As a matter of necessity, and as a matter of propriety, we throw ourselves as Sabbath-school workers upon the pastors, and call earnestly upon them for personal aid and comfort, in the strong assurance that our appeal will receive a warm and favorable response. _The Church._ The Church of Christ is the grand centre and radiating point of all our Christian efforts. The Sabbath-school is simply the Church of Christ _itself_ putting forth its legitimate _action_. Says Dr. Baldwin: "It is the _workshop_ of the Church for all working Christians." Here she trains her members for personal service and leads the lambs into the true fold. The nearer in sympathy our Sunday-schools are kept to the churches the better it will be for all; and if superintendents and teachers wish to give their labors a permanently successful character, they cannot make too short work in leading their pupils to the Church of Christ; at first, perhaps, as only attending, hearing members, then believing, obeying members. The outer, or mission-schools, are stepping-stones to churches. If mission-churches are established with those schools, as is often the case, the Church will be on convenient ground. Sunday-schools, Bible, and tract mission efforts should be superintended and sustained by the churches. Especially should the churches stand by the Sunday-schools--the nurseries of the Church--and see that they want no good thing. Rooms, seats, books, and all appliances, should be freely provided for the school; for the future hopes of Zion are there. By far the greater number of her additions from the world come through the Sabbath-school. Not one-half of the children of our land, or scarcely of any State in our land, can be found on the Lord's day in any of our Sabbath-schools. The churches ought, without delay, to supply this lack. Surely we can ask no less of them. The churches are abundantly able to do this. They have never trained and sent forth as Sabbath-school teachers as many as fifteen per cent. of their great membership, and not half the children are yet taught. Let the churches train and send forth thirty per cent. of their members, and the neglected are all reached and the work is done. Therefore the question is one of disposition, will--not ability. _The Community._ The community has a deep personal interest in the Sunday-school, and has corresponding duties. Thousands of youth are every year saved from prison and from crime by this institution. The three hundred and fifty or four hundred thousand voluntary Sunday-school teachers of our land comprise a moral police, to which the community are immensely indebted, whether they are sensible of it or not. It recently cost New York city more than twenty-five thousand dollars to convict one murderer, who had been neglected from a child. That sum of money would have paid his board for sixty years, or sustained twenty thousand children in mission-schools for a whole year. The Sabbath-school is a cheap and simple agency to give the gospel to the millions. It is the cheapest civilizer extant. Thousands of the best patriots, statesmen, and Christians of our own and other lands love to acknowledge their immense obligations to the Sabbath-school, for what they are, and what they hope to be. Said the Bishop of London: "The Sunday-school has _saved_ the manufacturing districts." And the Earl of Shaftesbury declared: "To you, Sunday-school teachers, is entrusted the future of the British empire." Many thousands of parents in our land, who are entirely neglecting the religious instruction of their children, can bring them to the Sabbath-schools, where four hundred thousand voluntary teachers stand cheerfully ready to teach them, without money and without price. Like the waters of the river of life, this stream runs free. Let parents see to it that their children are regularly there. The community should do all they can to help forward this beneficent voluntary scheme of public education, acknowledge their real obligation to the teachers, offer them rooms in their public school buildings, and by the pressure of a sound public sentiment, increase the uniform attendance, particularly from the ignorant and neglected classes. XXX. MISSIONARY AGENCIES. _Neighborhood Prayer Meetings._ The Sabbath-school teacher in his work finds it convenient to do incidentally a vast amount of good. He distributes copies of the Bible and Testament, tracts and good reading, helps the needy to a place for work, relief, etc., etc. Among other means the opening of neighborhood prayer-meetings has been greatly blessed. A score or two of friends and neighbors meet on a week-day evening in a tenant-room or house convenient, and there two or three of the Sabbath-school teachers conduct a familiar religious service, which, if appropriate and interesting, often results in conversions and bringing individuals into Christian associations and influences, and sometimes leads to the reformation of a whole neighborhood. Our young women teachers sometimes conduct these meetings with great success and profit. A good mission-school of teachers has sometimes sustained a dozen weekly neighborhood prayer-meetings. All these plans are equally adapted to cities or country villages. _Bible Readers._ Of late years the employment of pious and discreet women as Bible readers has accomplished the most blessed results. These constant visitors penetrate many a dark alley and cellar, and rescue from intemperance, starvation, destitution and crime those who would not otherwise be reached. They also comfort, and instruct, and aid multitudes of poor ignorant mothers who really know not what to do, and sustain many neighborhood prayer-meetings and mothers' meetings. Sometimes they are supported by the Bible Society, and in other cases by the City Mission, but oftener by the mission or church Sabbath-schools and churches. Young women who are adapted to the work leave their sewing and other labor, and receive a salary sufficient for their support in this service. Some of the poor ignorant, reclaimed women make, when trained for it, most excellent Bible readers. _Industrial Schools._ Industrial schools are usually for girls from the streets, who are picked up, washed, supplied with a dinner, taught to read, to sew, and other useful employments; besides, good manners and good dispositions are carefully cultivated. They are also taught to sing our choicest Sabbath-school hymns, and receive much valuable counsel and sound Christian instruction from their kind teachers and friends. These schools are doing a most excellent work. They are held every day in institutions. In Sunday-schools they are generally held only on Saturday afternoons, and a score of ladies volunteer to come and teach them. In either form they are very useful. _Boys' Meetings._ This is a modern thing, but it grew out of the warm, earnest sympathy of excellent Christians for the worst class of street-boys of New York. They were attracted by the fine music taught them, the interest and kindness manifested toward them, and the stirring, pointed, interesting stories in which religious truth was clothed as it was spoken to them; and the energy and capability which first started those meetings could sustain them now on the same basis. Latterly, they assume more the general form of young people's meetings, being composed of a majority of boys and girls from Christian families, or at least Sunday-schools, and most of them contain but a few of the rough street-boys. They are a stepping-stone to a good Sunday-school. Youths' attractive papers are circulated at the close. Interesting popular lectures, made very familiar and plain, on practical subjects, are sometimes enjoyed on the week-day evenings. XXXI. THE QUESTION BOX. Among the modern improvements in our Sabbath-school meetings the "Question Box," or "Drawer," is worthy of particular mention. Slips of paper are placed in the hands of the members of the Convention or Institute, who are requested to write upon them any question which may be suggested to their minds, and on which they would like to gain the opinions of others. These questions are, from time to time, dropped into a box provided, and left at the door or on the platform. Otherwise, they are collected by a committee and handed up to the conductor, who, at the proper time, either answers them himself or designates some other person or persons to answer them. In this way a vast amount of clear and correct information is often gained, and that of a kind exactly adapted to present wants. No exercise in an Institute is more directly profitable than the question box often proves to be. It of course depends entirely upon the correct knowledge and grasp of the persons who essay to answer; for either truth or error are alike rapidly propagated in this way. Therefore the greatest care should be taken that no one be allowed to answer questions in this way, who cannot, as the result of mature and deliberate observation or experience, comprehensively look on all sides of the question, and be careful to do justice to all its points. No "snap" judgment should be taken, no witticism indulged in, and no dogmatic answers allowed. On the contrary, the utmost fairness and candor is indispensable. For illustration of this subject, the following examples of questions and answers will suffice: 1. How can we obtain good teachers? _Answer._ Train them up in your Bible-classes and teachers' meetings. Be on the lookout for suitable persons and excite their interest by conversations on the value, the details, and working of the Sabbath-school. 2. Would you recommend the grading of Sabbath-schools? _Answer._ We like the word _adaptation_ better, for there must be _that_ in all good teaching; there must be, also, advancement and thorough Bible instruction. But we fear that an attempt to grade Sunday-schools would stiffen and injure them, for we have but one hour in a week, while the public schools have six hours per day and five days in a week, with a dozen grades of text-books, and paid, disciplined teachers. Besides, we have never found a successful Sabbath-school with more than the three regular gradations; viz., the infant-classes, the intermediate classes, and the young men and women's classes. 3. Would you ever employ unconverted teachers? _Answer._ Get the _best_ teachers you can; the most pious, the best skilled and regular. When you have taken the _best_ you can get, you have done all your duty, and God does not require any more, for he accepts according to what we have. In some remote sections it is simply a question between accepting moral and upright young people or no teachers. They can teach the elemental truths of religion, and God has repeatedly employed the most unworthy persons to deliver his most solemn messages. Therefore get the _best_ teachers you can. It is the message, not the messenger. 4. Do you approve of one uniform lesson for the whole school? _Answer._ Yes, by all means; and then concentrate all the exercises, the prayers, the hymns, the addresses, as well as all the teaching, directly upon that one portion, so that it will be impressed upon all, as it was upon a little boy who walked up to the blackboard and pointed to the drawing of an altar and the bleeding lamb upon it, saying, "It was _that_ all day, wasn't it, Jimmy?" Let the infant-class have the central verse for their lesson. 5. Would you expel a bad boy? _Answer._ I never did, and never would do so, except as a last resort, after trying every available resource. 6. How can we get the parents, pastors, etc., interested in the Sabbath-school? _Answer._ Go to them and respectfully ask their counsel and advice about the Sabbath-school. Get them to investigate and inquire, give them hints and information, and thus excite their interest. 7. Is it consistent for a Sabbath-school teacher to play at cards, dance, etc.? _Answer._ Cards are gamblers' tools, and we should beware of them. Besides, the teacher's time is too precious. I have never danced since I first became a Sabbath teacher, nearly forty years ago. It will lessen Christian influence. "If meat make my brother to offend," says Paul, "I will eat no flesh while the world standeth." 8. What is the best way to get rid of inefficient teachers? _Answer._ Treat them with the most tender consideration. Call upon them and give them some hints about a verse in the lesson, which they can use with this or that scholar in their class. I have always found it better to make poor teachers over, than to look up and train new ones. 9. How can you restore order in a disorderly class? _Answer._ The teacher mast first be in the most perfect order and control himself, and he will soon control the class, if his patience holds out. 10. What is the pastor's position in the Sabbath-school? _Answer._ He is the pastor of the lambs in the Sabbath-school as well as of the church. 11. Is it best to reprove scholars or teachers in presence of the class or classes? _Answer._ NEVER. 12. Who are to elect the superintendent? _Answer._ In most cases he should be elected by the teachers, not by the scholars. 13. Who appoints the teachers? _Answer._ They are generally appointed by the superintendent. 14. How long ought a lesson to be? _Answer._ Six to ten verses, and forty minutes' time for the teacher. 15. What is the best way of training teachers? _Answer._ Get for them _The Sunday-School Times_, and attract them into the regular weekly teachers' meeting. 16. How shall we retain young men and women? _Answer._ Get a teacher who loves, honors, and respects them and can understand young people, and does not forget that he was once young. Then elevate the Sabbath-school, so that the young people will not be belittled in attending it. 17. Is there not danger that the Sabbath-school will induce a disrelish for the preaching service? _Answer._ We must certainly guard against such a result. The Sabbath-school must cling close to the Church of God. 18. How much money should be expended annually on a large mission-school? _Answer._ A fair Christian economy is _best_. I know of mission-schools, of four hundred scholars, sustained at an expense of less than four hundred dollars, including rent, that are better every way, they are more regular and successful, than some similar schools which expend from one thousand to twelve hundred dollars per year. 19. How many children are there in all our Sabbath-schools? _Answer._ If the question refers to the United States, I think we may safely say that now we have, in Sabbath-schools, about four million children and youth, with about four hundred thousand teachers. A quarter of a century ago or so, the numbers were estimated at two million five hundred thousand, but this was when the great Western States were in their comparative infancy. The number rapidly increased to three millions, and then to three million five hundred thousand, and now our returns and estimates reach four millions. Great Britain has about the same number, both of teachers and scholars; but we do not think all other countries can raise the full number of Sabbath-school children quite up to _ten millions_, or the number of Sabbath-school teachers to a grand army of _one million_ strong. The census of 1860 gave the number of persons in the United States, between the ages of five and sixteen, at nine millions (or only a few thousands less). As a consequence, we have the great aggregate of _five millions_! of unreached and uncared-for children and youth in our land. What an immense and hopeful missionary field here lies open at our doors! There is scarcely a State in our whole Union or a city which can truly report _one-half_ of her children in any kind of a Sabbath-school on any given day. And yet some of our great States are working very energetically and systematically. Witness the State of Illinois, which has organized every one of its one hundred and two counties during the past two or three years, by the voluntary and Sunday-school missionary labors of its Sunday-School Association, aided by other agencies. What this State has done, other States, if they will, can do, and the immense work before us, when systematically undertaken, is by no means a hopeless task. _The Answer Box._ Nearly allied to the question box is the answer box. It consists in this: At an appropriate time in an Institute, the conductor writes an important question on the blackboard--blank papers are distributed and all the members are requested to write their answers. For instance, all are requested to write upon the question, What is the great want of our Sabbath-schools? One writes, "The Holy Spirit, praying teachers, aim at conversions," etc. Another writes, "Good superintendents, devoted pastors and parents." Another writes, "Clear teaching, good order, and devout singing." Others, "The Bible needs to be exalted and applied;" "Make the Bible attractive to the children;" "Living, earnest teachers who love the children;" "Aim at salvation and Christian training." Or if the question should be, "How to prepare a Bible lesson?" one answers "1. Pray. 2. Read it over carefully. 3. Think and pray. 4. Look up the parallel passages. 5. Examine Commentaries, Dictionaries, etc. 6. Search out illustrations for each pupil. 7. How to apply truth to each and all." Another writes: "1. Fix on the subject early in the week, keep it constantly before the mind, trying to find illustrations anywhere and everywhere. 2. Endeavor to make it simple, yet interesting and practical. 3. Constantly seek divine direction." At the close of a recess of ten minutes for writing and receiving the answers, they are taken up and read by the conductor, and then referred to a committee of three to digest and report upon at a future meeting. We get at the heart of the people in this way. XXXII. MISTAKES OF TEACHERS. It is a mistake to suppose that mere _talk_ is teaching. It is a mistake to think that hearing a Bible lesson recited, or the reading of questions from a book, or telling stories, is good Sabbath-school teaching. It is a mistake to think that one who in manner and temper is impatient, dogmatic, overbearing, slow, heavy or dull, can be a good Sabbath-school teacher. It is a mistake to suppose that one who is not understood, or is misunderstood, is a good teacher. It is a mistake to suppose he who gossips with his class is a good teacher. It is a mistake to suppose, because we have a general idea beforehand, that we shall be able to supply the details and illustrations as we go along. It is a great mistake to underrate oral teaching, and overrate merely reading and reciting from the Bible. It is a great mistake to think that our scholars are too young to appreciate a well-prepared lesson or a well-governed school. It is a mistake of teachers to expect attention from motives of duty, or the sacredness of the day or importance of subject--nothing but real interest will secure it. It is a mistake to teach as if all young children had the same _tastes_. It is a great mistake to fail to arouse curiosity and awaken interest. It is a mistake to suppose that we shall be understood without careful simplicity of language. It is a mistake not to recall by questions the last Sabbath's lesson, and to treat lessons as if they were isolated; by all means connect them. It is a great mistake for teachers to think that giving good advice or exhortation to children is as good as "breaking down" Bible truths with questions and answers. It is a mistake to suppose that many common terms, such as "Providence," "grace," repentance, justification, etc., convey any meaning to children, ordinarily. It is a mistake to attempt to purchase affection or attention by frequent gifts to children; neither by threats nor punishments. It is a great mistake of Sabbath-school teachers to suppose that their work is that of a mere philanthropist--or a moral educator, or a mere promoter of social good order, or raising up of good citizens and children. It is a mistake of teachers to expect a cold reception from parents. It is a mistake of teachers to suppose that their manner and habits are unobserved by the children. It is a mistake to avoid repetition with children--simplify and repeat. It is a mistake to teach our children, that if they will be good and read the Bible, pray and join the Church, they will thereby go to heaven. Nothing but repentance toward God and faith in the Lord Jesus Christ will secure that. It is a great mistake for Sabbath-school teachers ever to teach Bible truth without being really in _earnest_--calmly, cheerfully, seriously in _earnest_. XXXIII. HELPS FOR TEACHERS. Every thorough workman ought to have the best of tools to work with, and the teacher should be furnished with all needful helps. The _indispensable_ books for a Sabbath-school teacher are--1st. A complete reference Bible--your own Bible. 2d. A Concordance. 3d. A good Bible Dictionary. Add to these, accurate and careful observation to see in the opening flower, the falling leaf, the events of the day and the providence of God, rich and apt lessons for youthful hearts. On opening my library door I notice upon the shelves most of the following books, which, with others that are now out of print, have accumulated to meet my real wants as a Sabbath-school worker, and none of which I would be willing to part with: _Bibles._ Family Bible, with Notes and Instructions. Annotated Paragraph Bible, 2 vols. Reference Bible, with Index and Maps. _Dictionaries, Cyclopædias and Commentaries._ Dictionary of the Bible. 1 or 3 vols.--_Smith._ Dictionary of the Holy Bible.--_Robinson._ Biblical Cyclopædia. 3 vols.--_Kitto._ Cyclopædia of Biblical, Theological and Ecclesiastical Literature.--_McClintock and Strong._ Encyclopædia of Religious Knowledge.--_Brown._ Daily Bible Illustrations. 8 vols.--_Kitto._ Comprehensive Commentary. 6 vols.--_Jenks._ Critical, Doctrinal and Homiletical Commentary.--_Lange._ Expository Thoughts on the Gospels.--_Ryle._ Studies in the Gospels.--_Trench._ Notes on the New Testament. 11 vols.--_Barnes._ The Gospel Treasury.--_Mimpriss._ A Year with St. Paul.--_Knox._ The Parables.--_Guthrie._ Notes on the Miracles.--_Trench._ Introduction to the Study of the Holy Scriptures.--_Horne._ Notes on the Old Testament. 5 vols.--_Barnes._ Notes on the Bible. 8 vols.--_Bush._ _Books of Reference._ Complete Concordance.--_Cruden._ The Bible Hand-Book.--_Angus._ The Treasury of Bible Knowledge.--_Ayre._ Bible Months.--_Groser._ Introduction to the Study of the Scriptures.--_Nicholls._ Biblical Antiquities.--_Nevin._ Scripture Text-Book and Treasury. English Synonyms.--_Crabbe._ Works of Flavius Josephus. The Steps of Jesus.--_Mimpriss._ A Theological Dictionary.--_Buck._ _Bible Geography and Travel._ Historical Text-Book and Atlas.--_Coleman._ Biblical Researches in Palestine. 3 vols.--_Robinson._ The Land and the Book. 2 vols.--_Thomson._ Geography of Palestine.--_Groser._ Life-Scenes from the Four Gospels.--_Jones._ Little Foot-Prints in Bible Lands.--_Vincent._ Bible Atlas and Gazetteer. _Hand-Books of Instruction._ The American Sunday-School and its Adjuncts.--_Alexander._ Forty Years' Experience in Sunday Schools.--_Tyng._ Thoughts on Sabbath-Schools.--_Hart._ The Good Teacher.--_Henderson._ The Sabbath-School.--_Inglis._ The Christian Teacher in Sunday-Schools.--_Steel._ Rise and Progress of Sunday-Schools.--_Power._ The Teacher Taught.--_Packard._ The Sabbath-School Teacher.--_Todd._ Our Sunday-School.--_Abbot._ Sunday-School Photographs.--_Taylor._ The Teacher Teaching.--_Packard._ Nature's Normal School.--_Gall._ The Infant Class.--_Reed._ The Young Men's Class.--_Blacket._ End and Essence of Sabbath-School Teaching.--_Gall._ The Sabbath-School Concert.--_Trumbull._ Hours with the Youngest. 2 vols.--_Gill._ Helpful Hints for the Sunday-School Teacher.--_Vincent._ Our Work.--_Groser._ Teacher's Model and Model Teacher.--_Groser._ The Use of Illustration.--_Freeman._ Art of Questioning.--_Fitch._ Illustrative Teaching.--_Groser._ Model Sabbath-School Lesson.--_Wells._ Art of Attention.--_Fitch._ Introductory Class.--_Groser._ Diamonds in the Dust.--_Reed._ On Memory.--_Fitch._ Training-Classes.--_Groser._ Sunday-School Teaching.--_Whately._ Teacher's Keys.--_Reed._ Pictorial Teaching.--_Hartley._ Bible Training.--_Stow._ How to Teach.--_Groser._ Senior Classes.--_Watson._ Early and Infant-School Education.--_Currie._ The Child and the Man.--_Greenwood._ Our Material.--_Groser._ Sabbaths with My Class.--_Green._ _Anecdote and Illustration._ The Biblical Treasury. Illustrative Gatherings. 2 vols.--_Bowes._ Pilgrim's Progress.--_Bunyan._ The Power of Illustration.--_Dowling._ Illustrations of the Commandments.--_Cross._ The Young Christian.--_Abbott._ Anecdotes on the Old and New Testaments. Moral Lessons.--_Cowdery._ Bible Blessings.--_Newton._ Bible Jewels.--_Newton._ Lectures to Children, 2 vols.--_Todd._ Great Pilot.--_Newton._ Grapes from the Great Vine.--_Breed._ Safe Compass.--_Newton._ Truth made Simple.--_Todd._ Rills from the Fountain of Life.--_Newton._ Addresses to Children.--_Green._ The Child's Bible Stories. 4 vols.--_Kelly._ Children and Jesus.--_Hammond._ Peep of Day. Line upon Line. Precept upon Precept. Little Crowns, and How to Win Them.--_Collier._ _General Education._ Theory and Practice of Teaching.--_Page._ Methods of Instruction.--_Wickersham._ Outlines of Object-Teaching.--_Hailman._ The Student's Manual.--_Todd._ Home Education.--_Isaac Taylor._ Primary Object Lessons.--_Calkins._ The Elements of Moral Science.--_Wayland._ The Observing Faculties.--_Burton._ The Teacher.--_Abbott._ _Periodicals for Teachers._ The Sunday-School Times.--Weekly.--_Philadelphia._ The Sunday-School Teacher.--Monthly.--_Chicago._ The Sunday-School Teachers' Journal.--Monthly.--_New York._ The Sunday-School World.--Monthly.--_Philadelphia._ The Sunday Teachers' Treasury.--Monthly.--_London._ The Sunday-School Teacher.--Monthly.--_London._ Scottish Teachers' Magazine.--Monthly.--_Edinburgh._ _Periodicals for Youth._ The Wellspring.--Weekly.--_Boston._ The Youth's Evangelist.--Semi-Monthly.--_Philadelphia._ Sunday-School Advocate.--Semi-Monthly.--_New York._ The Sabbath-School Visitor.--Semi-Monthly.--_Philadelphia._ The Child's World.--Semi-Monthly.--_Philadelphia._ The Young Reaper.--Semi-Monthly.--_Philadelphia._ The Child's Paper.--Monthly.--_New York._ The Child at Home.--Monthly.--_Boston._ The Children's Hour.--Monthly.--_Philadelphia._ The Carrier Dove.--Monthly.--_New York._ The Child's Treasury.--Monthly.--_Philadelphia._ The Youth's Temperance Banner.--Monthly.--_New York._ Kind Words.--Monthly.--_Greenville, South Carolina._ _The Teacher's Covenant._ Impressed with the serious nature of the charge, will the faithful Sabbath-school teacher enter into a written engagement with his Saviour, in words somewhat like the following?-- 1. _I promise_ to be in my place punctually every Sabbath, at the time appointed, unless prevented by sickness, or some other cause so urgent that it would in like manner keep me from important worldly business. 2. _I promise_, in every such case of unnecessary absence, that I will use my utmost diligence to secure a suitable substitute, whom I will instruct in the character of the class and the nature of the duties to be performed. 3. _I promise_ to study carefully beforehand the lesson to be recited by the scholars, and to have the subject in my mind during the week, so that I shall be likely to lay hold of, and lay up for use, anything that I may meet with in my reading or experience that will illustrate or enforce the lesson of the approaching Sabbath. 4. _I promise_ to be diligent in informing myself about the books in the library, so that I can guide my scholars in selecting such books as will interest and profit them; also in becoming acquainted with other good books and tracts, so that I can always be prepared, as opportunities may occur, to lead their minds into right channels of thought. 5. _I promise_, whenever a scholar is absent from the class on the Sabbath, that I will visit that scholar before the next Sabbath, unless prevented by sickness, or by some other hindrance so grave that it would, under like circumstances, keep me from attending to important worldly interests. 6. _I promise_ to visit statedly _all_ my scholars, that I may become acquainted with their families, their occupations, and modes of living and thinking, their temptations, their difficulties, and the various means of reaching their hearts and consciences. 7. _I promise_, if any of my scholars or their parents do not attend statedly any place of worship, that I will make the case known to the superintendent and pastor, and that I will use continued efforts to induce such children and their parents to go to church regularly. 8. _I promise_ that every day, in my hour of secret prayer, I will pray distinctly, by name, for each one of my scholars, for their conversion, if they are still out of Christ; for their sanctification and growth in grace, if they are already converted. 9. _I promise_ that I will seek an early opportunity of praying with each scholar privately, either at his house or mine, or in some other convenient place that may be found, and of asking him in a serious and affectionate manner to become a Christian. 10. _I promise_, when I have thus prayed and conversed with each scholar once, that I will begin and go through the class again, not omitting any, and not discontinuing my attempts, but going on faithfully, week by week, month by month, and year by year. _Signed_, ____________________. THE END. 
44658	----	courtesy of the Digital Library@Villanova University (http://digital.library.villanova.edu/)) HISTORY OF ORRIN PIERCE. [Illustration] WRITTEN FOR THE AMERICAN SUNDAY-SCHOOL UNION, AND REVISED BY THE COMMITTEE OF PUBLICATION. Philadelphia: AMERICAN SUNDAY-SCHOOL UNION, NO. 146 CHESTNUT STREET. _Entered according to act of Congress, in the year 1847, by_ THE AMERICAN SUNDAY-SCHOOL UNION, _in the Clerk's Office of the District Court of the Eastern District of Pennsylvania_. ORRIN PIERCE. [Illustration] The cottage where Orrin Pierce was born stood by the side of a clear bright stream not far from the sea-shore. This cottage had a thatched roof, and was surrounded by a plain fence. Orrin's mother was very fond of flowers, and the little yard in front of the cottage was filled with many beautiful plants and shrubs; some of them were trained up about the upper window and around the door. A marten's house stood on a post one side of the cottage, where three twittering birds built their nests in safety. Everybody that passed Mrs. Pierce's house, looked at it with pleasure, and some even stopped to admire its neatness and comfortable appearance. [Illustration] [Illustration: Noah.] Mrs. Pierce was an excellent woman; she feared God and instructed her little son out of the Scriptures. Before he was old enough to read, she used to read to him about the creation of the world; and before he was four years old, he could tell a great deal of Scripture history. He knew about the temptation and fall of man; the story of Noah; the deluge; the history of Joseph; the account of the Israelites in Egypt; the plagues sent upon Pharaoh; the departure of the children of Israel out of Egypt; their journey through the wilderness, and their entrance into the promised land. He also could relate the story of Daniel; of Israel, and many other accounts from the Bible. Those who do not read the Bible are ignorant of some of the most interesting and important parts of the world's history. [Illustration] [Illustration] Sometimes Mrs. Pierce would walk out with little Orrin, and she always used to talk with him, so as to improve his mind. She would make him observe the works of God, and tell him of the wonders of Creation. Orrin was very fond of going to the sea-shore, and when he had been a good boy his mother would go there with him. He always took with him a basket to put his shells in, for there were many shells on the beach. His little dog, Dash, always went with him, and when Orrin threw a stick into the water, Dash would plunge in, and swim after it, and bring it to his little master. [Illustration] [Illustration] Often during the summer, when the evenings were mild and pleasant, she would walk in the fields with Orrin, and they would sit down to enjoy the beauty of the scene. The calm, full moon, shining above them, shed a soft light on all around. Sometimes a cloud would pass over it and hide for a moment its brightness, and they would watch for it as the cloud moved on, and it would suddenly burst upon their sight; on such occasions, Orrin used to repeat some passages of Scripture to his mother, giving thanks to God, who made the moon and stars to shine by night. [Illustration] [Illustration] Orrin loved very much to see the different animals, that are for the use of man. He liked horses and cows and dogs very much, but best of all he liked the sheep and lambs. There was a field not far from his mother's cottage where a flock of sheep were often kept. He used to watch the shepherd taking care of the sheep, and when he noticed how readily they followed him, he thought of the words of Christ, "My sheep hear my voice, and I know them, and they follow me." He also remembered that this harmless animal was employed as a type of Christ, who is called "the Lamb of God, who taketh away the sin of the world." [Illustration] [Illustration] Mrs. Pierce gave her little son a place for a garden, which the gardener used to dig up for him. She gave him different seeds of plants and flowers. She bought him a shovel, a rake and a hoe, of a suitable size for a little boy. Here he used to amuse himself for hours. He had one tree in his garden which would not thrive, though he had bestowed much labour upon it, but finally he determined to remove it. Indeed the branches were many of them dead. He told his mother he was reminded of the passage in Luke xiii. 6, 9, for he had waited long for fruit, but found none, and he was going to remove the worthless tree. [Illustration] [Illustration] On a pleasant afternoon, it was very delightful to walk in Mrs. Pierce's garden. Orrin's garden spot was as neat and in quite as good order as his mother's. The roses were so fragrant, and the various colours of the numerous flowers so pleasing to the eye, that all admired who beheld them. The butterflies roamed from flower to flower undisturbed: the humming-birds and bees took their portion of the sweets, and pretty singing birds fluttered among the branches. Mrs. Pierce used often to point to the beautiful lilies, and say to Orrin, "Consider the lilies, how they grow, and remember the instruction they give." [Illustration] [Illustration] You may be sure Orrin was early taught to pray; and that he was careful never to forget or neglect this duty. He did not wait till after he was in bed, either, but kneeled down before he became sleepy, so that he might pray with the understanding. He used to pray for a new heart, so that he might love holiness and hate sin. He also prayed for the forgiveness of his sins. Sometimes he prayed when he was in the field or on his way to school, when he thought he should not be observed. He thanked God for all his mercies, but more than all for the gift of the Saviour; and when quite young, he could repeat many very pleasing verses about the love of Christ for this sinful world. [Illustration] [Illustration] One day when Orrin was on his way to the Sabbath-school, he met a boy going across a field with a kite in his hand. He did not know the boy, but he knew he was about to commit sin, so he asked him if he would not leave his kite and go to the Sabbath-school. He opened his book and showed him where the lesson was, and told him that he would be much happier in learning to keep God's commandments, than all his kite-flying could make him. The boy thought so too, and was willing to take advice, so he hid his kite behind the fence, and went with Orrin. We should try to do good to all as we have opportunity. [Illustration] [Illustration] The next day he met the same boy flying his kite. He stopped as Orrin approached him, and said, "I thought yesterday when you asked me to go to the Sabbath-school that it was a pity to give up flying my kite, because there was such a good wind, but to-day the wind is just as good, and I have had a fine time with my kite." So he lost no pleasure, but gained much good. Orrin stayed a while and played with this boy, and told him he hoped to see him again at Sunday-school; and so he did, for he continued to attend regularly from that time. [Illustration] [Illustration] Orrin's mother was almost sorry when he was too old to be kept at home under her instruction. She felt afraid that when he began to be more from her watchful care he might become more like those boys whose company she had always directed him to avoid. He was very fond of study; and his teacher soon noticed him as a boy who would be an example to the school. He was always in his place when the bell rang for nine o'clock, and his lessons were well learned. His mother was much pleased with the accounts she received from his teacher, of his good conduct. [Illustration] [Illustration] When Orrin was about fourteen years old, he met with the greatest affliction that could have been sent upon him. This was the death of his excellent mother. She was sick for a long time, and had a very good physician, but God did not see fit to restore her to health, and she was quite ready to submit to His will. Her only anxiety was for her son, and even this care she was able to commit to the Lord, who has promised to be a father to the fatherless. She talked much to Orrin, and told him that she had trained him up thus far, in the way he should go, and charged him not to depart from it. [Illustration] [Illustration] A great number of friends and neighbours followed Mrs. Pierce to the grave. She was greatly beloved by all who knew her, but none could mourn for her as her poor afflicted boy did. When he saw his mother laid in the grave, he felt as if he had not a friend on the earth. True, he had neither sister nor brother. His father died when he was an infant, and now his precious mother was taken away. But God could supply to him all that he had lost, and be to him more than all earthly friends, even one who would never leave him nor forsake him. [Illustration] [Illustration] Day after day, Orrin went to the graveyard, to visit the tomb of his beloved parent. He used to take with him the Bible, which they had so often read together, and read those passages which she delighted in. He was much comforted by these words of the Lord Jesus Christ, "I am the resurrection and the life. He that believeth in me, though he were dead yet shall he live, and whosoever liveth and believeth in me shall never die. The hour is coming in the which all that are in their graves shall hear the voice of the Son of Man, and shall come forth; the followers of Christ to enter into heaven, and his enemies to be cast into hell." [Illustration] [Illustration] After his mother's death, Orrin went to live with a kind uncle, a brother of Mrs. Pierce, who lived a great distance off, so that Orrin went there in a ship. Then God raised up a friend for this orphan-boy. His uncle had a little daughter much younger than Orrin, whose name was Jane. As he never had a sister, it was very pleasant to have such a little companion as Jane. His aunt was very kind and affectionate to him, but no one was like his mother. Though he was very sad for a long time, he tried to overcome such feelings, and, by dutiful conduct, to show his kind uncle and aunt that he was grateful to them. [Illustration] [Illustration] Jane had not received as much instruction as Orrin had, and he was very happy to tell her some of the things he had heard from his mother. One day, he and Jane were walking in the garden, and they stopped by the bee-hives to watch the bees go out to gather their stores, and return laden with sweets. Orrin told Jane many curious facts about bees, which instructed her very much. He told her that they were always busy, and would not allow an idler to live in the hive. Orrin and Jane also attended Sunday-school together. [Illustration] [Illustration] Jane used to walk and play in her father's garden, but she did not have one of her own. Her father used to tell her she might look at the flowers, but that she must not pick them, as she would injure them. But when Orrin came he gave Jane a garden by herself in which her cousin worked, and they both kept it in order, and it was a great pleasure to her to pick flowers whenever she liked. She used often to gather a pretty nosegay for her mother. Orrin used to say when he looked at her flowers, why even Solomon in all his glory was not arrayed like one of these. [Illustration] [Illustration] Many boys who have been taught by pious mothers to pray to God in childhood, when they become older forsake the law of their mother. They begin to think it is well enough for children, but not needful for men; but this was not the case with Orrin. He remembered what Solomon says of a mother's counsel: "When thou goest it shall lead thee; when thou sleepest it shall keep thee; and when thou wakest it shall talk to thee." Orrin read his Bible daily, and continued to pray to the God of his mother, and he kept in mind her instructions and always tried to act as he supposed his mother would wish. [Illustration] [Illustration] From the time he was old enough to behave properly, Orrin went to Sunday-school. He was in a room where only the little scholars attended, and they were taught by a very kind lady. She taught them from Scripture-cards, and they could say and sing many beautiful little hymns. He could also answer all the questions in a simple catechism. When he could read well, he went into the larger school, and was put into a class with some boys larger than himself. Some of them did not behave as well as Orrin did. [Illustration] [Illustration] Orrin's mother loved to see her little boy play at proper times. She did not always require him to be studying, or reading books. When he went to play she was careful that his mates should be good boys who did not take the name of God in vain, or use coarse and vulgar language, or quarrel and fight. She told him always to treat his mates kindly, to be just and fair in his sports, and at all times to "do unto others as he would wish others to do unto him." She reminded him that "even a child is known by his ways," and that "cheating play never prospers." [Illustration] [Illustration] Wherever there is a library of useful books, a young person can gain a store of knowledge. Orrin was very fond of reading, and his uncle gave him the liberty of reading in his study, whenever he wished to do so. There Orrin spent many hours, gaining useful knowledge; and as he had a very good memory, he found, many years after, much use for the instruction he received in this way. Solomon says, "Get wisdom, get understanding, take fast hold of instruction, let her not go, keep her, for she is thy life." [Illustration] [Illustration] Those who have read the history of this good boy, will like to hear something of him as a man. He became not only a respectable, but a useful and pious man. He was a kind friend; he warned and reproved those he found doing wrong. When a man, he was as fearless in reproving sin as he was when a boy. If he saw a young man profaning the Sabbath day, he kindly warned him of his evil way and would invite him to go with him to the house of God. His example was, also, a silent teacher of all. [Illustration] [Illustration] You will not be surprised to hear that Orrin became a Sunday-school teacher, nor that he knew how to teach in a way to profit his scholars. They all loved him very much, and never were absent from school unless they were sick. Here he is, just returning from Sunday-school. Two of his scholars are with him; they have their library-books in their hands. How orderly they walk by his side, talking with him about the lesson. It is a great blessing to have such a teacher. [Illustration] [Illustration] This picture may remind us of Orrin, for we may think of him as walking by the water-side with a friend. Perhaps he is speaking of the occupation of Christ's disciples, when he called them to preach the gospel. They left their ships and followed him. He is pointing to the church amid the trees, and says "I too would preach the gospel." No doubt he would make a useful minister of the gospel, for from his youth he has known the Scriptures, which are able to make him wise unto salvation. He may be thinking of Christ's words, Go ye unto all the world, and preach the gospel to every creature. [Illustration] [Illustration] After much thought upon the subject, and having taken the advice of friends, Orrin determined to be a missionary. He went to bid farewell to the scenes of his childhood. He visited the cottage where he was born. He stood by the sea-side, where he had gathered shells, and listened to his mother's instructions; he walked in the fields where he had seen the lambs. And as he stood thinking over his days of childhood tears fell from his eyes, but they were tears of gratitude to God, for having given him a mother who taught him to love the service of God. [Illustration] [Illustration] He at length goes to make known the way of salvation to those who never heard of a Saviour; to poor ignorant pagans, who worship idols, the work of their own hands. Many, like him, have gone to tell the perishing heathen of Jesus, who is the way, the truth, and the life. May all such reap a rich reward, and turn many to righteousness. May God incline the heathen to cast away their senseless idols, which have eyes that see not, and ears that hear not, and enter upon the service of Him who is worthy of all their love. [Illustration] 
35050	----	Transcriber's Note: Bold text is surrounded by =equal signs= and italic text by _underscores_. MODERN SUNDAY SCHOOL MANUALS Edited by Charles Foster Kent in Collaboration with John T. McFarland ORGANIZING AND BUILDING UP THE SUNDAY SCHOOL By JESSE LYMAN HURLBUT [Illustration] NEW YORK: EATON & MAINS CINCINNATI: JENNINGS & GRAHAM Copyright, 1910, by EATON & MAINS TABLE OF CONTENTS PAGE I. The Historic Principles Underlying the Sunday School Movement 7 II. The Constitution of the Sunday School 14 III. The Necessity and Essentials of a Graded Sunday School 21 IV. The Grading of the Sunday School 30 V. The Departments of the Graded Sunday School 37 VI. The Superintendent 46 VII. The Superintendent's Duties and Responsibilities 53 VIII. The Associate and Department Superintendents 63 IX. The Secretary of the Sunday School 69 X. The Treasury and the Treasurer 75 XI. Value of the Sunday School Library 81 XII. The Management of the Library 91 XIII. The Teacher's Qualifications and Need of Training 98 XIV. The Training and Task of the Teacher 105 XV. The Constituency of the Sunday School 113 XVI. Recruiting the Sunday School 122 XVII. The Tests of a Good Sunday School 129 Appendix 135 PREFATORY IN the preparation of this volume the purpose was to supply a convenient handbook upon the organization, the management, and the recruiting of the Sunday school, to be read by those desiring information upon these subjects. But after the larger part of the work had been prepared a desire was expressed that the method of treatment be so modified that the volume might be employed as a text-book for classes and individual students in the department of teacher-training. It has been the aim of the author not to alter the work so materially as to render it unfitting for the general reader; and with this in view the series of blackboard outlines for the teacher, and the questions for the testing of the student's knowledge, have been placed at the end of the book. In the hope that both the reader and the student may receive profit from these pages the book is committed to the public. =JESSE LYMAN HURLBUT.= I THE HISTORIC PRINCIPLES UNDERLYING THE SUNDAY-SCHOOL MOVEMENT 1. =Magnitude of the Sunday-School Movement.= At the opening of the twentieth century the Sunday school stands forth as one of the largest, most widely spread, most characteristic, and most influential institutions of the Anglo-Saxon world. Wherever the English race is found the Sunday school is established, in the Mother isle, on the American continent, at the Cape of Good Hope, and in Australasia. In the United States and Canada it has a following of fourteen million members, representing every religious denomination. Its periodical literature has a wider circulation than that of any other modern educational movement. It touches every class of society, from the highest to the lowest; and its largest membership is found among the young, who are of all ages the most susceptible to formative forces. It is safe to say that this institution has exerted a powerful influence upon the majority of the men and women of to-day, and is now shaping the character of millions who will be the men and women of to-morrow. 2. =A Modern Movement.= Great as it appears in our time, the Sunday school is comparatively a modern institution. Undoubtedly, the germ of it can be traced back to that source of all the religious life of the civilized world, the Hebrew people. The elemental principle of the Sunday school is possibly to be found in the prophetic guilds before the Exile, and the schools of the Jewish scribes after the Restoration. The great Bible class of Ezra (Neh. 8) was not unlike a modern Sunday school. Yet as an organized institution the Sunday school began with Robert Raikes, the philanthropist of Gloucester, England, who on one Sunday in 1780 called together a group of street boys in a room on Sooty Alley, and employed young women to teach them the rudiments of reading and religion. If Raikes had not happened to be the editor of the town newspaper, and in constant need of copy, his Sunday school might soon have been forgotten. But from time to time he published concerning it paragraphs which were copied into other papers and attracted attention, so that the Sooty Alley Sunday school became the parent of a vast progeny throughout the United Kingdom and beyond the seas. No institution then in existence, or recorded in church history, suggested to Robert Raikes either the name or the plan. Both arose out of his own good heart and active mind. But since his day both the name "Sunday school" and its plan of working have been perpetuated, and every Sunday school in the world is a monument to Robert Raikes, the editor of Gloucester. 3. =A Lay Movement.= It is a significant fact that the first Sunday school was established not by a priest, but by a private member of the Church of England, that its earliest teachers were not curates, nor sisters, but young women of the laity, and that throughout its history the movement has been directed and carried forward, in all lands and among nearly all denominations, by lay workers.[1] This is noteworthy, because in the eighteenth century, far more than in our time, the teaching of religion was regarded as the peculiar function of the clergy, and lay preaching was frowned upon as irregular. The earliest Sunday school may have been preserved from churchly opposition by its own insignificance; or it may have won the favor of the clergy by the fact that all its pupils at the close of the morning session were regularly marched to church. Whatever the cause may have been, it is certain that under a providence which we must regard as divine, both in its beginning and throughout its history, the Sunday school, although a laymen's movement, has received favor, and not opposition, from the clergy and the Church. 4. =Unpaid Workers.= It has been stated that Raikes paid the young women who taught in his Sunday school a penny for each Sunday. But as the movement went onward the conductors and teachers were soon giving their service freely; and this has been the prevailing rule throughout the world. There are a few Sunday schools wherein a curate or assistant pastor is the superintendent, and a few mission schools that employ a salaried teacher who works through the week as a visitor; but it may be asserted that the world-wide army of Sunday-school workers lay upon the altar of the Church their free-hearted, unpaid offering of time, study, and effort. This has been and is a noble, a self-denying, a splendid service; but it has also been a potent element in the progress of the movement. Those who would establish a school, alike in the city and on the frontier, have not been compelled to wait until funds could be raised for the salary of a superintendent and teachers. If only churches rich enough to pay for workers had established Sunday schools in our country, the Sunday school as an institution would not have advanced westward with the wave of population. And not only has the unpaid service aided the growth of the movement, it has also added to its moral and religious power. The pupils and their parents have recognized that the teachers were working not for pay, but from love for their scholars and their Saviour; and that love has imparted to their message a power all its own. 5. =Self-supporting.= The Sunday school has been from the beginning and even now remains in large measure a self-supporting movement. It everywhere involves expense for furniture, for teaching requisites, for song books, for libraries; but for the most part the money to meet these expenses has been contributed in the school, among its own members, and not by the church. Instances are on record, even, where the church, in former times, charged and received rent for the use of its property by the Sunday school! Such short-sighted practice has been rare, but multitudes of churches have found the Sunday school a source of far greater profit than expense. In other words, those who have done the work of the school have also paid its bills, and many families that have received its benefits have been exempt from its burdens. It is noteworthy, however, that this condition is passing away, that churches are awakening to their responsibility and opportunity, and are giving to the Sunday school that liberal support which its work requires and deserves. In the ratio of investment and return, no department of the church costs so little and rewards so richly as an efficient Sunday school. 6. =Self-governing.= As a result of being self-supporting, the Sunday school has also been a self-governing institution. Paying its own way and asking no favor, it has been almost everywhere an independent body, accepting no outside authority. It has grown up almost unrecognized and unnoticed by the churches. Fifty years ago scarcely one of the denominations, great or small, gave the Sunday school recognition as an integral part of its system. Little attention was paid to it in the ruling body of the local church. It chose its own officers, obtained its own teachers, made its own rules, and for its teachings was responsible to no ecclesiastical authority. It was generally an ally to, but independent of, the church. In this respect a gradual change has taken place. Its relations are now much closer, its position is defined; and the institution is sanctioned and supervised by the church. 7. =Self-developing.= The system of the Sunday school has been evolved without guidance or control from any human authority. It has been from the first self-organizing, and has been also self-developing. Some might consider the form which it has taken accidental; but it is better to regard it as providential. The men and women who laid the foundations of the Sunday school were building under a divine direction of which they were unconscious. Working apart from each other, on both sides of the sea, and separated by wilderness and prairie, everywhere they established an institution under the same general principles, and with substantial unity in its plans. Perhaps one cause for its unity of method is that it arose in the midst of the Anglo-Saxon race, a people which has instinctive tendencies toward law, system, and organization. If it had started among a Latin people, where men, and not systems, rule, there might have been a different form of organization, with different aims, with different titles for officers, in every province. But throughout the English-speaking world, which is the habitat of the Sunday school, the institution bears the same name. Its principal or conductor is called a superintendent--cumbrous though the title may be--and its working force are known as teachers. 8. =Bible Study.= The most prominent trait in the Sunday school of the present is that it has become the most extensive movement for instruction in the Sacred Scriptures that the world has yet seen. All these millions of members, young and old, are engaged in the study of one book--the Holy Bible. Many of these millions, indeed, study the Bible superficially, unintelligently, with narrow interpretations and crude methods; yet in the Sunday schools of the lowest type as well as of the highest some portion of the Bible every week is brought to the scholars' attention. That the Bible is so generally known and so widely circulated, that the demand for this ancient book warrants the printing of more than ten million copies every year, is due more to the Sunday school, with all its defects of method, than to any other institution. This concentration of attention upon the Bible has grown gradually in the Sunday school. In the eighteenth century Sunday school, both of England and America, religious instruction was only one of its aims; and it was instruction in the catechism and forms of worship rather than in the Bible. But by slow degrees the Bible came more prominently to the front, until now the Sunday school is everywhere the school with one text-book. He who surveys the Sunday school through the inner eye beholds it on one day in each week covering the continent with its millions of students, all face to face with some portion of the great text-book of religion. The thoughtful observer will reflect that a people whose children and youth come into weekly contact with the living word will not wander far from the path of righteousness. FOOTNOTE: [1] An exception is to be noted in the Sunday schools of the Roman Catholic Church, where most of the teachers belong to religious orders. II THE CONSTITUTION OF THE SUNDAY SCHOOL The general characteristics of the Sunday school, as they have gradually developed during its long history, must be considered in any plan for organizing and conducting an individual school. The institution should be studied both ideally and practically: practically, to ascertain what the Sunday school has been and is now; yet ideally, with a view to developing its highest efficiency and largest usefulness. Such a plan for the specific Sunday school may be called its constitution. It is desirable to have the constitution in written or printed form, but it is not necessary. There is no more complete system than the government of Great Britain, yet it has no written constitution; and Mr. James Bryce has shown us in America that the instrument known as the Constitution of the United States by no means represents our own actual method of government. In every nation there is an unwritten law, wrought out of a people's consciousness, which is more imperative and enduring than any parchment scroll or printed form. The general principles to be maintained in establishing and developing a Sunday school are the following: 1. =Aim.= The primary aims of the Sunday school are religious instruction, character-development, and effective service. It is not to teach history, nor science, nor sociology, but religion; and not merely to impart a knowledge of religion to the intellect of its pupils, but, infinitely more important, to make religion an effective force in the life of the individual scholar. As a Christian institution, in the definition given by one of its greatest leaders,[2] "The Sunday school is a department of the Church of Christ, in which the word of Christ is taught, for the purpose of bringing souls to Christ, and of building up souls in Christ." If it be in connection with a Jewish synagogue or temple--as are some of the best Sunday schools or Sabbath schools in our land--it is for the purpose of instruction in the faith of the ancient fathers, and of making their teachings live again in the men and women of to-day. A true religious education, such as the Sunday school seeks to give, will include three aims: (1) knowledge, (2) character, (3) service. There must be an intellectual grasping of the truth; a character built on the truth, out of faith in God, and the life of God inspiring the human soul; and service for God and humanity. The Sunday school seeks to develop not only saints in fellowship with God, but workers for God, who shall strive to realize on earth the kingdom of God, not seeking to be ministered unto but to minister. There have been centuries in the past when the Christian ideal was the cloistered saint, living apart in communion with God. But that was a pitiably incomplete conception of the perfect man. In our age we have the larger ideal of saintliness with service; and to promote this should be the aim of every Sunday school. 2. =Method.= To attain its aim the Sunday school employs the teaching method. The Sunday school is not, as some weak-minded people have called it, "the nursery of the church." Nor is it, as it has been named, "the Bible service"; for, although it holds a service, it is more than a service. It is not--or should not be--a gathering of groups, large or small, where silent hearers listen to sermonettes by little preachers, miscalled teachers. It holds a service imbued with the spirit of worship, yet worship is not its central purpose. It should have music, but it is not primarily a service of song. It should be pervaded by an atmosphere of happiness, but mere enjoyment is not its object. The Sunday school is a _school_: and the very word shows that its aim is instruction and character formation, and its method is that of teaching. For the work of a Sunday school the essentials are three: (1) There must be the living teacher who is fitted to inspire, to instruct, and to guide. His part is not merely to pour knowledge into his pupils, but to awaken thought, to guide the search for truth, to call forth expression in character and in action.[3] (2) There must also be the scholar who is to be taught. It is his part in the process of instruction not merely to listen and to remember, not merely to receive impressions, but to give expression to the teaching, in life, in character, in influence, and in service. The true effectiveness of the teaching in the Sunday school will be shown by the reproductive power of the truth in the life of the scholar. (3) There must be a text-book in the hands of both the teacher and the pupil. In any school for religious instruction one book will of necessity stand prominent, that great Book of books which records the divine revelation to man. The Sunday school may teach history, geography, institutions, doctrines, literature of the Bible, but these only as a framework or a foundation for the education of the heart into a personal fellowship with God. This character-molding, faith-impelling force is the divine truth taught in the Bible through the experiences and teachings of patriarchs, prophets, priests, psalmists, sages, and apostles, and above all by the words and life and redemptive work of the Master himself. And the subjects of study in the Sunday school need not be limited to the text of Scripture. There may be extra-biblical material for the teaching of character and service; and all this should be open to the Sunday school. 3. =Relation to the Church.= However independent of the church organization the Sunday school may have been in its beginnings, and however self-dependent some union Sunday schools may of necessity be in certain churchless regions, the general fact is established that the Sunday school as an institution belongs to the church, is under the care of the church, has a claim upon moral and financial support by the church, should be a feeder to the membership of the church, and should gratefully accept the supervision of the church. It should regard itself and be recognized by all as in many ways the most important department of the church. 4. =Government.= All power must be under direction, and the mighty energies of the Sunday school especially need a wise, strong guidance. In the general management of the Sunday school two elements should be recognized: (1) the rights of the workers and (2) the authority of the church. (1) It must ever be kept in mind that the Sunday school is an army of volunteers. Its workers are men and women who of their own accord give to the school without compensation their gift of service. Those who make such a contribution to the success of the Sunday school should certainly have a voice in its management. (2) But it is not to be forgotten, on the other side, that the Sunday school is not superior to the church, nor independent of it, but subsidiary to it; hence the church should be able to exercise some control over the school if such control shall ever be needed. For example, in the choice of a superintendent, who is the executive officer of the school, the ruling body of the local church and the working body of teachers and officers should unite. No one should undertake to conduct a church Sunday school unless he thus has the definite assurance that his teachers are with him, and that his church is officially supporting him. 5. =Officers.= Little need be said here on this subject, for it is one with which every worker is familiar. (1) There must be a leader, or manager, the executive head of the school, who is universally styled the superintendent. If we were organizing a new institution, and not describing one already world-wide and with officers already named by common usage and consent, we would prefer that the executive of the Sunday school receive the title of Principal or Director; but the somewhat awkward word Superintendent is settled upon him, and will remain. (2) There must also be an assistant superintendent, or more than one, as the size of the school may demand. The better title is associate superintendent, as is now given in the larger number of well-organized schools. The superintendent should have the privilege of nominating his own associates or assistants, the nominations to be confirmed by the board of teachers and officers. (3) There will be a secretary, with such assistants as he may require, to be nominated by the secretary and confirmed by the teachers. (4) There will be a treasurer, to care for the funds, and to disburse them as ordered by the board of teachers, or the Sunday school as a whole. (5) Lastly, but most important of all, there must be the working force of instructors, the faculty of the institution, its teachers, who should be carefully chosen. The pastor, as well as the superintendent, should have an active voice in their call, since they are his coworkers in the religious instruction of the congregation. 6. =Membership.= In the conception of a Sunday school, both ideal and practical, the constituency for which it is established must be considered. As has been noted, it was originally for children only, and only for children who were destitute of home training, and outside of church relationship. The earliest Sunday schools were what are called in England ragged schools, and in America mission schools. But in the noble evolution of the movement the Sunday school constituency has been vastly enlarged; and now it is recognized that the Sunday school is for all ages and all classes. It should embrace the young and old, the ignorant and intelligent, the poor and rich, the sinner as well as the saint. The Sunday school which fulfills its mission to society will welcome all the world. FOOTNOTES: [2] Bishop John H. Vincent. [3] For qualifications and functions of the teacher see Chapters XIII and XIV. III THE NECESSITY AND ESSENTIALS OF A GRADED SUNDAY SCHOOL 1. =The Necessity of Grading.= As the result of the gradual and unguided evolution of the Sunday school through a century or longer, most schools are now divided in a vague way into certain departments, generally known as the Primary, or Infant Class; the Youths Department, or Boys and Girls; and the Adult Department, or Bible Classes. Many who have charge of schools such as these regard them as graded, and so report them. But the mere naming of departments does not constitute a graded school. Whoever studies the ungraded or loosely graded Sunday school will perceive in it certain evils which can be removed only by a thorough system of grading, maintained faithfully through a series of years. Some of these conditions which make the graded Sunday school an absolute necessity are the following: (1) _The School as a Whole._ The close observer, looking at the entire school, notes first of all that its gains and its losses in membership are at the extremes of its constituency. It is the normal condition for the gains to come in the Primary section; for the little children in families are attracted to the school or brought there by older children. There is almost invariably a constant increase in this department, requiring frequently the organization of new classes in the grade above, among the younger boys and girls. But, on the other hand, there is a constant loss of older scholars. In most schools, at the age of fourteen, in what is known as the early adolescent period of life, the pupils, for one reason or another, begin to drop out, and few enter to take their places. Almost every school is thus growing at the bottom and dying at the top. The Primary classes are full, but the classes of those above fourteen years are usually small--two large boys here, three yonder. And although girls continue in the school more frequently than boys, there will appear the same conditions--some large classes of girls and young women, but others where discouraged teachers are sitting down with one, two, or three pupils. Six or eight years ago these same classes came out from the Primary Department, each with eight or ten pupils; now they are mere skeleton classes, barely alive, and threatened with dissolution. Every earnest, thoughtful superintendent would rejoice to find some plan that will guarantee large classes of young people between sixteen and eighteen years of age, for this is the most vital period in the life of the individual. Such a plan is proposed in the graded system. (2) _The Condition of the Classes._ Fixing the attention upon the several classes, the critic of the school system notes three unfavorable conditions: (a) There is the inequality in the size of classes, to which reference has already been made. When classes come together by accident, pupils bringing their friends, or new members joining whatever classes they please, some classes of boys or girls will inevitably be too large for good government or good teaching, and others will be too small to create any enthusiasm, either in the teacher or the pupils. (b) There is also an inequality in the ages of pupils in the same class. A class may include one pupil or two pupils sixteen years old, and others as young as ten, or even nine years; some who during the week are in the high school, and others who can scarcely read the verses assigned to them. (c) Where these inequalities of numbers and ages exist there is a lack of that class spirit which is an essential element of power in a well-ordered Sunday school. Every class should be a unit, with a strong social bond; but this ideal cannot be realized when there are in the class two or three youths in the noisy, assertive, self-conscious stage of early adolescence, and others who are several years younger. Nor can there be a proper social bond in a class with only two or three members. They are likely to be irregular in attendance, to find excuses for absence or for leaving the school, until at last the discouraged teacher and the listless scholars together drop out of sight. For the correction of these evils of inequality in numbers and in ages, and of this lack of class spirit, the only successful method is to grade the school, and resolutely to keep it graded. (3) _Difficulties of Administration._ The difficulties which confront the superintendent in the management of an ungraded school are many and great. (a) The first and ever-present difficulty is in obtaining teachers for new classes. The constant growth of the Primary Department is his perennial perplexity. To relieve the congestion in the crowded Infant Class its older pupils must be brought into the main school, and teachers must be found for them. The superintendent is always seeking, and often seeking vainly, for new teachers. (b) Another difficulty is found in the attempt to transfer scholars from one class to another. No matter how much out of place a pupil may be, it is almost impossible to transfer him to another class without incurring the displeasure of the teacher, the scholar, or the scholar's family. And however overgrown or ill-assorted a class may have become, to divide it is a delicate task, almost sure to cause ill feeling. Also, when there arises the need of a teacher for a new class just emerging from the Primary Department, the natural plan would be to combine some of the skeleton classes in the other departments, and thereby release a teacher for service with the new class. But the superintendent who attempts this plan finds that almost invariably it results in some of the older scholars leaving the school because their teacher is taken from them. 2. =The Essentials of a Graded School.= Briefly stated, the essentials of a graded Sunday school are the following:[4] (1) _Departments._ The graded Sunday school is organized in certain distinct groups, of which the most important, for our present purpose, are the Primary, Junior, Intermediate, and Senior Departments. To these will be added the Beginners and Adult Departments when the subject comes up for a complete treatment. Each of these departments should have, if possible, a separate room; but if these rooms cannot be provided in the building, the pupils should be seated by departments in the different parts of the one room. Perhaps it may be assumed that there is a separate room for the Primary Department; then let those who have most recently come from the Primary be seated on the right block of seats; the Youths or Intermediate in the middle; and the Senior classes on the left block, or vice versa. The younger classes of the department should have the front seats, the older those in the rear, in regular gradation. The school may be arranged in the order shown in this diagram: +---------------------------------------------+ |+-----------+ +------------+ +------------+| || OLDER | |FOURTH YEAR | |FOURTH YEAR || |+-----------+ +------------+ +------------+| | | |+-----------+ +------------+ +------------+| || OLDER | | THIRD YEAR | | THIRD YEAR || |+-----------+ +------------+ +------------+| | | ||YOUNG WOMEN| |SECOND YEAR | |SECOND YEAR || +-----------+ +------------+ +------------+| | | |+-----------+ +------------+ +------------+| || YOUNG MEN | | FIRST YEAR | | FIRST YEAR || |+-----------+ +------------+ +------------+| | SENIORS INTERMEDIATES JUNIORS | | | | +-----------------------+ | | | PLATFORM | | +---------+-----------------------+-----------+ (2) _Classes._ The number of classes should be fixed for each department, and their relationship established, so that when a group of scholars is promoted to a higher grade in the same department, or in the next department, they do not enter as classes, but as individuals; not to form new classes in the department, but to be placed in classes already formed. This plan will keep the classes in the Senior Department always full, and avoid the unfortunate skeleton classes of the ungraded school. It will also impress upon the pupils the importance of faithful work. (3) _Promotions._ There should be annual and simultaneous promotions throughout the school. One Sunday in the year should be set apart as Promotion Sunday; and on that day all promotions should be made. Those who are to be advanced from the Intermediate to the Senior Department are called out by name and placed in their classes, which are not new classes, but old classes replenished with new members. These promotions will vacate the seats of the Fourth Year classes in the Intermediate Department. But these seats will at once be filled by the Third Year now becoming the Fourth Year, and taking their seats; the Second Year pupils becoming the Third Year; and the First Year the Second Year. The First Year of the Intermediate Department will be left vacant, to be filled by promotion of the Fourth Year in the Junior Department, and the moving up of classes to the year above in the same department; and the First Year of the Junior Department will be filled by promotion from the Primary Department. (4) _Teachers._ As groups of scholars pass either from one grade or from one department to another there must also be a change of teachers. This constitutes the crux of the entire system, and in its inception is apt to prove the most formidable obstacle in grading the school. The pupils, however, are accustomed to a system of promotions in the day school, and expect to leave their teachers when they change their grades; but many of the teachers in the Sunday school, not being trained under the system, dislike to lose their scholars, and show their dissatisfaction in ways that affect their pupils. This difficulty must be overcome by tact and an appeal to unselfish motives; teachers must consent for the sake of the common good to give up their old classes and take new ones which begin in the department. The teacher may remain in the grade and receive a new class each year as his pupils advance to a higher grade; or he may remain with the class and advance until the pupils pass from their former department to a higher one, as from Primary to Junior, from Junior to Intermediate, and from Intermediate to Senior. He should then return to a new first year's class in his own department and lead it through the course. If any teacher asks, "Why cannot I go with my class into the Senior Department?" the answer is that if the plan be permitted for one it must be recognized for all; and in the Senior Department there will follow an increasing number of classes, with a relatively diminishing membership in each class. The scholars also need the inspiration of contact with different teachers. Furthermore, the teacher who is adapted to the Junior or Intermediate Department is rarely a suitable teacher for Senior scholars. Hence there is need of a careful assignment of teachers no less than of pupils. Therefore, to maintain a graded school the pupils must change teachers when they change departments. (5) _Lessons._ There should be graded lessons for each department. If a graded system be followed in the school, as it should be, with different subjects, text-books, and lessons for each department, giving to the entire school a regular, systematic, progressive curriculum, this requisite will be met. If, however, the uniform lesson for all the school be followed, as at present is still the case in many Sunday schools, the graded teaching must be given in the form of supplemental lessons, taught by the head of the department where it has a separate room, or by the teacher if the departments must be assembled in one room. In some form the graded teaching is an absolutely essential requisite of the graded school. Most schools, when once thoroughly graded, will realize the need of the next step in the evolution of the institution--lessons graded in subjects as well as in methods for the several departments. (6) _Basis of Promotion._ The question is often asked, "Should promotions be made on the basis of age, or as the result of examinations?" The examination system may be regarded as desirable in the Sunday school, but there are as yet few schools where thorough examinations can be rigidly insisted on as a part of the school system, and promotions invariably made to depend upon standing. A school which meets only once a week, for a session of less than an hour and a half, and with but one lesson period of forty minutes or even less, cannot maintain the same strictness in its standards as the public school. Moreover, new scholars are continually entering the schools, and, while most of them begin at the foot of the ladder in the Primary Department, yet others enter at various ages and in various grades. Any system of promotion based merely upon acquirement attested by examination is sure to become in many instances a meaningless form when applied to the Sunday school. Yet acquirements and examinations need not be ignored in the graded Sunday school. There may be certain ages at which the pupils shall by right pass from a lower grade to a higher. But it may also be arranged that pupils who are exceptionally bright, well-informed, and studious can be promoted a year in advance of their classmates by passing examination. Let the examination be given in writing to all the pupils, and let all be urged to take it; with the promise that those who pass will be promoted, even though they be less than the required age. But let it also be understood that failure to pass the examination will not keep the student for more than one year from promotion. In other words, the examination may well be made the door through which earnest students may pass on, and so keep abreast of their equals in training and ability. FOOTNOTE: [4] For a more complete statement, see the volume of this series on The Graded Sunday School in Principle and Practice, by Dr. H. H. Meyer. IV THE GRADING OF THE SUNDAY SCHOOL The question is often asked, "How may an ungraded Sunday school be placed on a graded basis?" The work may seem simple, and easy of accomplishment, but when it is undertaken difficulties arise which must be intelligently and tactfully met. 1. =The Difficulties.= If all our Sunday-school teachers were trained educators, accustomed to the methods of the public school, they would see at once the advantages of the graded system, and heartily enter into it. But most of our teachers are untrained, and their range of vision often fails to reach beyond their own class and their immediate environment. The relation between teachers and scholars is personal rather than official; and on both sides the personal equation often complicates the problem. In every school there are a few teachers who are so strongly influenced by their feeling for their pupils that they fail to recognize the needs of the school. There are also scholars, especially in the sentimental early adolescent age, who are unwilling to leave their teachers when promotion is offered to them. But unless the change of teachers is maintained the graded system will utterly fail to benefit the school; it will be graded in name only, and not in fact. This part of the program must be carried through, even though it may cost the school the loss of a teacher or two teachers and their scholars. 2. =The Remedy= for this difficulty is only to be found in carefully considered action by presenting the necessity and value of the plan so clearly that the teachers as a whole will fully understand it, appreciate its importance, and heartily accept it. The grading should not be attempted upon the mere fiat of the superintendent, nor on the vote of a bare majority of the workers. The teachers must recognize the self-sacrifice which it requires, and must make that self-sacrifice generously, giving up their scholars for the general good. The possible objections of the scholars are more easily overcome, for they are accustomed in the public schools to promotions with change of teachers, and readily accommodate themselves to the same system in the Sunday school. Thoughtfulness and kindness, with time, will soon remove the hindrances from the path of the graded school. 3. =The Method of Grading.= The school may be graded in either of two ways, the gradual or the simultaneous method. (1) In the gradual method the superintendent, with the concurrence of the teachers, may announce that after a certain date all promotions will be made in accordance with the graded system, leaving the classes as they are until the time for promotion arrives. Then promote from Primary to Junior, from Junior to Intermediate, and from Intermediate to Senior, according to the principles of the graded school; and in four or five years, if the system be maintained, the result will be a school fully graded in all its departments. (2) In the simultaneous method of grading, the plan must be carefully matured, and general coöperation of all assured. The following plan has been tested in more than one school, and found to work successfully: (a) Let a careful committee be chosen to arrange the details of grading. The committee should consist of teachers acquainted with the scholars as far as may be practicable, and should, of course, include the superintendent. They should also take an abundance of time for their work. (b) Obtain the ages of all the scholars between eight and eighteen years of age, and, approximatively, the ages up to thirty. Let this list be made quietly by each teacher for his or her own class. It may be desirable not to inform the pupils for what purpose the enrollment is made. Instances have been known where scholars have understated their ages, hoping thereby to remain with favorite teachers. (c) Let the committee go over the lists and assign the scholars to classes according to age and acquirement. In some degree social relations should be considered, so that each class may be as far as practicable a social unit. In the Intermediate Department boys and girls should be in separate classes, and not more than six or eight pupils should be placed in one class. No announcement of the assignment of scholars to classes should be made until the day fixed for the reorganization of the school. It will be a good plan to prepare a map or chart of the schoolroom, with the place proposed for each class indicated upon it. (d) On the day appointed, after the opening exercises, first let the seats or rooms set apart for the Senior Department be vacated; and then let the roll be called according to the new list. "Class No. 1, Senior Department. Mr. A----, with the following scholars." As their names are called let them take their places, until the list of classes and scholars in this department is filled. Next vacate the seats assigned to the Intermediate Department, and let these teachers and pupils take their places; then the Junior Department, according to the same plan. The Primary Department can be graded by its superintendent or teacher without aid from the committee. Let it be understood that every scholar must take the place assigned to him at the time when his name is called; and that only for an important reason can an assignment, when once made, be changed. In a large school there will be found a few cases where the committee has made a mistake, even with the greatest care; and these mistakes should be rectified, but not until the pupils have taken their new places temporarily in the scheme of the school. 4. =Advantages of Thorough Grading.= Many benefits will follow from the proper organization of the school; and their value will be increasingly apparent as the system is maintained through a series of years. (1) _Appearance._ It is the testimony of every superintendent and pastor who has graded his Sunday school that the appearance of the school is greatly improved by the graded system. The older scholars are assembled in one body, instead of being scattered throughout the room; scholars of the same size and age are brought together in classes. The school will also actually seem larger than it was before the grading. (2) _Order._ The order of the school will be more easily maintained. The big boys and the giggling girls, both at the self-conscious, awkward age, will be in a new environment, no longer the leaders over smaller and younger pupils, but in classes by themselves, and with responsibilities appealing to their self-respect. (3) _Social Relations._ It will be a benefit to the scholars of each age to be associated in groups of the same period in life, with the same interests and similar mental acquirements. Many scholars will find their new associations more congenial than their former ones in the ungraded classes, where older and younger people have been brought together. The class will now become, far more than it was before, a social power. (4) _Teaching Work._ In the ungraded class, with older and younger pupils together, the teacher met with his greatest difficulty in finding a common ground of interest. In the graded class, with pupils of uniform age and equal intellectual understanding, the teaching can be better adapted to the needs of the pupils. (5) _Incentive to Interest._ The prospect of promotion awakens an interest in the classes. Each scholar looks forward to the time when he will attain to a higher grade with its enlarged privileges. (6) _Obtaining Teachers._ The grading of the school greatly aids in the solution of the ever-present problem of obtaining new teachers, (a) The graded school requires a smaller number of teachers than the ungraded school, since it provides for the consolidation of skeleton classes in the Senior Department. This sets at liberty a number of experienced teachers for service in other grades. (b) Whenever a new class comes from the Primary Department, a teacher is already at hand in the Junior Department whose class at the same time has advanced to the Intermediate Department. The teacher goes year by year with his class until it leaves the department, and then he returns to a new class beginning the studies of the same department. (c) After the results of a teacher-training class are available there will always be trained teachers waiting for classes. (7) _Leakage Period._ The young people between fifteen and twenty years of age constitute the "leakage period,"[5] when they are in great danger of drifting away from the school. They will be held to the school far more firmly if they have before them the prospect of membership in large classes of young people, with social opportunities, and club life, so popular with youth at the early adolescent age. It has been clearly shown by practical experience that an organized Senior Department, with large classes kept full by regular reinforcement from the Intermediate Department, will maintain itself and hold its members, while skeleton classes of the young people constantly tend to disintegration. The well-organized, completely graded Sunday school possesses such evident and great advantages that it is certain to be established wherever thorough and efficient religious instruction is sought. The sooner it comes, and the more faithfully it is maintained, the better it will be for the church of to-day and to-morrow, and the more quickly and effectually will the grave problems of our modern civilization be solved. FOOTNOTE: [5] Dr. A. H. McKinney, in After the Primary--What? V THE DEPARTMENTS OF THE GRADED SUNDAY SCHOOL =General Scheme.= The four departments essential to a graded Sunday school, whether large or small, have already been named by anticipation. But it is necessary to give to the subject a closer consideration, and to add the names of other departments which are needed either as departments or subdivisions in the school. Following the analogy of the secular schools, the great divisions of a Sunday school may be named as Elementary, Secondary, and Advanced or Adult. The Elementary Division will include the Cradle Roll, Beginners, Primary, and Junior, taking the scholar up to twelve years of age. The Secondary Division will include the Intermediate and Senior Departments, also the Teacher-training Class, and will embrace the scholars between twelve and twenty years of age. The Advanced or Adult Division will include all the classes wherein the average age is above twenty years, including the Home Department. Beginning with the youngest children, the departments of a thoroughly organized school are the following: 1. =The Cradle Roll.=[6] This should include all the little ones in the families of the congregation who are too young to attend the school. Their names, in large lettering, in plain print rather than script, should be recorded upon a list, framed and hung upon the wall in the Primary room. A separate card catalogue should be kept of the names alphabetically arranged, with ages, birthdays, parents' names, and the street address of each family. Every effort should be made to keep the list complete; children should inform their teachers of new little brothers and sisters for the Cradle Roll; the pastor in his visitation should take their names and report them; and the teacher or conductor in charge of the Cradle Roll should occasionally visit every family on the list. Whenever gifts are made to the pupils of the school, as at Christmas or on birthdays, toys and dolls for the little ones of the Cradle Roll should not be forgotten. In a small school the care of the roll and the visiting of the families may be assigned to the Primary superintendent; but in a large Sunday school it will call for a special conductor, and recognition as a separate department. Let no one suppose that this is an unimportant, sentimental matter. The Cradle Roll, maintained as it should be, will awaken interest in every family having a name inscribed upon it, and in due time will lead many little feet to the Sunday school. 2. =The Beginners Department.= At about three years of age the little children should be brought to the school, and be regularly enrolled as attending members, their names being now taken from the Cradle Roll. They should remain in the Beginners Department from the age of three to that of six years--the Kindergarten period in the public school. Here they should be told simple Bible and nature stories, without effort to place the stories in chronological order; for children of this age have only a faint conception of the sequence of events. They may be taught simple songs, marching exercises, etc. It is a mistake, however, to give them much, if any lessons, to tax the memory, beyond a few short sentences of the Bible and verses of children's songs. If they can meet in a room by themselves, with their own teacher, it will be better than to have them in the Primary room; for the work in this grade should be constantly varied, and the stories very brief, in order not to weary the little ones. If they must meet in the room with the Primary children, they should sit by themselves as a separate section, and not with their older brothers and sisters. 3. =The Primary Department.= This department should be the home of little children between six and eight or nine years of age. They should remain in it until in the day school they have begun to read. Boys and girls may be placed in the same classes, which should be for those six years old, seven years old, and eight years old, respectively. With each year their seats should be changed, indicating their promotion from the lower to the higher classes. In this department the simpler stories of the Bible and other helpful stories adapted to the grade should not only be told but taught, and the children expected not only to learn but also to tell them. The Twenty-third Psalm, the Lord's Prayer, the Ten Commandments, a few other selected passages of Scripture, and some standard hymns of the Church should be memorized. In many well-organized Sunday schools both the Cradle Roll and the Beginners class are recognized as subdivisions of the Primary Department, and are under the direction of the Primary superintendent. 4. =The Junior Department.= This department will care for the children from the ages of eight or nine until the full age of twelve; except that boys or girls who are especially advanced in intelligence may be promoted upon examination at eleven years. In a very small Sunday school all the pupils of this department may form one class, provided they can have a room by themselves. If they must meet with the rest of the school, they may be organized either in two classes, one of boys, the other of girls. If, however, the number of scholars will admit, it is far better to place the pupils in separate classes for boys and girls, with different classes for each year of the period. To scholars of the Junior grade the great characters and events of Bible history should be taught in their order; also the most important facts about the Bible, and in a simple form the lands and localities of the Bible. In churches which use a catechism this should constitute a part of the teaching in the Junior Department, for at this period the child's verbal memory attains its greatest strength. 5. =The Intermediate Department.= Here the pupils are from twelve to sixteen years of age. The classes should be small, generally of six boys or girls, never more than eight. This period in life is known as early adolescence, and calls for careful direction by wise teachers. In the Intermediate Department the great biographies of the Bible should be studied, either as the regular or the supplemental lessons; also the heroic lives of leaders in the history of the Church, of foreign missionaries, and of men and women who have labored in the home fields. Boys and girls in this stage of life are instinctively hero-worshipers, and before them should be set high ideals of character and service. Special effort should be made in leading the scholars to personal consecration to Christ and to union with the Church; for if the great decision be not made before the age of sixteen is reached, there is great danger that it will never be reached. But that decision should include more than a formal profession. It should embrace a full surrender to the will of Christ, an inward, conscious spiritual life, an aim for completeness of Christian character, and especially a willingness to work for God and humanity. Youth is a season of ardor and of energy, a period of lofty ideals and noble endeavor. All those active powers of the youthful nature should be guided into channels of usefulness. The true twentieth century disciple of Christ is not one who lives alone feasting his soul on God, but one who stands among his fellow-men, eager to aid in the world's betterment. 6. =The Senior Department.= This is the preferable title, although some organized schools call it the Young People's Department, and restrict the word Senior to the classes of fully adult age. Still others call it the Assembly, and give it an organization independent of the Sunday school.[7] The age of entrance should be sixteen, except with some who in stature and mind are mature beyond their years. It is imperative, as we have already seen, that at the door of this department the young people should leave their former teachers, and should not form new Senior classes, but as individuals enter classes already established. This department includes the members of the school between sixteen and twenty years of age; not that members of classes must necessarily leave them at twenty, but that men or women above that age entering the school should rather join the Adult Department. The classes may be as large as the arrangement of rooms will allow; larger where each class can have a separate room, which is the ideal plan. Generally, young men and young women should be in separate classes. The teacher of a young men's class should be a man whose character will inspire the respect and win the fellowship of his class. The teacher of the young women's class will generally be a lady, although often men have been successful teachers of young women. In this department the classes should be organized, each with its own officers, chosen by the members; and the class should be consulted when a teacher is to be appointed, although the voice of the class in the decision should be advisory and not mandatory. Especial attention should be given to the social activities of this department. Each class should have its own gatherings, classes of young men and women should meet together occasionally, and a Senior Reception should be held at least annually to promote acquaintance among the members. The interest of the young people should also be enlisted in some definite form of service for the church or the community. 7. =The Teacher-Training Department.= The most promising young people, both men and women, should be selected at sixteen years of age--the time of promotion into the Senior Department--and should be organized as the Teacher-training or Normal Class. The best teacher obtainable should be assigned to this department. Often in the high school or some near-by college, a scholarly, Bible-loving instructor may be found who is willing to give a part of his time to the equipment of teachers for the coming generation. A text-book should be chosen from among those approved by the International Teacher-training Committee. No person should be admitted to this class who is not willing to give some time during the week to the study of the course. While the rest of the school may be studying the regular lessons, whether graded or uniform, this class should be at work with the teacher-training text-books. There should be thorough instruction with examinations looking toward a certificate of work done, such as the International Teacher-training diploma.[8] The course may cover two, three, or four years; and new members may be placed in the class at the opening of each year, to begin at the point where the class is studying, and to remain until they shall have completed the entire course. In a properly graded school after a few years there will be a class graduating from and a class entering the Teacher-training Department each year. This department should also include a Reserve Class, consisting of those who are ready to act as substitutes for absent teachers. If the uniform lessons are followed, the Reserve Class should study the lesson a week in advance of the school. Into this class the graduates of the Teacher-training Class should be placed, to remain until classes are ready for them in the school. In some schools the Teacher-training and Reserve Classes do not form a separate department, but are two classes in the Senior Department. But it is the better plan in a large school to establish the Teacher-training Department, with its own officers, thereby adding to its prestige in the school. 8. =The Adult Department.= This will include all who are above the age of twenty years. It is the judgment of advanced leaders in Sunday-school work that at twenty years those who have belonged to Young People's classes in the Senior Department should leave them for the Adult Department. Otherwise, the Senior Department in a few years will cease to be a place where young people of sixteen and eighteen years feel at home. In the Adult Department men and women may meet together as members of the same class, unless there arise a demand for separate classes and the numbers enrolled justify the division. In conducting these classes two forms of instruction have been found to be successful: (1) the colloquial method of teaching, the class studying and discussing the lesson together under the guidance of the leader; and (2) the lecture method, the teacher being the principal speaker, but always admitting questions and answers on the subject suggested by the lesson. Classes in this department may be allowed to choose their own courses of study, provided (1) that the subjects and methods are in line with the general aim of religious education, and not merely secular science or history; (2) that the courses of successive years have some sequence, and are not chosen in a haphazard, accidental manner. The Adult Department under wise direction should promote a large, intelligent, broad-minded, philanthropic type of Christian character in the church and the community. 9. =The Home Department.= This department, like the Cradle Roll at the other extreme of the Sunday-school constituency, is composed of people, both young and old, who cannot be present at its sessions, but are interested in its work, and willing to give some time to its studies. In every community there are such people--aged or infirm men and women, invalids, mothers unable to leave their offspring, commercial travelers, and people who live too far from the school to attend it. These are organized into the Home Department, furnished with the literature of the school, study its text-books, make their report of work done, and send their contributions to its support through the Home Department superintendent or visitor.[9] FOOTNOTES: [6] This department is now named in Sunday schools of the Protestant Episcopal Church, and some others, the Font Roll, or Baptismal Roll. [7] Suggested by Dr. J. H. Vincent. [8] For full information concerning Teacher-training, courses, examinations, and diplomas, write to the State Secretary of Sunday School Work, or to the office of the International Sunday School Association, No. 140 Dearborn Street, Chicago. [9] For plans of the Home Department, address the Secretary of the State Sunday School Association, or Dr. W. A. Duncan, Syracuse, New York, who is recognized as the founder of this system. VI THE SUPERINTENDENT 1. =His Importance.= Several years ago, the president of the New York Central Railway was called upon by a legislative committee to explain the system of signals employed upon the railroad for the protection of passengers. He gave a detailed statement, answered every question, and then made this remark: "However perfect the system may seem to be, there must always be a man to work it; and in the final analysis more depends on the man than on the plan." That which is true in every human organization is especially true in the Sunday school: its success depends not on a constitution, whether written or unwritten, but upon a man. In the Sunday school that man is the superintendent, who not only works the plan, but also generally plans the work. Given an efficient superintendent, an efficient school will usually be developed; for the able man will call forth or will train up able workers. Hence the first and greatest requisite for a successful Sunday school is that the right man be chosen as superintendent. 2. =His Appointment.= The selection of the superintendent should be the task not only of the officers and teachers in the Sunday school, but of the entire church, for every family in the congregation has an interest in his appointment. The pastor should be consulted, and should give diligent attention and time to the search for a superintendent, not merely because he may be presumed to know his constituency, but more especially because out of all the church the superintendent is to be his most important helper. The election of the superintendent should be made by the workers in the school, its board of teachers and officers, and its action should be formally confirmed by the ruling board of the local church. No man should hold the office of a superintendent who fails to receive the approval of the church of which the school is a part. He should know that in his appointment the school, the church, and the pastor all unite. 3. =His Term of Office.= He should be chosen for a term of one year; but may be reëlected for as many terms as appear expedient. Frequent changes in the management of the school will tend to destroy the efficiency of its work. But whenever the great interests involved in the religious education of an entire church or community require a new superintendent the change should be made, even though sympathy be felt for the one set aside. The institution must not be sacrificed to save the feelings of the man. 4. =His Qualifications.= It is important to consider the qualifications of an ideal superintendent, remembering, however, that all these qualities are rarely to be found in one man. We must set before us high ideals, not expecting that they will always be fully realized, yet ever seeking to attain them as far as may be possible in this imperfect world. The following are the most important qualifications for a superintendent; some of them are essential, all are desirable: (1) _Moral Character._ The Sunday school undertakes to train the young in character; therefore he who stands as its responsible head must possess a character worthy of admiration and imitation. His life must honor, and not dishonor, his profession. It is possible for a man whose work for an hour on Sunday is in behalf of the gospel so to live in his family, in business, and in society as to work for six days against the gospel, and more than undo all his efforts for good. The leader in such an uplifting movement as the Sunday school must have clean hands and a pure heart. What Saint Paul wrote of a bishop he would have written of a Sunday school superintendent: he must have "a good report." In the well-known painting of the Emancipation Proclamation may be seen standing at the right hand of President Lincoln the Secretary of the Treasury, Salmon P. Chase, who once said, "A man in my position must not only seem right, but be right; and not only be right, but seem right." So will every one say of the Sunday-school superintendent. (2) _A Devout Believer._ The superintendent's character should be irradiated with the fine glow of a Christian faith. He should be one who has seen the heavenly vision and unto it has not been disobedient; one whose spirit has been kindled by the Divine Spirit burning like a fire within; one who is himself a Christian man, longing to lead other men into fellowship with the Father through Jesus Christ the Son. (3) _A Working Church Member._ We have already learned that the Sunday school is not a society or an institution standing alone. It is a branch of the church, and one of the most important branches. The normal growth of the church depends in large measure upon the Sunday school, and the support of the Sunday school comes, or should come, from the church. The superintendent who endeavors to do his duty to his scholars will strive to lead them to Christ and into active membership and service in the church. Therefore, he himself must be a professed, loyal, and effective member of the church. His name should not only stand upon its roll, but his heart should also be enlisted in its behalf. (4) _A Bible Student._ The Sunday school is the school with one preëminent text-book; and of that Book the superintendent should be a diligent student. His work is executive and not instructional; yet he must supervise the teaching, and this supervision he cannot rightly give unless he is familiar with the course of study. He should study the lesson of each department, perhaps not as thoroughly as the teachers in the department, but sufficiently to maintain acquaintance with their work. And he should master not only the specific lessons of the immediate course before his school, but also the Book as a whole. One successful superintendent gave as a secret of his power to make his school, both teachers and scholars, willing to do whatever he asked, "I never expect my teachers or scholars to do anything that I am not ready to do myself. Before I ask them to bring their Bibles I bring mine. When I asked my school to be ready on the following Sunday to repeat in concert the Nineteenth Psalm, I committed it to memory during the week, and when the time came spoke the words with the school." Only that superintendent who himself loves the Bible, and studies it, can have a true Bible school. (5) _An Able Executive._ The Sunday school is like that vision seen by the prophet Ezekiel, a system of wheels within wheels, all endowed with life; and the master of the mechanism directing its motion is the superintendent. Moreover, each of these living wheels in the Sunday-school machine is a volunteer worker, who may at any moment drop out of his orbit. To hold together these varied elements, to combine their movements, to guide each in his own sphere, to compass the common purpose through all the forces working as one, requires a wise brain and a skillful hand. The superintendent should have a plan for the school, with details throughout for every emergency; he should be ready to assign to every worker the task for which he is best fitted; he should be able to work with others, not merely to command others; and he should be a leader whom others will follow, not by the might of an overmastering will, but by the magnetism of an attractive personality. He should never forget that with others as well as with himself service in the Sunday school is not compulsory but voluntary, that his associates lay on the altar their free-hearted, unpaid labor; and that such workers cannot be commanded, although by tact and wise generalship they may be led to accomplish the most difficult tasks. (6) _Sympathy with Youth._ The superintendent's office will bring him into relations with youth during all its stages, from early childhood through the entire adolescent period. He must be able to see life and the world through the eyes of a little child, of a growing boy, and of a young man. The sympathy which he needs is not a compassionate feeling _for_ youth, but a feeling _with_ youth, an ability to put himself in its place; to feel as young people feel, and to understand why they act as they sometimes do. This sympathy will impart a love for young people, such a love as will enable him to be patient with their foibles and faults, to exert a powerful influence over them, and to keep before them noble ideals of character and service. (7) _Teachable Spirit._ No matter how much the superintendent knows, or thinks he knows, he should hold his mind open to new knowledge. He should be on the alert for new ideas, from the periodicals, from books, and from his fellow workers, in conversation, at conventions and institutes; not that he may inflict every new method upon his school, but that out of many methods he may select the best. When Michael Angelo was past eighty-five years old, and almost blind, he was found one day beside an antique torso which had recently been dug out of the ground, bending over it, and carefully pressing his fingers upon its surface. When asked what he was doing, he answered, "I am learning"! The masters in every department of work are never too wise nor too old to learn. If a man can be found who possesses all these seven traits of character and temperament, the school which can secure him for its superintendent will be fortunate indeed. And the superintendent who thoughtfully reads the catalogue of qualifications, and feels that in some of them he is lacking, may by divine grace and his own will working together make progress toward the goal of becoming an ideal superintendent. VII THE SUPERINTENDENT'S DUTIES AND RESPONSIBILITIES The superintendent has been found, has been chosen, and is in his place--what are the prerogatives and the duties of his office? These may be considered under three classes: (1) His general duties. (2) His duties during the week. (3) His duties in the session of the school. 1. =General.= (1) _Supervision._ It is his right to supervise and direct the work of the school without interference as to details from the teachers, the officers of the church, or the pastor. The pastor may be the admiral of the fleet, directing the general movements of the sea campaign; but the superintendent is the captain of the ship, through whom orders are to be given to all on board. (2) _Selection of Teachers._ He should have the chief word in the choice and appointment of teachers, but in the choice he should obtain the concurrence of his pastor; and their election should be made upon the superintendent's nomination by the teachers and officers. (3) _Assignment of Scholars._ He should possess the final authority in the assignment of scholars to classes, in any changes from class to class, and in promotions from lower to higher departments. In these responsibilities he may be greatly aided by an associate superintendent, to whom his authority may be delegated. (4) _Program of Services._ It is the superintendent's prerogative to plan and direct the services of the school session. It may be the part of wisdom for him to consult with the musical director or organist in the selection of hymns, but it is the superintendent's right to choose and to announce them, in common with all parts of the program. (5) _Support._ He is entitled to a loyal support from all his fellow workers; but if he is tactful he will take them into his confidence, will present his plans for their consideration, and will not attempt important reforms or changes without their concurrence. 2. =Week-day Work.= He is the superintendent of the Sunday school for seven days in every week; and will find much work to be done between the sessions. His week-day duties will include some that have already been mentioned. (1) _Program._ Before he comes to the school he should invariably prepare a well worked out program for each session. It is a good plan to have a large blank book, in which two pages opposite each other are assigned to the session for the day. Every hymn should be selected in advance and noted in its place; every announcement to be made should be written; the outline of a lesson review, if one is to be given, should be indicated; and space should be left for memoranda of miscellaneous matters which may need attention. This program should be laid upon the desk, so that if for any reason the superintendent should be out of his place upon the platform an associate can go forward without delay. (2) _Lesson Study._ In schools where the uniform lesson is still followed in all or most departments, the superintendent should make himself thoroughly acquainted with the lesson for the coming session. As has been intimated, he should be prepared for any work expected of his teachers and scholars. He should be ready after the class study to give a practical summary of the teachings in the lesson, in a crisp, well-outlined talk, which will be aided by a blackboard illustration. And in the increasing number of schools which are employing graded lessons, not uniform in the departments, the superintendent should have at least a general knowledge of the subjects studied in each department. The more thoroughly the superintendent fills his own mind and heart with the truth, the more efficiently will the truth be taught in his school. (3) _Social Duties._ The superintendent should know all his teachers, and, as far as possible, his scholars also. If it be practicable for him to visit teachers at their homes, the visitation will greatly increase his influence and his usefulness. If in his own home, or in the parlors of some family in the congregation, a social gathering of the teachers and officers can occasionally be held, it will add to the social power of the school. And in the social relations much can be accomplished before and after the church service, the school session, the prayer meeting, and the other gatherings of the congregation. There are superintendents who keep before them up-to-date lists of the classes, and by study of faces during the school session, with judicious inquiry, are able to call large numbers of the scholars by name. Such greetings will strengthen the superintendent and heighten the loyalty of the school. (4) _Seeking Workers._ In nearly all Sunday schools there is a constant need of helpers, to fill the places of withdrawing or absent teachers; and the work of supplying the demand generally falls upon the superintendent. He may find relief in the work of an associate superintendent, as will be seen in the next chapter. Both the superintendent and his associate should always be on the alert for new teachers and for new scholars. As the builder in stone looks at every fragment of rock, to see where it will best fit into his wall, so the whole-hearted superintendent studies every individual in the parish, to find exactly the place he may fill in the school, as an officer, a teacher, or a scholar; and not infrequently his search will be rewarded by a treasure. (5) _Cabinet Meetings._ The superintendent should confer frequently with the several heads of departments, and with all the officers; talking with them freely about his own plans, and learning theirs, for the welfare of the school. It is not necessary that these cabinet meetings should be formal, having a secretary and a record. They may be held occasionally, for a few minutes after the session of the school, or as a social evening at a private house. (6) _Special Days._ He should keep a calendar of special occasions in the school year, such as the Sundays set apart for temperance and for missions, Easter, Children's Day, Rally Day, Decision Day, Christmas, Promotion Day, and other notable events. Weeks in advance of each occasion--in the case of some of them even months in advance--he should begin to consider what special exercises should be held, what preparation is needed, and who can best supervise the plans. For a fortnight before Children's Day or the Christmas celebration, many Sunday schools are in a turmoil of confusion, and lessons abandoned, simply because the superintendent did not take thought in sufficient time. (7) _The Convention._ The Sunday-school work of the Christian world is now thoroughly organized in international, state, county, and town associations. Each school finds itself a part in a mighty movement; and it is the duty of the superintendent to see that his school takes its place in the Sunday-school army. He should see that in the institute and the convention his school is well represented; and if at all possible he should attend these gatherings, and be active in them. Many a worker who for most of the year is alone, burdened with perplexities, has been refreshed, has found his vision enlarged and his plans improved, by conference with other workers, and by listening to experienced specialists. 3. =His Duties in the School Session.= (1) _Present Early._ He should be at his post, if possible, from twenty minutes to half an hour before the opening of the school. However early he may arrive, he will probably find a group of children there in advance of him; and they will behave better if his eye is on them, especially if his glance is kind, and with it is a hand-shake or a word of recognition. The early superintendent will often be surprised to find how much business in the interest of the school can be transacted before the session. (2) _Open Promptly._ With his program ready, he should begin the session exactly on the minute, and should carry out every item according to the plan. If for any reason the superintendent is not at the desk when the moment for the opening arrives, the associate or first department superintendent should be empowered to call the school to order and begin the opening service. (3) _Conduct Program._ The superintendent should conduct the general program of services; although it is advisable to recognize the associate and others, by calling upon them to take some part in the opening or closing services. A superintendent whose methods were always well chosen was wont once in each month to invite some official or prominent member of the church, who was not an attendant upon the school, to be present, sit upon the platform, and offer the prayer at the opening of the session. This kept the leading members of the church in closer relation to the school. (4) _During the Lesson._ As a general principle, the superintendent should remain at his desk during the lesson period; but to this rule frequent exceptions will be made. The supply of substitutes for absent teachers, and the assignment of new scholars to classes, belong to the field of the associate superintendent. (5) _Lesson Review._ In the Sunday schools which still follow the uniform system of lessons, studying the same portion of Scripture in all, or nearly all, the grades of the school, the superintendent should give a brief practical summing up of the practical points in the lesson; but this review should not exceed five or six minutes in length. If the pastor possesses the gift of terse, crisp speaking, this practical talk may be given by him. In the schools adopting the graded courses of lessons this review should be given in each department by the department superintendent. Here again the adaptation to the point of view and needs of the pupils of each grade can be made much more effective than in the ungraded school. (6) _Closing._ The superintendent should so carry out the program as to close the session at the time appointed. An hour and a quarter is as long as is profitable for the school; and everything that needs to be done can be brought into that space. Often much time is lost by unnecessary delays between the numbers on the program. 4. =Miscellaneous Duties.= Here are a few general suggestions, hints, and "don'ts" for the superintendent, briefly stated: (1) _Notebook._ Let the superintendent remember to obtain that notebook, to keep it at hand, and to make use of it. Some pages at the end of the book might be reserved for special suggestions gathered from books, periodicals, and meetings. (2) _Quiet._ Let him be careful not to make much noise during the session, but to set an example--which will soon be felt--in favor of quiet and orderly conduct. It is not at all certain that he needs a bell for calling attention; but if he uses one, let it be a little, gentle, quiet bell, held in the hand as a signal, and never rung vociferously or repeatedly. Said a new superintendent as he tested the bell on Saturday before assuming office, "What a magnificent bell this would be for calling missionaries home from India!" But he never used it in the school. One of the best superintendents of a generation ago was widely known as "the silent superintendent." He was not deaf nor dumb, but his manner was noticeably quiet, and his large Sunday school was always in perfect order. (3) _Early Lesson._ Let the opening service be short, so that the lesson period--which is the important part of the program--may be reached while the teachers and scholars are fresh and the air of the room is pure. (4) _Use the Bible._ If a Scripture lesson is read by the superintendent and school responsively, it should be from the Bible upon the desk or in the hand of the leader, and not from a lesson quarterly. Encourage the use of the Bible as a text-book and for reference. If the superintendent always brings his own Bible, he can appeal to his teachers and scholars to follow his example. With regard to the Scripture reading in the opening service, it is the judgment of many thoughtful superintendents that even in a school following uniform lessons the reading should not be the lesson for the day, but a devotional portion of Scripture, perhaps a selection from the Home Readings of the week. It is a good plan for the first reading of the lesson for the day to be by the teacher and the class together. (5) _Lesson Period._ No interruption should be allowed to break into the time assigned for class study, except under imperative necessity. The teacher and the class should hold that period sacred to united study, without being diverted from their task by secretary, librarian, superintendent, or pastor. Said Bishop Vincent once, "I would like to have suspended from the roof of the Sunday-school hall a series of great glass half-globes, one for each class, to be dropped down over the class, and kept there during the time reserved for the study of the lesson!" (6) _Speakers._ A visitor should rarely be invited or allowed to address the school; never, unless the superintendent has sufficient knowledge to be sure that he will speak briefly, interestingly, and pointedly. Before the uniform lesson concentrated the studies of the Sunday school it was the custom to invite almost any visitor to speak to the school; and many were the wrongs inflicted upon the boys and girls in those good old days by dull, loquacious Sunday-school orators. But almost everybody now understands that the Sunday school is a working institution, and its work must not be interrupted. (7) _Self-control._ There will be times when the superintendent will need to be on guard over himself; times when he feels depressed, or melancholy, perhaps a little cross. If he yields to his natural impulses, the school will soon perceive the state of his nerves, and some scholars may even endeavor to add to his trials. At such times, let him watch over himself mightily, and resolve, no matter how he feels, to "keep sweet," to speak gently, and to look cheerful. (8) _The Aim._ Lastly, one purpose should ever stand before the superintendent, and should be the constant object of his endeavor--to lead all his scholars into a personal, vital relation to Jesus as the Christ, to bring them into union with the church, and to inspire them to enter upon active Christian service. VIII THE ASSOCIATE AND DEPARTMENT SUPERINTENDENTS 1. =The Necessity.= In every Sunday school there is need of an officer to aid the superintendent and to take his place when absent. Even in a small school the supervision can be more thorough and the teaching more efficient, if some one is at hand with authority to relieve the superintendent of minor details, and give him freedom for the general management. And in a large school assistants to the superintendent are an absolute necessity, for each department becomes in itself a school. There is need, therefore, of a general assistant to be the chief of staff to the superintendent, and, in a large and well-organized school, of a special assistant in each department. 2. =Titles.= Until recently, the assistant superintendent in most Sunday schools was merely one of the teachers named to take the place of the superintendent when absent, but with no duties when the head of the school was present. In the complete organization that is now becoming general, the office has been renamed, and its functions distinctly assigned. The chief assistant to the superintendent is now generally called the Associate Superintendent, a higher title for his important and regular duties. The chief of each department in the Sunday school is generally called Department Superintendent, that is, Primary Department Superintendent, Senior Department Superintendent; and each department superintendent has the same relation to his department that the associate superintendent holds to the school. 3. =Appointment.= The associate superintendent should be nominated by the superintendent and confirmed by the board of teachers and officers. When two candidates are nominated for the office of superintendent, and one obtains a majority, it is not wise to elect the minority candidate as associate superintendent, unless he is entirely acceptable to the newly chosen superintendent. The chief executive of the school should not be compelled to find next to him a rival, who may be an uncongenial worker, to carry out plans with which the latter may not be in accord. In order to possess freedom in his policy the superintendent should choose his own chief helper; but he should receive the confirmation of his choice from his fellow workers in the school. The same plan of nomination and confirmation should be followed in the choice of the department superintendents. The associate and the department superintendents should constitute the superintendent's cabinet, to be called together often for consultation upon the interests of the school. 4. =Duties of the Associate Superintendent.= (1) _Not a Teacher._ Unless the school be small, with less than a hundred members, the associate superintendent should not at the same time be the regular teacher of a class. He will find other work to occupy his time, both before and during the session of the school. He may, however, hold himself ready to act as substitute for an absent teacher. (2) _Deputy Superintendent._ If for any reason the superintendent is absent, his place should be taken promptly by the associate superintendent. It should also be understood that if at the moment of opening the school, or at any point in the general service, the superintendent is not on the platform, the associate shall act as his representative, without the slightest reflection upon the superintendent's administration, the two being regarded in their work as one. (3) _Providing Substitutes._ One definite duty of the associate superintendent should be to provide substitutes for absent teachers, relieving entirely the superintendent from that burdensome and perplexing task. The teachers should permit no ordinary hindrance to keep them from their classes, for no one can fully supply the place of a true teacher in the regard of the scholars. But when a teacher finds it necessary to be absent he should make strenuous endeavor to find a substitute; and if unable to secure one, should notify, not the superintendent, but the associate; and before the lesson period the associate should have a supply ready. If the school has been properly graded it will include a Teacher-training Class; but under no circumstances should the associate take one of its members as a supply teacher, even for one Sunday. This class should remain untouched by the demand for teachers until its members have completed the prescribed course. If there is a Reserve Class, substitutes should be called from it in some order, preferably alphabetical, so that the same members will not be taken too frequently. Where the Sunday school is held in the afternoon or at noon, the associate can generally provide for needy classes by watching at the morning service for possible teachers. If he is compelled to look for them in the Adult or Senior classes of the school, he should be present early, and if possible obtain his supplies before the opening of the school. If the associate superintendent has done his work, when the lesson begins, every class will have a teacher seated before it, ready for the Bible study. He should never wait until the time for opening the lesson to see what classes need teachers, and then undertake to obtain them by interrupting the teaching in three or four classes and calling for volunteers, while the classes without teachers are listlessly waiting, and valuable time is lost from the half-hour of the lesson period. All this work should be done before the lesson, and, if possible, before the opening of the school. (4) _Assignment of New Scholars._ Another duty of the associate superintendent is to meet new scholars and assign them to classes. For this work he should be present early, meet the scholars as they come, learn who the new scholars are, write down names, places of residence, ages, parents' names, why they come; and prepare material for the card catalogue under the secretary's care. Scholars bringing new members, and teachers into whose classes they may come, should introduce them to the associate superintendent, who should at once take charge of them. No new scholar below the grade of Senior should choose his own class, although his desire to be with friends should be considered, so far as it will not interfere with the established system of classification. Some large graded schools have a temporary class to which new pupils in the Intermediate and Junior grades are assigned for a few sessions until their permanent place can be fixed. (5) _Detailed Supervision._ There are also minor duties wherein the associate superintendent can be of great service. While the superintendent is at the desk directing the general exercises, his associate may be upon the floor, quietly observing the condition and needs of the school. He can note where Bibles, song books, or lesson quarterlies are needed, and can see that they are distributed without interrupting the service. He can also give quiet attention to the order of the school, calling to their duty boisterous, talking, or inattentive scholars. For the superintendent to stop in announcing a hymn or reading the Scripture, to rebuke some disorderly or thoughtless pupil, breaks into the service and mars its dignity. The associate superintendent can accomplish the desired result at the right moment by a light step and a gentle word. (6) _Chief of Staff._ In a word, the associate superintendent should be the chief of staff to the executive head of the school, his eyes, ears, and hand; possessing full acquaintance and accord with his plans, and carrying them out in his name; informing and advising him, yet careful of criticism; avoiding all that would hinder, and aiding in all that would make his management successful. He can divide the labor, and relieve his chief of some of the most perplexing and trying details, leaving him free to watch over the general interests of the school. Whoever can fulfill such a service is an invaluable worker, and should be held in high honor. Many of the duties named above may be in the sphere of the department superintendent, who should be in his section what the associate superintendent is to the school. IX THE SECRETARY OF THE SUNDAY SCHOOL 1. =Importance.= The secretary of the Sunday school is an officer of far greater importance than is generally supposed. In too many schools some youth in the adolescent period is made secretary, merely to keep him in the school, without consideration of his capacity and adaptedness to the office. As a result of an unsuitable appointment, the minutes of the teachers' meetings are incomplete, the registry of the classes is neglected, and the true condition of the school cannot be ascertained. If by any good fortune or by a more careful choice an able and faithful secretary takes his place, at once a new impulse is felt by the school. The superintendent, the teachers, and even the scholars will realize that energy, accuracy, and thoroughness count for much in the work of this department. They will appreciate faithful service, and will themselves respond to its influence. 2. =Qualifications.= The ideal secretary of a Sunday school should possess the following characteristics: (1) _A Business Man._ He should possess the instincts of a man of business, being willing to work, systematic in method, and thorough in care of details. (2) _Regular in Attendance._ He should make the Sunday school his business on Sunday, with a fidelity equal to that which he manifests toward his vocation through the week. His regularity should also embrace promptness, coming in advance of the hour; for much of the secretary's work may be done before the opening of the service. (3) _Good Writer._ He should be able to write legibly, and possess skill in framing sentences correctly, and in writing them plainly, without unnecessary flourishes. (4) _Quick Mental Action._ His mental processes should be sufficiently rapid for him to set down an ordinary motion, presented in a public meeting, without requiring it to be repeated or written out by the mover. An able recorder will promptly express in the minutes the form of a motion or the spirit of a speech, thereby saving much time in the meeting and much space in the report. (5) _Quiet Manner._ The secretary should watch the program and do his work without interrupting it. He should never appear among the classes during prayer, during the reading of Scripture, or while a speaker is addressing the school. Only under urgent necessity should he come to a class in the lesson period, and in that case only at its beginning. During intervals in the service, or during the singing, he may find it needful at times to pass among the classes; but he should do this necessary work quietly, without distracting the attention of the school. (6) _Courteous Conduct._ His bearing should always be that of a gentleman, refined and courteous, thoughtful of others and patient toward all; a manner enabling him to win the friendly aid of every teacher, upon whom the accuracy of the class record must depend. Whoever can be found, in the school or the community, possessing these qualities, or approaching them, should be chosen as secretary of the Sunday school, whether man or woman. Often a young woman, accustomed through the week to business methods, becomes an efficient secretary of the Sunday school. 3. =Appointment.= The secretary should be elected by the board of officers and teachers. As he is not merely an assistant to the superintendent, but an officer of the school, it is not necessary that he should receive a nomination from the superintendent. His term of office should be one year, with as many reëlections as will promote the good of the service. 4. =Assistants.= In almost any school the secretary will need an assistant, whom he should nominate, subject to confirmation by the board of teachers and officers. 5. =Department Secretaries.= In a graded Sunday school there should be an assistant secretary for each department, who may be one of the teachers, or in the Senior and Adult grades, one of the scholars. He should take the records of the classes in the department and transmit them to the secretary of the school. But the secretary is responsible for the records of the entire school, and should see personally that the record of each department is complete. 6. =Duties.= The work of the secretary may be classified as follows: (1) _Record of Meetings._ As secretary of the board of teachers and officers, he should be present at all business meetings and make a careful record. Every motion should be stated clearly, with the names of its mover and its seconder, and the action taken. A statement should be given of every committee appointed, its purpose, and the names of its members. All committees should be expected to present written reports, however brief. A concise summary of each report, in a few sentences, or a single clause, should appear in the minutes of the meeting at which the report is presented; and the report itself should be filed for reference in case it should be needed. A committee once named is on the minutes, and cannot be ignored nor forgotten until its report has been presented and adopted, and the committee has been formally discharged. For example, it is not sufficient for the committee on the Christmas entertainment to hold the entertainment; it must afterward report that the entertainment was held on a certain date; must have its report adopted, and receive its discharge. It should be the duty of the secretary from time to time to call for reports of committees named in the minutes of previous meetings, to insist that a report be rendered, and that some action be taken upon it. (2) _Record of the School._ In every well-ordered Sunday school the secretary summarizes in writing the attendance in each department, the total attendance, the number of new scholars, and other items to be preserved, including the weather, which may sometimes account for a small attendance; also a comparison with the record of the same Sunday last year. This report should be read to the school by the secretary at the call of the superintendent, or posted before the school; and it should also be recorded in a book which will contain the statistics of the school through a term of years. (3) _Records of Classes._ The secretary and his assistants should prepare the books in which the class record of attendance is recorded. The name of each scholar should be given correctly and fully (for example, not "F. Jones," but "Frederick Jones"). The secretary should see that the record of attendance for each Sunday is accurately kept. He will need to give special attention to classes where substitutes take the place of absent teachers, and to see that the record for the day is not neglected. As often as the arrangement of the class books requires the rewriting of the names of the scholars, he should transcribe the list, always writing every name in full. In looking through the class lists he should note the names of those who have been absent for a series of sessions, and should report them to the superintendent, for consideration and for investigation of every habitual absentee. If these scholars can be visited, many of them may be retained in the school. (4) _Records of Scholars._ In addition to the record in the class books, another record should be kept of every member of the school, including every officer, teacher, and scholar; a card catalogue, each name upon a separate card, and all the cards filed in alphabetical order. The card for each scholar should give besides his name the date of his entrance to the school, either the date of his birth or his age at entering--approximative, if above eighteen years; his residence, with street and number in a city; parents' names; class to which he is assigned; his relation to the church or congregation, and any other important facts. The card should contain the record of every promotion, and its date; of any changes in residence, and other details, so that it becomes a reliable and complete history of each individual in the school. In many schools the birthday of each member is kept upon the record, and is recognized by sending a birthday card. If a scholar or teacher leaves the school the fact is recorded, and the card is then taken from the regular catalogue and filed permanently in the list of "former members." (5) _Literature of the School._ The secretary should be in charge of the literature used by the school, its text-books, lesson-quarterlies, and other periodicals. He should see that the literature is ordered in full time, should receive it, keep it in his care, and attend to its distribution. The particular text-book for each grade is fixed by the superintendent; and the secretary should receive from him direction as to the lesson helps for each grade. (6) _Correspondence._ The secretary should conduct all correspondence in behalf of the school or of the teachers as a body, unless for a special purpose the chairman of a committee be in charge of correspondence relating to his work. The secretary who with the aid of his staff undertakes to do all the work that rises before him will not find his task a light one. But his department carried on with vigor will greatly promote the success of the Sunday school. X THE TREASURY AND THE TREASURER 1. =In the Early Sunday School.= A study of origins has shown that in the earliest Sunday schools in America, as in England, provision was made for the payment of officers and teachers. In the first schools established in and near Philadelphia, each paid teacher had charge of what would now be considered a department, and the practical teaching was given under his direction by scholars, who were called monitors. But in a new country, where the settlements were small and the people mostly poor, the system of paid teachers soon passed away, and the schools were carried on by voluntary and unpaid workers. It was fortunate for the American Sunday school that in its beginnings it required but little money. For the place of meeting any chapel or schoolhouse or settler's cabin would serve. The literature was exceedingly meager--a few Testaments and spelling books, and generally these were brought by the teachers and scholars. When the earliest lesson books were published, they were not quarterlies, nor annuals, to be thrown away after one using, but were studied year after year. The largest item of expense was the library; and as this was an institution for the entire neighborhood, the families willingly contributed toward it. Not until the Sunday school had become thoroughly founded did the question of its financial support arise as a problem. 2. =In the Modern Sunday School.= As the Sunday school advanced in position, in influence, and in better methods of work, its expenses naturally increased. Now, in the opening of its second century, its financial requirements are far greater than they were even a generation ago. It asks for special and suitable buildings, with rooms and furnishings adapted to the educational needs of its several departments; for a periodical literature suited to teachers and scholars of every grade, and requiring to be renewed every year; for an organ or piano--often for several, with an orchestra added; for an equipment of song books different from those in the church service; for entertainments and gifts at Christmas, and a day's outing for all in the summer; for libraries containing popular books for the scholars and helpful works for the teachers in their work. The demands of a large and growing Sunday school, in city or country, are great, but in nearly all congregations the funds for the support of the Sunday school are obtained with less effort than those for any other department of church activity, and in this liberality the Christian people show their wisdom and insight. 3. =Practical Ways and Means.= The methods of financial support for the Sunday school are exceedingly varied. The simplest plan is through a regular weekly contribution in the classes. Where attention is given to the collection, and an appeal is occasionally made in its behalf, the school will generally obtain the funds needed for its own support. When the special need arises for the purchase of a piano or a library, some entertainment may be held which will by its profits swell the receipts. The objection to these methods, which are almost universal, is that they appeal to self-interest, and fail to educate the members of the school in true liberality. It is for _our_ school, _our_ piano, _our_ library, that the appeal is made and the money is contributed. The scholars should be taught to give to the cause of Christ and his gospel, and not merely to interests from which they themselves are to receive a reward. 4. =The Ideal Way of Giving.= The more excellent way is for the church in its annual estimate of expenses to include a fair, even liberal, allowance for the Sunday school, and at intervals through the year pass over to the treasury of the Sunday school the funds appropriated, to be expended according to principles and regulations provided. Then let every officer, teacher, and pupil in the school, from the Adult Department to the Primary, and even to the Beginners, make his own weekly offering to the church. Most church schools contribute to the cause of foreign missions; but there is equal reason why they should give to all the general benevolent objects for which the church receives an annual collection. This plan would unite the church and the school more firmly, would avoid multiplying and conflicting objects for which funds are raised, and, best of all, would train every child in the Sunday school to systematic giving upon the true gospel principle, which is "not to be ministered unto, but to minister." 5. =The Sunday-School Treasurer.= The work of the treasurer is very different from that of the secretary; yet the two offices are often held by one person. In that case they should be regarded as distinct positions; the election to the two offices should be separate, and not at the same time for one person as secretary and treasurer. At every business meeting a separate report should be presented for the two departments, and the treasurership should not be regarded as a branch of the secretary's work. If the plan outlined in the last paragraph be adopted as the method of providing for the financial needs of the Sunday school, it might be well to choose the treasurer of the church as treasurer of the Sunday school, thus giving unity to the financial administration of the entire organization. 6. =The Treasurer's Work.= This will require a person who is known as careful in accounts, as well as honorable in all his dealings. (1) _His Charge._ All the funds of the Sunday school should pass through his hands. If money is raised for any purpose, or a money-making entertainment is held, the treasurer should take charge of the receipts and pay the bills. For this purpose he should be ex officio a member of all committees required to receive and disburse funds. (2) _Bank Account._ Except in small and remote places, the treasurer will find it desirable to keep an account with a bank in behalf of the school, and deposit therein all moneys received. Under no circumstances should he deposit Sunday-school funds as a part of his own private account, but should keep separate accounts as an individual and as treasurer. (3) _Reports and Vouchers._ At each meeting of the governing board of the school he should present a statement of the condition of the treasury, with exact mention of all moneys received and paid since the last meeting; and for every payment he should show a receipt or voucher, and on it the "O. K." or approval of some qualified person who knows that it is correct. (4) _Bills._ He should receive all bills against the school, and should inform himself concerning them, in order to be able to answer any questions raised by members of the board. He should present at the meeting a statement of all the unpaid bills on hand, with a forecast of bills expected, and obtain a vote of the board upon each bill that is to be paid. (5) _Checks._ It is desirable to pay bills as far as possible with checks, as the check will often serve as a receipt; and the receipted bills should be filed together for reference. (6) _Audits._ An Auditing Committee should be appointed, to examine the accounts of the school from time to time, and always when the treasurer completes his term, alike whether he is reëlected or gives place to a successor. This committee should either present a written report, or should sign their names to the treasurer's report, with the indorsement, "Audited and found correct." Most of the above recommendations, perhaps all of them, state the methods that would be followed by any intelligent, businesslike treasurer. But in the continent-wide area of the Sunday school, of necessity, not all treasurers are intelligent or experienced in business methods; and there are doubtless many who may profit by these suggestions. (7) _Study of Benevolent Interests._ One of the most important duties of a treasurer in a modern Sunday school is to study the different charitable objects that present themselves to the school, decide upon their merits, and then present them understandingly to the members of the school, with a view to eliciting their interest and training them in the spirit and habit of intelligent giving. This important task raises the treasurership out of mere mechanical service, and constitutes it one of the directing forces in the school. XI VALUE OF THE SUNDAY-SCHOOL LIBRARY 1. =The Library of the Past.= Until quite recent times the Sunday-school library was understood to be a collection of books, mainly of an entertaining character, kept in the school, distributed at its sessions, and read by the scholars, for enjoyment rather than for instruction. Such a library was regarded as an essential of the Sunday school. However small or however poor the school, it must have a library. Books were scarce, and desirable books were high in price. There were no free public libraries, and few circulating libraries. The library was regarded as the principal attraction of the school, and it drew the scholars. Many children attended two Sunday schools in order to obtain each week two library books. The books were read by all the family; and in many homes the Sunday-school library furnished most of the reading matter. The literature may not have been of the highest grade, but, with all its defects, the Sunday-school library of the past was a useful and valuable institution. 2. =Its Decline in the Present.= In recent times, and especially in well-settled and cultured communities, the Sunday-school library has lost much of its importance. Very many schools have closed their libraries; and in the schools continuing their use only a small proportion of the scholars obtain books. Inquiry has shown that in cities and suburban towns a school of two hundred members will include not more than thirty who make use of the library. When the library is closed scarcely any complaints from the scholars are heard; nor is the closing of the library followed by a loss of scholars. Publishing houses which formerly issued fifty new books each year, especially for Sunday-school libraries, have entirely abandoned this branch of business. It cannot be maintained that the Sunday-school library for the entertainment of the scholars now holds a prominent place, or is a factor of success, in the best American Sunday schools. 3. =Causes of Decline.= It is not difficult to find reasons for this present lack of interest in the Sunday-school library. Books are now far more abundant than they were formerly. They are sold cheaply, and are to be found in almost every home. The periodical literature in circulation to-day is apparently a hundredfold greater than it was two generations ago. Every city and almost every town has its public library. Many schools are furnished with free libraries. Readers can scarcely find time for the books and magazines that are open to them. Moreover, the Sunday school now stands in such recognized honor and power that it no longer needs the old-time library as a bait for scholars. The library for mere recreation does not readily fit into the general scheme of education in the modern Sunday school. Then, too, the educational work of the school demands such an outfit of books and periodicals, renewed each year, that the additional expense of the library is a heavy burden. Sharp criticism is passed upon the quality of the books in most Sunday-school libraries, as being almost wholly stories, and stories of a cheap and commonplace character, many of them absolutely injurious. The conducting of the library is often found to interfere with the order and work of the school. These are among the causes which have led to disuse of the library in many Sunday schools. 4. =The Uses of a Good Library.= Notwithstanding the objections to the Sunday-school library, its neglect by many scholars, and its abolition in many schools, the fact remains that the majority of Sunday schools still retain the library, and claim that it is needed. There are even places where the Sunday-school library holds its own constituency in competition with the town library; and in small villages the Sunday school supplies most of the books in circulation. The principal claims made in behalf of such a library are the following: (1) _Family Needs._ Every family needs good reading matter. The books that interest the young generally interest the old also. People who would be at a loss to select a book from the shelves of a public library will read the book brought to them from the Sunday-school library. The reading of the library-book fills leisure time on Sunday afternoons and on long winter evenings. (2) _Moral Influence._ While most Sunday-school books as literature are open to criticism, yet in the realm of ethics they generally present high ideals. The characters depicted in them may not be symmetrical, but on the whole they are earnest and upright. Youth admires heroism; and the personalities portrayed in popular Sunday-school books are generally heroic, even though they may be unduly emotional. The boys who are picked up by the police in railroad centers, armed for fighting Indians or robbing trains, generally carry an assortment of cheap novels, but they are not from Sunday-school libraries. If the criterion be ethics and not literature, most Sunday-school books will stand the test. (3) _Aid to the School._ As has been already suggested, the original aim of the library was to attract scholars to the school. In many places this influence is no longer needed; but there still remain communities where scholars are obtained and families are interested by means of the library. And it is an open question whether if the library had advanced step by step with the other departments of the school, if the same attention had been given to the supply and management of the library as has been given to the educational work, if the right books had been kept upon its shelves, and advanced methods had been sought in their distribution, the library of the Sunday school might not still be a vigorous and successful institution. 5. =Principles of Selection.= If the governing board of the school decides that a library for general reading by the scholars is desirable, the question at once arises as to what principles shall determine the selection of books. A few of these principles may be stated: (1) _Variety._ The library should represent more than one department of literature. So general is the taste for stories that the tendency will be inevitable to overload the library with works of fiction. Therefore special care should be given to include in it the lives of great and good men--heroes, statesmen, explorers, leaders of the church, and missionaries. All of these present life on its romantic side, and may be found written in an entertaining manner. Upon the shelves should also be placed history and science--not in many-volumed treatises for scholars, but in popular books for young people. In fact, there are few departments of a good public library which may not properly be included in the library of the Sunday school, especially in places where the school is expected to supply the reading matter for the community. (2) _Popularity._ Merely to place books on the shelves of a Sunday-school library will not insure the reading of them. This library aims to be emphatically a circulating library. Its books are not for show, but for use; and their place to be seen is not on the shelves of the library-room, but in the homes of the scholars and teachers. It is absolutely essential that no book be placed in the library unless it is sufficiently interesting to be taken out and read, for an unread book is worse than useless in the Sunday-school library. Although its principles be as sound as the Ten Commandments, if it be dull it must be condemned. Students may be willing to plod through an uninteresting book because it is profitable, but ordinary readers, especially youthful readers, will turn from it. Books should not be purchased because they are good, or because they are cheap; nor, on the other hand, should they be chosen only because they are popular; yet an interesting, popular quality should be an absolute requirement in every book placed upon the library shelves. (3) _Literary Quality._ Books are influential teachers, and a style like that of Hawthorne or Eliot will unconsciously mold the language of those who read it. On the other hand, the habitual readers of the slang in the comic paragraph of the newspaper will talk in a careless and inelegant manner. Of course, all books should be excluded from the library which deal in low, profane, or immoral language, without regarding the specious plea that such describe life as it is. We do not need to learn the language of the slums to know life; and, as one writer has said, we do not want a realism that can be touched only with a pair of tongs. The best pirate story in the English language is one that is without an oath from cover to cover,[10] and we would not exclude it from the Sunday-school library. Let us seek for writers whose expression is direct, smooth, and cultured. The Sunday school in its literature as well as its teaching should lead upward toward refinement of taste. (4) _Moral Teaching._ The ethical standard of every book in the Sunday-school library should be of the highest. Not that every paragraph should end with the application like the _Hæc fabula docet_ of �sop's fables, or that the characters in a story should be of a "goody-goody" kind, or that none but good people should appear upon the page. There must be some shadows in the perspective that the light may stand in contrast. But in no case should wrong, or sin, or the doubtful moralities of modern society be made attractive. Moral problem stories, in which the boundary lines of right and wrong conduct are crossed and re-crossed until right seems wrong, and wrong seems right, should have no place. "Should love stories be admitted?" Not if the element of love enters as the dominant thought of the book. A story should not be forbidden because there is a pair of lovers in it; but it should not be accepted if the book shows no higher motive than to set forth their passion. Books should be sought that will inculcate a noble manliness for young men and a noble womanliness for young women, and there are such books in numbers sufficient to fill the library shelves. (5) _Christian Spirit._ It is not required that every book should set forth and illustrate a spiritual experience. It may be religious without preaching religion. But the morals it inculcates should be founded upon the gospels and inspired by faith. It should be reverent in its treatment of the Bible, of the church, and of the ministry. A book or a story designed to weaken belief in the Scriptures as records of the divine will, or holding the church up to scorn, or showing a minister as its villain, should be kept out of the Sunday-school library. Criticism or discussion of the Bible, of the church, and of the ministry has its place, but its place is not in the Sunday school. The Sunday school is distinctively a religious and a Christian institution, and the atmosphere of the Christian religion should pervade its library. 6. =The Coming Sunday-School Library.= Another library of a higher type than that designed for the reading and recreation of the scholars is now arising to notice in many advanced Sunday schools, and is destined to become the Sunday-school library of the future, either supplementing the library of the past or taking its place. It is the library which is to the Sunday school what the college library is to the college, a workshop equipped with tools for the use of the teacher and the scholar. It will be at once a reference library, containing the best Bible dictionaries, cyclopedias, expository works, and gospel harmonies, open at certain times for the use of students; and also a lending library of books upon the Bible, upon the Sunday school, upon teaching, upon religion, upon character, and upon the varied forms of social service which are now calling for workers, and will call yet more imperatively in the coming years. The books for this library must be chosen with wisdom; for they should represent the results of the best scholarship, yet be expressed in language that the nonprofessional reader can understand; and many of them must be for the scholars, who are of all ages and all degrees of intelligence. Those of the Primary Department should be able to find in such a library the stories of the Bible told in such a fascinating manner that a child too young to read them may listen to them with interest, and picture-books illustrating the events, the people, the dress, and the landscape of the Bible. It should be planned to meet the needs of every grade in the Sunday school, and to aid every teacher and every scholar; and when established it should be made effective in the educational work of the school. Just as in the secular school and the college students are sent to the library with directions as to the books they will need, so in the Sunday school teachers will be able to counsel their scholars and to give them week-day work, so that the teaching will be more than the talk of the teacher; it will embrace the results of searching on the part of the scholar. Under the system of uniform lessons the use of such a library was well-nigh impracticable, because every class would need the same books at one time. But the uniform lessons are being rapidly displaced by the graded system, giving to each grade its own series of lessons; and this method, requiring different books for each age in the school, will open the way for reference work and study in the library. The time is at hand when such a working library will become a necessity in every well-organized school. 7. =The Public Library and the Sunday School.= It would seem that wherever the public library is free, available, and well conducted some arrangement might be effected whereby the Sunday-school libraries could be united with the public library. This would lessen expense and difficulty in management, would avoid the unnecessary reduplication of copies of the same books, and would give to the scholars at once a wider selection and the advantage of the open shelf. In more than one town this has been accomplished. The Sunday schools have transferred all their libraries to the public library, to its enlargement, and with no loss of members to the schools. Some Sunday schools in cities have been recognized as branch stations of the public library, giving them the benefit of frequent changes in the equipment of books, which at regular intervals are selected from the store of the public library by the library committee of the school. The working library for teachers and scholars, proposed in the last paragraph, in many places might be established in the public library, wherever the schools in the community will unite to show that it is needed, to name the books required, and to make it practically useful. FOOTNOTE: [10] R. L. Stevenson's Treasure Island. XII THE MANAGEMENT OF THE LIBRARY 1. =Library Committee.= For the selection of books, whether in the reading library for scholars or the working library for teachers and scholars, a wise, intelligent, and careful committee should be chosen, and should be maintained in permanent service. The pastor and the superintendent should be ex-officio members of this committee, but it should also include some other persons sufficiently acquainted with books to pass upon their merits, and willing to give time, inquiry, and thought to the library. There may be schools fortunate in possessing librarians who devote themselves to the selection of books, as well as to the care of them; and in such schools the library committees will find their labors lessened. No book should be admitted to the library without examination and approval by the committee. (1) _Purchase of Books._ The simplest method for finding books is far from being the best method. It is to have a quantity of books--a hundred or more at one time--sent by booksellers on approval. This method involves hasty examination, and generally results in obtaining many useless, worthless books intermixed with a few good ones. The better plan is for the committee, first of all, to be supplied with catalogues from reputable publishers of books for children and young people, and also books on religious and biblical education; next to read carefully the reviews of books in these departments as given in the best literary and religious periodicals; then, to send only for such books as they judge will be desirable, receiving them on approval. Every book should not only be looked at, but read; and if at all doubtful read by more than one member of the committee. In some Sunday schools there is placed at the door a library box, in which may be deposited the names of books desired by members of the school. Lists of approved books are published by various houses and societies; and the catalogues of a few good Sunday-school libraries will aid committees. The library committee must scrutinize closely all donations of books offered to the library, and resolutely decline every book that is unsuitable, even at the risk of offending the donor. The Sunday-school library room must not be turned into a mausoleum for dead volumes. The committee must also beware of bargains offered by some booksellers who would unload upon Sunday schools their left-over and unsalable stock. That which costs little is generally worth less. The Sunday school must obtain only books that will be read and are worth reading. (2) _Frequent Additions._ The usual method is to use the old library until its best books are either worn out or lost, and then to make a strenuous effort at raising money for the purchase of an entirely new collection. But the better plan is to add a few carefully selected books each month to the library. To examine at one time two hundred volumes is an impossibility, and in so large a purchase many undesirable books are sure to be included. It is not difficult to select after careful examination ten books each month, and thereby keep the library always at a high grade of excellence. With each purchase a slip describing the new books might be printed, and distributed to the school, thus keeping the library constantly before its patrons. 2. =The Librarian.= There is a close analogy between the work of the librarian in the public library and that in the Sunday school. For the public library everywhere a specialist is sought, one who knows books, can select them wisely, and can aid seekers after literature in their reading. The Sunday school needs just such a librarian, and all the more because the scholars cannot select from the open shelf, but must guess at the quality of a book from its title in the catalogue. It has been noticed that wherever a Sunday-school library is successful in holding the interest of the scholars there is found with it a librarian adapted to his work and devoting himself to it. We notice the characteristics of a good librarian in the Sunday school: (1) _A Bookman._ He is a lover of books, acquainted with them, and interested in good literature. His work is more than to distribute books: he should aid, sometimes supervise, their collection. (2) _A Business Man._ He is practical, orderly, and systematic in his ways of working; with a plan for his task, and fidelity in accomplishing it. (3) _Gentle in Manner._ Opportunities will be frequent for the librarian to clash with the scholars on the one hand, or with the superintendent upon the other. With one he may appear arbitrary, with the other disorderly, his work sometimes breaking into the program of exercises. He should be pleasant toward all, uniform in his dealings, and attentive to the general order of the school. 3. =His Assistants.= In most schools one assistant, in large schools several assistants, will be required by the librarian. He should nominate them, subject to the approval of the governing board of the school; and should require of them regular and prompt attendance, and attention to their work in the library. It is very desirable that the business should be so arranged as to allow the librarians to take part in the opening devotional service with the school, and not to be at work arranging books while others are at prayer. 4. =The Management of the Library.= This involves four processes: the collection, the assignment, the distribution, and the return of the books. (1) _The Collection._ The books can easily be collected without interfering with the order of the school, if the library window is near the entrance to the building, and the scholars as they enter leave their books at the library. This is the method employed in most schools. (2) _The Assignment._ How to enable each scholar to choose his book introduces one of the three problems in library management. The plan generally followed is to supply each scholar with a card bearing a number which represents the scholar. He selects from the catalogue a large assortment of books, and writes their numbers upon his card: the librarian assigns the scholar any one of the books selected, crosses it from his list, and upon another list marks the number of the book opposite the number of the scholar. The weakness of the plan is in the fact that the scholar has no means of learning from the catalogue what books are desirable; and a book desired by one may be entirely undesirable to another. Theoretically the scholar has the whole catalogue from which to choose; practically he has no choice, except the suggestion in the titles of the books. The open-shelf plan cannot be established in the Sunday school, for the room is usually too small, the time of the session is too brief, and the work of the school too important to allow interruption. In some graded Sunday schools another plan is pursued, taking from the scholar all choice, but assigning to each grade books of certain numbers, all printed upon the card of the scholar, any one of which books he may receive at any time during his stay in the grade, but each of which will fall to his lot but once. This plan demands a library of books carefully selected, and as carefully fitted to each grade in the school. But this method is apt to be unsatisfactory to the scholars, who have their own preferences among the books. The difficulties in assigning books, and disappointments of scholars in failing to obtain the books desired, is a frequent cause for the disuse of the library; and this problem has not as yet been fully solved. (3) _The Distribution._ This takes place at the close of the school, and brings in the second problem of library management. The books may be brought to the classes by the librarians, and distributed by the teachers; each scholar's book being indicated by his card placed within it. This method often causes confusion; scholars being dissatisfied with their books and leaving their classes press around the library. Sometimes they exchange books with each other. This is a simple plan as far as the two scholars exchanging are concerned, but sure to make trouble in the record of the librarian. Or each class may be dismissed in turn, and obtain its books at the library window while passing out. But this plan causes a congestion of scholars at the library, and also requires much time. To manage the distribution of books demands a strong will, coupled with a gentle manner in maintaining the library rules. (4) _The Return._ The theory of the Sunday-school library is that each scholar will bring his book back after a week or two weeks. But boys and girls--sometimes older scholars also--are apt to be careless. Books are exchanged between scholars, are loaned from one home to another, are forgotten, and are lost. And the books lost most readily are frequently those that are most sought for by the scholars. How to induce scholars invariably to return their books constitutes the third problem of library management. In many schools the percentage of lost books is exceedingly large. The librarian should do his utmost to reduce the loss to a minimum. To this end a few suggestions may be given: (a) Record of Scholars. Every scholar's name and address, with his library number, should be kept on record in the library; and every effort should be made to make the record conform to all changes in residence. (b) Record Sheet. The library should contain a record sheet, showing the number of every book issued, and the number of the scholar receiving it; to be canceled when the book is returned. This will show who is responsible for every book out of its place from the library. (c) Fines. A fine should be assessed upon the scholar for every book kept over time; and notice sent to the scholar at his home when a fine has become due. (d) Rewards. Scholars should be paid a reward, perhaps of ten cents for each book, if they can succeed in tracing and finding any book which has been out of the library two months or more. These plans, or others, may lessen, but no plan will entirely remove, the evil of books lost to the library through neglect or a worse crime. XIII THE TEACHER'S QUALIFICATIONS AND NEED OF TRAINING While the superintendent in the school is the moving and guiding intelligence, the pulse of the machine, the teacher in the class is the worker at the anvil, or the loom, or the lathe, for whom all the plans are made, and upon whom all the success depends. In the warfare for souls he is on the picket line and at close range, fighting face to face and hand to hand. The sphere of his effort is small, that group gathered around him for an hour on Sunday, but in that little field his is the work that counts for the final victory. His task requires peculiar adaptedness, supplemented by special training. 1. =His Qualifications.= There are on the American continent not less than a million and a half Sunday-school teachers, who give to the gospel their free-will offering of time, and toil, and thought. They are not like civil engineers or the majority of public-school teachers, graduates of schools that have given them training for a special vocation. In every respect they are laymen, engaged for six days in secular work, and on one day finding an avocation in the Sunday school. Yet there are certain traits, partly natural and partly acquired, which they must possess, if they are to find success in their Sabbath-day service. (1) _A Sincere Disciple._ The Sunday-school teacher must be a follower of Christ, not merely in profession but in spirit. He is one who has met his Lord, has heard and has obeyed the call, "Follow me." He enlisted in the grand army of which Christ is the Commander, before he received his assignment to the army corps of the Sunday school, and his fidelity to the department is inspired by his deeper loyalty to his Lord. It is eminently desirable that the Sunday-school teacher should be a member of the church; but it is imperative that he should be a disciple of Christ. (2) _A Lover of Youth._ By far the largest proportion of scholars in the Sunday school, perhaps nine tenths, are under twenty-five years of age. Therefore, with few exceptions, the teachers must deal with young people; and youth at all its stages is not easy to understand and to manage. Moreover, the fact that not only the teachers, but to a large extent the scholars, are volunteers enters into the problem. Pupils attend the week-day school and submit to a teacher's rule because they must, whether their teachers are acceptable or are disliked. But the rule in the Sunday school is not the law of authority; it is the law of persuasion. The teacher who cannot draw his scholars, but repels them, soon finds himself without a class. In all teaching sympathy, or the coördination between the interest of the teacher in the pupil and of the pupil in the teacher, is a strong factor in success; but in the Sunday school it is an absolute necessity by reason of the voluntary element in the constitution of the Sunday school. That mystic power which will combine uncongenial spirits, and fuse the hearts of teacher and scholar into one, is love. Let the teacher love his scholars, let him see in each pupil some quality to inspire love, and the battle is half won. Love will quicken tact, and love and tact together will win the complete victory. (3) _A Lover of the Scriptures._ Whatever the Sunday school of to-morrow may become, the Sunday school of to-day is preëminently a Bible school. There are tendencies in our time which may in another generation render the Bible less prominent, and introduce into the Sunday school studies in church history, in social science, in moral reform, in missions, perhaps in comparative religion, or in some other departments of knowledge. But as yet the great text-book of the school is the Holy Scriptures. The volume should be in the hand of every teacher and of every scholar during the school session; and the teacher, especially, must study it during the week. If all of the Bible that he knows is contained in the paragraphs assigned for the coming lesson, and the rest of the book is sealed to his eyes, he will be a very poor teacher. He needs to have his mind stored with a thousand facts, and to have these facts systematized, in order to teach ten; and the nine hundred and ninety which he knows will add all their weight to the ten which he tells. (4) _A Willing Worker._ The teacher's love for Christ, for his scholars, and for his Bible is not to expend itself in emotion or even in study; it is to find expression in efficient service. A task is laid upon him which will demand much of his time and his power of body, mind, and spirit. He must be ready to meet his class fifty-two Sundays in the year: on days of sunshine and days of storm; when he is eager for the work, and when he is weary in it; when his scholars are responsive, and when they are careless; when his fellow workers are congenial, and when they are anti-pathetic; when his lesson is easy to teach, and when it is hard. He must be regular in his service, not turned aside by opportunities of enjoyment elsewhere; and he must give to it all his powers and all his skill. Work such as this can be sustained only by an enduring enthusiasm, a devotion to the cause; and therefore the teacher must have his heart enlisted as well as his will. As a Sunday-school teacher, then, four harmonious objects will claim a share in his love: his Lord, his scholars, his Bible, and his work. 2. =His Need of Training.= For two generations it was supposed that any person fairly intelligent, without special equipment, was fitted to be a Sunday-school teacher. There are found no records of training classes in Sunday-school work earlier than 1855, when the Rev. John H. Vincent began to gather young people and train them for service in his Sunday school at Irvington, New Jersey. The seed of his "Palestine Class" grew into the "Normal Class"; and by 1869 there were in a few places classes for the teaching of teachers in the Bible and Sunday-school work. It is not remarkable that Sunday-school teacher-training should be delayed so long after the organization of the first Sunday school, when it is remembered that in America the first Normal School for secular teachers was not founded until 1839. The Chautauqua movement, begun in 1874, gave a strong impetus to Sunday-school teacher-training; the state associations and denominational organizations took up the work; and now teacher-training classes are to be found in every state and province on the American continent. The thoroughly graded school includes in its system a class for the training of young people who are to be teachers. It is late in the day to inquire why the Sunday-school teacher needs training; but the question is often asked, and the answers are ready: (1) _The General Principle._ All good work involves the prerequisite of training. Especially is this true of teaching; and there is a reason why the principle holds with regard to the Sunday-school teacher even more directly than with the secular teacher. While the subjects of teaching are vitally important, relating to character and efficient service, the time for teaching is short, less than an hour each week, in contrast to the twenty or twenty-five hours in the week-day school. To make an impression in so short a teaching period, with such long intervals between the lessons, demands that the teacher be one who possesses exceptional fitness for his work, and this superior fitness cannot be obtained without special and thorough training. (2) _The Teacher's Responsibility._ All-important as is the work of religious teaching, for which the Bible is the chief text-book in the church, there is but one institution in our time charged with that mighty duty, and that is the Sunday school. The Bible is rarely taught in the home, which should be the first place for teaching it; it is only incidentally taught in the pulpit, of which the aim is not so much instruction as inspiration. Practically all the teaching of the Bible now devolves upon the Sunday school, and the Sunday school only. If the Sunday schools of the world for one generation should fail to teach the word of life, the knowledge of that word would well-nigh cease. And the one person charged with that task, the one on whom the responsibility rests, is the Sunday-school teacher. He who is intrusted with so great a work, and upon whose fidelity the work depends, must have a proper equipment; and that equipment presupposes training. (3) _The Demand of the Age._ We are living in an intellectual age, unparalleled in the history of the world. The boundaries of knowledge in every direction have widened, and in each realm the search is deeper and more thorough. Such wealth has been added through recent investigations to the store of Bible knowledge that most commentaries, expositions, and introductions of the past have now but slight value. Another exceedingly important realm that has been added to the domain of knowledge is that of child study, but recently an unexplored field, now open to every reader. In such a time as this the teacher who would impart the contents of the Bible to the young must have eyes and mind opened. He must know the results of modern investigation in the Scriptures and in the nature of those whom he teaches. His pupils are under the care of trained and alert specialists through the week; they must receive instruction from well-taught minds in the Sunday school. (4) _The Teacher and His Class._ The peculiar relation already referred to as existing between the Sunday-school teacher and his class presents another incentive to training. His relation is not like that of the secular teacher, who speaks with authority, and can command attention and study. The teacher in Sunday school cannot require his scholars to learn the lesson; the authority of the parent is rarely employed to compel home study; and as a result most of our scholars come to the Sunday school unprepared. This is not the ideal or the ultimate condition, but unfortunately it is still the real condition in at least nine out of ten Sunday-school classes. This condition makes the demand upon the teacher all the greater. Because his scholars are unprepared he must be all the better prepared. He must be able to awaken and arouse his pupils; he must inspire them to an interest in the lesson; he must so teach as to lead them into knowledge of the truth and a desire to seek it for themselves. Anyone can teach the scholar who is eager to learn; but to teach those who come to the class unprepared and careless, to send them away with a clear-cut understanding of the lesson, and an awakened intelligence and conscience--all this, under the conditions of the Sunday-school teacher's task, and in his peculiar relation to his scholars, requires not only ability, but also thoroughly trained ability. In view of all these considerations, it is not surprising that at the opening of the twentieth century the demand of the Sunday schools everywhere is for better teaching, and for teachers who have themselves been taught and are able to teach others. XIV THE TRAINING AND TASK OF THE TEACHER 1. =The Training Needed.= Many faithful workers in the Sunday school realize their need of preparation; but, while conscious of unfitness, they have no clear conception of the equipment which they require. What are those fields of knowledge which should be traversed by one who has been called to teach in the Sunday school? They comprise four departments: (1) the Book, (2) the scholar, (3) the school, and (4) the work. (1) _The Book._ We have already noted that the Sunday school is differentiated from other systems of education in the fact that it uses mainly but one text-book, the Holy Scriptures. For that reason the teacher must first of all acquaint himself as thoroughly as possible with the contents of that wonderful volume. He should be a twentieth century Bible student; not a student or a scholar according to the light of the Middle Ages, or the seventeenth century, or even of the first half of the nineteenth century; for in all those periods the aims, the methods, and the scope of Bible study were different from those of the present time. He who is to teach the Bible successfully to-day must have some knowledge of the Bible in the following aspects: (a) Its Origin and Nature. He must have a definite idea of how the sixty-six books of Scripture were composed, written, and preserved; and, as far as may be known, who were their authors. (b) Its History. The Bible is, more than anything else, a book of history, containing the record of a people who received the divine revelation and preserved it. The divine revelation cannot be taught nor comprehended unless the annals of that remarkable people, the Israelites, be first read and understood. Therefore biblical history should be the first subject to be studied by the teacher in the Sunday school. The leading facts and underlying principles of that unique history must be understood; not in an outline of minute details, but as a general landscape, in which each lesson of the Bible will take its place. (c) Its Geographical Background. The Bible brings before us a world of natural features which remain--seas, mountains, valleys, and plains; a world of political divisions which has passed away; its empires, kingdoms, and tribal relations; and cities and towns, some of them now desolate, others in poverty and in ruin. The teacher who is to instruct his pupils must be able to see those abiding elements, and by the aid of his historical imagination to reconstruct those that have changed. He must make that ancient world of the Bible roll like a panorama before the eyes of his mind. (d) Its Institutions. Upon every page of the Bible are stamped pictures of manners, customs, institutions, forms of worship, that are unfamiliar to our Christian, Anglo-Saxon, modern world. The teacher must become familiar with this local color of another civilization, and enable his class to see it through his eyes. (e) Its Ethical and Religious Teaching. In the past, and until a generation ago, the Bible was studied only for its doctrines. It was generally treated as one book, all written at once and by one author; its history, biography, institutions, were passed over as unimportant; while every sentence was searched for some light upon theology. From the Bible, by assorting and grouping its texts out of every book, a system of doctrine was constructed; and the mastery of this system with its proof-texts was regarded as the principal work of the Bible student. That method of Bible study has justly fallen into disuse among modern scholars. The Bible is now looked upon as a record of life rather than as a treasury of texts. Yet its stream of ethical, religious, and spiritual teaching must be found and followed by the student who is to teach the truth; and the doctrines revealed through the Bible should be regarded as a necessary part of his training. (2) _The Scholar._ One book must be studied closely by the teacher, and that is his pupils. During the last thirty years human nature in all its stages, as child, as youth, during adolescence, and in maturity--especially in the earlier periods--has been investigated as never before. The student in our time can enter into the results of special study upon these subjects. He needs to know what the best books can give him of child study and mind study; and to supplement book-knowledge in this department with watchful eyes and close thought upon the traits which he finds in his own scholars. (3) _The School._ The teacher in the Sunday school needs to understand the institution wherein he is a worker. The Sunday school is like the week-day school, yet unlike it; and the teacher must be able to appreciate at once what he can follow and what he should avoid in the methods of the secular school. The history of the Sunday-school movement, its fundamental principles, its organization, officers, methods of management, and aims--all these are in the scope of the teacher's preparation. (4) _The Work._ Whether on Sunday or on Monday, a teacher is after all a teacher, and the laws of true teaching are the same in a Sunday school, in a public school, and in a college. The application of those laws may vary according to the ages of pupils, the subjects of instruction, and the aims of the institution, but the principles are unchanging. Those enduring principles of instruction are well understood, are set down in text-books, and can easily be learned by a student. There are successful teachers who know these principles by an intuition that they cannot explain; but most people will save themselves from many mistakes and comparative failure by a close study of modern educational methods. In some way knowledge in all these four great departments of training should be obtained by the teacher, if possible, before he enters upon his task; but if he has missed earlier opportunities of preparation he must acquire this knowledge even while he is teaching. The outlines of such a course of study should be given in the training class for young people; and such a training class should be regarded as essential to every well-organized school.[11] 2. =The Teacher's Task.= All the preparation briefly outlined in these last paragraphs is only preparatory to the work which the teacher is to do in his vocation. The task set before the teacher is fourfold: (1) _As a Student._ The studies named above are not completed when the teacher has passed out of the training class with a certificate of graduation. The public-school teacher who ceases to study after finishing the course of the normal school is foredoomed to failure. The training class or the training school has only outlined before the teacher the fields to be traversed, and shown him a few paths which he may follow. He who has undertaken to teach a group of scholars, whether in the Beginners Department, the Senior Department, or any grade between them, must continue his studies, in the Bible, in the specific course of graded lessons which he is teaching, and in general knowledge; for there is no department of thought or action which will not bring tribute to the teacher, to be turned into treasure for his class. The Sunday-school teacher must ever maintain an open mind, a quick eye, and a spirit eager for knowledge. His accumulation will prove a store upon which to draw for teaching; and even that unused will give its weight to truth imparted to his class. (2) _As a Friend._ The teacher is more than a student dealing with books; he is a living soul in contact with living souls. If the most masterly lesson teaching in the realm of thought could be spoken into a phonograph, and then ground out before a class, it would fail to teach, for it would utterly lack the human element. Knowledge counts for much in teaching, but personality counts for far more. If a teacher is to be successful he must have a close relationship with his class. They must know him, he must know them, and there must be a common interest, nay, a common affection, between the two personalities of teacher and pupil. He must be a friend to each one of his scholars, schooling himself, if need be, to friendship; and each of his scholars must be made to realize that his teacher is his friend. This personal affection need not always be stated in words. The teacher who constantly assures his scholars that he loves them will not be believed as readily as the one who shows his love in his spirit and his acts, even though he may refrain from affectionate forms of speech. (3) _As a Teacher._ Teaching requires more than the possession of an abundant store of information upon any subject. He is not a teacher who simply pours forth upon the ears of his pupils an undigested mass of facts, however valuable those facts may be. The true teacher after large preparation assorts his material, and selects such matter as is appropriate to his own class. This he arranges in a form to be readily received, thoroughly comprehended, and easily remembered. He comes before his class with the fixed purpose that every pupil shall carry away with him a knowledge of the lesson, and shall not forget it. He must awaken the pupil's attention; for talking to an inattentive group of people accomplishes no more than preaching to tombstones in a graveyard. He must obtain the coöperation of the pupil's interest, and induce him to think upon the subject. He must call forth from his pupil some expression of his thought in language, for one is never sure of his knowledge until he has shaped it into words; and that which the pupil has stated he is much surer to remember than that which he has merely heard. Teaching, then, involves (1) selection of material, (2) adaptation of material, (3) presentation of truth, (4) awakening thought, (5) calling forth expression, (6) fixing knowledge in the memory. (4) _As a Disciple._ It is the teacher's task not only to impart to his scholars valuable information about the Bible, about God, about Christ, and about salvation; but, far more than imparting an intellectual knowledge, to bring the living word into relation with living souls, to inspire a fellowship of his pupils with God, to have Christ founded within them, to make salvation through Christ their joyous possession. Nor is his work as a working disciple accomplished when all his scholars have become Christians in possession and profession, and members of Christ's Church. By his example and his teachings he should lead them to efficient service for Christ in the church, in the community, and in the state. There is work for every member in the church, and work for everyone possessing the spirit of Christ in the community. Whatever may have been the type of a saint in the twelfth century, or in the sixteenth, or even in the early nineteenth century, in these stirring, strenuous years of the twentieth century the disciple of Christ is a man among men or a woman among women, active in the effort to make the world better, and to establish in his own village, or town, or ward of the city, the kingdom of heaven on earth. To inspire his scholars for such labors, and to lead them, is the supreme opportunity and work of the teacher. FOOTNOTE: [11] For detailed methods and plans, see the volume of this series on The Training of Sunday School Teachers. XV THE CONSTITUENCY OF THE SUNDAY SCHOOL 1. =Relation to the Community.= The Sunday school is a temple built of living stones; and the quarry from which they are taken in the rough, to be cut and polished for their places in the building, is the entire community in which the school is placed. In our time, more than ever before, the reasons are imperative why special study should be given to the community from which the school must draw its members. Certain principles of administration will become apparent when once the field is carefully considered. (1) _Constituency Adjacent._ The population from which a given Sunday school draws its members must be generally that immediately around it. Some teachers and scholars may come from a distance, but even in this age of convenient transit by trains and trolley cars, it is found that, taking the church building as a center, the constituency of the Sunday school in a city is mostly within a radius of half a mile, and in the country within a mile. Throughout that sphere of influence the church should look well to the population, should know its proportionate elements, as far as possible should come into acquaintance with the families, and should plan to win, to evangelize, and to hold all its natural following. (2) _Membership Representative._ Upon general and almost invariable principles, the Sunday school should represent all the elements of the population within its environment. If it be a residence section with isolated houses, each containing but one family of well-to-do people, the church is apt to be a family church, and a large Sunday school must not be looked for, since large mansions rarely contain large families. If, on the other hand, the neighborhood be populous, characterized by varied strata of society--a few rich, a goodly number fairly prosperous, and a greater mass of wage-earners, yet the section as a whole American and not foreign in its civilization--then a flourishing, active, and growing Sunday school should be expected. And it should embrace all these elements, the rich, the middle class, and the wage-earners, in the proportion which each bears to the community as a whole. If the school in such a population be small, or if it be composed exclusively of one class, whether it be the so-called better class or the mission class, there is a serious error in its policy. The true Sunday school should be representative of all the elements in the population. It is both a crime and a blunder to limit the efforts of a Sunday school to one class of society: a crime, because such a school leaves multitudes around it to perish; and a blunder, because the effort results in an anæmic, dwindling, dying institution. (3) _Methods Adapted._ Almost every community, whether in city or in country, possesses some traits peculiar to itself. There may be two towns ten miles apart, one the wealthy residential suburb of a city, the other a settlement surrounding a great factory. The population of these two places will be in marked contrast, and the methods of Christian work successful in one will utterly fail in the other. One street or avenue in a city may mark the boundary line between family churches and mission churches. Within ten minutes' walk of each other may stand two churches of the same denomination, yet so utterly apart in spirit as to possess nothing in common but name. It is possible that each of these two organizations might learn something from the other, and might do their Master's work better by a closer community of interest and feeling. Yet it would be a mistake to introduce into either church all the plans that are successful in the other; or to reject in one Sunday school any method because it has proved a failure in another and a different field. The work of each church and Sunday school must be adapted to the population from which its membership is to be drawn. 2. =The Changing Population.= One of the most imperative questions confronting the gospel worker, both in the church and the Sunday school, arises from the constant changes taking place in our population. In the cities we see stately churches, once thronged, now well-nigh desolate, while their walls echo to the tread upon the sidewalk of a churchless multitude. In front of a fine old church, where once millionaires worshiped, the writer has often passed a news-stand upon which are for sale newspapers in seven different languages. And too often one finds that the churches of a generation ago have been turned into low theaters, or torn down, giving place to stores and office buildings. The general principle may be laid down, that a church in the city almost never lives more than one generation in the same building and with the same character. After thirty years as the very longest period, if it is to retain its members, it must follow them in the march up-town; or if it is to retain its location and still hold a congregation it must seek an absolutely new constituency, and to this end must transform its methods of work. Nor are these migrations of population confined to the city. The towns and villages are governed by the same law of change. A village, once the seat of quiet homes, is suddenly turned into a factory town, with a new and strange population. The farms on country roads, abandoned by the families that formerly tilled them, are occupied by foreigners of alien speech and manners. The building of a railroad will open new towns, and at the same time will make more than one deserted village. These changes in population must be considered in their relation to the work of the Sunday school. The movement will be characterized by varied traits in different places. (1) _A Growing Population._ The change may be that of a healthy growth in population, making the community a desirable place for a church and a Sunday school. Such a development is constantly taking place in the newer portions of a city, whose population is moving from the center to the rim; or it may be noted in suburban towns, as facilities of transportation bring new residents from the metropolis; or it may appear in villages springing up on the line of a railroad, where home-seekers are settling and building habitations. Leaders in church and Sunday-school work must watch these growing centers, and provide wisely for their religious needs. It will not suffice to wait for these newcomers to build their own churches and organize their own Sunday schools. Most of them are taxed to the utmost in building or buying their own homes, and will scarcely realize their need until the habit of neglecting worship has become fixed, and their children grow up without religious education. The old and strong churches must extend a hand to the settlers, must preëmpt church sites at the very beginning, must help to erect chapels, for a time must supply workers, and must set the current of the new settlement Godward and churchward. The reward of their labor and their liberality will not long be delayed. (2) _A Declining Population._ There are places where the population has lessened, making the work of the Sunday school increasingly difficult and its results meager. It may be in the city, where business has crowded away the dwellers of other years, as in the lower end of Manhattan Island in New York. There tall office buildings and warehouses stand on sites formerly occupied by churches, but no longer needed, now that almost the only residents are the janitors and their families, living on the roofs of the towerlike temples of trade. But oftener the region of the declining population is found in the country. Villages once prosperous have gradually lost their inhabitants. In places where three or four churches, each with its Sunday school, were formerly well supported, there is now scarcely a constituency for one. Yet all these churches, though decayed and dying by inches, are still maintained; and each church still houses a discouraged Sunday school, attended by a faithful few, but with no hope of growth and an imminent peril of extinction. If loyalty to a denomination could give way to love for the kingdom of Christ, these might be consolidated into one church and one Sunday school for all the community. We venture the prophecy that before the twentieth century comes to its close this will be throughout the American continent the accepted settlement of the question. May its fulfillment be not long delayed! In the meantime these decayed but still enduring Sunday schools and churches in a community should seek for peace and friendship, not emphasizing the points of doctrine or of system that differ, but those that agree, and striving to maintain the unity of the spirit in a bond of love. (3) _A Population Changing Socially._ A serious problem often arises, not from a decline but from a change in the social condition of the population within the sphere of the church. The downtown church may have been forsaken by its former members, but people of another class, and in greater numbers, have taken their places. The mansions have become boarding houses, flats and apartment houses have arisen, while the thronged sidewalks, and the children playing in the streets, are evidence that the material for members of the church and the Sunday school is greater than before. True, the new inhabitants are of a different social order from the old, clerks and porters instead of merchants, employees instead of employers, working people in place of the leisure class. The fact that the social level of the neighborhood may be regarded by the worldly-minded as lower than formerly does not lessen its need of the gospel, nor render it less promising for Christian work. The church should look upon its field with unprejudiced eyes, should have an understanding of the time; should be alert to see and to seize its opportunity; and should change its methods with its changed constituency. The field must not be abandoned; it must be cultivated, and new forms of tillage will bring forth abundant harvests. (4) _An Alien Population._ The most perplexing of all social problems arises when immigration has swept into the district surrounding the church a tide of people whose birth and speech are foreign, supplanting and in large measure driving out the native population. There are sections in our cities where the signs on the stores are all Bohemian, or Polish, or Yiddish; where an English-speaking church would remain absolutely empty, though thousands throng the streets. It may be that in such conditions gospel work under American methods can no longer be maintained; and a removal may be necessary. But even in the most unpromising fields this conclusion should not be hastily reached. We spend large sums in sending missionaries to the lands from which some strangers come; should we not embrace opportunities of evangelizing these at our own door? There are difficulties, but they are not nearly as insuperable as those in foreign fields. These foreign-born or foreign-descended children sit beside our own in the public school; should we shut them out from our Sunday schools? In less than a generation millions of these boys and girls will be as thoroughly American as our own children. When we consider the question of abandoning any field on account of its foreign population, let us widen our horizon of thought to embrace the future as well as the present, and then form our conclusion concerning the duty of the Sunday school to the community. 3. =Practical Suggestions.= A few hints, some of them already given, may summarize the practical side of the subject: (1) _Study the Field._ The Sunday school must live not in the past, but in the present, with a clear vision of the future. It must not only cherish a loving memory of its field as it has been, but understand thoroughly what it is, and what forces are shaping it for the future. The leaders in each Sunday school working for itself, or preferably those conducting the Sunday schools of a neighborhood working unitedly, should ascertain the nationality, religious condition, and church relations of every family in the district; and not only of every family, of every individual who may have a room in a boarding house. Each political organization knows the residence and party proclivities of every voter in the district; and the churches may learn from the politicians practical lessons upon the best methods of work. (2) _Cultivate the Field._ Since the scholars must come to the school from the population around it, they should be sought, brought in, taught, and evangelized, with all the energy and wisdom which the church possesses. And not only the scholars, but also, in large degree, the teachers must be home-born and home-taught; therefore the Sunday school, to be successful, must train up workers from its own constituency. (3) _Provide for all Elements._ By diligent and constant effort the school should be made representative of all ages, of all classes, of all sections, and as far as practicable of all races found in its community. (4) _Adapt Methods._ If a former constituency has removed from the field, and a new population has surged in, the new element must be looked upon as the constituency of the school. Its needs must be recognized, however different they may be from the needs of the past; and plans must be formed to meet those needs, whatever transformation of the school the new plans may involve. XVI RECRUITING THE SUNDAY SCHOOL 1. =Necessity.= The aspiration for advancement is natural and noble; and therefore every member of the Sunday school who is interested in its welfare, whether officer, teacher, or pupil, desires it to increase in membership, and to spread its benefits as widely as possible. But the recruiting of the Sunday school is not only desirable, but necessary. It is found that in every school there exists an outflow as well as an inflow of members. If in certain departments, as the Primary, new scholars are constantly enrolled, in other departments, as the older grades of the Intermediate and the Senior, there is as constant a dropping out of members from the school. It has been estimated that in most Sunday schools from twenty to twenty-five per cent of the membership changes annually, so that the average period of a teacher or scholar in the Sunday school is less than five years. There are some who remain longer, but others who are members for even a shorter time. Upon the average, every school is a new school once in four or five years. If one fifth of the school leaves every year, there must be an equal number enter it, to keep the school at its normal size. But any institution dependent upon the maintenance of a constituency, whether it be a periodical, a life-insurance association, or a Sunday school, begins to decline when its number remains stationary. The health and life of the school, therefore, require a constant renewal of its membership. The school must have new blood, or it will soon be impoverished and in time die. 2. =The Losses from the School.= Before the presentation of plans for winning new scholars comes the vital question of holding the scholars already on the roll; for the condition of leakage has a close relation to growth or decline. If the causes of the leakage can be ascertained, and the drain can be stopped, we shall be materially aided in our effort to enlarge the school. (1) _The Search in the School._ Careful notation should be kept of the grades from which scholars are lost, or which are below a normal membership; and equally careful inquiry should be made as to the cause of the decline, and methods to correct it should be sought. Is it in the Primary Department, which should be the most rapidly growing department in the school? Is it in the Junior or Intermediate Department, where there ought to be a steady increase, even if it be slow? Is it in the Senior Department? Here there is great danger of losses, especially among young men. Is it not possible to find why they leave the school, and what will induce them to remain? Perhaps the school is deficient in the Adult Department. Must it be admitted that the Sunday school is for children only, and that as soon as its members become men and women their departure from the school is to be expected? The investigation should be more than general, ascertaining what departments are suffering loss; it should be personal, including the name and grade of every scholar who has ceased to attend for a definite period; and as far as possible the reason for his leaving the school. (2) _Following up Absentees._ A systematic plan for watching over the membership of the school should be instituted and vigorously maintained. For example, in some schools a report of every absentee is made by the secretary to the superintendent. On Monday morning each teacher receives by mail the list of his absent scholars, with a request to send in writing, as soon as practicable, the cause of absence for each one. In many schools this work of looking after the absentees is performed by paid visitors--a good plan, but not so good as for the teacher to come into personal touch with his own scholars. A business firm watches over its customers, and endeavors in every possible way to hold them. The Sunday school which can maintain its grasp upon its members has the problem of growth already half solved. 3. =Characteristics of a Growing School.= The strongest force in recruiting the Sunday school is to be found in the character of the school itself. The merchant must have his shelves stocked with attractive goods if he expects customers. In order to obtain scholars there must be a good school. (1) _Efficient._ The school should maintain high educational standards; should be thoroughly graded in all its departments, with suitable lessons for each grade; and should have organized classes for young people and adults. The thoroughly good school will rarely lack for scholars. (2) _Attractive._ The school should be attractive as well as efficient. Its meeting place should be cheerful and airy, with suitable furniture and apparatus, above ground, and not a damp, dingy basement. It should have enjoyable exercises, like a school, yet not too severely like a public school. It should greet new members heartily, make them feel at home, and cultivate acquaintance with them. There should be an animating spirit of loyalty and love for the school; a devotion which will inspire active effort in its behalf. Around the school should be the atmosphere of a happy home. (3) _Prominent._ Among the activities of the church the school should stand forth prominently. It should be kept in mind that, as the neighborhood furnishes the constituency of the school, so the school furnishes the members for the church. In our time three fourths of the accessions by profession of faith come from the Sunday school. The school should be held in honor as the principal source of supply to the church membership. If the audience room is large and imposing, and the Sunday-school room is inferior and unattractive; if the pulpit and the choir are amply supported while the school receives a narrow sustenance, however great the prosperity of the church its duration will be brief. The Sunday school must stand in the foreground, and not in the background, if the church is to grow; and the growing church should have a growing Sunday school. (4) _Special Occasions._ Throughout the Sunday-school year occur days which should be recognized, as breaking the monotony of the regular exercises, and as attractive features of the school. Such are Christmas, Easter, Children's Day in June, Rally Day in the fall, and Decision Day, when the net is drawn for discipleship in behalf of the church. Some superintendents look upon these occasions as burdensome, but with careful preparation and an attractive program they will add to the interest of the school, while in no wise detracting from the efficiency of its educational work. An occasional social entertainment for the school, or for each department in turn, and an outing day in the summer, will strengthen that _esprit de corps_ or animating spirit of the school which is its strongest drawing power in attracting new members. (5) _Special Helps._ There are communities where certain methods may avail more than elsewhere. A well-conducted Sunday-school library, no longer needed in many places, may be of great value in villages where there is no public library. A reading room, social hall, and gymnasium may constitute the church a home for young men whose dwelling places may be in close tenement houses. Young men are in saloons, and young women are in amusement parks, who might spend their evenings under the healthy influence of the church if places were provided. These plans and other features of the institutional church will need careful and wise administration if they are to do good and not harm; but in many places they will minister to the success of the school and the church, and also to the uplifting of the community. 4. =Reaching Beyond the School.= Thus far in this chapter we have considered the school rather than the field. One of the chief tasks of the Sunday school, however, is to reach out and lay hold of all the inhabitants, both young and old, in the area of its influence. The following active measures have proved effective in reaching the people and winning them to the school. (1) _Advertise._ The school should be kept before the community in every legitimate way. Merchants tell us that the secret of success is first to have salable goods, and then to advertise them; and the same principle applies to the Sunday school. Printer's ink should be used liberally, but wisely. Only neatly printed, attractive matter should be employed. Invitation cards, leaflets, programs of special services, a little periodical devoted to the school, a year book containing the school register, and many other forms of advertisement will help to inform the neighborhood that the school is at work and is ready to welcome new members. (2) _Invite._ Every officer, teacher, scholar, and parent should consider himself a committee to speak to others about the school, and to invite his friends and acquaintances to attend it. The little children should ask their playmates, boys and girls in school their classmates, young men their shopmates, young women their associates. No printed paper can have a tenth of the power possessed by the living voice and a hearty hand-shake. It is assumed that the invitation is given only to those who are not already attached to any church or school. All possible care should be taken to maintain a fraternal spirit, and not to build up our own wall by pulling down another. (3) _Visit._ The field belonging to the school should be bounded definitely, and should be thoroughly and systematically canvassed. It should be divided into districts, and each district assigned to a visitor and a committee, who should know who may be included in the proper constituency of the school. For this work many schools and churches employ a paid visitor or a deaconess; and none can surpass the zeal or fidelity of many who enter upon such a vocation. But the schools which cannot afford professional workers include some teachers and some adult scholars who can give a portion of their own time to the same task. An organized class of men might be named which grew into over a hundred members through persistent work by a simple plan. A lookout committee, after careful inquiry, would report the names and addresses of men eligible for membership. Then the members in order and by appointment, in groups of two, called upon each candidate, formed his acquaintance, and invited him to the class. Sometimes thirty or forty men would call, but in time almost every man visited yielded to the friendly social influence, became a member, and soon after a worker for the class. 5. =A Danger.= A caution may be needed with reference to all these plans of recruiting the school. Advertising may be carried to the excess of becoming sensational. Invitations may be pressed upon scholars in other schools. The effort for increase may degenerate into unfriendly rivalry. A good plan may work evil when worked in a selfish spirit. And a too-rapid growth is sure to be unhealthy. The late B. F. Jacobs said, "God pity the Sunday school that gets a hundred scholars at one time!" A quiet, steady, diligent, persistent effort for the school will be of permanent benefit, rather than a spasm of enthusiasm. XVII THE TESTS OF A GOOD SUNDAY SCHOOL In the United States more than a hundred thousand Sunday schools are in session every week. Some of them are very good, many are only moderately efficient, and some are poor in every respect. The question arises, what constitutes a good Sunday school? Is it possible to establish some standard of measurement by which the rank of any Sunday school can be fixed? In such a standard there must be several factors, for the points of excellence in Sunday school are not one, but many. It is the aim in this closing chapter to ascertain the criteria or the tests of a good Sunday school. The statement of these tests involves the summing up and in some measure the repetition of much already given throughout these pages. 1. =Representative Character.= The first test of a Sunday school is found in its relation to the community around it. The Sunday school is not a bed of exotic plants, dug up from their native soil, potted and protected in a conservatory. It is an outdoor garden wherein are cultivated the flowers and fruits that are indigenous to the region. A true Sunday school is a group of people drawn out of the larger world around it, and representing every element in that world, both as regards social life and age. If it represents the rich and the prosperous only, it is not a good school, unless the neighborhood is unfortunate in containing only such people. If it is a mission school for poor people in the midst of a self-supporting population, it is not a good school. If it includes few members above sixteen, and none above twenty-five years of age, it is not a good school, for it should embrace all ages from the infant to the grandfather. The school which is to stand on the roll of honor is one that fairly represents its constituency. 2. =Organization.= Another requirement for a good school is that it be well organized as a graded school. There may be Sunday schools which make up by their spirit for what they lack in system; yet the exceptions are few to the rule that in Sunday-school work organization is essential to success. It is true that machinery creates no power; there is nothing in a constitution and by-laws to make an institution successful. It is the efforts of living men and women that bring to pass results. But organization directs and economizes power; so that, other elements being equal, the graded school quickly becomes the best school. We have already seen that a graded school is one with departments defined, with the number of classes in each department fixed according to the needs of the school, with promotions at regular periods, based either on age or examination or merit, or on all three factors in combination, with lessons graded according to the departments, and, as its most important element, with a change of teachers when the pupil is promoted from a lower to a higher grade or department. The graded system is not easy to establish; it requires firmness and tact in the authorities, and a self-denying spirit on the part of teachers; but it will abundantly and quickly repay all it costs in effort and sacrifice, and it is an essential in a really good Sunday school. 3. =Order.= A good school is orderly, yet it is not too orderly. Everybody is in place at the proper time. At the minute, and not a minute later, the superintendent opens the school. If he rings a bell, it is a gentle, musical one, held up by the leader as a signal and scarcely sounded. There is not more confusion than at the opening of any other religious service. Only one service is conducted at a time; singing is worshipful, just as well as prayer, and the Scriptures are read thoughtfully and reverently. No officers are rushing up and down the aisles during the services; no loud calls are made for order; yet there is a suitable quietness when quietness is desirable. A good school is never disorderly, yet it cannot be said that the best school is always the most orderly. Occasionally one sees a Sunday school where order has gone to the extreme of repressing all enthusiasm, where the program is too finely cut and too thoroughly dried, where the mechanism moves with the precision of the lockstep in a state prison. The ideal of the Sunday school is not that of the French minister of education who is reported to have stated that he could look at his watch and tell at that minute what question was before each class in every school in France! 4. =Spirit.= For lack of a more definite term we call the next characteristic of a good Sunday school its spirit. In any successful school one feels rather than finds a peculiar and individual atmosphere. Every member, from the superintendent to the Primary scholar, manifests an interest in the institution; an interest of blended love, loyalty, enjoyment in it and enthusiasm for it. There is a social spirit in each class and in the school as a whole. Its members do not meet as passengers in a railway station, each one wrapped up in his own business and watching for his own train. They all have their individual friendships and social relations, yet a bond unites them all as members of one Sunday school. This peculiar _esprit de corps_, an interest in the institution, is a strongly marked feature in every progressive Sunday school. 5. =Educational Efficiency.= The Sunday school is in the world with a definite work--religious education. Its religion will be based on the Old Testament and kindred literature in a Jewish school; it will be based on both the Old and New Testament and supplemental literature in a Christian school; but whether Jewish or Christian, its work is the teaching of religion, as contained in the living Word, and illustrated by the lives and teachings of the heroes of the faith. The true test of a Sunday school is the answer that it can give to the question, "Does it teach the vital religious truths of the race so as to develop individual character and efficiency?" That is its task, and by its success in accomplishing it each school is to be judged; not by the splendor of its building, or the exactness of its machinery, or the enthusiasm of its members. The thirty or thirty-five minutes devoted to the lesson is the supremely important period in every true Sunday school. The time is often bound to be all too short for teaching divine truth, and printing it upon mind and memory so deeply that all the studies and pleasures of the six days between the two Sundays will not cause the teaching to fade. Yet the time is as long as the ordinary teacher (or preacher) can hold attention to one subject, and therefore in most classes it is sufficient. Toward that half hour of teaching, therefore, all the energies of the school, of the training class, home study, teachers' meeting, gradation, government, should be turned. For the vital aim of the Sunday school is the eternal message of God to men through men, so that men and women of the Christ spirit and character may be developed. 6. =Character-Building.= The first task, therefore, of the Sunday school is to teach the Word, but that teaching is only a means to an end, and that end is greater than mere intellectual knowledge--it is the building up of a complete character. This is more than "bringing souls to Christ," or leading them into church membership. If the sole aim of the Sunday school was to compass the salvation of the scholar and to surround him with the walls of a church, then we might safely dismiss our scholars when they have passed through a crisis of conversion and entered the church door. But the Sunday school is to do more than save its scholars from sin. It is to train them in the completeness of a Christian character; and such a character involves not only personal righteousness but also service for God and humanity. Its aim is not to take people apart out of the world, but to set them in the world, equipped for work in making the world a Christian world, and thereby establishing on earth the kingdom of heaven. The measure by which the Sunday school accomplishes such a work as this, constitutes the final, crucial test of its success. It cannot be said that any one of these six essentials of a good Sunday school stands supreme. They do not march in Indian file; nor are they to be set one against another in a comparison of values. These traits of a complete Sunday school should rather be regarded as one of the New Testament writers describes the traits of a complete character, in that familiar yet only half-understood passage, "As in the harmony of a choral song, blend with your faith the note of energy, and with your energy the note of knowledge, and with your knowledge the note of self-mastery,"[12] through all the eight aspects of the Christian; so let these six essential elements be combined to form that noble institution, the ideal Sunday school. FOOTNOTE: [12] 2 Pet. 1. 5-7. APPENDIX BLACKBOARD OUTLINE AND REVIEW QUESTIONS I. THE HISTORIC PRINCIPLES UNDERLYING THE SUNDAY-SCHOOL MOVEMENT BLACKBOARD OUTLINE 1. =Mag.= 2. =Mod.= 3. =Lay.= 4. =Unp. Wor.= 5. =Sel.-sup.= 6. =Sel.-gov.= 7. =Sel.-dev.= 8. =Bib. stu.= REVIEW QUESTIONS To what race in the world does the Sunday school mainly belong? What are some of the lands in which it is found? What does the circulation of its literature show? What influence is the Sunday-school movement exercising upon the world? How many salient traits of the Sunday school are named in this chapter? What are those traits in the order named? To what race can the ancient germ of the Sunday school be traced? What institutions among that people contained the elemental principle of the Sunday school? What gathering similar to a Sunday school is described in the Bible? Who was the founder of the modern Sunday school? In what place, and what year, was the first Sunday school held? What aided to make this institution known? Was the first Sunday school established under direction of the clergy or the laity? Has the clergy, or the laity, been the more prominent in the work of the Sunday school throughout its history? What has been the attitude of the church toward this institution? What has been stated concerning the compensation of the teachers in the earliest Sunday school? Was the plan of paying teachers for their services continued? Are the majority of Sunday-school officers and teachers now paid for their services? What has been the effect of this condition, of unpaid service, upon the growth of the Sunday-school movement? How has this condition of voluntary, unpaid work affected the moral influence of the Sunday school? How have the expenses of the Sunday school in most places been met in the past? How are such expenses met in the best schools at the present time? How has the self-support of the Sunday school in the past affected its government? What is the present share of the church in the government of the school? What forces have directed the development of the Sunday school as a movement? What fact in its origin largely accounts for the unity of method in the Sunday school? What is the text-book studied in the Sunday school? What has been the influence of the Sunday school in behalf of the Bible? II. THE CONSTITUTION OF THE SUNDAY SCHOOL BLACKBOARD OUTLINE 1. =Aim.= Rel. ins. (1) Kn. (2) Ch. (3) Ser. 2. =Meth. Tea.= (1) Teach. (2) Sch. (3) Text-b. 3. =Rel. Ch.= Bel. ch. Ca. ch. Sup. ch. Feed. ch. Sup. ch. 4. =Gov.= (1) Rights of teach. (2) Auth. of ch. 5. =Off.= (1) Sup. (2) Assoc. sup. (3) Sec. (4) Treas. (5) Fac. 6. =Mem.= All ag. all clas. REVIEW QUESTIONS What is a Sunday-school constitution? What is the difference between an ideal and a practical plan? Are all constitutions written? What six points should be provided for in the constitution of the Sunday school? What should be the aim of the Sunday school? State the definition of the Sunday school as given by Dr. Vincent. What three elements are involved in a true religious education? What difference may be noted between the Christian ideals of the past and of the present? What method does the Sunday school employ in its work? What are the three essentials in the working of a school? What does the Sunday school seek to accomplish in its pupils? What text-book is generally used in the Sunday school? Why is this book taught so widely? May material outside of this book be employed in teaching? What is the relation between the Sunday school and the church? Why is some government needed in the Sunday school? What two elements should be recognized in the management of the school? Name the officers of the Sunday school. Who should constitute the members of the school? III. THE NECESSITY AND ESSENTIALS OF A GRADED SUNDAY SCHOOL BLACKBOARD OUTLINE 1. =Nec. Gra.= (1) Sch. as wh. (2) Cond. cla. (a) Ineq. siz. (b) Ineq. ag. (c) Lac. cl. sp. (3) Dif. adm. (a) Obt. tea. (b) Trans. sch. 2. =Ess. Gra.= Sch. (1) Dep. (2) Fix. num. cla. (3) Ann. sim. pro. (4) Ch. tea. (5) Gra. Less. (6) Bas. pro. REVIEW QUESTIONS Into what departments are most Sunday schools divided? Why does not the mere division into departments constitute a graded Sunday school? In what department is the school growing most rapidly? From what departments does the school lose its pupils? What is often the condition of classes for young people of fifteen years and older? What inequalities may be noted in the classes of an average Sunday school? What spirit is apt to be lacking in the school? What two great difficulties are met by the superintendent of an ungraded school? Sum up the six difficulties or defects which will be removed in a measure by grading the school. Name the six essentials of a thoroughly graded Sunday school. Draw a diagram representing the manner of seating the departments of a Sunday school. What is meant by a fixed number of classes in each department of a graded school? How should promotions be made from one department to another? Why should not teachers accompany their classes when the pupils are promoted from one department to another? What kind of lessons should be taught in the different departments of the school? Should promotions be made on the basis of age, of merit, or as the result of examination? Why cannot examinations in the Sunday school maintain the same standards as those of the public school? IV. THE GRADING OF THE SUNDAY SCHOOL BLACKBOARD OUTLINE 1. =Diff.= 2. =Rem.= 3. =Meth.= (1) Grad. (2) Simul. (a) Com. (b) Ag. sch. (c) Ass. sch. (d) Ro-ca. 4. =Adv. Thor. Gra.= (1) App. (2) Ord. (3) Soc. rel. (4) Tea. wk. (5) Inc. int. (6) Obt. tea. (7) Leak.-per. REVIEW QUESTIONS What is the greatest difficulty to be met in grading a Sunday school? What is the remedy for this difficulty? What are the two methods of grading an ungraded school? How may a school be graded by the gradual method? What are the four steps to be taken if a school is to be graded by the simultaneous method? What is to be done when scholars are unwilling to receive promotion? Name seven advantages of the graded school. Wherein does the graded school differ in appearance from one ungraded? How is order maintained more easily in the graded school? How does grading influence the social relations of the scholars? Why is teaching easier in the graded school? How does the graded Sunday school increase the interest of the pupils? Why is it easier to supply teachers in the school after it has been graded? What is meant by "the leakage period" in the scholars of the Sunday school? How does the graded school hold the scholar in the school? V. THE DEPARTMENTS OF THE GRADED SUNDAY SCHOOL BLACKBOARD OUTLINE 1. =Cradle Roll.= (1) Members. (2) Catalogue. (3) How obtained. (4) Gifts. (5) Management. (6) Value. 2. =Beginners Dep.= (1) Ages. (2) Teaching. (3) Meeting place. 3. =Primary Dep.= (1) Ages. (2) Classes. (3) Lessons. 4. =Junior Dep.= (1) Ages. (2) Classes. (3) Lessons. 5. =Intermediate Dep.= (1) Ages. (2) Classes. (3) Lessons. (4) Special aim. (5) Christian character. 6. =Senior Dep.= (1) Name. (2) Ages. (3) Classes. (4) Teachers. (5) Organization. (6) Social life. 7. =Teacher-Training Dep.= (1) Members. (2) Teacher. (3) Studies. (4) Requirements. (5) Aims. (6) Reserve class. 8. =Adult Dep.= (1) Members. (2) Classes. (3) Methods. (4) Courses of study. 9. =Home Dep.= (1) Need. (2) Plan. REVIEW QUESTIONS What are the four principal departments of an ordinary Sunday school? In this chapter how many departments are described? What are the names of these departments? What department includes the names of the youngest children? Wherein does this department differ from most of the other departments? How should the list of its members be kept? How may names be obtained for it? What privileges should be given to the members of this department? What are the benefits of this department to the school? What is the name of the second department? What ages should it embrace? What should be the exercises in this department? How should these pupils be seated in the school? What is the third department named? What ages should it include? How should it be organized? What lessons should be taught in it? What is the fourth department? What are the ages of its pupils? How may they be classified? What lessons should be taught to them? What is the fifth department? What ages does it include? How should the classes be formed? Why should small classes be the rule in this department? What lessons should be taught? What should be a special aim of teachers in this department? What type of Christian character should be sought? What is the sixth department? What other names are applied to it? What ages should it include? What requirement should be made of those entering this department by promotion? How should the classes be organized? Who should teach in this department? How may the social spirit be cultivated? What is the seventh department? Who should be included in its membership? Who should be sought as the teacher? What condition should be required of its members? What studies should be followed? How should the course be conducted? What other class should also be connected with the Teacher-training Department? How shall this class be conducted? What is the eighth department? Who should be included in it? What are the two methods of instruction in this department? What courses of study should be taken? What is the ninth department? Who constitute its members? What care and help should be given to these people? What should be expected of them as members of the school? VI. THE SUPERINTENDENT BLACKBOARD OUTLINE 1. =Imp.= (N. Y. C. R. R.). 2. =Appt.= Tea. ch. past. 3. =Ter. Off.= One ye. 4. =Qual.= (1) Mor. char. (2) Dev. bel. (3) Wor. ch. mem. (4) Bib. stu. (5) Ab. exec. (6) Sym. you. (7) Tea. spi. REVIEW QUESTIONS What illustration from a railroad will show the importance of the superintendent? How should the appointment of the superintendent be made? Who should unite in the selection? How long should be his term of office? What are the traits named for an ideal superintendent? What should be his moral character? Why is such a character necessary in his office? What story of a statesman illustrates this? In what respects should the superintendent be a believer in the gospel? Why should he be a member of the church? What is his duty to the Bible? How may the superintendent influence his school to follow his requests? What should be his qualifications as an administrator or executive? What trait in relation to the young should he possess? What should be his mental attitude toward knowledge, especially knowledge of methods? What story is told of a great sculptor? VII. THE SUPERINTENDENT'S DUTIES AND RESPONSIBILITIES BLACKBOARD OUTLINE 1. =Gen.= (1) Sup. (2) Sel. tea. (3) Ass. sch. (4) Prog. ser. (5) Sup. 2. =We.-d. Wor.= (1) Prog. (2) Les. stu. (3) Soc. dut. (4) Seek. work. (5) Cab. meet. (6) Sp. d. (7) Conv. 3. =Dut. Sch. Sess.= (1) Pre. ear. (2) Op. pr. (3) Con. pro. (4) Dur. less. (5) Les. rev. (6) Clos. 4. =Misc. Dut.= (1) N. B. (2) Q. (3) E. L. (4) Us. B. (5) Les. per. (6) Sp. (7) Sel.-con. (8) Aim. REVIEW QUESTIONS Into what three classes may the duties of the superintendent be divided? What are his general duties and prerogatives in relation to the school? What are his duties through the week? What social duties should he endeavor to fulfill? How may he obtain teachers and workers? What is the purpose of cabinet meetings? How may the superintendent be ready for special occasions in the Sunday-school year? What is his duty toward conventions and associations of workers? What are the duties of the superintendent during the session of the school? What suggestions are given concerning the conducting of the program of the school? Who should review the lesson? Name some miscellaneous hints concerning his work. How may he have a quiet, orderly school? How may he promote the use of the Bible as a text-book by teachers and scholars? What rule should be kept with reference to the lesson period? Under what conditions should visitors be allowed to address the school during the regular session? What suggestion is made concerning self-control? What aim should be kept before the superintendent and the school? VIII. THE ASSOCIATE AND DEPARTMENT SUPERINTENDENTS BLACKBOARD OUTLINE 1. =Nec.= Gen. asst. Dept. asst. 2. =Titles.= Asso. sup. Dep. supt. 3. =App.= Nom. sup. Conf. tea. "Minor. cand." 4. =Duties.= (1) Not tea. (2) Dep. sup. (3) Prov. sub. (4) Assig. new sch. (5) Detail. sup. (6) Ch. st. REVIEW QUESTIONS What is the need of an assistant to the superintendent in the Sunday school? What two classes of assistants are required in an organized school? What titles should be given to these officers? How should the associate superintendent be chosen? Why should the superintendent possess the right to nominate the associate superintendent? Should the associate superintendent be at the same time a teacher in the school? When should the associate take charge of the school? How should substitutes be obtained for teachers who are absent? What class should not be called upon to furnish substitute teachers, and why? What class will supply teachers in a properly graded school? How, when, and where should the teachers be obtained? When should supply teachers be ready and in their places? What is the work of the associate superintendent with reference to new scholars? Should new scholars select their own classes? What part may the associate take during the general exercises of the school? What military title might properly be given to the associate superintendent? Wherein does this title apply to him? Give a summary of the six duties performed by the associate superintendent. IX. THE SECRETARY OF THE SUNDAY SCHOOL BLACKBOARD OUTLINE 1. =Imp.= 2. =Qual.= (1) B. M. (2) R. A. (3) G. W. (4) Q. M. A. (5) Q. M. (6) C. C. 3. =App.= 4. =Assts.= 5. =Dep. Secs.= 6. =Dut.= (1) R. M. (2) R. S. (3) R. C. (4) R. S. (5) L. S. (6) C. REVIEW QUESTIONS Who is frequently and unwisely chosen as secretary of the Sunday school? What are the results of such a choice? What results follow from an efficient secretary? What six qualifications are named for the ideal secretary? What traits of a business man should he possess? What should be his principle with regard to regular attendance? What also should be included in his attendance? Wherein should the secretary be a good writer? What should be the traits of his mental action? What exercises in the school should never be interrupted by the work of the secretary? Should he ever come to a class while the lesson is being taught? What should be the behavior of the secretary? How should the secretary be chosen? How long should be his term of office? How should the assistant secretary be appointed? What are department secretaries, and who should be appointed to this position? What seven duties are named for the secretary and his assistants? What record should be kept of business meetings? What are his duties with reference to reports from committees? What weekly record should be kept of the attendance in the school? What are the duties of the secretary with regard to the records of class attendance? What general catalogue of the members of the school should be kept? How should this record be arranged? What is the duty of the secretary with regard to the literature used in the school? How should the official correspondence of the school be conducted? X. THE TREASURY AND THE TREASURER BLACKBOARD OUTLINE 1. =Early S. S.= Light expenses. 2. =Modern S. S.= Large expenses. Objects. 3. =Practical Ways and Means.= Methods. Objections. 4. =Ideal Way.= Allowance. Subscriptions. Benefits. 5. =S. S. Treasurer.= Relation to secretary. 6. =Treasurer's Work.= (1) Charge. (2) Bank account. (3) Reports and vouchers. (4) Bills. (5) Checks. (6) Audits. (7) Study of benevolent interests. REVIEW QUESTIONS Why was little money required by the early Sunday schools? Wherein was this fact fortunate for the schools? Why are the expenses of the Sunday school greater than they were in the early years? What are the principal expenses of a modern Sunday school? What are the methods of supplying funds for the Sunday school in most places? What is the objection to these methods? What is the ideal method of supporting the Sunday school? Under this plan what should be expected of the members of the school? What are the advantages of this plan? Should the same person act as secretary and as treasurer? In that case what principles should be observed? What kind of a person should be chosen as treasurer? What funds should be placed under his charge? Where should he keep the money of the school? How should this bank account be conducted? What reports should the treasurer present, and where should he present them? How should all payments of the treasurer be authorized? What should be done with bills against the school? In what form is it desirable to make payments for bills? How and when should the accounts of the treasurer be audited? What service can the treasurer render to the school in relation to benevolent interests? XI. VALUE OF THE SUNDAY-SCHOOL LIBRARY BLACKBOARD OUTLINE 1. =Lib. Pas.= 2. =Dec. Pres.= 3. =Cau. Dec.= 4. =Uses. G. Lib.= (1) Fam. ne. (2) Mor. inf. (3) Aid sch. 5. =Prin. Sel.= (1) Var. (2) Pop. (3) Lit. qual. (4) Mor. tea. (5) Ch. sp. 6. =Com. S. S. Lib.= 7. =Pub. Lib. & S. S.= REVIEW QUESTIONS Why was the library important to the school in the earlier times? What are the facts regarding the decline of the Sunday-school library in recent times? What causes are assigned for the decline of the Sunday-school library? How are books more accessible now than in former times? Why is the library no longer needed to draw pupils to the school? How does the present educational aim of the Sunday school affect the interest in the library? What criticism is made upon the books in most Sunday-school libraries? How does the management of the library often interfere with the order of the school? What three benefits are named from a well-conducted Sunday-school library? How does the library in many places aid the school? What four principles should guide in the selection of books? What classes of books should be in the library? Why must the books be popular and interesting? What should be the literary standard for books in the Sunday-school library? Should love stories be admitted? What moral standards should be maintained? What is meant by the Christian spirit in the Sunday-school library? What kind of a library should be sought for in the educational work of the Sunday school? How may the use of such a library be promoted in the school? How may the public library be made useful to the Sunday schools in a city or town? XII. THE MANAGEMENT OF THE LIBRARY BLACKBOARD OUTLINE 1. =Lib. Com.= (1) Pur. bks. (2) Freq. add. 2. =Libr.= (1) Bkm. (2) Bus. m. (3) Gen. man. 3. =Asst. Lib.= 4. =Man. Lib.= (1) Coll. (2) Ass. (3) Dist. (4) Ret. (a) Rec. sch. (b) Rec. she. (c) Fin. (d) Rew. REVIEW QUESTIONS Who should choose the books for the Sunday-school library? What should be expected of the library committee? Why should a large purchase of books at one time be avoided? How may the committee learn of new books? How should donations of books be regarded? What are the advantages of small additions at frequent times? Who should be sought for the Sunday-school librarian? How should the assistant librarians be chosen? What plan should be followed in collecting the books returned to the library by the scholars? What are some plans for choosing books? What difficulties are met in the choice of books by scholars? How should the books be distributed? What are the difficulties met in the return of books by scholars? How may the loss of books be avoided? How may lost books be traced and brought back? XIII. THE TEACHER'S QUALIFICATIONS AND NEED OF TRAINING BLACKBOARD OUTLINE 1. =Qual.= (1) Sin. dis. (2) Lov. you. (3) Lov. ser. (4) Wil. work. 2. =Nec. Train.= (1) Gen. prin. (2) Tea. resp. (3) Dem. ag. (4) Tea. cla. REVIEW QUESTIONS Why does the work of the Sunday-school teacher require special qualifications? What four qualifications are named as requisite? What should be the relation of the teacher toward Christ? What should be his attitude of mind and heart toward young people? Why is this attitude necessary? What should be his relation to the Bible? What is required of him as a worker? When did training for Sunday-school teachers begin in America? What have been various stages and periods in the movement for teacher-training? What four reasons are named why the Sunday-school teacher should receive training? How does the shortness of the time and its weekly meeting of the Sunday school relate to the training of the teacher? How does the teacher's responsibility make his training necessary? What does this age demand of teachers? Why does this age make special demands upon Bible teachers? In what condition of mind with regard to the lesson do most of our scholars come to the Sunday school? Why does the condition of the scholar require preparation on the part of the teacher? XIV. THE TRAINING AND TASK OF THE TEACHER BLACKBOARD OUTLINE 1. =Train. Nec.= (1) Book. (a) Or. nat. (b) Hist. (c) Geog. back. (d) Inst. (e) Eth. rel. tea. (2) Schol. (3) Schoo. (4) Work. 2. =Tea. Tas.= (1) Stu. (2) Fri. (3) Tea. (4) Dis. REVIEW QUESTIONS What are the four departments of teacher-training? What in the Bible does the teacher need to know? What does he need to know about his scholars? What does he need to know about the school? What does he need to know about teaching? What are the four departments of the teacher's task? What has he to do as a student? What may he do as a friend? What is required of him as a teacher? What is his work for his class, as a disciple of Christ? XV. THE CONSTITUENCY OF THE SUNDAY SCHOOL BLACKBOARD OUTLINE 1. =Rel. to Com.= (1) Const. adj. (2) Mem. rep. (3) Meth. adap. 2. =Chang. Pop.= (1) Gro. (2) Dec. (3) Ch. soc. (4) Ali. 3. =Prac. Sugg.= (1) St. fi. (2) Cul. fi. (3) Pro. f. all ele. (4) Ad. meth. REVIEW QUESTIONS What kind of a temple is the Sunday school? Whence must come the members of the school? What duty does the school owe to the population around it? Of what should a Sunday school be representative? What elements in a mixed community should enter into the Sunday school? What methods should be sought in localities where the traits and needs of the people differ? What fact regarding the population of our country brings great problems to the church and Sunday school? Give some instances of the effect of changing population upon churches. How often are churches generally compelled to change their constituency? What are some causes of the changed conditions in cities and country places? What should be done in growing communities? What are the conditions, and the remedy for them, in a declining population? How may a population change socially while increasing numerically? What is the duty of a Sunday school in changing communities? When may a church or a Sunday school rightly abandon its field? What is the first duty of the Sunday school in relation to its field? What is its duty to the population in its field, wherever the population can be reached? What elements in the population should be provided for in the plans and efforts of the school? XVI. RECRUITING THE SUNDAY SCHOOL BLACKBOARD OUTLINE 1. =Nec.= 2. =Los. fr. Sch.= (1) Sear. in sch. (2) Foll. abs. 3. =Char. Gro. Sch.= (1) Eff. (2) Attr. (3) Prom. (4) Sp. occ. (5) Sp. hel. 4. =Reach. Bey. Sch.= (1) Adv. (2) Inv. (3) Vis. 5. =Dang.= REVIEW QUESTIONS Why is it not only desirable but necessary to seek for increase in the membership of the Sunday school? What is the percentage of change in Sunday schools annually? For what should search be made in the school? How may the absentees from the school be looked after? What traits in a Sunday school will naturally draw to it scholars? Why should the Sunday school be made a prominent feature in the church? What are some special occasions in the year to which attention should be given? What special methods of building up the school may be employed in certain localities? How may the school be advertised? What are some advantages in a personal invitation? What plans for the visitation of the field are suggested? What caution should be given concerning methods of recruiting the Sunday school? XVII. THE TESTS OF A GOOD SUNDAY SCHOOL BLACKBOARD OUTLINE 1. =Rep. Char.= 2. =Org.= 3. =Ord.= 4. =Sp.= 5. =Edu. Eff.= 6. =Char.-buil.= REVIEW QUESTIONS What is meant in the title of this chapter? How many tests or criterions are here named? What are these tests? What is meant by the representative character of a Sunday school? Why is organization necessary to constitute a good school? What is included in a graded school? To what extent is order a requisite? How may the demand for order be carried to excess? What is "spirit" in a Sunday school? What constitutes efficiency in Sunday-school work? For what purpose is the teaching and work of the Sunday school? What is included in the building of a character, as an aim of the Sunday school? How should these tests or traits be viewed? What illustrative passage is given from the New Testament? * * * * * Transcriber's Note: Text uses both Sunday School and Sunday-School. Obvious punctuation errors repaired. Page 71, "5" changed to "6" (6. =Duties.=) Page 85, "useles" changed to "useless" (useless in the Sunday-School) Page 109, "(1)" changed to "(2)" ((2) _As a Friend._) Page 147, "be" changed to "he" (should he present them) 
31791	----	TRAINING THE TEACHER BY A. F. Schauffler, D.D. Antoinette Abernethy Lamoreaux Martin G. Brumbaugh, Ph.D., LL.D. Marion Lawrance Supplementary chapters by Charles A. Oliver Ira Maurice Price, Ph.D. Approved as a First Standard Course by the Committee on Education, International Sunday School Association THE SUNDAY SCHOOL TIMES COMPANY PHILADELPHIA COPYRIGHT, 1908, BY THE SUNDAY SCHOOL TIMES COMPANY ENTERED AT STATIONERS' HALL, LONDON, 1908 ALL RIGHTS RESERVED CONTENTS ORGANIZING AND CONDUCTING A TEACHER-TRAINING CLASS 5 CHARLES A. OLIVER 1. THE BOOK 11 A. F. SCHAUFFLER, D.D. HOW THE BIBLE CAME TO US 123 IRA MAURICE PRICE, PH.D. THE GIST OF THE BOOKS 129 COMPILED 2. THE PUPIL 139 ANTOINETTE ABERNETHY LAMOREAUX 3. THE TEACHER 181 MARTIN G. BRUMBAUGH, PH.D., LL.D. 4. THE SCHOOL 219 MARION LAWRANCE APPENDIX TEACHING HINTS 259 PAUL'S JOURNEYS 266 THE TWELVE TRIBES, MAP 270 ASSYRIA AND CANAAN, MAP 270 EXODUS AND WANDERINGS, MAP 271 Organizing and Conducting the Teacher-training Class CHARLES A. OLIVER Teacher-Training Superintendent Pennsylvania State Sabbath School Association. #Teacher-training Needed.#--No more serious problem faces the Sunday-school to-day than the question of securing more teachers and better teaching. We owe it to those who are called to teach the Word to see that means of thorough preparation be brought within their reach. The best teachers will welcome a better training for Christ's service and many good people who have not found their place in the work of the church will gladly engage in Sunday-school teaching after they have been specially instructed in the Bible and in the principles of teaching. This book provides the essential elements for the teacher-training course in four sections: (1) The Bible material which is the basis for all Sunday-school instruction, under the title of "The Book," by Dr. Schauffler. (2) A study of the working of the mind at various ages and under differing conditions (a brief study of psychology), under the title of "The Pupil," by Mrs. Lamoreaux. (3) A study of teaching principles and the application of these principles (a brief study of pedagogy), under the title of "The Teacher," by Dr. Brumbaugh. (4) A study of the place in which this instruction should be given, that is, "The School," by Mr. Lawrance. Additional material for instruction will be found in the chapter "How the Bible came to Us" by Professor Ira Maurice Price, and "The Gist of the Books." #Starting a Class.#--(1) No better beginning can be made than a prayerful conference between the pastor and the Sunday-school superintendent to determine the need and possibilities of teacher-training within the local school. (2) The nearest representative of organized Sunday-school work in your county or State will gladly furnish you with printed matter pointing out the teacher-training plans in successful use in your denomination. (3) Select your text-book and familiarize yourself with it. (4) Call the teachers and officers together. Have a half-hour social feature, to be followed with an earnest address on the need and the plan of teacher-training. Teach a sample lesson from the text-book. Endeavor in that meeting to secure at least a few persons who will agree to enter a class and will promise to do personal work to secure other members. But do not make the mistake of requiring a large class before beginning. A leader and two or more students will constitute a class. #Who Should Enter the Class?#--Two general plans are now in operation. One provides for a training class for _present teachers_. This class should meet at a convenient time during the week to follow the course in a teacher-training text-book. A whole evening could profitably be given to class work. If this is not feasible the class may meet for study at the time of the weekly teachers'-meeting or before or after the mid-week prayer service. A second plan provides for the training of _prospective teachers_, and this may be done in a class meeting at the time of the regular school session. These should be found in the senior and adult departments of the school and should be sixteen years of age or older. The most promising young people in the school should be sought for membership in this class. If possible, a separate room should be provided so that the time of the closing exercises of the school could be added to the lesson period of the class. This will enable the class to devote ten minutes to a brief study of the spiritual teachings of the general Bible lesson for the day and yet leave a half-hour or more for the training lesson. It should not be overlooked that if a class for present teachers is established, the officers of the school will find the course invaluable and parents will secure very helpful instruction in the care and nurture of young children. #Making the Class a Success.#--It is possible for one student to follow a teacher-training course alone, but it is very desirable for two or more to join and take the course in class. Several persons meeting for conference will bring better results than the same persons studying individually. The class should have a leader who is a sympathetic, patient, tactful Christian man or woman, who will inspire the members to continue in their work, and who will see that every session of the class is a conference and not a lecture. Indifferent work should be discouraged. The members of the class are more likely to continue to the end of the course if they have the consciousness of mastering the work. The question and answer method should be emphasized, and the entire period of the class should be given at frequent intervals to reviews. Illuminating essays and talks may be brought into the class, but these should be brief, and should deal in a simple way with side-lights on the lesson assigned for that period. It is very desirable that the class should be enrolled with the denominational teacher-training department and with the State Sunday School Association. This enrolment will furnish the officers of these organizations with information which will enable them to keep in touch with the class and to send from time to time helpful and inspirational suggestions. The enrolment of the class will also cause the members to feel the importance of the course and will strengthen the sense of obligation to do thorough work. The official examinations are of the greatest importance, and should be taken by every member of the class. These examination tests intensify interest, and help to hold the class together until the end of the course. Great encouragement will be given to the members of the class if public recognition is made of their work from time to time. Brief words spoken in public commending the work which is being done will often tide some faltering member over the crisis of hesitation. The denominational Sunday-school leaders and officers of organized Sunday-school work frequently may be called upon to lend encouragement by their helpful presence at some public function of the class. The diploma issued by the denominations or by the International Sunday School Association is a fitting recognition of work done, and gives the student a place in the enlarging fellowship of trained teachers. Alumni Associations are being formed in the States with annual reunions. Graduating exercises should be provided, and these should be impressive and dignified services that will show to the church and community the emphasis the Sunday-school is placing on high grade work. The Sunday School Times Company does not offer any certificates or diplomas, nor does it conduct any teacher-training classes. All this is carried on by the denominations, or through the agency of the State Sunday School Associations. THE BOOK A. F. SCHAUFFLER, D.D. PAGE The Bible 11 LESSON (OLD TESTAMENT) 1. The Old Testament Division 14 2. From Creation to Abraham 19 3. From Abraham to Jacob 23 4. Joseph 28 5. Moses 33 6. Joshua to Samson 39 7. Saul to Solomon 44 8. Rehoboam to Hoshea 49 9. Abijam to Zedekiah 54 10. Elijah 59 11. Return from Captivity 64 (NEW TESTAMENT) 1. New Testament Division 71 2. The Life of Jesus--Thirty Years of Preparation 76 3. The Year of Obscurity 82 4. The Year of Popularity 88 5. The Year of Opposition 94 6. The Closing Week 100 7. The Forty Days 106 8. The Early Church 110 9. The Life of Paul 116 How the Bible Came to Us 123 Ira Maurice Price, Ph.D. The Gist of the Books 129 Compiled Teaching Hints Leaders of classes, and individuals pursuing these studies apart from classes, are urged to read the chapter entitled "Teaching Hints," on page 259, before beginning this section The Bible #1. Methods of Bible Study.#--Microscopic study of the Bible is the study of smaller portions, such as single verses, or parts of chapters. Many sermons adopt this method. It is good for many purposes. But it fails to give the larger views of Bible history that the teacher needs for effective work. The telescopic method takes in large sections of the Word, and considers them in their relation to the whole of revelation. This is the method that will be adopted in these studies. [Illustration: 4000 3500 3000 2500 2000 1500 1000 500 | | | _\|/_ | _\|/_ _\|/_ | | | | | EE | ------------------------------------------------------- | | _\|/_ | | A J E N A M S Z C] #2. To assist in the study# of a general survey of Bible history, we give as a memory outline above a chart of the centuries between Adam and Christ. We use in this the chronology in our Bibles, not because it is correct, but because scholars have not yet agreed on a better, especially for the ages before Abraham. All the names are well-known but that of Jared, and his is put in merely to mark the close of the first half-millennium. Memorize these names so that you can reproduce the chart without looking at the book. This exercise of memory will enable you to locate the chief events of Bible history roughly in their appropriate chronological environment. Are you reading about any event in the wanderings of Israel? Of course you are between the letters M. and S. Is it a story of Elijah that you are studying? Then the event must lie between the letters S. and Z. Or is it the biography of Nehemiah that forms your lesson? Then it must lie to the right of the letter Z. #3. One peculiarity of the Bible narrative# is that at times it is quite diffuse, and covers much space on the sacred page, while at other times it is most highly condensed. For example, the first twelve chapters of Genesis cover over 2000 years at the lowest computation. All the rest of Genesis (thirty-eight chapters) covers the lives of four men, Abraham, Isaac, Jacob, and Joseph. The first chapter of Exodus covers centuries while all the rest of Exodus, all of Leviticus, all of Numbers and all of Deuteronomy cover only forty years. Surely there must be some good reason for this. Again, two chapters in Matthew and two in Luke cover thirty years of our Lord's life, while all the rest of the four Gospels cover only three and a half years. #4. Another peculiarity# of the Word is that the miraculous element is very unevenly distributed. At times miracles abound, and at other times they are but few in number. In the first eleven chapters of Genesis, covering more than 2000 years, there are few miracles, outside of those of the creation. But in the period after that, covered by the four great Patriarchs, we find more miracles than before. During the Mosaic period, beginning with Exodus 2, we find that miracles begin to multiply as never before. For instance, God fed his people for forty years (except on the Sabbath) with manna. Again, in the times of Elijah and Elisha, the narrative amplifies, and the miracles multiply. And once more when we come to the Messianic period, as exemplified in the story of Christ, the narrative becomes fourfold, and the miracles multiply as never before. What is the reason for this amplification of narrative and simultaneous multiplication of the miraculous? It is because these periods were exceptionally significant. In them God was trying to teach men lessons of peculiar importance. So he led the writers to tell the story more in full, and he himself emphasized the teaching by his own Divine interposition. #5. In the Patriarchal period# God was calling out him who was to be the founder of that people which was to preserve God's law through the ages, and from whom at last was to come Jesus, the Redeemer of the world. This was a most important period, and one with which we might well become acquainted. #6. In the Mosaic period# God was bringing out his people from bondage and was giving to them laws that were to shape their national life for all time. He was also giving to them a typology in high priest, tabernacle, and sacrifice that was to lead them in the way of truth until, in the fulness of the time, he was to come who was the fulfilment of both law and type, Jesus of Nazareth, the Lamb of God, and the Son of God. #7. In the period of Elijah# and his great pupil, Elisha, God was making a great effort to call back to himself Israel, or the Northern Kingdom, which had been led into gross idolatry by Jeroboam, and later by Ahab. #8. In the Messianic period# God was fulfilling all that he had promised from the beginning as to a Redeemer who was to come. He who had spoken to the fathers through the prophets, and the various types, was now to speak to men through the person of his Son. Good reason then why, at the four periods to which we have called attention, God should provide that the narrative should be more full than at other times, and that simultaneously there should be the marked intervention of the miraculous, to prove that God was truly speaking to men, and giving them divine directions as to how to act, and what to believe. #9. It follows, then,# that there are four periods to which we should pay especial attention, as being of unusual importance, and these are the Patriarchal period, the Mosaic period, the period of Elijah and Elisha, and the period of the Messiah. If the student be well posted as to the occurrences during these periods, and their teaching, he will have at least a good working outline of the whole of the Bible history in its most important developments. To emphasize these periods we have added on the chart in the Memory Outline the dots that will be seen, multiplying them at each period somewhat in proportion to the multiplication of the miraculous element in the narrative. Test Questions What two ways are there of studying the Bible? What advantage is there for our purposes in the second method? Give the nine names that divide the Old Testament times into periods of five centuries each. What chronological peculiarity do we find in the Bible narrative? Give some examples of this. (Pick out other instances of this yourself.) What peculiarity do we find in the distribution of the miracles? Name the four periods in which the narrative amplifies and at the same time the miracles multiply. Lesson 1 The Old Testament Division PRINCIPAL EVENTS #Prelude.#--The story of creation (Gen. 1, 2). God was the author of all and no idolatry was to be permitted. #First Period.#--Adam, the first man; sinned and fell (Gen. 3). #Second Period.#--Noah, the head of a family, saved in the ark from a devastating flood; a new beginning for the human race, followed by another failure (Gen. 6, 7, 8). The tower of Babel (Gen. 11:4). Confusion of tongues (Gen. 11:5-9). #Third Period.#--The chosen family, under Abraham, broadens to tribal life. The descent to Egypt (Gen. 46). Prosperity (Gen. 47:11), followed by oppression (Exod. 1:8-22). Moses the deliverer (Exod. 3:1-11). The march out of Egypt (Exod. 12). Legislation at Mount Sinai (Exod. 20). Entry into Canaan (Josh. 1-4). Times of the Judges. (Judg. 1 to 21). #Fourth Period.#--Three kings in all Israel--Saul, David, Solomon (1 Sam. 10 to 1 Kings 12). The divided kingdom. #Fifth Period.#--The captivity (2 Kings 25). The return. Ezra and Nehemiah. #Leading Names.#--First and Second periods--Adam, Noah; Third period--Abraham, Isaac, Jacob, Joseph, Moses, Joshua, Samuel; Fourth period--Saul, David, Hezekiah, Josiah, Elijah, Elisha, Isaiah, Jeremiah, Amos, Hosea; Fifth period--Zerubbabel, Ezra, Nehemiah, Haggai, Zechariah, Malachi. #TIME.#--From an unknown time to about 400 B. C. #LANDS.#--Armenia, Chaldea, Palestine, Egypt, Persia. [Illustration] #SIGNIFICANCE OF EVENTS.#--The Old Testament begins with a statement of the creation; tells of the introduction of man, "made in the image of God;" records the downfall of man and God's many efforts to redeem him; recites the incidents of God's dealings with chosen individuals, selected families and a particular nation; continues with this nation separated into two parts and held captive by a foreign power, and closes with the return of a part of Judah. With the entrance of sin came the promise of salvation through one who should come out of the chosen (Jewish) nation. The Old Testament Preview NOTE.--The Chronology used throughout is based on "The Dated Events of the Old Testament," by Willis Judson Beecher. #1. Two Great Divisions.#--In biblical history here are two great divisions, that of the Old Testament and that of the New Testament. It is well to have clear outlines in our minds with regard to the great outstanding characteristics of these periods. In making these divisions into the periods that follow we have no "Thus saith the Lord" for our guidance, but use the best common sense that we have. Others might make a different division, but we give that below as at the least suggestive. #2. Prelude.#--The great prelude of creation. Here we are told that all things find their origin in God. This teaching is in contradistinction to the claim that matter is eternal. It also denies the doctrine that the world was made by chance. It places the beginning of all things seen in the power of One who is from eternity to eternity. This satisfies the cravings of the human heart as no other teaching does. #3. First Period.--Adam to Noah.# Here we have the first stage in the drama of human history. In it we find the beginnings of the human race, of sin, and of redemption. Three most important beginnings. It is covered by Genesis 2 to 5 inclusive. It is marked by total failure on the part of man. "Every imagination of the thoughts of his heart was only evil continually" (Gen. 6:5). Man proved himself recreant to God's holy law. #4. Second Period.--Noah to Abraham.# Chapters 6 to 12. God makes a new beginning with the family of Noah. But, as before, man proves himself disobedient and faithless to his God. We find a great civilization, but little godliness. For the second time man proves a failure, so far as obedience to God's law is concerned. Man in his pride says, "Come, let us build," while God on his part says, "Come, let us confound" (Gen. 11:4 and 7). But little space is given in the Bible to these two periods, for they are in reality preliminary to the third, which is of vastly more importance than the two put together. #5. Third Period.--Abraham to Kings.# Genesis 12 through to 1 Samuel 9. This is a most important period. Here God changes his method of treating man. From henceforth he will chiefly communicate truth to mankind through a chosen family and nation. Not that no man outside of this circle can know God's will, but that especially through Abraham and his seed God chooses to make his will known, until, in the fulness of time, Jesus, the son of Abraham according to the flesh, shall come and reveal clearly God's love and redemption to men. In this section we have the story of the patriarchal family, first coming out of Ur of the Chaldees, and living for a while in Canaan. Then they go down to Egypt, and at last are oppressed. After being welded together in the furnace of affliction they are brought out with a mighty hand and an outstretched arm, and in the wilderness they receive the law of God through their great leader, Moses. Here too they learn the way of acceptable worship, and are prepared for entry into the Land of Promise. Then follows the conquest of the land under Moses' successor, Joshua. Now comes the period of the Judges, when God rules his people directly through these divinely called men. This is easily seen to be a most important period. All this time Israel only is monotheistic (believing in one God), but all the other nations of the earth are grossly idolatrous. During this period we see that so long as God's chosen people obey him they prosper, while as soon as they disobey disasters begin to multiply. In this period, too, was given that legislation which has been the foundation of all the legislation of civilized nations from that time to this. Here also we have the foundations of that system of types that culminated in Jesus, great David's greater Son. Sacrifice, high priest, tabernacle, here have their origin or their development. In all the history of the world up to that time there was no period so fraught with blessings for mankind as was this period. #6. Fourth Period.--Kings to captivity.# 1 Samuel 9 to 2 Kings 25. This may be divided into two parts: (1) The united monarchy. This lasted one hundred and twenty years, and had three kings, Saul, David, Solomon. Saul brought something of order out of national chaos. David carried this still farther and made Israel truly a great nation. Solomon, however, through too much luxury and many political alliances, sowed the seeds of national decay. (2) Now comes the division of the monarchy, brought on by the folly of Rehoboam, Solomon's son. Because of his refusal to lighten the heavy taxes, ten tribes revolted and established a kingdom under Jeroboam. Ever after this they were known as Israel, also called by us the Northern Kingdom. The Kingdom of Judah is also known as the Southern Kingdom. Israel, or the _Northern Kingdom_ went from the worship of the golden calves to that of Baal, and continued on the downward course until they went into captivity. They had only one good king, named Jehu, and he was none too good. Judah, or the _Southern Kingdom_ fared somewhat better, though even here there was much idolatry. At last Judah too went into captivity, on account of its sin. It is most suggestive to compare the triumphant entry of Israel into the land, and its shameful exit in chains and tears. It was all brought about through abandoning the God of Abraham. There are some in modern days who claim that Israel had naturally a monotheistic tendency, and on that account slowly worked its way out of polytheism into monotheism. The writer does not so read the history, but finds that Israel had an inveterate tendency to polytheism, and that God only cured it of this sin through the sorrows of the captivity. #7. Fifth Period.--Captivity and return.# Read Ezra and Nehemiah. This is not a period of great glory, like that of Solomon's reign. But it is a period most remarkable on account of the fact that Judah was now strictly monotheistic, and from that day to this, over two thousand years, it has remained so. In the furnace fires of captivity God cured his people once and forever of their besetting sin, idolatry. This is a most remarkable fact, for the nations into which they went as captives were themselves totally idolatrous. In this period comes the building of the second temple, the reform under Ezra, and the building of the walls of Jerusalem, under Nehemiah. #8.# Now the story closes for four centuries and does not open until the New Testament times (with which we shall deal later on) begin. Test Questions Into what two great divisions is the Bible divided? Give the theme of the Prelude to the Old Testament. Give the extent of the first period. What was its outcome? Give the extent of the second period. In what moral condition did its termination find mankind? From whom to whom did the third period reach? What change in God's method of revelation did the third period manifest? With what family did God begin now to deal more specifically? Where did family life merge into national life? What two important phases of divine revelation did this period include? Give the limits of the fourth period. Give the two divisions of period four. Give the cause of the division of the United Kingdom. What was the course of history in the Northern Kingdom? What course did history take in the Southern Kingdom? Give the two prominent features of period five. What marked change had come over Judah between the captivity and the return? Give the great names that are prominent in the several periods into which we have divided the Old Testament times. Lesson 2 From Creation to Abraham Old Testament Division--Prelude, First Period, Second Period PRINCIPAL EVENTS Prelude. #Account of the Creation.#--The creation days: Light (Gen. 1:3-5); firmament (1:6-8); land and water separated, vegetation (1:9-13); heavenly bodies--sun, moon, stars (1:14-19); fish, birds and animals (1:19-25); man (1:26-31). First Period. #Creation of Man.#--Man made in God's image (Gen. 1:27); creation of Eve (Gen. 2:21, 22). Entrance of sin and the fall (3:1-6); Cain, son of Adam and Eve, killed his brother Abel (4:3-8). Second Period. #The Flood.#--The prevalence of wickedness (Gen. 6:5) caused God to destroy the population of the world by flood, with the exception of Noah, his family, and selected animals (Gen. 6-8). God made a covenant with Noah not to destroy the people again by flood (9:8-17) #The Tower of Babel.#--The wickedness in the heart of men found expression in the building of the great tower of Babel, and the punishment therefor was the confusion of tongues (11:1-9). #TIME.#--From an unknown time to 1928 B. C. #PLACES.#--Garden of Eden, Western Asia, Babylon. [Illustration] #SIGNIFICANCE OF EVENTS.#--The creative period marks God as the supreme author of the universe and of its inhabitants; sinless at first, man falls, and begins the battle with evil which shall cease only with the ultimate complete triumph of Christ, the Redeemer. The flood marks the first of a series of tremendous efforts to save the world from the thraldom of sin. Before the Chosen Family #9. Prelude.#--This is the beginning of all things, and well suits the cravings of the human mind. It says, "In the beginning God created." This beginning does not go as far back as that of John 1:1, for that antedates creation and points to a beginning before God created. That is, John sweeps back to that beginning when as yet there was none but God. If this statement of Genesis 1:1 is compared with creation myths as found among other nations, it will at once be seen to be far grander and more in accord with our best thoughts of the divine activity. Unbelief may say, "In the beginning matter," or "in the beginning force," but that does not satisfy the human heart as do the words of the sacred writer. #In this beginning# we see the origin of all things. Genesis means "beginnings," and in this book we find the beginnings of matter, of vegetable life, of animal life, of man, of sin, of sacrifice, of material civilization, of the Covenant People, and of Redemption. Truly a wonderful book. Well has it been said that "_Genesis enfolds all that the rest of the Bible unfolds._" In this book we find the germ of all that is to follow. If we would know the inner significance of all that we find in Genesis we must look to Revelation. #10. Period One.--Adam to Noah.# Here comes the story of the creation of man. Innocent he was at the first, but in the trial to which he is brought, man fails, and disobeys. As sinner, he now hides from the face of God, and has to be sought out by his heavenly Father. Sin created a barrier between God the Holy One and man the sinner. Then it is that God begins his work of redemption, and in Genesis 3:15 we see the first promise of that redemption that is to be fulfilled in Jesus in later days. In this period we see the first sacrifice, and in it, too, we come across the full fruitage of hatred, which culminated in murder. Man proves to be a sad failure, and the record is that God looks down from heaven to see how man is acting. "And Jehovah saw that the wickedness of man was great in the earth, and that every imagination of the thoughts of his heart was only evil continually" (Gen. 6:5). From that day to this, man when left to himself reproduces this picture, as may be seen in those lands where there is no light of the gospel of the grace of God. #The chief characters# of this period are Adam and Eve, Cain and Abel, Enoch, who "walked with God: and he was not; for God took him," Noah and his three sons--Shem, Ham, and Japheth. #11. Period Two.#--This lasts from #Noah to Abraham#. God blots out the human race as it then existed and begins it anew. So far, all that we know of the human race lived in the Euphrates valley, and all modern research confirms the Bible statement with regard to this. It need not be maintained that the flood was universal, in the sense that it covered the whole world, as we now know it. All that is needful to believe is that the "known world" was subject to a devastating flood that caused the human race to perish, with the exception of Noah and his family. Warned by God Noah builds the ark, and embarks in it. The rains descend and the fountains of the great deep are broken up, and the land is submerged. In due time, the rains cease, and the floods dry up, and Noah sends out first a raven, which returns not. Then he sends out a dove, which comes back to the ark, not finding any resting-place. In seven days he sends out another dove, which returns bringing an olive-leaf in her mouth. The third time he sends forth a dove, which returns not. Then in due time Noah goes forth from the ark, which had rested on Mount Ararat in Armenia. #12.# Now follows the beautiful story of the sacrifice that Noah offers, and the promise of God never again to send a deluge on the earth. This promise is confirmed by the symbol of the rainbow. Of course there had been rainbows before this, but this time God takes the rainbow and makes it a symbol of his mercy to sinful man. #13. The Tower of Babel.#--In this period we there is a great advance in civilization, as may be seen by a careful reading of Genesis 10:1-32. Cities are built and nations are founded by the descendants of the Patriarch Noah. But the evil tendency of the human heart again shows itself, and the pride of man's achievement fills the heart of the descendants of Noah. Then comes the story of the tower of Babel, and in this we read most significantly, "And they said, Come, let us build." To this God's reply is "Come, let us confound." Man's pride is to be abased, and put to confusion. So the human race is scattered abroad and its cherished plans are broken up. For the second time, man is seen to be a failure, and there is call for another way of dealing with the race if the truth is to be preserved. This third beginning is to be found in Period Three, with which our next lesson will deal. Test Questions State how the Gospel of John has a sweep farther back even than Genesis 1:1. What beginnings may we find in the book of Genesis? How does man act toward God, as soon as he transgresses his law? Where do we find the beginning of the story of redemption? Give the names of the chief actors in this first period of Bible history. Give the divine estimate of the moral condition of man before the flood. Where does the Bible place the story of the beginnings of the human race? Give the story of the building of the ark and of the flood. In the second period, what may we say of civilization? How did its magnitude show itself? Give the record of the scattering of the human race. Was the second trial of man any more successful than the first, regarded from the religious standpoint? Lesson 3 From Abraham to Jacob Old Testament Division--Third Period LEADING PERSONS #Abraham.#--Lived in Ur of the Chaldees. Called by God to leave country and home and kindred to go to Canaan, the promised land (Gen. 12:1 to 25:11). #Isaac.#--Son of Abraham (Gen. 21). Proposed as a sacrifice (Gen. 22:1-19). Married Rebekah (Gen. 24). #Esau.#--Son of Isaac. Sold his birthright to his brother (Gen. 25:27-34). #Jacob.#--Son of Isaac. By a trick secured his father's parting blessing, to which Esau was entitled (Gen. 27:1-45). Journeyed in search of a wife, and married (Gen. 28:10 to 31:16). Returned and was forgiven by Esau (Gen. 31:17 to 33:20). His name changed to Israel and he became the father of the Jewish nation (Gen. 35:9-15). Had twelve sons, who become the heads of the Twelve Tribes of Israel (Gen. 35:23-27). #TIME.#--1928 B. C. to the birth of Joseph, 1752 B. C. #PLACES.#--Ur of Chaldees, Canaan, Egypt. [Illustration] #SIGNIFICANCE OF EVENTS.#--With Abraham God began a course of dealings with man which continued for about two thousand years. Setting apart Abraham with his family was really the beginning of the chosen nation, although the national life did not begin until after the escape from Egypt (see Lesson 5). Abraham, the Father of the Faithful #14. The Bible Deals Largely in Biographies.#--If you know well the stories of the great Patriarchs, you know the best part of Genesis. Again, if you know the stories of Moses, Joshua, Gideon, Samuel, David, you will have mastered most of the history of Israel from Exodus through 2 Samuel. This is the reason why in these lessons we deal so largely with Bible biographies. #15. Abraham.#--Abraham was one of the greatest men in all history. He was the founder of that people through whom we have received all of the Bible, excepting only what Luke, the beloved Physician, has given us. This of itself is no small distinction. But more. He is the great progenitor of him whom we know as the Messiah and the world's Redeemer. #16. Abraham and his Call.#--The call came to him in his home in Ur of the Chaldees. Exactly in what way it came we are not told. It may have been an inward call, such as believers to this day have at times. Bear in mind that Abraham's ancestors were idolaters, and that the land in which he lived was totally idolatrous. This call was twofold. It was a call "out of," and a call "in to." Out of home and family and religious antecedent. In to a new environment geographically, socially, religiously. This call he obeyed at once, and forth he went, not knowing his ultimate destination. At Haran he paused until the death of his father. Then on he went. How he knew what direction to take we are not told. It may have been that he pushed forward as the migrating bird pushes ahead, driven by a kind of inward impulse, blindly but surely. This at least is my idea. #17. Abraham and the Land.#--At last Abraham comes to Shechem, and there for the first time God tells him that this is the land of which he had spoken. There, for the first time in that land, an altar was raised to the true God. From that day to this, and to the end of time, that land and the Chosen People have been and will be identified. #18. Abraham and Egypt.#--Driven by famine, the Patriarch goes down to Egypt. There is no record that he was divinely guided in this, and from the fact that there he gets into trouble, and that God does not appear to him at all in Egypt, we may infer that this was not any part of the divine plan. God does not appear to his servant again until he returns to the Land, and builds his altar "where it was at the first" (Gen. 13:1-18). #19. Abraham and Lot.#--Lot was Abraham's nephew. His character differs widely from that of his uncle. Mark, in his dealings with his greedy nephew, the grandeur of the Patriarch's character. As the land cannot "bear" the two sets of flocks, Abraham gives Lot the first choice of the land, and declares that he will take what Lot leaves. This is not after the manner of the "natural man." Decency would have led Lot to decline his uncle's generous offer. But Lot was not decent, and so seized all that he could. In the end this led to Lot's ruin. It is most suggestive to note the steps in Lot's career. First he pitched his tent "towards" Sodom. Then we find him "in" Sodom. Then he sits in "the gate" of Sodom--that is, he has become a prominent man in that accursed city. Soon we see him involved in the overthrow of Sodom by the four kings. Still he returns to that city, after his rescue by his uncle. And at last he has to escape from its final ruin, penniless. We read in 2 Peter 2:7 that Lot was vexed with the wicked life of the Sodomites. It has always seemed a pity that he was not sufficiently vexed to get out from the city, bag and baggage, long before he did. Again look at Abraham when he had gained the victory over the kings as told in Genesis 14. How grandly he stands, refusing to touch what comes from Sodom from a thread to a shoe latchet. By the laws of war in that time all the "loot" was his. But he would not touch it. Bear in mind that this was 2000 years before the Golden Rule was given, yet here we have a man exemplifying it grandly. What a contrast between Abraham and some of the troops in modern sieges, where they have seized all that they could lay their hands on. This was nearly 2000 years after Jesus uttered the Golden Rule. Who was more truly Christ-like, Abraham 2000 years B. C. or we, 2000 years A. D.? #20. Abraham and Hagar.#--The Patriarch was not a perfect man. He sinned in Egypt (Gen. 12:10-20), and again, as told in Genesis 20:1-16. Again, his faith in God's promise that he should have a son seems to have grown dim. So he yields to Sarah's suggestion, and takes Hagar. (Gen. 16). In judging him for this, bear in mind that he had not the light that came in later days, through the further revelation of God's will. Then Ishmael was born. It is most suggestive that from Ishmael, who was not a "child of faith," sprang in later days Muhammad the great antagonist of Jesus Christ, who came from Abraham through Isaac, the "child of faith." #21. Abraham and Isaac.#--To understand the command of God in relation to the sacrifice of Isaac, we must bear in mind the customs of those days in Canaan. As we now know, through excavations in that land, human sacrifices were common. Remembering this, my own impression is that God intended to teach his servant two things by this command. First, that all human sacrifices were abhorrent to God; and second, that his obedience must be unquestioning. God never intended that Isaac should be sacrificed. This is apparent from the whole narrative. His command was a "test" of the utter obedience of the Patriarch. This test Abraham met grandly. He was willing to trust God to the last, though he could not see the reason why. Then God showed him that his son was not to be sacrificed, and provided in Isaac's place a ram for an offering. The story of procuring a wife for Isaac is truly oriental in its setting. But bear in mind, it was accompanied with prayer. Though it is not in accord with Western methods of courtship, it turned out quite as well as many modern marriages made after the custom of twentieth century "society." #22. Abraham and Sodom.#--Here again we have this man in a grand light. He pleads for Sodom, and that, in spite of its utter worthlessness. But there are not in all of Sodom twenty righteous men to be found. Lot's family even, merely scoff at him, and refuse to believe his warning. It is most suggestive in this connection, that "God remembered Abraham, and sent Lot out of the midst of the overthrow." (Gen. 19:29.) Lot's best asset in his life was not his real estate in Sodom, but his godly uncle far from that wicked city. Just so the best asset that any modern city has, is not its stocks and bonds, or real estate, but the truly godly people who live in its midst. #23. Abraham and Machpelah.#--There are two places in Canaan most intimately associated with Abraham. These are Shechem, where he first learned that he was in "the Land" at last, and Machpelah, where he laid Sarah to rest and where he himself was buried. Here also were buried Isaac, Jacob, Rebekah, and Leah. (See Gen. 25:9, 49:30, and 50:13.) It would not be very surprising if some day we were to recover their bodies from that historic burying-place. Stranger things have happened. Test Questions In what does the Bible deal largely? Give the names of the great characters of the Old Testament up to David. In what two respects was Abraham one of the greatest men of history? In what respect was the call of Abraham a twofold call? What was the religious environment of the Patriarch in his home? Where did Abraham first know that he was in "the Land"? What did he there "raise" at once? What makes us think that God did not direct Abraham to go to Egypt? What characteristics did the Patriarch show in his relations with Lot? How did Abraham's faith show somewhat of an eclipse in the matter of Hagar? Who was one of Ishmael's descendants, and what does this suggest? To whom did Lot owe his deliverance from Sodom at its overthrow? Who were buried in the Cave of Machpelah? Lesson 4 Joseph Old Testament Division--Third Period (Continued) LEADING PERSON #Joseph.#--Son of Jacob. A favorite son (Gen. 37:3) and a dreamer (Gen. 37:5-11). Hated by his brothers and sold into Egypt (Gen. 37:12-28). A slave, but honored; then cast into prison (Gen. 39:1-20). By interpreting a dream of Pharaoh he was brought into high honor, and became Pharaoh's prime minister (Gen. 40:1 to 41:45). Stored up grain in Egypt to provide for a famine; relieved the needs of his brothers, who journeyed to Egypt in search of food; finally invited his father's family to live in Egypt (Gen. 42:1 to 47:12). #Other Persons.#--Pharaoh, king of Egypt. Potiphar, an officer of Pharaoh, owner of Joseph the slave. The butler and the baker of Pharaoh, confined in prison while Joseph was there, and the indirect means of Joseph's exaltation. Jacob, Joseph's father; and Joseph's brothers who sold him into Egypt. #TIME.#--1752 B. C. to 1643 B. C. #PLACES.#--Dothan, in Palestine. Egypt. [Illustration] #SIGNIFICANCE OF EVENTS.#--As a result of Joseph's invitation to his father and brothers, with their family, to come to Egypt and partake of his bounty, the Hebrew nation, through its leader, was transplanted to Egypt. Their sojourn as a people lasted many years; and brought them into subjection to the Egyptian monarch (Exod. 1:8-14). Joseph--Prisoner and Prime Minister Here we have a wonderful character. The life of Joseph may be divided into two parts. First, his humiliation. Second, his exaltation. #24. Joseph's Humiliation.#--Genesis 37, 39, and 40. We see him first as his father's favorite, unwisely made conspicuous by the dress that his doting father gave him. This arouses his brothers' envy. This envy was further intensified when Joseph told them the dreams that he had, which plainly foretold his exaltation, but which made them angry. Even his father seems to have balked at the second dream (Gen. 37:10). Now comes the cruel plot of the heartless brothers, planned at Dothan, though, through the providence of God, not fully carried out. Their definite purpose is to put him out of the way, "and we shall see what will become of his dreams." 25. Here then we have a clear statement of God's plans and men's plans with regard to this seventeen-year-old lad. God proposes to make him mighty in deeds for the welfare of God's people. Men propose to put him to death. These two plans cannot both be carried into effect. Which is to prevail? The story is a fascinating unrolling of the divine plan and the complete thwarting of the human plan. #26. Joseph the Slave.#--The brothers change their plan, and sell Joseph to traveling Midianites. These take him to Egypt, and sell him to Potiphar, an officer in Pharaoh's court. Note here his fidelity in all things, so that he becomes really the overseer in Potiphar's house (Gen. 39:6). Instead of resenting his purchase by Potiphar, he takes things most patiently, and does his duty bravely. #27. Joseph in Prison.#--Once more, through no fault of his own, Joseph suffers further degradation. To prison he goes. We said "through no fault of his own." This is an understatement, for it was on account of his fidelity to his master that he was shamefully traduced, and so sent to jail. Yet even here his spirit of loyalty to duty did not desert him. Again we find him trusted and put in charge of all prison matters. (Gen. 39:22, 23.) But what has become all this time of God's plans for Joseph? Are they to be thwarted? Nay, wait until the fulness of time, and then note how God's plans ripen, and are fully perfected. In the meantime note Joseph's wonderfully sweet spirit. See how he notices the sad countenances of butler and baker in prison. Note how he sympathizes with them, and tries to help them. Here again, as in the case of Abraham, we see the exemplification of the Golden Rule, long before it was uttered. Had Joseph been like some modern men, he would have taken vengeance on the butler and baker, they being Egyptians. He would have said, "These Egyptians have enslaved and imprisoned me for no fault of mine. Now is my chance, and I will pay them back." But no such bitter thoughts seem to have entered his pure mind. In the meantime note his steadfast faith in God and his persistent loyalty to duty, however hard that might be. #28. Joseph's Exaltation.#--This came with a leap. The story is familiar. But in studying the lesson, let the student not fail to read it once more, most carefully. If it seem somewhat incredible that Pharaoh should make a prime minister out of a prisoner at one stroke, bear in mind that in the East they do not do things in Western fashion. Even to this day "East is East, and West is West, And never the two shall meet." The writer during his boyhood knew of a case illustrating Eastern methods, which took place when he was living in his home in Constantinople. The Sultan had a dentist. One day while his dentist was off hunting, the Sultan got a toothache. He sent for his dentist, but could not get him. His courtiers then got hold of a poor dentist who could hardly make his living. He went to the palace and extracted the offending molar. At once the Sultan deposed his regular dentist, put this man in his place, created him a pasha, or peer of the realm, gave him a large stipend, and a palace in the city and another in the country. Thus at one stroke the man passed from obscurity to prominence, and from poverty to wealth. This is the manner of the East. Now we begin to see God's plans working out manifestly. Yet all this time his brothers think that their plans have succeeded and that the "dreamer's" career is ended. No, the "dreamer's" career has just begun. #29. The Seven Years of Plenty.#--Now follow years of great activity, and of much honor for the former prisoner. Up and down the land he goes and gathers grain in untold quantities. As he goes they all cry, "Bow the knee," and prostrate themselves in the dust before him. At seventeen years of age he was sold by his brothers. For thirteen years he was slave, or prisoner. Now for seven years he is prime minister. Yet all the time Jacob thinks that his boy is dead. How little did the old Patriarch suspect that during all these weary years God was working out his blessed plans for his people. #30. The Seven Years of Famine.#--Once more Joseph and his brothers stand face to face. The last they saw of him was when they heard his bitter cry, and turned a deaf ear to his entreaty. Twenty years have made a great change in him and they do not recognize him. His treatment of them may seem harsh, but he knew what kind of natures theirs were, and that to do them good he must first humiliate them. Out of kindness he was stern. To mend them and their ways he must first break them. #31. Israel in Egypt.#--God had told Abraham that his seed must go down to Egypt, and now comes the fulfilment of that prophecy (Gen. 15:13-15). During the life of Joseph all went well with the sons of Jacob. They had the best of the land, and dwelt in peace. God's plans have been carried out to the minutest details, and the plans of evil-minded men have miscarried. God has caused even the wrath of man to praise him, and the remainder he has restrained. Joseph's brethren are content to bow before him, and even Jacob sees that his words of Genesis 37:10 were not wise. The wisdom of man is seen to be folly, and it has been proved that "the foolishness of God is wiser than men." (1 Cor. 1:25.) #32. Joseph's Faith.#--On his death-bed Joseph takes an oath of his people saying that God will surely visit his people and bring them in due time to the land promised to Abraham. He charges them to remember his body when they march out, and take it with them, and lay it away in its final resting-place in the Land of Promise. Many years pass. Liberty is exchanged for oppression. The bitter cry of the people rises to God. All this time the body of Joseph (doubtless embalmed) is not finally buried. His real funeral has not yet taken place. This is the longest delayed funeral on record. Then at last comes the Exodus, and lo, they remember that oath that Joseph took of them, years before, and out with them goes his body. For forty years they carry it with them, and only then they lay it away in the Land of Promise. (See Gen. 50:24-26. Exod. 13:19, and Josh. 24:32.) Test Questions Into what two sections may we divide Joseph's life? Why were his brethren envious of him? What further intensified their hatred? Give the plan of God and the plans of men with regard to Joseph. What action did Joseph's brethren finally take with regard to him? Into whose household did the lad come in Egypt? What signs have we that in all this Joseph did not lose his faith in God, or lose his convictions as to duty? How did Joseph's exaltation come so suddenly? Give an illustration of this from modern Eastern life. How long was it between the sale of Joseph and the first appearance of his brethren to buy corn? Why did Joseph treat his brothers as he did when they first came to him? What remarkable proof have we of Joseph's steadfast faith in God's promise? What two most peculiar facts may be noted with regard to Joseph's body? Lesson 5 Moses Old Testament Division--Third Period (Continued) LEADING PERSONS #Moses.#--Son of Amram and Jochebed (Exod. 6:20). Adopted by Pharaoh's daughter (Exod. 2:1-10). Took the part of the oppressed and had to flee (Exod. 2:11-14). Shepherd for forty years and married (Exod. 2:21). Called to deliver his people, but was timid (Exod. 3:1-10). Had various contests with Pharaoh (Exod. 5 to 12). Led people out of Egypt triumphantly (Exod. 14). Received the Ten Commandments (Exod. 20). Built the Tabernacle (Exod. 25). Led the people to the borders of the Promised Land, but was turned back on account of their sins (Num. 13:1 to 14:34). Died on Mount Nebo (Deut. 34). Reappeared on Mount of Transfiguration (Matt. 17:3). #Aaron.#--Brother of Moses. Made high priest (Exod. 28 and 29). Sinned in the matter of the golden calf (Exod. 32). Died on Mount Hor (Deut. 10:6). #TIME.#--1578 B. C. to 1458 B. C. #PLACES.#--Egypt and Sinaitic Peninsula, then east of the Jordan valley. [Illustration] #SIGNIFICANCE OF EVENTS.#--The "going out" of the Hebrews from Egypt marked the beginning of their national life, and laws were given governing their relation to God and to each other. The breaking of God's laws cost the nation forty years of wilderness wandering before they entered their "promised land." Moses--Leader and Legislator #33.# By far the greatest man in Old Testament history is Moses. In point of moral uplift, no man in all the world, until Christ, can be compared with him. His life divides itself into three equal sections-- (1) Life at Pharaoh's court.--Forty years. (2) Life as shepherd in the desert.--Forty years. (3) Life in the desert as leader of God's people.--Forty years. #34. Life at Pharaoh's court.#--Moses was born at the time of Israel's greatest oppression, when, as a measure of self-defense, Pharaoh had ordered all Hebrew male children to be cast into the Nile. Hence the Hebrew proverb, "When the tale of bricks is doubled, then comes Moses." As in the case of Joseph, we see at once the collision between God's plan and that of earth's greatest monarch. God's plan was that Moses must live; Pharaoh's plan, that Moses must die. Again we see the successful issue of God's plan, and the overthrow of the human plan. In carrying out his plan, God makes use of a mother's wit, a sister's fidelity, a woman's curiosity, and a baby's tears. For all this read carefully Exodus 2:1-10. These are the minute links in the chain of God's providence which, welded together, restore that babe to his mother's arms in less than twenty-four hours, now with the shield of royalty protecting him. Had any one of these links broken, Moses' fate might have been sealed. #35.# As illustrating these links, in a different sphere, read the following: Professor Darwin tells that he noticed that pansies would not grow wild near English villages, but would grow far away from them. Investigation revealed that in English villages dogs go at large. Where dogs go at large, cats must stay at home; where cats stay at home, field-mice abound; where field-mice abound, bumblebees' nests are destroyed; where bumblebees' nests are destroyed, there in no fertilization of pollen. Therefore, where there are dogs, there are no wild pansies. Apply this to the case in hand. No mother's wit, no ark of bulrushes; no ark no sister's watch-care, and no chance to arouse the curiosity of the princess. Therefore, no discovery of the babe weeping. Consequently, no saving of the future deliverer of his people. Thus God worked through natural agencies to thwart the decree of Pharaoh. During these forty years Moses enjoyed all the educational advantages of the most civilized nation of that day. So he was prepared by the king himself to deliver the Hebrews from his control. #36. Life as Shepherd in the Desert.#--Moses' life at court came to a sudden end, through his patriotic effort to deliver one of his race from the cruelty of an Egyptian. As a result he had to flee for his life, as even Pharaoh could not defend him for slaying one of the ruling race for cruelty to a mere slave. For forty years we find him on the Sinaitic peninsula, herding sheep. These must have been years of deep thought. Often he must have wondered why God had given him such deliverance, only to let him languish in the desert while at the same time his people, whom he might have helped, were ground down under the heel of the taskmaster. At the same time these years of solitude must have been rich in opportunity for meditation and communion upward. The city is not the best place for deep thought. Elijah was no city man, neither was John the Baptist. In solitude these men learned much that the city never could teach them. #37. Life as a Leader of God's People in the Desert.#--His life of solitude came to a sudden close, when God called to him out of the midst of the burning bush, and bade him return to Egypt and deliver his people. At first Moses begged to be excused, for he doubtless well remembered that because of his effort to deliver _one_ Hebrew, he had been an exile for forty years. How then could he succeed in delivering _a nation_? But on God's promise to be with him, he and his brother Aaron undertook the task. #38.# Here we note the collision between God's plan and that of the king. God's plan is, Let my people go. Pharaoh's plan is, they shall stay right here. So the battle was joined. Note that Pharaoh, as a result of the consecutive plagues, relents and tries compromises. For these read carefully the story of the plagues, noting especially these passages: Exodus 8:8, 15, 25, 32; Exodus 9:28, 35; Exodus 10:11, 20, 24, 28. And at last, when his pride is utterly broken, comes Exodus 12:31. #39.# Then came that night, much to be observed, on which Israel marched out in triumph, while Egypt mourned, and Pharaoh repented ever resisting the divine command. To this day all Jews observe that great night, called the night of the Passover. #40.# Under the crags of Mount Sinai, Moses spent one year with his people. That was a most significant year, as there he received the ten commandments, and the instructions as to the building of the Tabernacle and the Ark of the Covenant. There, too, he received directions as to the sacrifices that were to be typical of that great sacrifice on Mount Calvary, hundreds of years later. There, too, he had his bitter experience with his people in the matter of the worship of the golden calf; a presage of much that was to follow in the history of that wonderful but stiffnecked people as they continued their journeys through the wilderness. #41.# Mark in the life of this wonderful man the incredible contrast between his highest and his lowest moods. In his agony over the idolatry of his people while he was on the Mount receiving the ten commandments, Moses pleads with God for them, and even goes so far as to beg that, if need be, his own name might be blotted out of God's book. If he or the people must perish, let it be he, and not the people. This is most noble, and reminds one of what Paul later on said, in the same strain (Rom. 9:1-3). Yet later on Moses yields to incomprehensible murmuring, when the people have again transgressed. "Moses was displeased. And Moses said unto Jehovah--Have I conceived all this people?... that thou shouldest say unto me, Carry them in thy bosom?... I am not able to bear all this people alone, because it is too heavy for me. And if thou deal thus with me, kill me, I pray thee, out of hand" (Num. 11:10-15). Is this the same man who speaks in the matter of the golden calf, as we saw above? And in this extraordinary fall we learn a lesson of humility and self-distrust. "Let him that thinketh he standeth take heed lest he fall." #42.# At last, after forty years of wandering, Israel is on the borders of the Land of Promise, but on account of his unadvised speech, Moses is not permitted to enter. On Mount Nebo he dies, alone, and there God lays his body away until the great resurrection day. #43.# But again we see Moses. This time not outside of the Land of Promise, but in the midst of it. On the Mount of Transfiguration he appears, and this time with Israel's great prophet, Elijah, and with Israel's Messiah. There they talk of the death so soon to be accomplished in Jerusalem. Then he and the prophet return to the spirit world. #44.# Yet once more Moses is brought to our attention. On the Isle of Patmos, John in vision sees and hears much of what goes on in the eternal world of bliss. And lo, he hears the ransomed sing the song of Moses and the Lamb (Rev. 15:3). To this man is given the privilege accorded to none other of the sons of men, to have his name coupled with that of the Son of God in the glad songs of heaven. Truly a privilege so exalted that we cannot possibly magnify it too much! Test Questions Into what three divisions does Moses' life fall? State the plan of God and man in relation to this babe. Give the links in the carrying out of God's plan, on the birth of the child. What illustration is given to make these links more clear? What event terminated Moses' life at court? How long did his desert life as shepherd last? What brought this period of his life to its close? Give again the conflict between the plan of God and that of Pharaoh with regard to the people. Give the various attempts at compromise on the part of Pharaoh. Where did Israel spend the first year after the Exodus? What two great revelations did Moses receive at Sinai? Give the two instances of Moses' action that are apparently contradictory to each other. Where did Moses die? Why could he not enter the Land of Promise? Where do we next meet him? Give the final mention of this man in the Word. Test Questions for Review Introduction to Lesson 5 1. Give the reasons why the following periods are important. Patriarchal; Mosaic; of Elijah and Elisha; of the Messiah. 2. Name the four periods in which the narrative amplifies and miracles multiply. 3. Give the extent of the first, second, and third periods. 4. Give two divisions of period four. 5. What was the cause of the division of the United Kingdom? 6. Give the names of the chief actors in the first period of Bible history. 7. Name the great characters of the Old Testament up to David. 8. Who were buried in the Cave of Machpelah? 9. Into what two sections may we divide Joseph's life? 10. Into whose household did Joseph go in Egypt? 11. What two peculiar facts may be noted with regard to Joseph's body? 12. State the three divisions of Moses' life. 13. Where did Israel spend the first year after the Exodus? 14. What two great revelations did Moses receive at Sinai? 15. Where did Moses die? Lesson 6 Joshua to Samson Old Testament Division--Third Period (Concluded) #Conquest of Canaan.#--Joshua became leader (Josh. 1:2). Received command from God (Josh. 1:6-9). Victory at Jericho (Josh. 6), followed by defeat at Ai (Josh. 7). Central Palestine conquered, and a great assemblage held at Shechem (Josh. 8:30-35). Southern and northern Palestine partially conquered (Josh. 10:1 to 11). Joshua's farewell (Josh. 23 to 24:27) and death (Josh. 24:29-33). #Israel under Judges.#--Othniel delivered the people from Mesopotamia (Judg. 3:5-11). Ehud delivered from Moab (Judg. 3:12-30). Deborah and Barak delivered from Canaanites (Judg. 4:1 to 5:31). Terrible oppression under the Midianites, delivery by Gideon (Judg. 6:1 to 7:25). Jephthah delivered from Philistines and Ammonites (Judg. 10:6 to 12:7). Samson delivered from Philistines (Judg. 13:1 to 16:31). #TIME.#--1458 B. C. to Samuel, 1121 B. C. #PLACES.#--Palestine. [Illustration] #SIGNIFICANCE OF EVENTS.#--The Jewish nation under Joshua achieved success just so long as they obeyed fully the commands of God. The Judges, as leaders, were direct representatives of God--who was the actual head of the nation--and so far as God's laws were strictly obeyed, the nation prospered. Joshua and the Judges #45. Joshua Becomes Leader.#--At the death of Moses we see Israel on the east side of the Jordan, opposite Jericho. Joshua succeeds Moses as leader. To him comes God's command, "Moses, my servant, is dead; now therefore arise, go over this Jordan." (Josh. 1:2.) Note here no sign of discouragement. Moses may be dead, but God still lives, and will work through Joshua as well as through Moses. Notice in the orders given by God to Joshua that no mention at all is made of sword, spear, or bow, but only of obedience. This is emphasized again and again and rightly, for in obedience to God's law lay Israel's hope (read Josh. 1:6-9). #46.# Now follows the contest for the possession of the land. Jericho is taken, but at Ai defeat is experienced, on account of disobedience. So Israel learns a costly but salutary lesson. Then follows the conquest of the central part of Palestine, ending at Shechem. Next in turn came southern Palestine, and then the northern part of the land (Josh. 10:1 to 11). Yet at the close of Joshua's life, not all of the land had been taken possession of. Still the heathen tribes held on in various places; and, indeed, they were not thoroughly subdued until the time of David. #47. Reading the Laws of Moses.#--Worthy of note was the great assemblage at Shechem, between the mountains of Ebal and Gerizim, in the very center of the land, where the law of Moses was read, with its blessings and curses, to all the people (Josh. 8:30-35). Noteworthy also is the final address of the aged Joshua to his people, at Shechem, beseeching them to obey the law of Moses, recorded in chapter 24. #48. The Period of the Judges.#--After the death of Joshua, the people seem to have become more or less disorganized. The tribes ruled themselves--at times well, and at times ill. During the times of the Judges the general trend of their history was as follows: Israel would fall into sin, and then as a punishment God allowed their foes whom they had spared to rule over them. Then in due time Israel would "lament after the Lord," that is, repent and call on the God of their fathers for deliverance. Then God would allow them respite, and by the hand of some one of the judges, whom he raised up, would give them deliverance (see Judg. 2:11-18). The chronology of the book of Judges is not very clear, and it is most probable that there were times when the "oppression" was not felt over all the land, but was only sectional. Just the lines for a right chronology are uncertain. #49. Comparison of Periods of Oppression and Deliverance.#--Now if we desire in a general way to judge as to the proportion of godliness as compared with idolatry, that prevailed in these times, we can do so by adding up the years of "oppression" and those of deliverance. This will afford us a rough criterion as to the way in which Israel obeyed and disobeyed their God. For remember that the "oppressions" were the result of disobedience, while the "deliverances" were the result of true repentance. Worked out in this way, we have the following statement, in which the name stands for the country to which the people were in temporary bondage: Mesopotamia, bondage 8 years,--rest 32 years. Moab, bondage 18 years,--rest 22 years. Canaan, bondage 20 years,--rest 20 years. Midian, bondage 7 years,--rest 32 years. Philistia and Ammon, bondage 18 years,--rest 7, 10, and 8 years. Philistia, bondage 40 years,--rest 20 years. Adding all these up, we find that the people were in bondage in whole or in part for 111 years, while they had "rest" as the result of their repentance for 151 years. Without pressing this mathematical calculation too far, we must nevertheless conclude that for more than half the time the nation at large obeyed God fairly well. #50. Great Leaders among the Judges.#--Deborah and Barak, who, by their combined forces drove out the oppressors of Canaan, under Jabin their king. This man had mightily oppressed the people, he having nine hundred chariots of iron, against which poor Israel could bring no corresponding force. Yet when the Lord's time came, he was able to overthrow the armies of Jabin, through the courage and combination of the two persons named. Then the land had rest for forty years. (For a wonderful setting of the song of triumph that Deborah and Barak sang, let the student turn to Professor Moulton's "Literary Study of the Bible," pp. 133-142.) #51.# After this came the terrible oppression of the Midianites, who, with their camels, their flocks, and herds came on the land like grasshoppers, and ate up everything. Fortunately this oppression lasted only for seven years, otherwise there would have been nothing left. The deliverance from the hosts of Midian came through Gideon, whose three hundred men with torches and trumpets wrought havoc among the Midianite army. What the three hundred at Thermopylæ were to Greece, that this three hundred were to the people of Israel. #52.# Another terrible experience of Israel was that which came to them in connection with their oldtime foes, the Philistines and the Ammonites. Study the story as told in Judges 10:6-18, together with the narrative of their deliverance under Jephthah. Here the student will see clearly set forth the cause of the "oppression," verses 6-9, and the cause of the deliverance, verses 10-18. Jephthah was a rude man of his times, but then we must realize that rude times call for violent men. #53.# The only other case to which attention is called here that of the longest of all the periods of oppression,--the second under the Philistines, which lasted forty years. Here it was Samson who was to deliver the people from the iron hand of the Philistines, and it took the iron hand of a Samson to do the work. #54. Not a Time of National Unity.#--During all these many years, the government of the people was largely that of the tribal leaders. There was not the national unity that we saw in the days of their two great leaders, Moses and Joshua. Nor was there the same unity of action that came later on under the kings. But none the less, the great need of the people during these years was not so much political as religious. Had they only obeyed the commands of God as given to Moses, and as reiterated by the angel of the Lord to Joshua, God would not have permitted them to be ground under the heel of their oppressors as they were. We fail to read the story aright unless we seize the truth that righteousness exalts a people, while sin is a reproach to any nation. This truth has its modern as well as its ancient application. Test Questions Where was Israel at the time of the death of Moses? Whom did God appoint to be Moses' successor? What peculiarity was there in God's directions to Joshua? In what order were the different parts of the land conquered? Tell of the great assembly at Shechem. What was the general trend of the history of Israel during the times of the Judges? What was the cause of each period of "oppression"? What was the cause of each "deliverance"? Give the proportion of the years of "oppression" and those of "rest." Give the first two leaders named as deliverers. Who brought relief from the oppression of Midian? Who delivered the people from the first Philistine bondage? Who did the same thing in the case of the second Philistine bondage? What was the condition of the people politically during the period of the rule of the Judges? Lesson 7 Saul to Solomon Old Testament Division--Fourth Period LEADING PERSONS #Samuel.#--The connecting link between the times of the Judges and of the kings (1 Sam. 1-8). #Saul.#--First king, who made a good beginning (1 Sam. 10:1-27). He united the people, breaking down factions. Spurned Samuel's advice (1 Sam. 15:1-35). He became jealous of David, and angered at his own son, Jonathan (1 Sam. 18:8 to 19:11). Rejected by God as king (1 Sam. 15). Killed in battle at Gilboa (1 Sam. 31:1-13). #David.#--A shepherd boy, noted for bravery (1 Sam. 16-31). Chosen king and ruled over Judah seven years (2 Sam. 2). Then became king over all Israel, and greatly enlarged the nation's borders. Made Jerusalem the capital (2 Sam. 5:6-9). A great religious leader and composer of Psalms. Sinned against Uriah (2 Sam. 11:1 to 12:14). His son Absalom rebelled (2 Sam. 15 to 18). #Solomon.#--Son of David. Began his reign with a wise choice (1 Kings 3). Built the Temple in Jerusalem (1 Kings 5). Sinned in his marriages (1 Kings 11). He was noted for his great wisdom and riches. He lived in luxury, the people were heavily taxed, and the outward prosperity was accompanied by inward spiritual decay. See Samuel's warning in 1 Samuel 8:1-18. #Other Persons.#--Goliath, the Philistine giant, whom David slew.--Jonathan, Saul's son, a great friend of David. #PLACES.#--Mizpeh, Socoh, Gilboa, Jerusalem. #TIME.#--1121 B. C. to 983 B. C. [Illustration] #SIGNIFICANCE OF EVENTS.#--David's reign as king brought the people to the place of their greatest national success, and David's reign and that of Solomon were politically the best in all Israel's history. David was signally honored in becoming an ancestor of Mary, the mother of Jesus. The United Kingdom. Saul, David, Solomon #55. Israel Asks for a King.#--Ostensibly because Samuel's sons were worthless men, but also and largely because they wished to be "like the nations around them," Israel asked the prophet Samuel to appoint a king over them. This Samuel was reluctant to do. But commanded by God to acquiesce, he anointed Saul, the son of Kish, to be king over Israel. That God did not consider the change from government by judges to government by kings to be an improvement, is apparent from his saying, "they have rejected me, that I should not be king over them" (1 Sam. 8:7). #56. The First King, Saul.#--Saul found the nation somewhat disorganized, and split into many factions. His task was to unite the people, so that they could show a bold and successful front against their foes. Prominent among these foes were the Philistines, who lived on the southwest of Israel, and who were a courageous and persistent folk. In all this work Saul was somewhat successful. He began well, but before very long, owing to self-will, he swerved aside from the advice of the aged Samuel. During his reign the great war with the Philistines took place in which Goliath and David figured so dramatically (1 Sam. 17). #57.# Saul's evil disposition grew worse and worse, showing itself in his twice-repeated effort to kill David and his one effort to kill his own son Jonathan for his friendship for David (see 1 Sam. 18:10, 11; 19:10; 20:32, 33). On account of his distinct disobedience to God's command, and his hypocrisy, God rejected him from being king (1 Sam. 15). Still Saul continued to rule for some years. Then came the end when, in battle with his old foes, the Philistines, Saul and his sons fell, near Mount Gilboa (1 Sam. 31). He ruled about forty years, and was a sad instance of a man who began well, who had a superb counselor in Samuel, but who, through self-will and disobedience, perished at last most miserably. #58. David Becomes King.#--After the death of Saul, Judah turned to David as its rightful leader and king. He was therefore anointed at Hebron as king of Judah. Seven years later the remainder of the tribes came to him and asked him to rule over them. This he did, and in this way he was king over _all_ Israel for thirty-three years. His remarkable character and executive ability soon showed itself. His reign was most successful, and he enlarged the bounds of the kingdom to their utmost extent. It extended from the Red Sea and Egypt to the Euphrates, as promised by God (Gen. 15:18 and Josh. 1:4). He captured Jerusalem and made it the political and the religious capital of the nation (2 Sam. 5:6-9). Thither he brought up the Ark of the Covenant, and here he established the worship of Jehovah. He organized the whole of the ritual of worship, and formed choirs of singers to make a glad noise unto the Lord. Everywhere he brought order out of chaos, and made the name of Israel one to be feared by the surrounding nations. Thus to the Israelite both of his day and of subsequent centuries he became their ideal king. #59.# His later life was saddened by his own sin in the matter of Uriah and Bathsheba, where he erred most grievously. In recalling this sin, and in condemning the king for it, we must also bear in mind his true repentance, and also recognize that in his time there was no king who would have thought it worth while to give a second thought to the whole matter (see 2 Sam. 11:1-12:14). #60. The Rebellion of Absalom.#--The end of David's life was further embittered by the rebellion of his favorite son, Absalom. This nearly brought David to a violent death. Only the indomitable spirit that the king possessed, together with the ability of his chief general Joab, saved the day (2 Sam. 15-18). David was Israel's sweet singer. He composed many Psalms, which have come down to us as specimens of his poetic ability. (The writer is, of course, aware that some modern critics deny that any of the Psalms are by David, but he has never seen any conclusive proof of this.) #61.# In general, until his later years, when too much prosperity had dulled his spiritual life, David's character was singularly pure and unselfish. His dealings with Saul while the latter was seeking his life show a most chivalrous spirit, in that twice he spared his enemy's life when he had him in his power (1 Sam. 24:1-22; 26:1-25). In his friendship for Jonathan he shows an affection which, reciprocated by Jonathan, constitutes one of the classic friendships of history. Taken all in all, and remembering the times in which he lived, David was perhaps the finest king that the world ever saw. #62. Solomon.#--On David's death his son Solomon ascended the throne. Bathsheba was his mother. He began his reign well. When God gave him his choice between riches and wisdom, he chose the latter (1 Kings 3:5-15). He it was who carried out David's plan for a "magnifical" temple in Jerusalem, where he built the most splendid temple that the world had so far seen. His prayer at the dedication of the temple is a most remarkable one (1 Kings 8). His fame spread through the world, and on one occasion the Queen of Sheba, in Arabia, journeyed over one thousand miles to make him a visit. Her astonishment at what she saw and heard in Jerusalem is told in 1 Kings 10. In amazement she cries out, "Howbeit I believed not the words, until I came, and mine eyes had seen it: and, behold, the half was not told me; thy wisdom and prosperity exceed the fame which I heard." #63.# But alas! Solomon did not continue as well as he began. To enhance his glory and extend his political power, he made alliances with idolatrous sovereigns. He married the daughter of Pharaoh, and besides this had multitudes of wives, who led his heart astray (1 Kings 11:1-8). God's warning, given in the same chapter, seems to have been disregarded. #64. Samuel's Warnings come True.#--In Solomon all the warnings of Samuel as to what would come on the nation if they persisted in their choice of a king were fulfilled (1 Sam. 8:1-18). He also disregarded what God had said through the mouth of Moses, as recorded in Deuteronomy 17:14-20. He multiplied taxes to such a degree that the people were not able to bear them. His court life was most luxurious and enervating, and the demands of his wives for all manner of indulgences were continuous. In this way, though there was much outward prosperity, the seeds of decay were sown with prodigal hands. Of course the end of such a policy could be only disaster, though the king in his mad search after power and luxury failed to see the approaching storm. However wise he may have been, as shown in his proverbs, he lacked that practical wisdom which begins in the fear of God. He went steadily down hill, and only his fame, and his reputation as being the son of David, saved him from overthrow. But immediately on his death the consequences of his misrule showed themselves in a most pronounced way, in the disruption of the kingdom. Like Saul and David, he also ruled over Israel for forty years. Test Questions What ostensible reason did the Israelites give for asking for a king? What other and truer reason did they urge? What had God to say about this request of the people? What good did Saul accomplish? Why was Saul rejected by God from being king? How did Saul come to his end? Over what tribe did David rule alone for seven years? Give the boundaries of David's kingdom at its largest. What did David do for the establishment of religion, and in what city? Into what bitter sin did David fall? What great sorrow came to David toward the close of his life? In general, what may we say of David's religious life at the beginning and the close of his career? How did Solomon begin his reign? What noted building did he erect in Jerusalem? In what way did Solomon sin in his alliances with other kings? Where had God given directions as to what course of action any king of his people should pursue? Lesson 8 Rehoboam to Hoshea Old Testament Division--Fourth Period (Continued) LEADING PERSONS #Rehoboam.#--Ascended the throne on death of Solomon, his father. Rejected wise counsel and angered his subjects (1 Kings 12:1-20). Israel, the Northern Kingdom. #Jeroboam I.#--Set up as king by the ten tribes in revolt (Israel, or the Northern Kingdom), erected two golden calves for worship (1 Kings 12:25-33). #Ahab.#--Followed Omri as ruler of Northern Kingdom (1 Kings 16:28). Married Jezebel, who established a heathen worship (1 Kings 16:31). #Elijah and Elisha.#--Prophets of God, sent to stay the wickedness of the Northern Kingdom. Elijah enters remarkable contest with Ahab (1 Kings 17:1 to 18:46. See also 1 Kings 21). For elaboration of this story see Lesson 10. #Jehu.#--Ruler of the nation; tried to abolish Baal worship (2 Kings 9, 10). His reforms partially successful. His son Jehoahaz continued in gross idolatry (2 Kings 13:2-9). #Jeroboam II.#--Ruler of the Northern Kingdom. His reign marked by great outward prosperity, but continued inward decay (2 Kings 14:24). The time of the prophecy of Amos (read the whole book) and of Hosea. #Hoshea.#--Last of the kings. Samaria captured by the King of Assyria, and Israel taken captive. Read 2 Kings 17:1-41. #Shalmaneser.#--The Assyrian king. #TIME.#--982 B. C. to 718 B. C. #PLACES.#--Shechem, Bethel, Dan, Mt. Carmel, Jezreel, Horeb, Samaria, Cherith, Zarephath. [Illustration] #SIGNIFICANCE OF EVENTS.#--God's unceasing efforts to save his people from their sins are marked by the sending of prophets, like Elijah and Elisha, at a time when wicked kings had led the people into abominable idolatry. The Divided Kingdom. Israel, or the Northern Kingdom #65. Rehoboam Becomes King.#--After the death of Solomon his son Rehoboam ascended the throne. At once there came to him a delegation headed by Jeroboam, asking for relief from the intolerable taxation that Solomon had levied. Rehoboam, guided by the foolish counsel of his hot-headed young men, replied roughly, saying, "my little finger is thicker than my father's loins" (1 Kings 12:1-20). At once the men of Israel revolted, and set up Jeroboam to be their king. From that time on, to the end, the kingdom was divided, and many times the one part was antagonistic to the other. #66. The Northern Kingdom.#--Jeroboam as its first king, fearing that if the religion of the two peoples remained substantially the same, and if his people went regularly to Jerusalem, the capital of the Southern Kingdom, to worship, they would be alienated from him, devised a system of calf worship, and set up two golden calves, the one at Bethel, just over the border of Judah, and the other at Dan, in the extreme north of his domain. To these two centers of worship he invited his people to resort, in order to keep them from assembling with the men of Judah in Jerusalem. "It is too much for you," he said, "to go so far as to Jerusalem; behold your gods right in your midst" (1 Kings 12:25-33). All this he did in utter defiance of God's command, "Thou shalt not make unto thee any graven image," and in spite of the bitter experience of Israel in the wilderness in the matter of the golden calf that Aaron made. #67.# This action on the part of Jeroboam "set the pace" for the Northern Kingdom, and from that day to the end of their history the land was full of gross idolatry. Not that all the men of the Northern Kingdom refused to follow Jehovah, for this was not the case, but the rulers were leaders in one form or another of idolatry. #68. Ahab and Jezebel.#--In 925 B. C. Ahab ascended the throne of the Northern Kingdom. He married Jezebel, the daughter of Ethbaal, king of the Sidonians, a most masterful and wicked woman. She led her husband to establish the worship of Baal and Ashtoreth, nature divinities, whose worship was connected with most abhorrent practises. Not only so, but between them they did their best to root out all those who persisted in the worship of the God of Abraham. They persecuted the sons of the prophets, and put them to the sword. It was now no longer safe to try, even in secret, to worship the God of truth. #69. Elijah and Elisha.#--It was just at this time that God in his mercy sent two very great prophets to Israel to try to win them back to their allegiance to the God of Moses and the Patriarchs. This, the student will remember, was one of those periods which was mentioned in the introduction, in which the narrative is amplified and the miracle multiplied, as betokening that the period was of great importance. Elijah and his successor, Elisha, did their best to stay the downward tendency of their people, but quite largely in vain. For a while it seemed as though there was to be some real reformation. But it did not last long, and soon the people, led astray by their rulers, lapsed into idolatry once more. #70. Jehu.#--The one bright spot in all this sad story of the decline of the Northern Kingdom is found in the story of Jehu, 891 B. C. (2 Kings 9, 10.) He dealt drastically with the worshipers of Baal, and tried his best to put a final stop to all Baal worship. He ruled about twenty-eight years. His son Jehoahaz continued the sin of calf worship, and led his people once more into the downward path. #71.# Under #Jeroboam the Second# the Northern Kingdom attained much outward prosperity, but its spiritual life did not improve at all. Men became greedy of gain, and worldliness and sin of gross description gained the upper hand. It was possibly during this reign that God sent the prophet Amos to bear witness against the sins of the rulers and people. At this point read the prophecy of Amos, and try to realize how earnestly he pleaded with the men of Israel to return to the worship of the God of their fathers. But it was all in vain. Israel was joined to his idols. #72. Hosea#, too, comes at about this same time, and he did his best to win Israel back from their apostasy. He has well been called the "pleading prophet," for his tenderness is most touching. Yet all in vain were his pleas. Israel would have none of them. #73. Hoshea, Last of the Kings.#--At last the Divine patience seems to have been exhausted, and God gave the Northern Kingdom over into the hands of its enemies, and they were marched off into captivity. Hoshea is the last of the kings of Israel, and during his rule the King of Assyria captured Samaria, and led the people off into a strange land. Here let the student carefully read 2 Kings 17:1-41 to see the résumé that the sacred writer gives of the reasons for the final catastrophe that befell Israel. It was on account of their sins that they were suffered to experience these dire disasters. #74.# In the place of the deported people, the Assyrians, in accordance with the customs of those days, placed peoples from alien lands in their stead. In this manner the population of Samaria became much mixed, and the false worship of these idolatrous peoples became the religion of the land of the Patriarchs in its northern portion. This will account for the hostility between Jew and Samaritan which we find in the days of Nehemiah, and even as late as the times of our Lord. Test Questions What led to the disruption of the United Kingdom? Who was chosen king over Israel, or the Northern Kingdom? Of what was Jeroboam afraid at this time? What did he do to hold his people from possible allegiance with Judah? Where were the golden calves set up? Whom did Ahab marry? What innovation in matters religious did Jezebel introduce? How did she treat those who desired to worship Jehovah? What two great prophets did God send to Israel at this time? Was the mission of Elijah and his successor permanently effective? How did the kingdom fare under Jeroboam II? Was religion any better off for this prosperity? Name two prophets whom God sent at this time to try to win his people back to himself. Were these two prophets successful? Under what king was Israel at last carried into captivity? Who were placed in the land of Israel to take the place of the deported captives? What was the result of this mingling of races and religions? Lesson 9 Abijam to Zedekiah Old Testament Division--Fourth Period (Continued) LEADING PERSONS #Abijam.#--Son of Rehoboam. Reigned three years (1 Kings 15:1-8). #Asa.#--Son of Abijam. Reigned forty-one years (1 Kings 15:9-24). Made some effort as a reformer. #Jehoshaphat.#--Son of Asa. Brought Judah great success (2 Chron. 17:1 to 20:37). #Jehoram.#--Did evil like unto Ahab (2 Chron. 21:6). Ahaziah followed (2 Chron. 22:4) and was succeeded by Queen Athaliah, worse than her predecessors (2 Chron. 22:10 to 23:15). #Joash# was a very good ruler; he began his reign at seven years of age. Repaired the Temple (2 Chron. 24:1-27). #Amaziah, Uzziah, Jotham.#--Not remarkable in any way (2 Chron. 25:1 to 27:9). #Ahaz.#--An evil king; caused his children to pass through the fire to idols (2 Chron. 28:3). #Hezekiah# was the best king so far (2 Chron. 29:1 to 32:33). Isaiah was influential and the Passover was restored. #Manasseh# was the worst king in many ways, putting an idol in the Holy of Holies (2 Chron. 33:1-20; 2 Kings 21:1-18). #Josiah# was a good ruler, beginning at eight years of age. The Temple was repaired, the Law was read, and reform was established (2 Kings 22:1 to 23:30). #Zedekiah.#--After Josiah's reign matters grew worse until under Zedekiah captivity came (2 Kings 25:1-21). #Outside Nations# that played their part in this catastrophe were Assyria, Babylon, Syria, Egypt. #TIME.#--966 B. C. to 588 B. C. #PLACES.#--Judah, Jerusalem, Babylonia. [Illustration] #SIGNIFICANCE OF EVENTS.#--The influence of leadership is shown in a marked degree in the history of Judah; "like king, like people." It was many times demonstrated that one good man could turn the whole nation God-ward. At last, as in the case of Israel, Judah is given into captivity. The Divided Kingdom. Judah, the Southern Kingdom #75. The Kingdom of Judah# lasted one hundred and thirty years longer than that of Israel. This was largely owing to the greater loyalty of Judah to the law of God. Nevertheless even under the rule of Rehoboam, their first king, Judah showed an evil tendency to depart from the law of God (1 Kings 14:21-24). There is no record, however, that Rehoboam officially tried to influence the people toward idolatry, as did Jeroboam. Probably the very fact that the temple was in the capital of Judah held him and the people, in some measure at least, to the right manner of worship. Abijam, Rehoboam's son, followed in the footsteps of his father. But his son, Asa, was a much better man, and he made efforts at reform. Though he was not sufficiently radical in his work, he was a great improvement on his predecessors. #76.# Under #Jehoshaphat# Judah reached the height of her power. "He walked in the first ways of his father David, and sought not unto the Baalim" (2 Chron. 17 to 20:37. Also 1 Kings 22:41-50). #77.# Once more, under #Joash#, Judah enjoyed a sovereign who had in him much of godliness. He repaired the temple and did much to restore the true worship of God. #78.# After a period of varying vicissitudes we find Ahaz on the throne of Judah. He did that which was evil in the sight of the Lord, and caused his son to pass through the fire, i. e., he sacrificed him to heathen idols. He introduced calf worship, and set up "high places," for false worship on every hill and under every green tree (2 Kings 16:1-4). Had it not been that his son Hezekiah was more godly than he, the doom of Judah might have been much hastened. During his reign Israel was carried captive. #79.# Under #Hezekiah#, however, we see great reforms going on. He removed the high places, cut down the groves, and even brake in pieces the brazen serpent that Moses had made, for to it the people had been offering incense (2 Kings 18:1-8). He was the best of all the kings of Judah, and had his successors followed in his footsteps, there need have been no captivity of Judah to record. In his reign it was that God gave Judah signal deliverance from the hosts of Sennacherib. #80.# Alas! that so godly a king should have been followed by so worthless a man as his son #Manasseh#. He was perhaps the very worst of all the kings of Judah. Now we see the high places rebuilt, and idolatrous altars to Baal established. But more than this. He went farther than any before him, in that he took the Ark of the Covenant out of the Most Holy Place, and put there a graven image. So the record says that Manasseh did more to seduce the people to sin than all the nations whom the Lord removed to make place for his people. Truly a dreadful record for one who sat on the throne of David. #81.# Once more the people have respite, however, for #Josiah#, Manasseh's grandson, was a very different type. He was only eight years old when he began to reign, but he tried to do that which was right in the sight of God. The deserted temple was repaired, the law was discovered and studied, the Covenant was publicly renewed, the idol in the Most Holy Place was taken away, and burned with fire, and the high places were largely destroyed. Moreover, he broke down the altar at Bethel that Jeroboam had originally erected. He re-established the celebration of the feast of the Passover, which had long been neglected. His efforts at reform were extended even to the dominions of the Northern Kingdom, though with no permanent effect (see for all this 2 Chron. 34, 35, and 2 Kings 22:1 to 23:28). #82.# From the time of the death of Josiah, the downward tendency of Judah was steadfast. At last the end, long delayed through the mercy of God, came, and under Jehoiachin the overthrow was complete, and under his son Jehoiakim Judah was marched off in captivity to the land of Babylon. Thus sadly was fulfilled all that God had warned his people of, and the day of retribution came just as predicted. #83. Other Nations.#--In all this sad drama of course outside nations played a prominent part. Assyria, Babylon, Syria, Egypt, all come into view. But none of them could have wrought the havoc that they did had it not been for the recreant part that Israel on the north and Judah on the south played. He who brought them all out of Egypt with a mighty hand and an outstretched arm could and would have delivered them from all their foes had they been loyal to him. All the blessings of Deuteronomy 28:1-14 might have been theirs had they only hearkened to the commandments of God by the mouth of his servant Moses. But as it was, all the dreadful curses of Deuteronomy 28:15-68 (be sure to read these passages) came on them, and all on account of their idolatry and vileness. #84. Isaiah and Jeremiah.#--Nor did the kings and people sin thus grievously because they had no prophets to warn them. Just as God sent Elijah, Elisha, Amos, and Hosea to warn and woo the Northern Kingdom, so he sent the great Isaiah and Jeremiah to warn the men of the Southern Kingdom. Plainer warnings, grander promises, better counsels than these prophets gave, have never been uttered by human lips. For about sixty years, beginning in the reign of Uzziah, Isaiah pleaded with the nation. He lived and prophesied during the reigns of Uzziah, Jotham, Ahaz, and Hezekiah, and all through these days he was faithful to his mission. Sometimes he was heeded, and sometimes he was scoffed at, but ever and always he was faithful. So too was Jeremiah, whom nothing could turn from the integrity of his course. For the most part mocked at, traduced and ridiculed by the leaders, these men were helpless, for the minds and hearts of rulers and people were set on mischief. But though hand joined in hand, evil was sure not to go unpunished, and so the end came. #85. Captivity.#--What a contrast between Israel marching triumphantly into the land, and Israel (and later on, Judah) marching out of the land in chains and humiliation! Through faith they conquered Jericho, and through lack of faith they themselves were at last conquered, and taken off into a land of shame and sorrow. Test Questions How long did the Kingdom of Judah last? How much longer did it last than the Kingdom of Israel? What reason may we assign for this? Under what king did Judah reach the maximum of her power? Name the next king who ruled the nation in the fear of God. How did Ahaz provoke the Lord to anger especially? Who was probably the best of all the kings of Judah? How did the son of Hezekiah act when he came to the throne? What particularly evil deed did he do in connection with the temple? Under what king did Judah enjoy great reforms? How far did Josiah try to extend his reforms? Name some of the nations who opposed Israel and Judah? Would these nations have succeeded had God's people been loyal to him? Give the names of two great prophets of Judah. How long did Isaiah continue to prophesy? Mention the contrast between God's people marching in to and out of the land. What was the cause of their final disaster? Lesson 10 Elijah. Old Testament Division--Fourth Period (Concluded) LEADING PERSONS Ahab and Jezebel, and Ahaziah, rulers; Elijah and Elisha, prophets. See Lesson 8. #Notable Events# in the life of Elijah. Challenged Ahab (1 Kings 17:1). Sought solitude at Cherith (1 Kings 17:2-7). Dwelt with the widow of Zarephath (1 Kings 17:8-24). Entered great contest with prophets of Baal (1 Kings 18:1-40). Offered a prayer for rain (1 Kings 18:41-46). Took flight in despondency to Beersheba (1 Kings 19:1-8). Received revelation from God at Horeb (1 Kings 19:9-21). Rebuked Ahab and Jezebel for unlawfully taking Naboth's vineyard (1 Kings 21:1-29). Declared judgment upon Ahaziah (2 Kings 1:1-18). Carried from earth in a chariot of fire, his prophet's mantle falling upon Elisha (2 Kings 2:1-18). Reappears on the Mount of Transfiguration (Luke 9:28-36). #TIME.#--925 B. C. to 900 B. C. #PLACES.#--Samaria, Brook Cherith, Zarephath, Mt. Carmel, Beersheba, Horeb, Mt. of Transfiguration. [Illustration] #SIGNIFICANCE OF EVENTS.#--The contest of true religion with heathen beliefs is brought to a sharp focus in Elijah's time; and the battle-line there drawn so sharply has ever been a challenge for Christian courage in later days. Elijah, the Great Speaking Prophet #86. Elijah's Mission.#--All the prophets spoke, though some of them wrote as well, like Isaiah and others. We call Elijah a speaking prophet because we have but one record (2 Chron. 21:12-15) of anything that he wrote. Elijah was sent by God to the Northern Kingdom at the time of Ahab and Jezebel, to try and stay the tide of idolatry that was threatening to overwhelm the land. Ahab and Jezebel had established the worship of Baal and Ashtoreth, two nature divinities of the heathen world. To turn back this tendency God sent this man of the desert. Of his early life we know nothing. He appears before us suddenly, as a man in the full tide of life. He was from Gilead, and a man of action, most emphatically. To get a good idea of the man, we may set him forth as seen in six notable scenes. #87. First Scene:# Elijah and Ahab.--This is where he meets the king, and announces that as the God of Israel lives, there shall not be dew or rain in all the land, excepting at the word of the prophet. Note here the significant nature of this challenge. The two divinities that the people were now forced to worship were supposed to preside over the processes of nature. Just in their realm of influence, therefore, Elijah challenges them, and claims that his God has given to him power over the forces of nature, such as neither Baal nor Ashtoreth possessed. Then Elijah disappears, no one knows whither. #88.# Now follows the fulfilment of his prediction. The season for the early and for the latter rain comes and goes, and still there is no rain. Probably some said, "This is unusual, but of course things will even up next year, and we shall have an abundance of rain." But the next year came and went, and still the heavens were as brass. Ahab now tries to discover this man who holds the key of the heaven, that he may force him to unlock the clouds. But in vain. The third year comes and goes, and still there is no rain, while the land is dry and parched, and even the king finds it hard to get food for his horses. At the same time there are some who call attention to the most unwonted fact that not only has there been no rain, but that even the dew has not been seen for three years. #89. Second Scene.#--Now comes the second encounter between the prophet and the enraged monarch. Most dramatic is this brief interview, in which Ahab charges Elijah with troubling Israel, and Elijah throws the charge back in his teeth. Then comes the further challenge on the part of the prophet to the priests of these two nature divinities, to test their power on Mount Carmel. The scene there is too familiar to need detailed description. Suffice it to remind the student that Baal's priests were powerless to make good their claim that their gods held control over the forces of nature. Elijah, however, proves that Jehovah is the God of nature, and holds all things in his hands, for his prayer is answered by fire, and the sacrifice is consumed, with the wood and the water and the very dust that lay around so abundantly. Now comes the confession of the people that Jehovah and not Baal is the true God. Then comes the rain at Elijah's petition, and the second great scene in the life of this man closes. #90. Third Scene.#--Very different is this from either of the two others. We see this man sitting discouraged under a juniper tree, and asking God to take away his life, as he is not better than his fathers. Is this the same hero whom we saw standing in all his triumph before the king? Yes, the same. How then account for the difference in his mien? Probably because of the reaction that came after the exciting contest with the priests of Baal, and the consciousness that he had not won as great a victory for Jehovah as he had anticipated. For as soon as the prophets of Baal had been slain, Jezebel, instead of yielding, had sent word to Elijah that she would kill him within twenty-four hours. It was this apparent failure that most probably discouraged the prophet, so that all his work seemed to him to have come to naught. Note now how God comforts his servant, how he ministers to his body, by food and rest, and to his mind by assuring him that he is wrong in thinking that he only remains as a true worshiper of Jehovah. Furthermore, God sends him to Horeb, where Moses learned so many lessons in things divine, and there God speaks to Elijah and gives him further work to do, so that when the prophet comes forth from his communion with God, he is again the stern man of duty that he was before. (Three great men learned much at Horeb: Moses, Elijah, and Paul the Apostle, for when he went to Arabia, it was probably Horeb to which he journeyed.) #91. Fourth Scene.#--Again Elijah and Ahab are face to face. Ahab has coveted the vineyard of Naboth, to make out of it a garden of herbs. Naboth, as was his right, would not part with the inheritance of his fathers. Ahab does not dare use violence to secure possession. But Jezebel has no such scruples. With bribery and perjury, she soon has poor Naboth convicted of blasphemy, and stoned to death. Then his estate passing to the crown, she tells her husband to arise and take possession. Just as Ahab reaches the vineyard, lo! Elijah confronts him. The prophet was the last man whom the conscience-stricken king desired to see, particularly at that very moment. "Hast thou found me, O mine enemy?" he exclaims, in horror. Then comes the righteous prophet's stern denunciation of the guilty king, and so the interview closes. #92. Fifth Scene.#--Now we are in the country east of the Jordan. Two men are journeying together, and we recognize them as Elijah and his successor Elisha. Suddenly there comes a supernatural rushing of what seem to be chariots and horses of fire. The elder of the two is caught up, and carried into heaven, while the younger, in amazement and awe, cries out, "My father, my father, the chariots of Israel and the horsemen thereof!" As suddenly as Elijah came to the scenes of his activity, so suddenly did he disappear. #93. Sixth Scene.#--More quiet than any of the others is this scene. We are now on the Mount of Transfiguration. The Master is there, and three of his disciples. Suddenly there appear two others in glory with the Master. They are the great lawgiver, Moses, and the great prophet, Elijah. They are talking with Jesus of his death which was now soon to take place in Jerusalem. Then, the conversation having come to a close, the two visitors from the other world disappear, and the Master is left alone with his astonished disciples. #94.# Stern, with the fear of God before his eyes, and no fear of man in his heart, stands this man of God, Elijah. A benediction to Israel God meant him to be, but alas! Israel rejected him, as it did the other prophets whom God in his mercy sent, and so Israel pushed on to its own final ruin. For the material used in this sketch look at 1 Kings 17, 18, 19, 21, and 2 Kings 2. Test Questions What divinities was Israel worshiping at the time that Elijah appeared? What relationship to nature were these two divinities supposed to hold? Give the first scene in the life of this prophet. What significance was there in his challenge? Give the second scene with Ahab. Where did the contest between Elijah and the prophets of Baal take place? What was the significance of this scene? Where next do we see Elijah? What probably was the cause of his discouragement? How does God deal with his servant at this time? Where does Elijah now go, and what effect does his communion with God have on his spirit? Give scene four. Tell the story of Naboth and his vineyard. Where next do we find the great prophet? Who was Elijah's successor? What is the last scene in the experience of Elijah that we find in the Bible? Lesson 11 Return from Captivity Old Testament Division--Fifth Period LEADING EVENTS AND PERSONS #Return from Captivity.#--After seventy years, Cyrus, king of Persia, allowed the Jews to return to Jerusalem to rebuild the Temple under Zerubbabel (Ezra 1:1-11). Altar set up once more (Ezra 3:1-7). The Temple begun (Ezra 3:8, and following passages). The prophets Haggai and Zechariah encouraged the people (see books under their names). #Sixty years# elapsed of which we know nothing. #Ezra goes# to Jerusalem to institute reforms, such as prohibiting mixed marriages of Jews with other nations (Ezra 7:1 to 9:15). He interpreted the law (Neh. 8:1-18) and celebrated the Feast of Tabernacles. #Nehemiah#, cup-bearer to Artaxerxes, the king. Became solicitous for the city of Jerusalem and its broken walls, prayed for guidance, and was rewarded by the king's assistance (Neh. 1:1 to 2:8). Opposed by Sanballat (Neh. 2:19, 20; 4:1-8; 6:1-14). A great popular religious festival was held (Neh. 8:1-18). Judah was set apart from strangers (Neh. 9:1-38; 13:1-3). The law of the Sabbath was enforced (Neh. 13:15-22). #TIME.#--538 B. C. to about 400 B. C. #PLACES.#--Babylon, Jerusalem. [Illustration] #SIGNIFICANCE OF EVENTS.#--The return to Jerusalem and the institution of reforms were events of tremendous import to the Jews, and the faithfulness of a few men was given high recognition. The rebuilding of the Temple and reconstruction of the city walls looked forward through four centuries to the fitting setting for the scene of the coming Messiah. The Captivity and the Return #95. Condition During Captivity.#--The captivity of Judah lasted seventy years, dating from the first captivity under Jehoiakim, 605 B. C., when among others Daniel was taken captive. The lot of the captives in Babylon was bad enough, but it was not by any means as severe as the bondage in Egypt. Quite a number of the captives, such as Daniel, Zerubbabel, Nehemiah, occupied positions of great trust and emolument. Still, by the rivers of Babylon, Judah did mourn and weep, as her people thought of Jerusalem and its vanished glories. #96. The Return.#--The seventy years having been completed God stirred up the spirit of Cyrus, king of Persia, and he issued a decree allowing all Jews who so desired to return to their own land. He also gave them many vessels of gold and silver that Nebuchadrezzar had taken from the Temple, that they might use them in the new house of God which they were to build. Zerubbabel led the caravan from Babylon to Jerusalem. Arrived in Jerusalem, they began their work by erecting the altar first. This was right, as the altar was the foundation of all the temple services. Altars existed long before temples had been built. For a while the building of the temple was interrupted by the foes of Judah, but at last it was completed, the people being encouraged by the prophets Haggai and Zechariah. So they dedicated the temple with much joy, and restored the sacrifices as Moses, the man of God, had commanded. For all of this see Ezra 1-6 and the books of Haggai and Zechariah. #97. Ezra.#--Now comes a period of about 60 years, in which we have no knowledge of the condition of affairs in Jerusalem. At last, however, Ezra, the scribe, goes up to the Holy City, and with him a number of patriotic Jews. The work of Zerubbabel was the rebuilding of the temple. That of Ezra was emphatically the reformation of religion among those who were in Judah and Jerusalem. There was much danger that through intermarriages with the people of the land the Jews would again abandon the religion of their fathers. A large part of Ezra's effort was aimed against this evil. The people declared their willingness to do as Ezra dictated, and so the danger from this direction was for the time being avoided. #98. Nehemiah.#--Soon after this we come to the story of Nehemiah. He was cupbearer to Artaxerxes, a position of much ease and wealth. But the welfare of Jerusalem lay near his heart, and he made it his business to know how matters were progressing in that city. Certain of his brethren at one time brought him evil tidings from there. In consequence he betook himself to prayer that God would give him such favor in the eyes of the king that he would allow him to go to Jerusalem and build the walls that had been thrown down. In those days a city without walls was in a pitiful condition, exposed to the assaults of all its foes. For four months Nehemiah prayed without any visible answer. Then it came at last in a moment. One day at the table the king noticed that the face of his cupbearer was sad. "Why is thy countenance sad?" he inquired. Then Nehemiah (after an instant of silent prayer) told the king all that was in his heart. At once the permission was given him for which he had waited and prayed for four months. So off he started as soon as possible. #99. Nehemiah's Prayer.#--Note just here the nature of Nehemiah's prayer. It was not like so many modern prayers, one for _ease_. No, it was a prayer for opportunity to make _sacrifice_ and bear _heavy burdens_ for the sake of Jerusalem. If all the church were in this day to pray for an opportunity to bear burdens and make sacrifices, what do you think the effect would be on the advance of the kingdom of God on earth? No sooner did Nehemiah reach Jerusalem than he inspected the walls to see exactly the condition in which they were. Then he assembled the rulers and told them of his plans, and heartened them for the work. He divided the work among the families, thus giving each one a specific task, and encouraging the spirit of true rivalry. "To every man his work," seems to have been his excellent motto. So the people got to work with enthusiasm. #100. Opposition.#--Of course there was no lack of opposition, for all good causes have opponents. But none of these things in any way moved this grand man from his purpose, or abated in any degree his enthusiasm. With sword in one hand and trowel in the other the people pushed the work forward, while over all Nehemiah watched with unceasing care. His vigilance is apparent from the fact that for nearly two months he never put off his clothes. So in fifty-two days the work was completed, and the people's hearts were filled with joy. Under his rule was gathered what has sometimes been called the first Sunday-school on record (Neh. 8). He knew that it was on account of the ignorance of the people of the Word that they fell so easily into sin. So he gathered them all together, and Ezra read and explained the law of Moses in their hearing. In this connection, too, they celebrated the feast of tabernacles, in commemoration of the wanderings of Israel in the wilderness. #101.# Ever watchful of the spiritual welfare of his people, Nehemiah instituted reforms in the matter of Sabbath-keeping, and of usury, and of idolatrous intermarriages with the people of the land. His labors never ceased, for he seems to have realized that "eternal vigilance" was the price of true godliness, in the midst of idolatrous surroundings. #102. Results of the Captivity.#--In this matter of the captivity, the most important thing for us to bear in mind is that the people were cured by their experience of all forms of idolatry. Up to that time this had been their besetting sin, into which they were ever falling. From the time of the captivity and return onward to the present day the Jew has been a strict monotheist. Though scattered to the ends of the earth, never again has he fallen into this pit of iniquity and this slough of despond. This is a most remarkable fact. Test Questions How long did the captivity of Judah last? Give the three most prominent names of those who had to do with the return and the subsequent reforms. Who first led the Jews up out of Babylon? What was the chief work of Zerubbabel? How did he begin the building of the temple? Name the two prophets who encouraged the people in this work How long a period is there between Zerubbabel and Ezra? What was Ezra's chief work in Jerusalem? What was Nehemiah's position at the court of Artaxerxes? For what in reality was Nehemiah praying? How long was his prayer unanswered? How long was Nehemiah in building the walls? What illustration is given of his fidelity to this work? What other reforms did Nehemiah strive to inaugurate? What is the most noticeable thing about the religious life of Judah during and after the captivity? Text Questions for Review Lessons 6 to 11 1. In what order were the various parts of the land of Canaan conquered? 2. What was the cause of each period of oppression in the time of the Judges? 3. Who brought relief from the oppression of Midian? 4. What was the political condition of the people in the time of the Judges? 5. What reasons did the Israelites offer for wanting a king? 6. Give instances of Saul's hatred toward David. 7. Over what tribe did David rule alone for seven years? 8. Give the boundaries of David's kingdom at its height. 9. What noted building did Solomon erect in Jerusalem? 10. Why were the people finally dissatisfied with the king? 11. When the United Kingdom was divided, who was chosen king over the Northern Kingdom? 12. Name the Northern and the Southern Kingdom. 13. What king tried to restore the worship of Jehovah? 14. Name two prophets of the time of Jeroboam II. 15. Under what king was Israel carried into captivity? 16. Which lasted longer, the kingdom of Israel or of Judah? How much longer? Why? 17. Under what kings did Judah have great reforms? 18. Name two great prophets of Judah. 19. Describe and locate the contest between Elijah and the prophets of Baal. 20. Tell the story of Naboth and his vineyard. 21. How long did the captivity of Judah last? 22. Name the three most prominent persons that had to do with the return. 23. What was Zerubbabel's great work? 24. What two prophets encouraged the work? 25. What was Ezra's work in Jerusalem? Nehemiah's? [Illustration] Lesson 1 New Testament Division PRINCIPAL EVENTS #Interval# between the Old and the New Testament--four hundred years of silence. Governmentally, this period was divided between Persian, Greek, Maccabean, and Roman rule. #Prelude# of angelic ministration. Message to Zacharias (Luke 1:5-20). Annunciation to Mary (Luke 1:26-38). Angelic chorus on Bethlehem's plains to shepherds (Luke 2:1-18). Warning to Joseph to flee from Herod (Matt. 2:13). The first thirty years of the life of Jesus are referred to but slightly in the Bible. #First Period.#--Six months of preaching by the "forerunner," John the Baptist (Matt. 3:1-13; also parallel passages). #Second Period.#--The entire life of Jesus, from the baptism at Jordan to the crucifixion, resurrection, and ascension. (See entire Gospel narrative.) #Third Period.#--From Pentecost, the outpouring of the Spirit and admission into the church of three thousand in one day (Acts 2:1-40). Gentiles admitted to the church (Acts 10:1-48). The first persecution (Acts 5:17-40). The martyrdom of Stephen (Acts 6, 7). #Fourth Period.#--The time of the Gentiles--the period in which we now live (Rom. 11:25; Luke 21:24). #Fifth Period.#--Will begin with "the lifting of the veil" from the eyes of Israel (2 Cor. 3:15, 16). The close of this period will be a time of great blessing (Rom. 11:15). #The end# will witness the final triumph of the religion of the Messiah over Jew and Gentile. #TIME.#--About 400 B. C. to present time. #PLACES.#--Palestine and Egypt; for the Third Period see later maps. #SIGNIFICANCE OF EVENTS.#--The New Testament marks the change from the old dispensation of priests as mediators, to the new, when "Jesus Christ became the propitiation for our sins, and not for ours only, but for those of the whole world!" The New Testament Preview #103. Interval.#--Between the close of the Old Testament Period and the opening of that of the New Testament there is an interval of four centuries of silence. #104. Prelude.#--This is largely angelic in character. To Zacharias comes the message of the birth of the forerunner. Then follows the angelic annunciation to Mary herself. This in turn is followed by the angelic message to the shepherds and the heavenly chorus on Bethlehem's plain. Heaven stoops to earth to announce its glad tidings. A new creation is heralded, better and grander even than that of the opening chapters of Genesis. One or two events are then recorded in the early life of the Holy Child, and then there is silence for thirty years. It is as though the prelude should end all. But no, the story will not end with mere prelude. It will go on its course till the very last act. #105. First Period.#--_From John to Jesus._ Suddenly John the Baptist breaks on our vision, for his short but decisive part. His message is twofold, and is comprised in the words "Repent," "Prepare." For six short months this fiery preacher calls the nation to prepare for what God has in store for it. Multitudes gather and hearken. Then comes Jesus from Nazareth, and John almost in one breath calls him "Son of God" and "Lamb of God." Two apparently irreconcilable titles, for the one means power and exaltation, and the other sacrifice and humiliation. How these two titles were to blend in one character will be seen in the following acts of the Divine dealing with men. #106. Second Period.#--_From Jordan to the Mount of Olives._ Three and a half years was this in duration. Short as compared with any one of the Old Testament stories, but far more significant, and more full of the Divine revelation of God's mercy and justice. Now miracles multiply as never before, for now, as never before, the Divine comes down to man and holds communion with him. Now truth is made clear as no patriarch or prophet ever saw it. Truly in this period, "Great was the mystery of godliness; he who was manifested in the flesh." With this period we shall deal more in detail later on in these lessons, so we make but brief allusion to it in this place. Suffice it to say that not in all the history of this world were there ever three years and a half so filled with benediction for mankind as were these of the second period. #107. Third Period.#--_From Pentecost to the Turning to the Gentiles._ Pentecost was the birthtime of the Christian Church. No Pentecost, no Acts of the Apostles. No Acts of the Apostles, no Christian Church. In that case the world of to-day would be heathen, Muhammadan and Jewish. At Pentecost more were brought to an acceptance of Jesus as the Messiah than Jesus himself had won in his whole active ministry. About five hundred would seem to have been the number of believers after our Lord's resurrection. Now in one day Peter wins and baptizes three thousand. Thence onward the number of believers grows, till it numbers thousands and thousands. But all these are yet Jews, or else proselytes. The next step in this third period is the official opening of the door to the Gentile world. This took place at Cæsarea, and to Peter was given the joy and privilege of admitting Gentiles without their first becoming Jews. Through Pentecost and the experience at Cæsarea was in large measure fulfilled to Peter the "promise of the keys" (Matt. 16:19), for he it was who received the Jews at Pentecost into the church, and he too it was who opened the door of the church to the Gentile world. How great this portion of Period Three, and how significant to us, is apparent as soon as we realize that but for the advance in Cæsarea we in this day would first have to become Jews before we could be members of the living church. Had the Jews been willing to receive the Nazarene as their Messiah, there is no telling what sweeping measure of blessing they might not have received. Certain it is that their history from that day to this would have been very different from what it has been. Their rulers cried, "We have no king but Cæsar," and from that time many of their people have had few to rule over them but Czars, Sultans, Emperors, and hostile rulers. #108. Fourth Period.#--_The Times of the Gentiles. In this period we now are._ Here it behooves one to speak guardedly, for opinions differ. The writer gives his interpretation of what the Word says. When the Jews refused to receive Jesus as their Messiah, the Apostles plainly said, "We turn to the Gentiles" (Acts 13:46). On account of their hardness of heart, blindness came to Israel, and a veil fell before their eyes. "A hardening in part hath befallen Israel, until the fulness of the Gentiles be come in" (Rom. 11:25). Our Lord alludes to this same truth when he predicts that Jerusalem shall be trodden down of the Gentiles, until the times of the Gentiles be fulfilled (Luke 21:24). That Jerusalem from the days of Titus to the present day has been thus trodden under foot of the Gentile world is only too manifest to all who know its sad history. In this period our lot is cast, and thus we become actors in the great Divine drama of the New Testament. Solemn thought, and one calculated to make us feel the serious nature of our responsibility. #109. Fifth Period.#--This is yet to come. It will begin with the "lifting of the veil" from the eyes of Israel. When that is to begin we know not, and it is neither safe nor wise to venture any guess. But that it will come in due time is as sure as that all the other predictions of Old and New Testament have had their commencement and their close. It will be a great day, for, as the Apostle Paul says, "if the casting away of them [Israel] is the reconciling of the world, what shall the receiving of them be, but life from the dead?" (Rom. 11:15). That will be a day of vast ingathering into the kingdom of God, and then Jesus shall see of the travail of his soul and be satisfied. #110. Then Comes the End.#--Jew and Gentile will then be one, and the final triumph of the Redeemer will be ushered in. Then the ransomed and redeemed of the Lord shall unite in singing praises to him who has loved them and bought them, and has brought them home to glory. (There are differences of opinion as to the last two periods in this New Testament story. Let the student go to the law and the testimony, as referred to above, and decide for himself whether the writer is upheld in his laying out of these two great periods.) Test Questions How long an interval of silence is there between the Old and the New Testament times? Give the prelude to the New Testament Period. In what does the first period consist? How long does the first period last? Give the title of the second period. How long did this period continue? What is the third period called? Into what two divisions may this period be divided? What was the significance of the admission of the Gentiles to the church? Give the fourth period. Name the fifth period. What Scripture is there in support of these two periods? Lesson 2 The Life of Jesus--Thirty Years of Preparation New Testament Division--Second Period #The Life of Jesus# may be considered under five subdivisions: Silence, Obscurity, Popularity, Opposition, The Passion Week. #Thirty Years of Silence.#--The Bible narrative tells but little of these early years; but one public utterance of Jesus is referred to until he was thirty years of age. #NOTE.--The harmony of the four Gospels used in the following chapters is not intended to be memorized. It is placed here in order to familiarize the pupil with its use, and to afford a ready means to locate the events in the Life of Jesus.# -----------------------------+---------+--------+---------+------- EVENTS | MATTHEW | MARK | LUKE | JOHN -----------------------------+---------+--------+---------+------- Introduction. | ... | 1:1 | 1:1-4 | 1:1-18 | | | | The Genealogies. | 1:1-17 | ... | 3:23-38 | | | | | Appearance of an Angel to | | | | Zacharias. | ... | ... | 1:5-25 | | | | | An Angel Appears to Mary, | | | | Annunciation. | ... | ... | 1:26-38 | | | | | Mary Visits Elisabeth. | ... | ... | 1:39-56 | | | | | Birth of John the Baptist. | ... | ... | 1:57-80 | | | | | An Angel Appears to Joseph. | 1:18-25 | | | | | | | The Birth of Jesus, etc. | ... | ... | 2:1-21 | | | | | Presentation in the Temple | | | | (1, 2). | ... | ... | 2:22-38 | | | | | Visit of the Magi. | 2:1-12 | | | | | | | Flight into Egypt, etc. (3). | 2:13-18 | | | | | | | Return to Nazareth (4). | 2:19-23 | ... | 2:39,40 | | | | | Jesus Goes to the Passover | | | | (5, 6). | ... | ... | 2:41-52 | | | | | Ministry of John the Baptist.| 3:1-12 | 1:2-8 | 3:1-18 | -----------------------------+---------+--------+---------+------- (The harmony reproduced here is taken from Professor Riddle's Outline Harmony of the Gospels; and the Journey Maps are reproduced from Arnold's Chart of Christ's Journeyings and Chart of Paul's Journeyings.) #TIME.#--5 B. C. to A. D. 26. #PLACES.#--Bethlehem, Jerusalem, Egypt, Nazareth. [Illustration: PERIOD OF PREPARATION Copyright, 1898, BY JOHN D. WATTLES & CO. The figures attached to the journeys refer to events mentioned in the first column on the opposite page. A method for using these Journey maps is suggested in the section entitled Teaching Hints, in the Appendix.] #SIGNIFICANCE OF EVENTS.#--The fulfilment of prophecy is strikingly shown in the events surrounding the coming of Christ and the preparation for his ministry; and the preaching of John the Baptist epitomized the message which Jesus was about to proclaim. The Incomparable Life #111. The Thirty Years of Silence.#--To these years the Gospels give small space. Only Matthew and Luke make any mention of them, and these give to them only four chapters. All the rest of the Gospels are devoted to the three and a half years of the Lord's active ministry. #112.# Take, now, first what we _know_ of this early life. It was lived in Nazareth, in Galilee. Nazareth was a town where caravans rested on their journeys between Damascus and Egypt. It was a rough town, as we may infer by the remark of Nathanael, "Can any good thing come out of Nazareth?" (John 1:46). His home was that of a workingman, as Joseph was a carpenter. It was therefore the home of a poor man. Doubtless he himself followed for all those years of silence, the trade of his reputed father. So Jesus was truly a workingman himself. His mother was exceptionally godly, as we see by her wonderful outburst of song in Luke 1:46-55. This song is fairly saturated with the spirit of the old prophets. Joseph also gives signs of his fear of the Lord during these early years in more ways than one. Thus we may be sure that the "atmosphere" of that home was conducive to godliness. He was taught the Scriptures from his youth. This is apparent from his great familiarity with them, shown in his later years. To this we shall refer later. #113. His Early Education.#--Of course he was taught to read and write, as every Jewish boy was. He also had the advantage of frequent visits to Jerusalem, for the visit referred to by Luke, at twelve years of age, was only the first of a long series of such visits. No doubt after that first visit he went up to the Holy City every year to the feast. A lad of his type of mind would not let such an opportunity pass without taking advantage of it each time that it came. So much we may say we practically know about these thirty years. But there is much that we may legitimately _infer_, and when guardedly used, inference is a legitimate source of knowledge. If you will let me go into a man's library, I may be able to infer with much accuracy the calling of that man. If the majority of the books are medical or legal, I infer that the man is a doctor or a lawyer. If the majority of the books that are worn are light fiction, my inference is of a totally different nature. If, to change the illustration, I go to the home of a lady, and in the afternoon find that I can write my name in the dust on the polished piano-lid, I infer somewhat about the housekeeper in whose home I am. #114.# Making, then, reverent use of inference, what may we learn about these thirty years of our Lord's life, and of the influences that were at work all that time? Who were his teachers? For, bear in mind, that at the time of Jesus' entry into his public ministry, he came as a full-fledged man, who was prepared for his life's work. #115. Nature Taught Him.#--Nature is God's first book, and if man had not sinned, he would have needed no other. To Jesus, nature was an open volume, and he read it in all its spiritual significance. While other boys saw only that which was outward, he saw that which was inward and had spiritual meaning. To him the lily spoke of his Father's care, the leaven that he saw in his mother's house spoke to him of the way in which the kingdom of God grew in this world. The mustard seed was an illustration of the growth of truth. Many of his most simple and precious teachings were drawn thus from nature. Sparrows, seed and tares, fig-tree, salt, and many other objects of nature told him of things unseen. #116. Men Taught Him.#--He doubtless mingled much with them in Nazareth, and it is not hard to imagine the boy going to the camping-place of the passing caravans, and listening to the tales that the men from far countries had to tell. The stories that he afterward made use of were in many cases doubtless gathered from such sources. But he made them illustrate things unseen and spiritual. Look at his parables, and see how true this may easily be. The ten virgins may well have been a story that he heard, and of which he made such solemn use in his ministry. Is it unnatural to suppose that in these gatherings of men he may have heard some one tell of a pearl merchant and his fortune in finding a peculiarly valuable pearl? In due time he used this story to illustrate the wisdom of staking all on one superlative venture. Look at his parables, and see how he made use of the interests of men in making clear the things pertaining to the kingdom of God. The sower, the lost silver, the prodigal son, children in the market-place, the rich fool, the vineyard and the laborers--these and many more show how richly the relationships of men with their fellow-men instructed him. #117. The Bible Taught Him.#--He was most familiar with its teachings, and knew how to use them on the spot, without reference to commentary or concordance. We find in his sayings reference to, or quotations from, the following books of the Old Testament: Genesis, Exodus, Leviticus, Numbers, Deuteronomy, 1 Samuel, 1 and 2 Kings, 2 Chronicles, Job, Psalms, Proverbs, Isaiah, Jeremiah, Ezekiel, Daniel, Jonah, Joel, Hosea, Micah, Zechariah, and Malachi--22 in all. Had all the utterances of our Lord been given to us, I doubt not that we should have found that he quoted from every book of the Old Testament. For bear in mind that we have only a very small part of what our Lord said preserved for us. His recorded words are only 38,422, or the equivalent of ten short sermons. But for three years he was speaking incessantly. #118. Prayer Taught Him.#--His habit of spending all night in prayer was not one acquired of a sudden. No doubt he spent many a night in prayer while he was still at the carpenter's trade. But the prayer-habit is one calculated to shed much light on things that lay hold on eternal truth. All spiritual seers are men of much prayer. #119. Finally, His Visits to Jerusalem Taught Him.#--Not in vain did he go at least 18 times to that city before his public ministry began. It was in this way that he saw the formality of the Pharisaic party, and the self-seeking of scribe and chief priest. So when he denounced them so fiercely in later times, he did it not out of an experience of day before yesterday, but out of years of observation. Such were some of the influences that surrounded him, and the teachers that prepared him during those thirty years of silence for his great work. Thus, when the fulness of time came, he stepped forth full armed for the contest with the powers of darkness. Test Questions Where were Christ's thirty years of silence spent? What was our Lord's trade? What can we say of the religious life of his mother and of his father? In what way is inference a legitimate ground of knowledge? What is the first of the teachers of our Lord during that time that is mentioned? Give the second of his teachers. What else did he have as teacher? Illustrate each of these somewhat in detail. What else taught him? What is the last of these teachers mentioned? Lesson 3 The Year of Obscurity New Testament Division--Second Period #Religious Life# of the time was marked by absence of idolatry, by the presence of numerous synagogues and of reverence for the Scriptures. #Government# was that of a foreign nation--Rome. ---------------------+------------+----------+-----------+-------- EVENTS | MATTHEW | MARK | LUKE | JOHN ---------------------+------------+----------+-----------+-------- | | | | Baptism of Jesus. | 3:13-17 | 1:9-11 | 3:21-23 | | | | | The Wilderness. | | | | Temptation of Jesus | 4:1-11 | 1:12,13 | 4:1-13 | (1, 2). | | | | | | | | The Witness of John, | ... | ... | ... | 1:19-51 etc. | | | | | | | | Cana. The First | | | | Miracle. Capernaum | ... | ... | ... | 2:1-12 (3, 4). | | | | | | | | Jerusalem. First | | | | Cleansing of the | ... | ... | ... | 2:13 to Temple, etc. (5). | | | | 3:21 | | | | Ministry in Judea. | | | | Witness of the | ... | ... | ... | 3:22-36 Baptist. | | | | | | | | Imprisonment of John | | | | the Baptist. Jesus | 14:3-5; | 6:17-20; | 3:19,20; | 4:1-3 leaves Judea, etc. | 4:12 | 1:14 | 4:14 | | | | | Jacob's Well. | | | | Discourse with | | | | Samaritan Woman, | | | | etc. (6). | ... | ... | ... | 4:4-42 ---------------------+------------+----------+-----------+-------- #TIME.#--A. D. 26 to A. D. 27. #PLACES.#--Wilderness of Judea, Bethany beyond Jordan, Cana, Sychar, Jerusalem, Judea. [Illustration: JUDEAN MINISTRY Copyright, 1898, BY JOHN D. WATTLES & CO. The figures attached to the journeys refer to events mentioned in the first column on the opposite page.] The Incomparable Life (Continued) #120. The Year of Obscurity.#--Before examining this at all, it will be well to consider the state of national life into which the life of the Master was projected. It was not like that which we have seen prevailed so constantly before the captivity, for there was now among Jews no idolatry of any kind to be found. This was a great gain. Moreover, it was a national life under subjection to a foreign and Gentile power. With this power the Lord had to reckon, of course. Once more there was great reverence for the written Word, which was now more full than it ever had been, for the Old Testament, as we have it, was all in existence. There was to be found in every Jewish town the synagogue, where the law was read and expounded. This institution was an outgrowth of the captivity experience, and was most valuable. But, alas! there was also much of formality, especially among the religious leaders. They had so added to or explained the written law that it had become void through the traditions of men. Much religiosity, but little true religion, was to be found. Yet among the lowly there was still true religion, as shown by such persons as Zacharias and Elisabeth, Joseph and Mary, Mary, Martha, and Lazarus. Into a national life such as is here very briefly indicated, Jesus came forth. #121. The Baptism.#--He is introduced to us in this year, first at his baptism (Matt. 3:13). Here we have our first foreshadowing of the Trinity, for here the Son stands, praying, while at the same time the Father's approving voice is heard, and the Holy Spirit descends and rests on the Son. #122. The Temptation.#--This is at once followed by the forty days of temptation in the wilderness. Of this experience we are given but three specific instances. These seem to be typical of all the rest, and relate to: 1. Unlawful use of his miraculous power for himself. 2. Dramatic display of his power as Messiah. 3. Absolute turning from his life-purpose for the sake of self-aggrandizement. All these, it is worthy of note, are resisted, by the use of the written Word, which in Jesus' hands is a mighty sword. The fundamental reason for this assault on the part of Satan may be found in the undoubted fact that the Adversary knew that Jesus had come to this world to destroy his works. Demons knew who Jesus was long before men did. On that account the great assault was made, for if Jesus could be stumbled into sin, then he could not be Saviour, since he himself would need to be saved. Had Jesus yielded in the wilderness, Calvary would not have been of any avail. #123. The First Disciples.#--During this first year Jesus gained many disciples, though he himself did not, like John the Baptist, baptize them. This he left to his chosen disciples. This shows that the popularity of the Baptist had at this time already begun to wane, as he himself predicted that it would. Not many miracles are recorded during this period, though we know that the one in Cana of Galilee was the first of a series. The gathering of disciples, who later became apostles, begins in this year. In one day the record indicates that he gained six of these (John 1:35-51). #124. The Cleansing of the Temple.#--A most dramatic event in this year is his first cleansing of the Temple. The extortion practised in the court of the Temple filled him with indignation and he drove out the money changers, and dealers in cattle and doves, declaring that his Father's house was a house of prayer, while they had made it a den of thieves. This drew on him the antagonism of the rulers under whose fostering care, or at least through whose negligence, these abuses had grown up. This antagonism never ceased until they had worked on him their will on Calvary. #125. Interview with Nicodemus.#--It was during this first year that we have two most remarkable dialogues of our Lord. The first is that with the ruler Nicodemus. At this interview either John the evangelist must have been present, or else Jesus or Nicodemus must have told John what was said. In this dialogue occurs the most significant sentence that the world has ever heard, having within twenty-four words more of Divine truth than any other similar number of words ever uttered,--John 3:16. In this verse, as Dr. Arthur T. Pierson puts it, we have five couplets: 1. God the Father and the Son, as the originators of salvation. 2. The Divine action, "loved," and "gave." 3. Those toward whom this action was directed. "The world," and to make it personal, "whosoever." 4. The condition on which the Divine gift may be had. "Believe," and therefore "have." 5. That for which all this action is taken, "not perish," but have "everlasting life." #126. The Woman of Samaria.#--In this year too, at its close, comes the interview with the woman at Jacob's well, in Samaria. It is well worth noticing that to a woman, and she a Samaritan woman, Jesus poured out truth as prodigally as he did to Nicodemus, a ruler of his own nation. The result of this interview was the adherence of a large number of Samaritans to the Master. All the above story of this first year of our Lord's public ministry we learn only from the Gospel of John, each of the other evangelists beginning his story with the Galilean ministry. #127.# Note that our Lord's whole public life is condensed into three and a half short years. Yet what a wonderful work he accomplished in that period! The active life of Alexander the Great was thirteen years, and that of Napoleon twenty-three years. In those years these two men wrought wonders. But their empire has long since passed away. The empire of the Master is to-day wider than ever, and the work of those three years and a half will never cease to be felt. This is because he was more than mere man, and brought to his task super-human power and knowledge. Test Questions State the condition of Palestine religiously at the time of our Lord's entry into public life. What was the value of the synagogue? Give the first event of the year in question. Of what doctrine do we see the foreshadowing at Christ's baptism? Give the threefold nature of the temptations of which we have record. What reason may we assign for the attempt of Satan to draw Christ to sin? With whom did Jesus have a most significant interview in Jerusalem? Give the five couplets in John 3:16. With whom did Jesus have another interview at Jacob's well? What was the result of that interview? What is there significant in the brevity of our Lord's public life as compared with that of Alexander or Napoleon? Lesson 4 The Year of Popularity New Testament Division--Second Period (Continued) ------------------------+-----------+----------+----------+-------- EVENTS | MATTHEW | MARK | LUKE | JOHN ------------------------+-----------+----------+----------+-------- Public Teaching in | 4:17 | 1:14, 15 | 4:14, 15 | 4:43-45 Galilee. | | | | | | | | Cana. Healing of the | ... | ... | ... | 4:46-54 Nobleman's Son (1). | | | | | | | | Rejection at | 4:13-16 | ... | 4:16-31 | Nazareth (2). | | | | | | | | Sea of Galilee. Call of | 4:18-22 | 1:16-20 | 5:1-11 | the Fishermen, etc. (3).| | | | | | | | Healing of Peter's | 8:14-17 | 1:21-34 | 4:31-41 | Wife's Mother, of a | | | | Demoniac, etc. | | | | | | | | Preaching Tour through | 4:23-25 | 1:35-39 | 4:42-44 | Galilee (4). | | | | | | | | Healing of a Leper. | 8:2-4 | 1:40-45 | 5:12-16 | | | | | Healing of a Paralytic, | 9:2-9 | 2:1-14 | 5:17-28 | etc. | | | | | | | | Jerusalem. Healing of | ... | ... | ... | 5:1-47 Infirm Man, etc. (5, 6).| | | | | | | | Sabbath Controversies, | 12:1-14 | 2:23 to | 6:1-11 | etc. | | 3:6 | | | | | | Multitudes Gather by | 12:15-21 | 3:7-12 | 6:17-19 | the Sea. | | | | | | | | Galilee. Choice of the | 10:2-4 | 3:13-19 | 6:12-16 | Twelve (7). | | | | | | | | Sermon on the Mount. |5:1 to 8:1 | ... | 6:20-49 | | | | | Capernaum. Healing of | 8:5-13 | ... | 7:1-10 | Centurion's Servant (8).| | | | | | | | Nain. Raising of the | ... | ... | 7:11-17 | Widow's Son (9). | | | | | | | | John the Baptist Sends | 11:2-19 | ... | 7:18-35 | Messengers to Jesus. | | | | | | | | Discourse of Jesus | 11:20-30 | | | about his Mighty Works. | | | | | | | | Our Lord Anointed by a | ... | ... | 7:36-50 | Woman. | | | | | | | | Second Circuit in | ... | ... | 8:1-3 | Galilee (10). | | | | | | | | Healing of a Demoniac, | 12:22-50 | 3:20-35 | 11:14-36;| etc. | | | 8:19-21 | | | | | Woes against the | ... | ... | 11:37 to | Pharisees, etc. | | | 13:9 | | | | | Parable of the Sower, | 13:1-53 | 4:1-34 | 8:4-18 | etc. | | | | | | | | Voyage across the Lake. | 8:18-27 | 4:35-41 | 8:22-25; | Tempest Stilled (11). | | | 9:57-62 | | | | | Demoniacs near Gadara. | 8:28 to | 5:1-21 | 8:26-40 | Recrossing the Lake | 9:1 | | | (12). | | | | | | | | Feast of Matthew, etc. | 9:10-34 | 2:15-22; | 5:29-39; | | | 5:22-43 | 8:41-56 | | | | | Second Rejection at | 13:54-58 | 6:1-6 | | Nazareth (13). | | | | | | | | Another Circuit in | 9:35-38; | 6:6-13 | 9:1-6 | Galilee; the Twelve | 10:1, 5, | | | Sent Forth (14). | to 11:1 | | | | | | | Herod's Dread of Jesus. | 14:1, 2, | 6:14-16, | 9:7-9 | | 6-12 | 21-29 | | ------------------------+-----------+----------+----------+-------- #TIME.#--A. D. 28 to A. D. 29. #PLACES.#--Capernaum, Galilee, Jerusalem, Nain, Gadara, Nazareth. [Illustration: GALILEAN MINISTRY Copyright, 1898, BY JOHN D. WATTLES & CO. The figures attached to the journeys refer to events mentioned in the first column on the opposite page.] The Incomparable Life (Continued) #128. The Year of Popularity.#--This was spent in Galilee. The Galileans had heard of his fame from those of their number who had seen him in Jerusalem, so it required but a few deeds of might to arouse them to the highest pitch of enthusiasm. His activity during this year may be studied with relation, first, to his miracles, and second, to his teaching. #129. His Miracles Multiplied.#--These were multiplied beyond any previous precedent. They sprang from him as sparks spring from the red-hot iron of the blacksmith under the hammer. There must have been single days when he wrought hundreds of miracles. Take that Sabbath day in Capernaum as an example. In the morning in the synagogue he healed a demoniac. In the later part of the day he healed Peter's mother-in-law. Then, as the sun was setting, there came to him all in that city that had maladies of any kind, and he healed them all. A wonderful day that, for Capernaum. No wonder that later on he referred to that city as exalted to heaven. His miraculous power manifested itself over disease of every kind. No malady was unreachable by him. The three characteristics of his healing ministry were, first, it was instantaneous--there was no period of convalescence. Deathly sick one moment--perfectly well the next; this was the history of each patient. (One exception there is to this, and that is of the man who needed two touches to cure his blindness (Mark 8:24.) Was the man's faith at fault?) Second, it was perfect--there were no signs of weakness left and no relapses. How unlike the frequent experience under even the best of modern physicians! In the third place, it was all _without money or price_. #130. His Power# was equally great over death. He called, and Lazarus came forth; he took the dead maiden by the hand and she arose. He spoke to the young man on his bier and he responded. His power extended to the spirit world, for he commanded evil spirits to come out of men, and they obeyed. Nature obeyed his voice, as when he spoke to the winds and the waves and they were hushed. Man, nature, and the spirit world all recognized his power and yielded swift obedience. No wonder that his popularity was immense under these circumstances. It would not be possible to exaggerate the exciting scenes through which he passed during this year. Men thronged around him so violently, and crushed together to see and hear him so vehemently, that many were thrown down and trampled on. Wild cries must have come from the masses of people who so excitedly pressed near to him. They actually broke up the roof of one house so as to get into his presence the patient for whom they craved his services. He had not time so much as to eat in peace, as they gave him no respite (Mark 6:31). #131. His Miracles as Lessons.#--All these miracles of his were in reality also object-lessons to lead men to an apprehension of things invisible and spiritual. If he healed a man born blind, it was to make men see that they needed spiritual sight. If he touched the deaf man's ears and made him hear, what was this but an object-lesson showing that they woefully needed spiritual hearing? And if he raised the dead, this, too, was to teach a great spiritual truth, namely, that he was the resurrection and the life. #132.# In all this wonderful life we are glad to note how much of happiness must have come to the Master as he saw the sick made instantly well. At the same time his gift of healing sometimes brought to him exquisite sorrow, as in the case of the ten lepers, nine of whom did not think it worth their while to go back to say, "Thank you." It was at this time in his ministry that the Master began to bid men whom he helped hold their peace, for there was really danger that the excited throngs would develop into uncontrollable mobs, and that the Roman government would find it necessary to interfere. #133. His Teaching# was apparently less important than were his miracles, though it was really more important. If we could have only the miracles, or the teaching, we would at once take the teaching. The miracles were chiefly temporary in their effect, while the influence of the teaching is eternal. In view of the fact that, as noted in Lesson 2, we have so few of his words recorded, we may well wonder at their power. As he said, "the words that I have spoken unto you are spirit, and are life" (John 6:63). #134.# His teaching was characterized by its #boldness#. He taught them as one who had authority, for he knew by inward experience the truth of all that he uttered. The Scribes were more like parrots, for they repeated the opinions of those who had gone before them, and had no true vision of things spiritual. Jesus, on the other hand, did not hesitate to quote passages from Moses, and set them aside, on his own authority. He had larger vision than had the great lawgiver, and he was well aware of that fact. "Ye have heard that it hath been said--but I say unto you," such was his confident manner of teaching. And the results of his teaching have fully substantiated his claim. #135.# In his teaching he was #infinitely tender# with confessed sin, but at the same time he was equally stern against professed holiness. No more terrible words have ever been spoken than those of the Master against the Scribes and Pharisees, on account of their hypocrisy. To read them with any adequate conception of the occasion is to feel almost terrified at their vehemence. On the other hand, no zephyr was ever more gentle than were his words to those who felt their sin and wished to abandon it. #136.# In his teaching he #made much use of parable#, for this was in reality a picture, and he knew that pictures convey truth and are remembered longer than any other form of speech. What an array of pictures his parables have hung in the galleries of our memories! Prodigal Son, Good Samaritan, Ten Virgins, Lost Sheep, Unjust Judge--what are these but pictures that we cherish, and from which we gain eternal truths of the most precious nature? #137.# His teaching for the most part revolved around the idea of #the Kingdom of God on Earth, and Himself as its Center#. Let the student look up all the parables of the Kingdom and he will realize the truth of this statement. The reason why even his nearest disciples misunderstood him so, and thought that this kingdom was to be like that of David, was that they did not put the emphasis in the right place. They thought of "The _kingdom_ of God," while he thought of "The Kingdom of _God_." There is a great difference between these two forms of emphasis. The one led them to ask for places on his right and left in his kingdom; the other emphasized the truth that the Kingdom of God is within you. Thus in the midst of great excitement, this year of popularity was spent. Tours through Galilee were like triumphal processions, and the throngs were never weary of crowding on him and the disciples. Alas! that the people should not have better appreciated the inwardness of his mission, but should have taken in only that which was temporal and not eternal! Test Questions What is the second year of our Lord's life called? Where was it for the most part spent? What two chief characteristics marked this year? Over what did the Master show his power? Name the peculiarities of his healings. Of what may the miracles be said to be object-lessons? Which was more truly important--his miracles or his teaching? Why? What two characteristics did his teaching possess? Why did he make so much use of the parable? Around what thought did most of the Lord's teaching revolve? Why did the disciples so misunderstand him? Lesson 5 The Year of Opposition New Testament Division--Second Period (Continued) -----------------------+-----------+----------+----------+--------- EVENTS | MATTHEW | MARK | LUKE | JOHN -----------------------+-----------+----------+----------+--------- Sea of Galilee. Return | | | | of the Twelve, etc. | 14:13-21 | 6:30-44 | 9:10-17 | 6:1-14 | | | | Jesus Walks upon the | 14:22-36 | 6:45-56 | ... | 6:15-21 Water. | | | | | | | | Discourses, etc. | 15:1-20 | 7:1-23 | ... | 6:22-71 | | | | Northward Journey. | | | | Region of Tyre and | | | | Sidon (1, 2). | 15:21-28 | 7:24-30 | | | | | | Return to Eastern Side | | 7:31 to | | of the Lake, etc. (3). | 15:29-38 | 8:9 | | | | | | The Lake Crossed. A | 15:39 to | | | Sign from Heaven | 16:4 | 8:10-13 | | Demanded (4). | | | | | | | | The Lake Recrossed. | | | | The Leaven of the | 16:5-12 | 8:14-21 | | Pharisees (4). | | | | | | | | A Blind Man Healed. On | | | | Way to Bethsaida (4). | ... | 8:22-26 | | | | | | The Confession of | 16:13-38 | 8:27 to | 9:18-27 | Peter, etc. | | 9:1 | | | | | | Mount Hermon. The | | | | Transfiguration (5). | 17:1-13 | 9:2-13 | 9:28-36 | | | | | Healing of the | 17:14-20 | 9:14-29 | 9:37-43 | Demoniac Boy. | | | | | | | | Prediction of Death | | | | and Resurrection. | 17:22, 23 | 9:30-32 | 9:43-45 | | | | | Arrival at Capernaum, | 17:24 to | 9:33-50 | 9:46-50 | etc. (6). | 18:35 | | | | | | | Jerusalem. Jesus | | | | attends the Feast of | ... | ... | ... | 7:1 to Tabernacles (7, 8). | | | | 8:59 | | | | Return to and Final | | | | Departure from Galilee | | | | (9). | 19:1, 2 | 10:1 | 9:51-56 | | | | | Mission of the | ... | ... | 10:1-37 | Seventy, etc. | | | | | | | | Bethany. Visit to | | | | Martha and Mary (10). | ... | ... | 10:38-42 | | | | | Healing of a Man Born | | | | 9:1 to Blind, etc. | ... | ... | ... | 10:21 | | | | Jerusalem. Jesus at the| | | | Feast of Dedication. | ... | ... | ... | 10:22-42 | | | | Retirement to Perea. | | | 11:1-13; | Discourses, Parables, | ... | ... | 13:10 to | etc. (11). | | | 17:10 | | | | | Bethany. Raising of | | | | Lazarus (12, 13). | ... | ... | ... | 11:1-46 | | | | Withdrawal to Ephraim | ... | ... | ... | 11:47-54 (14). | | | | | | | | Samaria. Healing of | | | | the Ten Lepers (15). | ... | ... | 17:11-19 | | | | | Discourses, etc. | 19:2 to | 10:2-45 | 17:20 to | | 20:28 | | 18:34 | | | | | Near Jericho. Healing | | | | of Blind Men (16). | 20:29-34 | 10:46-52 | 18:35-43 | | | | | Jericho. Visit to | | | | Zaccheus, etc. | ... | ... | 19:1-28 | | | | | Bethany. Anointing by | 26:6-13 | 14:3-9 | ... | 11:55 to Mary (16). | | | | 12:11 -----------------------+-----------+----------+----------+---------- #TIME.#--A. D. 29 to A. D. 30. #PLACES.#--Capernaum, Tyre and Sidon, Decapolis, Caesarea Philippi, Mt. Hermon, Galilee, Jerusalem, Eastern Bethsaida. [Illustration: PEREAN MINISTRY Copyright, 1898, BY JOHN D. WATTLES & CO. The figures attached to the journeys refer to events mentioned in the first column on the opposite page.] The Incomparable Life (Continued) #138. The Year of Opposition.#--Our Lord's year of popularity waned much after the miracle of the feeding of the five thousand. This miracle stirred the people to the very height of enthusiasm. Now, they thought, we have one who is worthy to be our king. So intense was this conviction that they wanted on the spot to proclaim him king, and raise the standard of revolt against Rome (John 6:15). Even the disciples seem to have been infected with this mad thought, for he "constrained" them to go away (Matt. 14:22). On the day following, however, the multitudes found him again, and tried to persuade him to repeat the miracle of feeding. This he refused to do. He tried to make them understand that he had better bread for them, even the bread of life. But what they really wanted was only bakers' bread. They thought that if Moses fed the people for forty years for nothing, their Messiah should do even better than that. So, when he refused to be to them a "commissariat department," they at once forsook him. "Many" of his disciples "went back" at that time. For all of this read John 6:22-71. At this moment it was that Peter comes so grandly to the front and makes his confession. When we see Peter later on denying his Master, let us bear in mind his bold stand taken at this juncture. #139. Opposed by the Pharisees.#--During all this year of popularity the Pharisees were dogging the footsteps of the Master, as spies dog the criminal. Of these Pharisees there were at this time, in Palestine, about 6000. They were the ecclesiastical leaders of the people, and this makes their opposition all the more ghastly. They, who should have led the people aright, led them astray. The grounds of their opposition were manifold. Among others were the following: (1) They opposed him because of their _own intense pride_. They were those who sought glory one of another, and so they could not believe in him (John 5:44). His aims and theirs were so widely apart that they could not even understand him. To them the glory that cometh from God had no attractiveness. So they opposed him who was meek and lowly. (2) They opposed him on account of _his humble origin_. He was only a carpenter's son, and so to them was of no account. Had they made due investigation, they would have found that he came of the line of David, their great king. But they did nothing of the sort (Matt. 13:55-58). It was an offense to them that he came from among the lowly, and not from some of the aristocratic families of the land. His lack of training in the schools seems to have nettled them, so that they exclaimed in disgusted surprise, "How knoweth this man letters, having never learned?" (John 7:15.) (3) They opposed him bitterly, on account of _the company that he kept_. In contempt they said, "This man receiveth sinners, and eateth with them" (Luke 15:2). And they continually complained that he was a friend of hated publicans and sinners. They could not understand at all that the very grandeur of his mission consisted just in this, that he came to call sinners to repentance. Their complaint, as given in Luke 15:2, called forth from him three of the grandest parables that we have, namely, those of the lost silver, the lost sheep, and the lost son. Especially were they angered because he had taken into the number of his disciples the hated Matthew, the tax-gatherer. (4) They opposed him again because of his _failure to observe the Sabbath_ in the manner prescribed by themselves. They had made the day one of weariness to the flesh, and had passed by deeds of mercy and helpfulness. So when he healed the man at the Pool of Bethesda and the man born blind, on the Sabbath, they took counsel how they might destroy him. While they themselves would pull out a sheep or an ox from the pit on the Sabbath, they criticized him for healing men on that day. This brought forth from him stern condemnation, which, of course, did not mollify their feelings toward him. (5) Furthermore, they opposed him because he _declined to observe_ certain minute regulations of the law concerning washing of hands and the like. These regulations they had laid on men's shoulders, but they were not at all Divine ordinances. This is why he said, in his denunciation of them, "they bind heavy burdens and grievous to be borne, and lay them on men's shoulders, but they themselves will not move them with their finger" (Matt. 23:4). (Read the whole of Matt. 23, and you will understand better who and what these men were who were opposing the Master.) Once more, they opposed him because he had made such friends of the common people and had not in any way bowed down to them, as the leaders of the people. The common people heard him gladly, and that angered them. "This multitude who knoweth not the law are cursed" (John 7:49). They were furious because the whole world seemed to have gone after him, while they themselves were left in the background. This was galling to their innate pride. (6) What made their opposition all the worse was that though they could not deny his miracles, they went so far as to ascribe them to the agency of Satan. "He hath a demon, and is mad: why hear ye him?" is what they exclaimed (John 10:20). The Pharisees said, "By the prince of the demons casteth he out demons" (Matt. 9:34). So they dared to ascribe to demoniac possession the deeds of him in whom the Spirit dwelt without measure. It was this ascribing to the spirit of darkness of the works of the Holy Spirit that brought forth from the Master his statement concerning the unpardonable sin. It really consisted in ascribing to the Holy Spirit the works of the prince of darkness. #140. Away from the Crowds.#--After the miracle of the feeding of the five thousand, the Master was mostly in out of the way places, such as Cæsarea Philippi, Decapolis, and the coasts of Tyre and Sidon. He feared lest the Galileans, if he wrought more miracles among them, would raise insurrection, and so bring on him the power of the Roman government. This would have ruined his mission to this earth. For about six months after the miracle of the five thousand he tarried in Galilee and its immediate vicinity before he started on his final journey to Jerusalem. It was during these six months that the transfiguration took place. Test Questions What event closes the year of popularity? What action did the people wish to take in consequence of the miracle of the feeding of the five thousand? What sign have we that even the disciples were infected with this spirit? What did the people wish Jesus to do on the following day? When he declined what did the people do? All this time, what was the attitude of the Pharisees? How many of these men were there at this time in Palestine? Give the first ground of their opposition to him. Give the second ground of their opposition. Give the third ground. Give the fourth and the fifth ground assigned for their opposition. To what did they ascribe his power of working miracles? Where did the Master stay for the next six months? What marked event took place during these six months? Test Questions for Review Lessons 1 to 5 1. How long an interval of silence between Old and New Testament? 2. Give the limits of each of the five periods of New Testament history. 3. How may the life of Christ be divided? 4. What was the threefold nature of Jesus' temptation? 5. What is meant by the year of obscurity? 6. With whom did Jesus have a most noteworthy interview in Jerusalem? 7. What is the second year of Christ's life called? 8. Where was it for the most part spent? 9. Why did Jesus use parables so much? 10. Around what thought did most of his teachings revolve? 11. What were the five grounds given for the opposition of the Pharisees? 12. Where did the Master stay for six months after the year of popularity? Lesson 6 The Closing Week New Testament Division--Second Period (Continued) -----------------------+-----------+----------+----------+---------- EVENTS | MATTHEW | MARK | LUKE | JOHN -----------------------+-----------+----------+----------+---------- Triumphal Entry into | 21:1-11 | 11:1-11 | 19:29-44 | 12:12-19 Jerusalem. | | | | | | | | Cursing of the Fig | 21:18, 19 | 11:12-14 | | Tree. | | | | | | | | Second Cleansing of the| 21:12-17 | 11:15-19 | 19:45-48;| Temple, etc. | | | 21:37, 38| | | | | Fig Tree Withered Away.| 21:20-22 | 11:20-25 | | | | | | Discourses, etc. | 21:23 to | 11:27 to | 20:1-47 | | 23:39 | 12:40 | | | | | | The Widow's Two Mites. | ... | 12:41-44 | 21:1-4 | | | | | Greeks Seek to See | ... | ... | ... | 12:20-36 Jesus. | | | | | | | | Unbelief of the Jews. | ... | ... | ... | 12:37-50 | | | | Prediction of the | | | | Destruction of the | | | | Temple. | 24:1, 2 | 13:1, 2 | 21:5, 6 | | | | | Discourses, Parables, | 24:3 to | 13:3-37 | 21:7-36 | etc. | 25:46 | | | | | | | Conspiracy between the | 26:1-5, | 14:1, 2, | 22:1-6 | Rulers and Judas. | 14-16 | 10, 11 | | | | | | The Last Supper. | 26:17-35 | 14:12-31 | 22:7-38 | 13:1 to | | | | 17:26 | | | | Departure to | 26:30, | 14:26, | 22:39 | 18:1 Gethsemane. | 31-35 | 27-31 | | | | | | Agony, Betrayal, etc. | 26:36-56 | 14:32-52 | 22:40-53 | 18:2-12 | | | | Jerusalem. Hearing | ... | ... | ... | 18:13, before Annas. | | | | 14, 19-24 | | | | Night Trial before | 26:57-68 | 14:53-65 | 22:54, | Caiaphas. | | | 63-65 | | | | | Three Denials of Peter.| 26:69-75 | 14:66-72 | 22:55-62 | 18:15-18, | | | | 25-27 | | | | Formal Condemnation by | | | | the Sanhedrin; Jesus | 27:1, 2 | 15:1 | 22:66 to | 18:28 led to Pilate. | | | 23:1 | | | | | Remorse and Suicide of | | | | Judas. | 27:3-10 | | | | | | | Trial before Pilate. | 27:11-14 | 15:2-5 | 23:2-5 | 18:29-38 | | | | Jesus before Herod. | | | 23:6-12 | | | | | Condemned by Pilate. | 27:15-30 | 15:6-19 | 23:13-25 | 18:39 to | | | | 19:16 | | | | Jesus Led Away to be | 27:31-34 | 15:20-23 | 23:26-33 | 19:16, 17 Crucified. | | | | | | | | Calvary. The | 27:35-38 | 15:24-28 | 23:33, | 19:18-24 Crucifixion. | | | 34, 38 | | | | | Jesus on the Cross. | 27:39-56 | 15:29-41 | 23:35-49 | 19:25-30 | | | | Burial of Jesus. | 27:57-61 | 15:42-47 | 23:50-56 | 19:31-42 | | | | Guard at the Sepulcher.| 27:62-66 | | | -----------------------+-----------+----------+----------+---------- #TIME.#--A. D. 30. #PLACES.#--Bethany, Jerusalem. [Illustration: MAP OF JERUSALEM AND VICINITY. Copyright, 1898, BY JOHN D. WATTLES & CO. With the Temple as a center a circle is drawn every quarter mile, to assist in determining distances.] The Incomparable Life (Continued) #141. The Passion Week.#--Our Lord arrived at Bethany on his last journey to Jerusalem on Friday before the Passover. On the following Sunday came the triumphal entry into Jerusalem. Reckoning from that day to the day of his resurrection, we have eight days. How important these days were in the minds of the evangelists may be seen from the amount of space they give to the narrative of these days. To the three years and more of his public ministry, the four evangelists give in all 55 chapters. But to the eight days spoken of, they give 30 chapters. It is most significant that had they told the story of his public ministry in as great detail, it would have occupied over 4000 chapters. This may be seen in part in the accompanying chart. | 3-1/2 years | 8 days | | 55 chapters | 30 chapters | +------------------------------------------------+-------------+ #142.# _Bear in mind_ that the ecclesiastics had by this time determined on his death. But they did not want that to take place on the feast day, lest there should be an uproar among the people, who believed on him. That is, they were afraid of a rescue (Matt. 26:5). Yet it did come on the feast day. The reasons for this are as follows: (1) His triumphal entry. The jubilation among the people angered them. They perceived that the people welcomed him, and that they prevailed against him not at all. Of course this was stinging to their pride, and they feared the outcome of this popular enthusiasm. (2) They were further angered by their failure to discomfit him in argument in the very presence of the multitude. Their effort to entangle him in his talk, as shown in Matthew 22:15-46, was a total failure, and they knew that the people rejoiced at their discomfiture. This was most galling to their pride as religious leaders of the nation. Add to this the terrific denunciation that Jesus poured forth on them, as told in Matthew 23:1-39, and bear in mind that this was in the presence of all the people, and you have an explanation of the resentment on their part. (3) Just about at this juncture Judas came with his offer, which to them must have seemed most timely. He knew where he could find the Master when the people would be absent, and they relied on their influence with Pilate to carry their scheme through swiftly, so that there would be no chance of any rescue. So, with this combination of circumstances, they determined to go ahead in spite of the fact of the approaching Passover. #143. The Trial.#--This was twofold. In the first place, it was an ecclesiastical trial. It was before Annas (informal), then before Caiaphas, and the Sanhedrin. Here the charges were all ecclesiastical. They were that he had spoken against the temple; that he had broken the Sabbath, and that he was guilty of blasphemy in calling himself the Son of God. These charges they could not prove, but that made no difference, for the issue was already determined in their minds. So they condemned him to death. But they had no power under the Roman government to inflict the death penalty. So they had to take him before the Roman Governor. This brings us to the second trial. This was political. Here the charges were entirely different from those on which they had condemned him to death. Now they charged him with forbidding to pay taxes, and with setting himself up to be a king, in rivalry with Cæsar. All this was false, and they knew it, but they cared nothing for that, so long as they could persuade Pilate to give them the desired verdict. Pilate repeatedly declared him innocent, as did also Herod, to whom Pilate sent him. But the ecclesiastics would take nothing but his death as their right. So at last Pilate weakly yielded, and gave sentence as they desired. #144. The scene at the cross# surpasses all description. Note who were there. Gentiles were there in the form of Roman soldiers. Jews were there in the persons of the ecclesiastics, who reviled on the cross him who for so long had gone about doing good. Even at this time they bore witness to his power, crying out, "He saved others; himself he cannot save." Had they put it, "He saved others, himself he _will not_ save," they would have been strictly within the truth. For he could have saved himself, since it lay within his power to call for twelve legions of angels, and they would have responded at once. Then where would the chief priests or even the Roman soldiers have been? #145.# There, too, were _the Apostles_, who were filled with despair at the fate of him who they had hoped would redeem Israel. Now their hope perished, and they gave way to dark despair. All his acquaintances from Galilee were there, the women beating their breasts for sorrow. Criminals were there as his companions in agony and shame. Yes, the scene at the cross was the most dramatic that the world had ever seen. For the time, the powers of darkness seem to have triumphed, and the best man in the world was nailed to the accursed cross. #146. The Penitent Robber.#--Yet even here a sudden ray of light divine breaks the darkness, and in the penitent robber we have the most wonderful record of the triumph of faith that the world has ever seen. How he was led out into the light of faith just at the moment that the faith of all others was eclipsed we cannot tell, but the fact remains. Note, all, even the Apostles, had given up faith in Jesus as the Messiah. But just at this moment, like the sun bursting through the dark thunder-cloud, we see the faith of this robber emerge, resplendent, for he recognized in the crucified man next him his "Lord." He also recognizes in him a king, for he speaks to him concerning his kingdom, to which he is about to go. More than this. The robber believes that it will be well with him in the next world if his dying companion in pain remembers him, and he also believes that he will be willing to remember him. What a most wonderful exhibition of faith this was, under the circumstances. At the moment when the powers of darkness were most triumphant the power of the Holy Spirit was also most clearly shown. And in response to all this faith comes the reassuring reply, "To-day shalt thou be with me in Paradise." #147.# At the cross, too, we may see the epitome of all men in their relation to sin and death, for while all three of the victims that day were brought to the cross by sin, they stood in very different relationships to sin. See, all died because of sin. But the impenitent robber died _in_ his sin. On the other hand, the penitent robber that day died _to_ sin. Jesus could do neither of these things, for he had no sin. But that day he died _for_ sin. This truth is set forth in the accompanying diagram, and is most suggestive. None but Jesus can die for sin, but all sinners must either die in sin or die to sin. [Illustration: HE DIED IN FOR TO __|__ __|__ __|__ | | | | | | | | | SIN] Test Questions When did our Lord arrive at Bethany? How do we know that the events of these eight days were of the utmost importance in the minds of the evangelists? Why did the ecclesiastics not want to put Jesus to death on the feast day? Give the first reason why his death came on a feast day. Give the second reason for this. Give the third reason for this action. State in what respect the trial of Jesus was twofold. What were the charges in the ecclesiastical trial? What were the charges in the political trial? What was the verdict of both Pilate and Herod about Jesus? State in detail who were present at the crucifixion. Give the story of the wonderful triumph of faith on the part of the penitent robber. What was the relationship of the three crucified men to sin? Lesson 7 The Forty Days New Testament Division--Second Period (Concluded) ---------------------+-----------+----------+----------+---------- EVENTS | MATTHEW | MARK | LUKE | JOHN ---------------------+-----------+----------+----------+---------- The Resurrection | | | | Morning. Women Visit | | | | the Sepulcher. | 28:1-8 | 16:1-8 | 24:1-11 | 20:1, 2 | | | | Peter and John Visit | | | | the Sepulcher. | ... | ... | 24:12 | 20:3-10 | | | | Appearance to Mary | | | | Magdalene. | ... | 16:9-11 | ... | 20:11-18 | | | | Second Appearance. | 28:9, 10 | | | | | | | Report of the Guard. | 28:11-15 | | | | | | | Appearance to Peter; | 1 Cor. | 16:12, | | Walk to Emmaus. | 15:5 | 13 | 24:13-35 | | | | | Appearance to Ten | | | | Disciples. | ... | 16:14-18 | 24:36-43 | 20:19-25 | | | | Appearance to Eleven | | | | Disciples. | ... | ... | ... | 20:26-29 | | | | Sea of Galilee. | | | | Appearance to Seven | | | | Disciples. | 28:16 | ... | ... | 21:1-24 | | | | Appearance to Many | | 1 Cor. | | Disciples. | 28:16-20 | 15:6 | | | | | | Final Appearance; | Acts | 16:19, | | Ascension. | 1:3-12 | 20 | 24:44-53 | | | | | Conclusion. | ... | ... | ... | 20:30, | | | | 31; 21:25 ---------------------+-----------+----------+----------+---------- #TIME.#--A. D. 30. #PLACES.#--Jerusalem, Galilee, Mt. of Olives. The Incomparable Life (Concluded) #148. The Forty Days.#--As it is unfortunately customary on the part of certain modern critics to deny the physical resurrection of our Lord, and to maintain that all that we know about him after his resurrection is that he was alive, it seems needful to give a whole lesson to these forty days. The critics above referred to claim that the disciples of Jesus _expected_ his physical resurrection, and, being ignorant and unlearned, they were easily deceived by the reports of the women. In reply to this unwarranted claim the following truths must be insisted on. #149.# _First truth._ The disciples never expected Jesus _to die_, least of all on the cross. Indeed, the general expectation was that the Messiah must abide forever (John 12:34). So when he spoke of his death, they did not even understand what he meant. (See Mark 9:32; Luke 9:45; Luke 18:34.) At one time when Jesus spoke of all this, Peter even ventured to rebuke him (Matt. 16:22). #150.# _Second truth._ From the above it is most apparent that they never _even thought_ of a resurrection (see Mark 9:10). When they saw him die, and knew from the physical signs of the blood and water that he was dead, they at once gave up all hope in him as the expected Messiah. This is apparent from the remark of the two to the Master as they were going to Emmaus (Luke 24:21). Their remark implies that now they had given up any such hope. But more than this. Had they thought of any resurrection, would they not have remained near the garden where his body was laid? Surely John and the Master's mother would not have abandoned that garden for Jerusalem. Nor would they have prepared spices for his final entombment had they had any reasonable hope of his resurrection. What took the women to the tomb on that Easter morning was not any remotest hope that they might find him alive, but only the completion of plans for his final burial. All this is apparent from the unvarnished narrative of all of the evangelists. Rightly read, the narrative reveals the one fact that they had not the least hope that they would ever see him alive in this world. #151.# _Third truth._ When the tomb was found empty on that Easter morning, even that did not awaken any thought that the Lord had risen. This is proved by the whole story of Mary on that day (John 20). All her thought was, where is _the body_? Even when Jesus appeared to Mary, she did not recognize him at first, so far was it from her thought that he could be living. And when the women reported to the disciples that they had seen him alive, their words seemed to the Apostles as "idle talk" (Luke 24:11). So when Peter and John ran to the tomb and found not his body, they simply believed that it had been taken away by some one, and not at all that he had risen from the dead, for as yet they knew not the truth that he must rise (John 20:9). #152.# _Fourth truth._ When the women were convinced that the Lord was really risen, still the men remained unconvinced. The two on their way to Emmaus did not recognize him, for they never thought that it could be he. Peter seems to have been convinced when the Lord appeared to him, but in that upper chamber, when they all (excepting Thomas) saw him, still they would not believe that it was really he, but thought that they saw a spirit (Luke 24:36-40). It took physical demonstration to prove to these men that he was really in their presence. No, they were not the "credulous" men that the critics would have us believe. #153.# _Fifth truth._ But as yet Thomas would not believe, and a whole week of arguing on the part of the other disciples did not move him. It took the personal appearance of the Master himself to convince Thomas that the others had not been deceived (John 20:24-29). All this is proof positive that the critics are wrong in this matter and that the evangelists are telling the simple truth about the physical resurrection of our blessed Lord. #154.# _Sixth truth._ If the body had not risen, but was still in the grave, it would have been easy for the Jews to disprove the story of the physical resurrection. All they would have had to do was to say, "Here we have the body, and to talk of resurrection under these circumstances is absurd." The concocted falsehood (Matt. 28:11-15) shows that the body was not in the grave. But for the disciples to steal it while the Roman soldiers were on guard was absolutely impossible. This is why money had to be given to the soldiers, and they made sure that Pilate would be "fixed" also, and so the soldiers be saved from punishment. #155. The Conclusion.#--No, the arguments offered to convince us that Jesus' body did not rise are all based on unbelief, and buttressed by false presentation of the whole case. To all these we simply respond, "Now IS Christ risen from the dead." The appearances of the Master, given in their order, so far as we can arrange it, are as follows: 1. To Mary at the tomb (John 20:11-18). 2. To the women as they were returning from the empty tomb (Matt. 28:9). 3. To Peter (Luke 24:34). 4. To the two walking to Emmaus (Luke 24:13-33). 5. To the ten in the upper chamber (Luke 24:36-48). 6. To the eleven in the upper chamber (John 20:26-29). 7. To James (1 Cor. 15:7). 8. To the seven, at the Sea of Galilee (John 21:1-25). 9. To the five hundred brethren in a mountain in Galilee (1 Cor. 15:6). 10. To the Apostles in Jerusalem (Acts 1). To these may be added his appearances to Paul, to Stephen, and to John on the Isle of Patmos. #156. The Ascension.#--At last we come to the final scene. We are on the Mount of Olives. He is there, and with him the eleven. As he blesses them, lo, he begins to ascend. In rapt amazement they gaze on his disappearing figure. Then a cloud intervenes, and he is lost to their sight. Still they gaze, hoping once more to see him, when they are aware that two strangers are with them. These men say to them that this same Jesus will return again in like manner as they have just seen him go. Satisfied with this message, they return to Jerusalem, there to tarry until they be endued with that power of which the Master had just spoken to them. How this power came and the results of its coming we shall see in the lesson on the Acts of the Apostles. Test Questions What explanation of the resurrection of the Lord do some critics give? In reply to this false contention, give the first truth. Give the second truth. Give the third truth. Give the fourth truth. Give the fifth truth. Give the sixth truth. Mention in their order the various appearances of our Lord to his disciples. What other appearances may we add to these? Describe the final ascent on the Mount of Olives. After his ascension, where did the Apostles go? For what did they then wait in the city of Jerusalem? Lesson 8 The Early Church New Testament Division--Third and Fourth Periods #The Pivotal Events of the Book of Acts.#--Pentecost--the bestowal of the Holy Spirit (Acts 2:1-47). The healing power given, as well as spiritual power (Acts 3:1-11; Acts 5:12-16). Persecution came to the disciples (Acts 4:1-22; Acts 5:18). The great persecution (Acts 6:1 to 7:60). The conversion of Saul of Tarsus (Acts 9:1-22; Acts 22:1-21; Acts 26:1-20). The gospel given to the Gentiles (Acts 10:3 to 11:48). Missionary work organized (Acts 13:1-3). The Council at Jerusalem (Acts 15:1-31). The gospel crossed from Asia to Europe (Acts 16:9). The first preaching at Philippi (Acts 16:14, 15.) Lydia the first convert. (The life of Paul is treated more fully in the next lesson.) #TIME.#--A. D. 30 to A. D. 51. #PLACES.#--Jerusalem, Damascus, Caesarea, Tarsus and Cilicia, Troas, Philippi. #SIGNIFICANCE OF EVENTS.#--Here the gospel ceases to be local in character and becomes universal--held no longer by national or geographical boundaries. Development of the Early Church #157. Importance of the Book.#--The Acts of the Apostles is the most important book in the New Testament, for if we were to lose one of the Gospels, we should still have three left, and if we lost one epistle, the others would still be ours. But if we had no "Acts," we should be left with no story of the ascension, (except Luke 24:51) and the next record would be Paul's letter to the Thessalonians. The whole story of Pentecost, and the spread of the Gospel, would be lacking, and, indeed, we should know nothing of the writer of the above-named epistle, nor how he came to write to the church in Thessalonica. We should have absolutely nothing to bridge over the gap between the ascension and this letter. [Illustration] #158.# In the Acts there are six pivotal events, on which all the rest of the story turns. Master these, and the whole story is clear. These events we give as follows: (1) _Pentecost._ This means power. It is suggestive that the Greek word translated power (Acts 1:8) is the one from which our word dynamite comes. Bear in mind the situation at the ascension. Here were fishermen and common individuals, to whom was committed the carrying of the gospel to all the world, yet they had neither education, nor wealth, nor social position, nor political influence. What an impossible task! What they needed, therefore, more than anything else, was power from above. It was this that Pentecost gave them, and that, too, in such measure that Peter won, in one day, more disciples for his Master than the Master himself had won in three and a half years. Thus the church was founded, and before long numbered in Jerusalem over ten thousand persons. (2) _Persecution._ At first persecution might seem to be a disaster to the church. As a matter of fact, it was a great blessing. There was danger that the believers in Jerusalem would forget that they were told to "begin" at Jerusalem, but were to go to Judea and Samaria, and as far as the ends of the earth. Up to the time of the persecution that arose about Stephen there is no sign that the church did anything outside of the City of David. So, in the providence of God, the cloud of persecution broke on them and they were scattered abroad. Most fortunate it is that then they did their duty, for we read that the disciples (except the Apostles who stayed in Jerusalem), went everywhere "preaching the Word" (Acts 8:1-4). This event marked the beginning of that spread of the gospel that has never ceased from that day to this, and never will cease, until the final victory is won. Through persecution it was that God stirred up the disciples, and forced them to do work that they seem, in their great joy over the truth, to have neglected. (3) _The conversion of Saul._ By far the most dangerous enemy of the infant church was Saul of Tarsus. How he worked, and how the church feared him, we shall see more in detail in our next lesson. Suffice it to say here that had he continued in his first course, the whole history of the spread of the Gospel would have been very different from what it was. From the standpoint of the truth of God, next to Moses, Paul was the greatest man who has ever lived. To have him on the side of the truth, instead of against it, was a great thing for the church of that day and for the church since that day. That which is of the utmost importance in the conversion of Saul is the fact that Jesus himself appeared to him, and in this way gave him, as it were, the Master's own sanction to act as one of the Apostles. As a matter of fact, the two most important miracles of the New Testament are the resurrection of the Lord and the conversion of Saul of Tarsus. (4) _The tearing down of the middle wall of partition._ This took place in Cæsarea, and to Peter was given the great privilege of tearing this wall down. What was this wall? (Eph. 2:14.) It was one divinely built centuries before. Up to the experience at Cæsarea (Acts 10) no Gentile might come into the church of God, excepting by way of the Gate of the Proselyte. He must submit to Jewish ordinances and customs before he could be one of the Covenant People. The Apostles themselves had no thought that the Gentiles ever could come into the church excepting in the usual way. Without circumcision, they believed no man could be acceptable to God. Now the time had come when this "middle wall" must come down, and to Peter was given the high privilege of accomplishing this task. But to convince Peter that the command was of Divine origin, it was needful for God to perform a double miracle, the like of which had never been seen. Therefore to Peter on the housetop at Joppa, and to Cornelius the centurion, in Cæsarea, God gave a vision, and when the two visions were brought together, they were found to match exactly. Then when the Holy Spirit came to the men at Cornelius' house, Peter was convinced that the middle wall was down, and that to the Gentiles as well as to the Jews the door was open on condition of faith in the Messiah. In this event and that of the church on the day of Pentecost, when Peter opened the door of the church to 3000 Jews, we see, in part at least (and in large part), the fulfilment of "the power of the keys" (Matt. 16:19). To exaggerate the importance of this breaking down of the middle wall is not possible, for had not that been done, we in this day would still have to become Jews before we could be members of God's church on earth. This action by Peter was afterward endorsed by the Council at Jerusalem (Acts 15:1-31), at which the apostle rehearsed his experiences in Caesarea. (5) _The organizing of missionary work by the church._ This was done in Antioch, as seen in Acts 13:1-3. In this action, guided by the Holy Spirit, the church at Antioch became the pioneer church in missionary labor. It is worth noting that the Holy Spirit chose for this missionary work, not the inferior members of the church, but their very best men. What an example to the church of later days! To this day we need not the lesser lights for missionary work, but the great lights of the church. Let the lesser lights burn at home, but the great lights be sent into the outer darkness to illuminate that. This is the Divine plan. (6) _The crossing of the gospel from Asia to Europe._ This took place from Troas to Philippi. It was in accord with the Divine plan (Acts 16:9). This army of invasion consisted of only four men, Paul, Silas, Timothy, and Luke. A feeble force, as viewed from the merely human standpoint; but a potent force viewed from the Divine position. The story is one of the most fascinating in all history. Noteworthy it is that in Europe the first two converts were women--Lydia was the first, and the poor woman possessed of a spirit of divination the second (Acts 16). This woman was under the control of a syndicate of men, who made gain from her misfortune. In these two cases we see a kind of prophecy of the work that the gospel does for womankind. All other religions degrade woman. Only the Christian religion puts her where God originally placed her, by man's side, as his helpmate. Alas! soon half of this army of invasion finds itself in prison on account of its beneficent work. Yet even here they make a conquest, and before morning the jailor, who put them in the inner prison, is himself a prisoner of the Lord Jesus Christ. An army with such a spirit as Paul and Silas had is practically invincible. Thus, the gospel started on its westward way, destined in due time to reach these western shores, then as yet unknown to the eastern world. Test Questions Why is the Acts of the Apostles the most important book in the New Testament? Name the first of the six pivotal events recorded in the Acts. To what danger was the early church exposed? About how many members did the church in Jerusalem have before the persecution broke out? Name the second pivotal event in the Acts. How did the scattered disciples show their great loyalty to the truth? Give the third pivotal event in the Acts. What fact in the conversion of Saul is of the utmost importance? Give the fourth pivotal event. What was this middle wall of partition? What was there remarkable in the miracles that God wrought to convince Peter that he was to tear the wall down? Name the fifth pivotal event in the Acts. What kind of men did the Holy Spirit choose for missionaries? Give the sixth pivotal event in the Acts. What significance is there in the first conversions in Europe? What notable victory did Paul and Silas gain in prison? Lesson 9 The Life of Paul New Testament Division--Third Period (Concluded) PRINCIPAL EVENTS #His Early Life.#--Born (as Saul) at Tarsus, in Cilicia (Acts 22:3), the date of his birth not being known. His trade was that of tentmaking (Acts 18:3), and this he found useful later (1 Cor. 4:12). He was educated under Gamaliel, a noted Rabbi (Acts 22:3; 5:34). #His First Appearance# in the gospel story is at the stoning of Stephen (Acts 8:3) and he became an active persecutor of Christians (Acts 9:1; 26:10, 11; 9:13). #His Conversion# took place on the road to Damascus (Acts 9:1-22; 22:3-13; 26:9-18). He went to Arabia (Gal. 1:15-17) and worked in Syria and Cilicia (Gal. 1:21). He was brought by Barnabas to Antioch (Acts 11:25, 26) and remained there a year. #His First Missionary Journey# began at Antioch (Acts 13:1-3) and is described in Acts 13 to Acts 15:35, when a return to Antioch was made. He was stoned at Lystra (Acts 14:8-19) and made a number of disciples (Acts 14:20-24). #His Second Missionary Journey# began at Antioch, where he and Barnabas disagreed (Acts 15:36-40) and is recorded in Acts 15 to 18:22. Timothy joined him (Acts 16:1-3), he heard the call of need from Macedonia; crossing to Europe (Acts 16:8-10) he planted churches (Acts 17:1-9; 18:1-17) and again returned to Antioch. #His Third Missionary Journey# began at Antioch, and is recorded in Acts 18:23 to Acts 21:26. It included a stay of three months in Greece, and ended at Jerusalem, where he made a report of his Gentile ministry (Acts 21:15-26). #His Voyage to Rome# began with arrest in Jerusalem (Acts 21:27-36). A plot to kill Paul failed (Acts 23:12-14). He was sent to Cæsarea and appeared before the Roman rulers (Acts 24, 25, 26), remaining there over two years (Acts 24:27). He suffered shipwreck (Acts 27:1-44), but reached Rome at last (Acts 28:1-31). #His Sufferings# are outlined in 2 Corinthians 11:25-28. #TIME.#--About A. D. 2 to A. D. 63. #PLACES.#--Tarsus, Jerusalem, Arabia, Damascus, Antioch, Cyprus, Perga, Antioch in Pisidia, Iconium, Lystra, Derbe, Malta, Galatia, Troas, Corinth, Athens, Caesarea, Rome. (Details of Paul's journeys are given in the Appendix.) #SIGNIFICANCE OF EVENTS.#--Paul bequeathed to his Christian posterity the record of a life unreservedly consecrated to service and a series of letters which set forth the philosophy of Christian belief in a manner that for simplicity and depth has never been surpassed. [Illustration] Paul--Persecutor and Preacher #159. His Birthplace.#--Saul was born in Tarsus in Cilicia, which was one of the university cities of that day. Unlike John the Baptist, therefore, Saul was a city-bred man, and this urban influence is seen in the illustrations of truth that he loves to use. They deal largely with city life. The influence, too, of a city is apparent in his mental make-up, for no one like Saul could be brought up in a university town without feeling the influence of his environment. #160. His Age.#--Exactly when he was born is not known. But all seem to agree that it was about the same time as our Lord, so that when Jesus was playing in the streets of Nazareth, Saul may have been playing in the streets of Tarsus. His parents evidently intended that he should be a rabbi, but before he went to Jerusalem, there to continue his studies, they had him learn the trade of a tentmaker (Acts 18:3). This trade was most useful to him in later days (1 Cor. 4:12). In Jerusalem he was under the instruction of a noted teacher named Gamaliel, (Acts 5:34), and Saul names him as his teacher in Acts 22:3. #161. He comes before us first# in the stoning of Stephen, where he cares for the garments of those who did the actual stoning of the first martyr. Then for a while he stands to the forefront in the bitter persecution of the new and hated sect of the Nazarene. For the fearful work that he did in Jerusalem read Acts 8:3, and Acts 9:1; for similar work done elsewhere also Acts 26:10, 11. How widely he was soon known as a ruthless persecutor we learn from Acts 9:13. On account of all this he was the most feared man in the world by all believers. #162. His miraculous conversion# took place on the way to Damascus on an errand of persecution. Of this we have one narrative given by Luke, and two given by the Apostle himself. (Acts 9:1-22; Acts 22:3-13; Acts 26:9-18). From the moment of his conversion, Saul was a changed man. That which he hated before he now loved, and for the sake of his newly found Master he was willing to suffer all the persecutions that he himself had up to that time meted out to others. As a consequence of his preaching in Damascus he was obliged to flee, and he went at once to Arabia (Gal. 1:15-17), where many think that he spent three years in the vicinity of Mount Sinai, where Moses and Elijah had learned so much. It may be also that before he comes to the front in the story told by Luke, he was in Syria and Cilicia, as mentioned in Galatians 1:21. #163. In connection with the revival in Antioch#, he is introduced by Barnabas, who went to Tarsus and got him to aid him in his work (Acts 11:25, 26). Here the Apostle remained for about one year, doing grand work for the church in that place. As we have seen in our lesson on the Acts, this was the church which organized the first missionary work, and sent Paul and Barnabas as their missionaries to other cities. Here begins #Paul's first missionary journey# (Acts 13:2). In all his work Paul aimed at cities, for he knew that there he could find men, and these were what he sought. This first journey took him to Cyprus, Perga, Antioch in Pisidia, Iconium, Lystra, Derbe, and back through Lystra, Iconium, Antioch, to Attalia, and back to Antioch in Syria. Let the scholar read the story as told in Acts 13 and 14. In Lystra it was that he and Barnabas were first deified--thought to be gods,--and not long after nearly killed by the inhabitants of that city. In Malta later on he was first taken for a murderer, and then later on deified. Paul is the only man in all the Bible history who had such varied experiences. #164. In his second missionary journey# he started once more from Antioch, and together with Silas made a tour of the cities touched in his first journey. Then they went into Galatia, and so on to Troas. Here it was that the vision of the man of Macedonia came to Paul, and the result was that they crossed over to Europe. In our last lesson we saw this army of four start on their journey across the Hellespont, they being destined to bring to Europe the gospel of the grace of God. For the narrative of this journey let the scholar look up carefully Acts 15:36 to 18:22. In this tour he remained for a year and a half at Corinth. The place where he found the least persecution was Athens, and there too he found the least real seriousness. The Athenians seem to have cared too little about religion to take the trouble to persecute. #165. The third missionary journey begins in# Acts 18:23, and the chief episode of this journey is that which took place in Ephesus (Acts 19, 20). In this city Paul remained for two years (Acts 19:10). Here was kindled the most remarkable bonfire that the world had ever seen, it being made up of books of incantation, that the idolaters were now willing to consign to the flames. #166. Paul's journey to Rome# really begins at Jerusalem, whither he had gone to take alms to his fellow-countrymen who were in distress. Here he was set upon and arrested, and then taken to Cæsarea, where he appeared before Festus, Felix, and Agrippa. Here he was delayed for more than two years. Then he was sent to Rome on trial for his life. In this voyage the great shipwreck occurred. (For further details of this wonderful life, the scholar is referred to Dr. Stalker's Life of Paul, a most wonderful and brief setting forth of the main incidents of the life of the Apostle.) #167.# In all this story of Paul's labors and sufferings there are great gaps. This is seen as soon as we compare his life, as given in the Acts, with one statement of his to the Corinthians, as given in 2 Corinthians 11:25-28. Put in parallel columns, so as to bring them out, the record is as follows: #Paul's Story# #Luke's Story# Five times whipped by Jews. Not one mentioned. Thrice scourged by Romans. Only one mentioned. Thrice shipwrecked. Not mentioned, for the shipwreck given in Acts was subsequent to those named. A night and a day in the deep. Not mentioned. #168. A Triumphant Life.#--Therefore, Paul was bound to the whipping-post _eight times_, and suffered shipwreck _four times_, while once he clung to wreckage for twenty-four hours before he could get to land. Yet in spite of all this he could exclaim, "Wherefore I take pleasure in weaknesses, in injuries, in necessities, in persecutions, in distresses, for Christ's sake: for when I am weak, then am I strong" (2 Cor. 12:10). And in spite of all that he suffered he could also cry out: "I have learned, in whatsoever state I am, therein to be content" (Phil. 4:11). It seems to us that if the Apostle had been asked, "Where did you learn this truly wonderful lesson?" he might have replied, "The whipping-post was my academy, and mobs with clenched fists and paving-stones were my professors. Fastings and perils in the deep were my college, and my midnight vigils were kept in the inner prison. Weariness and pain were my text-books, and kings and rulers my lecturers. Chained soldiers were my room-mates, a thorn in the flesh was my monitor, and Christ the crucified was Head-master." #169.# All agree that at last Paul suffered martyrdom in Rome, by being beheaded. So ended the life of the most useful man of that day, and the great leader in work among the Gentiles. Test Questions Where was Saul born? What distinguished Tarsus at that day? What trade did Saul learn, and how was it useful to him in after-life? When does he first come before us as a historical character? What kind of a life did he live after the martyrdom of Stephen? Give an account of his conversion. Where did he go from Damascus at once on his conversion? Give the outline of his first missionary journey. What remarkable experience did he have at Lystra? Give the tour of his second missionary journey. What was the principal city in which he wrought on his third journey? Give an account of his sufferings as given in his letter to the Corinthians compared with Luke's narrative. Where did Paul suffer martyrdom, and in what way? Test Questions for Review Lessons 6 to 9 1. What were the charges in the ecclesiastical trial of Jesus? 2. What in the political trial? 3. Name the persons who were present at the crucifixion. 4. Give the six truths concerning the resurrection. 5. Mention in their order the various appearances of Jesus to his disciples. 6. What other appearances may be added to these? 7. Describe the Ascension. 8. What are the six pivotal events recorded in Acts? 9. What fact in Saul's conversion is of the utmost importance? 10. What victory did Paul and Silas gain in prison? 11. Give the outline of Paul's first missionary journey. 12. Of his second. 13. Where did Paul suffer martyrdom and how? How the Bible Came to Us BY IRA MAURICE PRICE, PH. D. Professor of the Semitic Languages and Literatures in the University of Chicago. #1.# The English Bible is the Bible of the English-speaking world. It is used in several editions or translations. The most prominent of these are the Authorized, or King James Version (of 1611), and the Revised Version (of 1881-5), and the American Standard Revision (of 1901). The recent revisions are supplied with marginal references and notes, both to parallel and to explanatory texts. In addition to these citations we find frequent references to the Heb(rew), Sept(uagint), Vulg(ate), and Syr(iac) readings. That is to say, the translators of the English Bible refer the reader to some variant reading in one of the great Bibles of the ancient world, for some valuable explanation of, or variant from, the reading found on the page of the Bible being read. In other words, we see by the margins of our English Bible, that there are many old Bibles in different languages which scholars must study if they give us the best that can be produced. #2.# Every one who can read the Bible in English must recognize the fact that our Bible is only a translation from the language in which the books of both Testaments were originally written. The original language of the Old Testament is Hebrew with a few sections appearing in the Aramaic tongue; and the New Testament is Greek. Any translator who wishes to give us an English Bible that will be closest to the meaning intended by the original writers, must translate out of those two languages. If any of us has ever attempted to translate a language, he knows how difficult it is to transfer the exact thought of one tongue into another. #3.# The Hebrew language of the Old Testament is full of picture-thoughts. It is simple in construction, and has a very small number of words in actual use. It was the language of the Hebrew peoples during the time of their national existence, but degenerated into Aramaic some time after their return from the exile. The tremendous expressive power of the language is seen in the great sermons of the prophets, especially Isaiah, and in the poetry of Job and the Psalms. #4.# The founding and the growth of Alexandria under Greek influence led to an epoch in the history of the Bible. Facilities for trade and other reasons made this city attractive to the Jews. Greek, however, was the prevailing language of the community. Early in the third century B. C. the proportion of Greek-speaking Jews became so large that there was a call for their Scriptures in their adopted tongue. To supply this religious need of the Jews, the Hebrew Bible was translated (about 280-130 B. C.) into the Greek language. This Greek Bible contained all the books of the Hebrew Bible, and several other small books now called "the Apocrypha." #5.# This Greek Bible, now called the Septuagint ("Seventy"), so named because it was thought to have been translated from the Hebrew by "seventy" men, became the Bible of the Old Testament for the Greek-speaking world. In the time of our Lord it was largely used by the New Testament writers. It was quoted by them, and especially by Paul, almost everywhere. It was the Bible of the early Christian church until the conquest of Rome and the Latin tongue required a translation into Latin. These early Latin translations of the Old Testament were all made from the Septuagint. There were also some scholars in the church who, not being satisfied with the translation of the Septuagint, made translations of their own. These were of some value to scholars, such as that most famous of all Biblical students, Origen (186-254 A. D.) who were trying to construct the best Greek text of the Bible. #6.# The many and differing Latin translations that were current in the second, third, and fourth centuries led Jerome, a fully equipped and competent scholar, to translate the whole Bible from the original languages into good idiomatic Latin (384-405). His translation differed so much from those versions in general use that it was sharply and bitterly criticized by the less scholarly and more hostile enemies of progress. But the faithfulness of his translation to the original text commended it to the most thoughtful men of the Christian church, and before many centuries it became the Bible of the Latin-speaking and Latin-using world. That was the Bible adopted by the Council of Trent, April 8, 1546, as the official Bible of the Roman Catholic Church. With the exception of the Psalms, which is simply a revision of an old Latin Psalter, and the apocryphal books included in the collection, this is Jerome's translation, made 384-405, which was so drastically condemned when it first appeared. #7.# In northern Syria there was a body of Christians who used the Syrian language. Somewhere in the second century they made, or had made for them, a translation of the Bible to aid them in their Christian growth. The translation from Hebrew Old Testament into Syriac was a translation from one sister tongue into another, and was thus quite freely rendered. If one should to-day translate from Dutch into German, he would feel free to vary from the literal if thereby he thought he could help bring out the meaning of the original language. This Syriac translation, while a beautiful piece of work, was most too freely done to be of much value to scholars who are to-day trying to find out what the text could have been from which it was made. There are none of the Latin Bible apocryphal books in the Syriac version. #8.# These facts show us that the early Christian church in Egypt, Palestine, Syria, Asia Minor, and Europe used the Bible mainly in three versions, viz.: Septuagint Greek, Latin Vulgate, and the Syriac--all valuable, prominent texts. Of Greek texts there were several translations current among different branches of the early church. #9.# When the peoples on the outskirts of civilization became Christianized they also were provided with the Scriptures, translated into their tongues from one of the three or four great versions of that day. Thus we have the Bible in Arabic, Ethiopic, Armenian, Gothic, Slavonic and a lot of other border languages. #10.# The Bible was introduced into England very early in the Christian centuries, and it was one of the Latin versions current in the Western world. This was succeeded by the Vulgate Latin. Preachers and teachers were obliged to interpret this in the language of the native peoples. Some fragments of these interpretations, paraphrases, and translations remain to the present day, preserved in the Anglo-Saxon or early English tongue. In the fourteenth century, Wycliffe (1320-1384) gave us the first English Bible, translated, not from the original Hebrew and Greek, but from the Latin Vulgate,--a translation of a translation. This was received with slight favor by the churchmen of that day. #11.# Not until the sixteenth century do we have an English Bible translated out of the original languages of the Bible. After great opposition and severe trial Tyndale succeeded in printing in Germany and distributing in England an English New Testament translated from the Greek. But his books were confiscated, and burned in London by the church officials. Remaining on the continent and prosecuting his translation of the Old Testament he was finally kidnapped, imprisoned, strangled, and burned at the stake October 6, 1536--all because he translated the Bible into English so that the common people could read it. Within one year after his martyrdom his translation was published under another name by royal authority, the authority of Henry VIII. For several years English Bibles flowed from the presses of England and the continent in several editions, most prominent of which were "Matthew's," Coverdale's, and the Great Bible. A revulsion against Protestantism cut off Cromwell's head and gave Bible-popularity a setback. Edward VI (1547-3) espoused the cause of the Protestants, while Mary Tudor (1553-8) burned at the stake many of the best men of the times, such as Ridley, Latimer, and John Rogers. In the reign of Queen Elizabeth (1558-1603) Bible translation and publication, both Protestant and Catholic, made rapid progress. There were published the Geneva version (1560), the Bishops' Bible (1568), and the Rheims New Testament (Roman Catholic, 1582). Of all these the Geneva Bible became the most popular. #12.# Early in the reign of James I (1603-25) a movement was set on foot to provide a new and better English translation of the Bible. Most of the eminent Biblical scholars of England set to work and produced in 1611 the Authorized Version of the Bible; it is a model of good English and a very faithful translation of the original texts known at that time. #13.# Between 1611, the date of appearance of the Authorized Version, and 1870, the date of the beginning of a revision, a period of more than 250 years, scholars found a large number of very valuable manuscripts of the Bible, older and nearer the lost originals than any hitherto known. The English language, too, in that space of time, had changed in some important particulars. During this same period, several private attempts were made to give us a new and better translation than the Authorized Version. Several works were produced on the added new material of the new manuscripts now known to scholars. In fact, there was agitation toward a new translation on the grounds of the better Hebrew and Greek texts now at hand, of the more thorough and comprehensive scholarship available, and of the obsolete language of the Authorized Version. #14.# In 1870 steps were taken toward revision, and before many years both a British and American Revision Committee, made up of many of the leading British and American Biblical scholars, were at work. After ten years of most conscientious and careful effort the Revised Version of the New Testament appeared in 1881, and four years later, in 1885, the Old Testament appeared--thus completing a translation on the basis of the best manuscripts now known to the scholarly world. #15.# The American Revision Committee, not as conservative as the British in the retention of old terms, words and phrases, carefully revised the Revised Version and issued in 1901 The American Standard Revised Version--the best edition of the Bible in the English language. Test Questions 1. What are the three most prominent of the editions of the Bible in English? 2. What are the two original languages of the Old Testament? The original language of the New Testament? 3. What is a special characteristic of the Hebrew language? 4. What is meant by the Septuagint? 5. Who was the great translator of the Bible into Latin? By what church was it officially adopted? 6. Into what language akin to Hebrew was the Bible translated, and through the agency of what people? 7. What versions were mainly in use in the early Christian church? 8. Who gave us the first English Bible, and when? 9. Who first translated the Bible into English from the original Bible languages? 10. Tell the story of Tyndale's version. 11. What other editions were prominent at about that time? 12. What gave Bible popularity a setback? 13. What Bibles were published during the reign of Queen Elizabeth? 14. In whose reign and by whom was the Authorized Version produced? 15. Why was a revision deemed necessary? 16. In what year did the Revised Version of the New Testament appear? The Old Testament revision? 17. What body of men prepared the Revision? 18. Who prepared the American Standard Revised Version, and in general how does it differ from the Revised Version? The Gist of the Books The Old Testament--The Pentateuch #Genesis# The book of beginnings--the creation; the fall of man; the beginnings of the chosen people. #Exodus# The story of the _going out_ of the chosen people from Egypt to Canaan, with an account of God's dealings with his people in guiding them into national life. #Leviticus# Laws and ceremonies of the tabernacle for the priestly tribe of Levi, as a guide in their service. #Numbers# The book of the numbering of the people on two occasions--(1) At Sinai, in the second year of the wanderings; (2) On the Jordan, in the fortieth year. Containing the story of the wanderings, from Sinai to the countries east of the Jordan. #Deuteronomy# The repetition of the Law, to the people who had been born in the wilderness, as applied to the coming life in Canaan; appointment of Joshua to succeed Moses; the account of the death of Moses. Historical Books #Joshua# The story of the Conquest of Canaan; distribution of the land; locating tabernacle at Shiloh; and death of Joshua. #Judges# The story of Israel's political and religious decline after Joshua's death. "There was no king in Israel; every man did that which was right in his own eyes." A history of the Judges from death of Joshua. #Ruth# The link connecting the period of the Judges with the Monarchy, giving David's genealogy, and furnishing many instances of faith, and of the bringing of good out of evil. #1 and 2 Samuel# A continuation of the history of the Judges, telling of Eli and Samuel, and the story of Saul's anointing and reign, and the rise and reign of David. #1 and 2 Kings# The history of the kingdoms of Israel and Judah from the death of David to the captivity. The story of the conflict between Jehovah and Baal. The life-stories of Elijah and Elisha. #1 and 2 Chronicles# Giving matter supplementary to the preceding books; the temple ritual under David and Solomon; restoration of church and nation after captivity. #Ezra# The return of the captives under Zerubbabel; the rebuilding of the temple; the second return of captives in time of Artaxerxes Longimanus and Ezra's reformation of the people. #Nehemiah# The rebuilding of the city walls of Jerusalem under Nehemiah; reforms, civil and religious; restoration of Temple services; re-enacting of Mosaic law. #Esther# An episode in the history of the Israelites who remained in captivity, showing the overruling power of Providence. Poetical Books #Job# The story of Job's sufferings and patient endurance; the wisdom and power of God in dealing with him; his closing days of peace and prosperity. #Psalms# A compilation of songs of praise and devotion, used especially in the public worship of Jehovah. #Proverbs# A manual of practical rules of life setting wisdom over against folly--principally the work of Solomon. #Ecclesiastes# The story of a search for happiness in the things of the world, concluding with the emptiness of everything but the doing of God's will. #Song of Solomon# There are three principal views concerning the Song of Solomon or Song of Songs: (1) As a spiritual allegory, teaching God's love for Israel; (2) As an allegory with Christ as the Lover and his church as the beloved; (3) As the story of Solomon's love for the Shulamite. The Prophetical Books _The Major Prophets_ #Isaiah# Prophecies against Jerusalem; a forecast of Messianic days; the relation of the Jewish nation to its enemies; the disappearance of national distinctions, and the great future of the church. #Jeremiah# Warnings to the Jews; a survey of all nations; a promise of return from exile; prophecies regarding Egypt. #Lamentations# A pathetic ode, expressing Jeremiah's grief over the destruction of Jerusalem and its Temple, and the miseries of slavery and famine. #Ezekiel# Prophecies before and after the destruction of Jerusalem, exhorting to repentance; pronouncing God's judgment on the surrounding nations; and visions of the final glory of God's people in a new Jerusalem. #Daniel# The story of Daniel in Babylon, and particularly noteworthy because of its Messianic predictions. _The Minor Prophets_ #Hosea# Points out the unfaithfulness of Israel; the necessity for punishment; the final restoration of Israel. #Joel# A prophetical description of locusts, drought, and invasion, with exhortation to fasting, prayer, and repentance; a promise of blessing; a warning of the destruction of Jerusalem; a foretelling of the founding of Messiah's Kingdom. #Amos# Denounces sins of nations around Israel and Judah; describes the state of the two kingdoms, and pictures the coming of the Messiah and restoration of the people. #Obadiah# Predicts annihilation of Edom, and contrasts it with the future restoration of Israel, who are to possess Edom and Philistia, and enjoy the promises of the Messiah. #Jonah# The story of Jonah's mission to the Ninevites, his wilfulness, and God's love for the nations. #Micah# Depicts the fall of Israel and Judah; the better things to come; foretells invasions of Sennacherib and Shalmaneser, the dispersion of Israel, destruction of Jerusalem and Assyria, and the birthplace and kingdom of Christ. #Nahum# A _consoler_ from Jehovah, foretelling the downfall of Assyria, and repeating Jonah's denunciations of Assyria. #Habakkuk# Foretells destruction of the Chaldeans; utters song of praise for the power and mercy of Jehovah, with confidence in his mercy on his people. #Zephaniah# Prophetic warnings against Judah, and the Baal and Moloch worship, ending with reproofs to Jerusalem, and promise of final restoration. #Haggai# An arousement of the people to support Zerubbabel and Joshua (the high priest) in building the Temple. #Zechariah# Encourages the Jews to push on in building the Temple; foreshadows national history and the coming of the Messiah. #Malachi# Reproves the profanation of the priests in the New Temple, and foretells the appearance of the Messiah to purify the Temple. The New Testament--Historical Books #Matthew# The nature of the Kingdom of Heaven; the miracles to illustrate Jesus' teachings; the opposition of Pharisees; Jesus as the kingly Messiah. #Mark# Emphasizes the deeds of Christ, the mighty Saviour. #Luke# Sets forth the redemptive character of Christ. #John# Emphasizes the deity of Christ. #Acts# The history of the founding and extending of the Christian Church--under Peter and Paul. The Epistles--Pauline #Romans# The summary of God's dealings with mankind, from first adoption to sonship, showing sinfulness of human race; the way of salvation; the Christian's duty and privileges; the development of truth; personal messages. #1 and 2 Corinthians# (1) The church as it was at that time; reproof of the factional spirit; intercourse with heathen; words about the Lord's supper; resurrection of the dead. (2) The model pastor; thankfulness for the removal of evils against which Paul had written in the first letter; indignation at the arrogance of his opponents. #Galatians# The "magna charta of Christian liberty." Contains details of Paul's life. Salvation impossible through works of the law. Brief outline of plan of salvation as given in Romans. Its argument makes Christianity not a Jewish sect but a world religion. #Ephesians# On the Ideal Church. Written to strengthen those who had left heathenism, contrasting their present higher life with the former degradation. #Philippians# On the Ideal Christian. Written during Paul's first imprisonment in Rome--a letter of grateful affection, of joy over the Philippian Christians, and comment upon his imprisonment and prospects. #Colossians# On the Ideal Saviour. The supremacy of Christ as the source of all spiritual blessings; the stimulus of Paul's own example in pressing on to the truth; a warning against false teachings; the effect of sharing in Christ's resurrection. #1 and 2 Thessalonians# (1) Gratitude for their acceptance of the Gospel; the glories of resurrection and of the transformed body; (2) To correct an impression that the resurrection was near at hand; exhortations to perseverance, and appeals for the prayers of the Thessalonians. #1 and 2 Timothy# To counteract the Judaizing influence at work against Paul's views of Christianity, and to encourage Timothy in his duties, with directions as to public worship, and friendly counsel to Timothy. #Titus# Advice as to the course to pursue in helping the church in Crete to overcome degenerate state; church organization, qualification of elders, suppression of false teachers; personal words to Titus; the importance of good works. #Philemon# A letter of reconciliation on behalf of Philemon's converted slave Onesimus, by whom the letter was taken to Philemon. #Hebrews# Showing the superiority of the Christian over the Jewish dispensation, because its Author is superior to Moses; because the Old Covenant was incomplete; and warnings against relapses into Judaism. The Epistles--General #James# An Epistle of Faith. Addressed to Jewish Christians, on sincerity and patience; against hypocrisy, self-deceit, adulation of the rich, and contempt of the poor; on ruling the tongue; on false charity; and warning against trying to serve God and Mammon. #1 Peter# The first of two Epistles of Hope. As to earthly trials; a holy life; duty as citizens, slaves, husbands, wives; pastors and their duties. #2 Peter# Perseverance in faith and good works; punishment of the impenitent; certainty of the Second Advent. #1 John# The first of three Epistles of Love. A doctrinal discourse, especially to Gentiles in Asia Minor, aiming to show the true doctrine as to the Person of Christ, and communion with him as necessary to a holy life, and intended to confirm them in their faith. #2 John# "To the elect lady" (of whom nothing certain is known) and her children--an exhortation to love, faith, godliness, and a warning against false teachers. #3 John# To Gaius, of whom nothing certain is known, commending him for hospitality and piety, warning him against Diotrephes, and asking his help for Demetrius. #Jude# Remarkable for an otherwise unrecorded saying of Enoch (v. 14). Warns against false teachers. Cites examples of impenitence, and affirms certainty of judgment and punishment of the wicked. Prophetical #Revelation# The only prophetical book of the New Testament. The visions of John the Apostle on the Isle of Patmos, in his old age. THE PUPIL ANTOINETTE ABERNETHY LAMOREAUX LESSON PAGE 1. Knowing the Pupil 139 2. The Beginners Age--Three to Six 143 3. Beginners Age (concluded) 147 4. The Primary Age--Six to Nine 151 5. Junior Age--Nine to Twelve 155 6. Junior Age (concluded) 159 7. The Intermediate Age--Twelve to Sixteen 163 8. The Intermediate Age (concluded) 167 9. The Senior Age--Sixteen to Maturity 171 10. Maturity 175 Teaching Hints Leaders of classes, and individuals pursuing these studies apart from classes, are urged to read the chapter entitled "Teaching Hints," on page 259, before beginning this section Lesson 1 Knowing the Pupil #1.# There never was a time when so many people were students of human life as to-day. Professional men, business men, politicians, educators, parents, indeed the whole thinking world has apparently matriculated in a college of life. What is it, how does it develop, how may it be influenced, how led to action? These are typical questions to which answers are sought. There would be no value in this study were it not for the fact that life, like all other of God's creations, is under law, and the laws are unchangeable and universal. Certain causes will always produce certain results under normal conditions. #2.# Since these laws of life may be known, two conclusions follow: first, results which are desired in a life can be intelligently planned for; second, haphazard, ignorant work with a life becomes culpable in proportion to the issues at stake and the opportunity for acquiring skill in the work. #3. Why the Sunday-school Teacher should know the Pupil.#--Next to fathers and mothers, the duty of understanding life is laid most imperatively upon Sunday-school teachers. Four unanswerable arguments present themselves as proof. (1) _The issues are the most vital in the world._ The case the lawyer seeks to win is important, but the case the teacher seeks to win involves character, not reputation, and the outcome is eternal. (2) _A mistake with a life cannot be wholly rectified._ There is a best time for each phase of work with a life--a time to form habits and store memory, a time to shape ideals and to crystallize life purposes, a time to broaden sympathies and to lead to service; if this best time be passed, the results, if obtainable at all later, come with greater effort and with less success. (3) _The time is short._ Measured on the dial, an hour in a week or a lifetime out of an eternity is too brief to allow of one wasted moment, one experimental or ignorant touch upon a soul. But measured by the duration of a given opportunity the time is shorter still. Conditions in the life are constantly changing, never to return in the same way again. What is done in "buying up the opportunity," must be done quickly. (4) _Success is largely conditioned upon obedience to God's laws._ Only the Holy Spirit can make spiritual work effective, but he always operates in accordance with God's laws. There are conditions between the teacher and God which must be met before he can work, and conditions between the teacher and the pupil. These conditions or laws are not hidden and mysterious, but may be definitely known, and in proportion as they are obeyed will God have access to the soul of the pupil. #4. What the Teacher Should Know about the Pupil.#--Every teacher owes to God and to the life he seeks to touch a twofold knowledge: first, a knowledge of the general laws in all life, and second, a knowledge of the individual life of each pupil. (1) _General knowledge._ Since the purpose of this study of the pupil is to afford a general knowledge of life, four preliminary statements will suffice in this connection. (a) Life is constantly changing. This change is evident in growth or increase in size and development or increase in power. It occurs not only in the body but the soul as well, or that part of life which is not physical, and is a result of nourishing food and proper exercise. The Sunday-school has recognized this fact of change by its division of the life of the pupil into six periods, Beginners, Primary, Junior, Intermediate, Senior, and Adult. These periods mark different stages in development. (b) Each period has certain predominant characteristics and out of these characteristics arise definite opportunities and needs. To meet these opportunities and needs is the goal of work for each period. The final goal of developed Christian character can be attained only through reaching the goal of each period. (c) Development is gradual, constant and progressive. The soul comes into the world containing infinite but undeveloped possibilities. The unfolding is gradual and constant as the possibilities are called out by the needs of the life. There is also an order in unfolding. The soul develops power for simple mental processes first and for the complex later: interest in self first and in others later; consciousness of the natural first, the spiritual later. The teacher who knows God's order, obeys his laws and waits his time is the teacher whose seed sowing is reaped in the hundredfold harvest. (d) It is impossible to ignore the physical and mental side of the pupil and be successful in spiritual work with him. The lesson cannot reach the soul save by way of physical senses and a physical brain and mental processes identical with those necessary in apprehending a history lesson. The Holy Spirit applies the truth to the life but he has only so much to apply as has been received into the mind. Therefore pure air and bodily comfort, acute senses and obedience to the laws of the mind are as surely linked with spiritual work as prayer. (2) _Specific knowledge._ Though all lives possess the same general characteristics and are under the same general laws, no two lives are identical. Some unfold more rapidly than others, some have larger capacity and more latent possibilities than others and all are in differing circumstances. It is this variation that makes individuality, and the more perfect the adaptation of the teacher's work to the individual the greater the teacher's success. Again, each life is immeasurably influenced by its environment. No teacher can understand a pupil without knowing what has entered into his life. "I am a part of all that I have met." The home and the daily surroundings are the explanation of what the pupil is and an index to what he needs. This specific knowledge can come only through close personal observation and sympathetic intimacy with the pupil. In this intimacy is revealed the pathway to the heart, as it winds through ambitions and interests and love. Unless the teacher find this path to the tender, responsive place whose gateway each soul keeps for itself, the seed must fall on the stony ground where germination is impossible. Test Questions 1. Since laws of life are known, what two conclusions follow? 2. Give four reasons why the Sunday-school teacher should know the pupil. 3. What twofold knowledge about the pupil should the teacher have? 4. How has the Sunday-school recognized the changing life of the pupil? 5. Give three characteristics of development. 6. How may specific knowledge of the pupil be gained by the teacher? Lesson 2 The Beginners Age, Three to Six #5. General Characteristics# (1) _Absorption._ The Beginners period, together with the Primary, Junior, and Intermediate periods, is pre-eminently the absorptive time of life. As the possibilities of the soul begin to awaken, curiosity, imitation, imagination, feeling and all the manifold expressions of its power, they require food and exercise just as the body requires them to develop strength. Hence these years of most rapid development are the years of greatest hunger, physical and mental, of greatest capacity to receive and assimilate, and of greatest activity. (2) _Rounded development._ These periods are also the years of rounded development. Every part of the body is growing and every power of the soul. While development is not perfectly symmetrical and balanced, as for example, feeling developing strength before reason, imagination before self-control, it is nevertheless all-sided and requires in consequence nourishment and activity in every part. Conditions change as maturity approaches and development becomes more and more narrowed to a special line. The muscles of the blacksmith's arm increase in strength, the fingers of the violinist grow more flexible, the imagination of the poet more beautiful, the analytic power of the lawyer more keen, until physical and mental power begin to break; but, outside of the specialty, growth and development practically cease because of the cessation of nourishment and activity on other sides. #6. Special Characteristics# (1) _Restlessness_. This is the most restless period of all the Sunday-school life. A surplus of activity is generated in the body, and it must be expended if the child is to be in a healthy condition, as well as in a normal, happy mental state. But the outgo of this activity should do more than merely reduce pressure, as the escape of steam from a safety valve. It is a law of life that we both understand and retain most thoroughly the thing we do. This abounding activity is God's great provision for enabling the child to make his own that which he is receiving through his senses. It is handling and eating the apple that makes him understand what it is. It is playing that he is the father or the Sunday-school teacher, performing the act of helpfulness and love that enables him to enter into the meaning of these relations and duties of life. The problem of the Sunday-school teacher then is not "How can I keep the child still," but "How can I make this activity teach the child;" for, re-emphasizing the thought, "The child understands and remembers the action far better than the admonition." (2) _Imitation._ The activity of this period is distinctly imitative. Just as the child must learn to form letters by copying them before he can develop an individual style of writing, so he must learn right action by imitating it before he can be independent and original. Every time a child imitates an action he understands its meaning better, he fixes it more securely in memory and he also makes its repetition so much the easier. It is important, therefore, to note what he naturally imitates. In this period it is some definite act, not the spirit nor life of the actor. He does not aspire to resemble the character of the teacher, but he does try to speak and move and look as she does. As the action is performed, the life unconsciously but surely becomes like the one who is imitated. (3) _Curiosity._ Because the child has everything to learn God has made him want to learn everything. As physical hunger arouses an effort to supply the need for physical food, so mental hunger or curiosity arouses an effort to supply mental food. It is most active in the period of greatest absorption, when the life must store for future use. There are two points in relation to curiosity which it is important for the Sunday-school teacher to remember. (a) Its field of operation, or that toward which it is directed. Curiosity is selective, going out only toward those things in which the life is interested. In this period the child's interests are in activities in Nature and everyday life and in the things about him; but he desires to know only the simplest facts concerning them. What the object is, where it came from, and what it will do, usually satisfy his curiosity regarding it. The teacher, therefore, is guided in the selection of what shall be given the child in a lesson. (b) Its channels of operation or that through which it acts. The channels through which curiosity reaches out for knowledge and brings back the results of its search are the senses. Every waking moment finds them taking in sensations which are carried to the brain through the nervous system. The more perfect the senses in their working the more correct the message they bring. Failure to learn and inattention are usually caused by some defect in the senses or other part of the body. While an adult can arrive at new ideas through other ideas, the child must receive practically all his ideas through his senses. This guides the teacher as to the method of presenting the lesson. (4) _Fancy._ This is the early form of imagination, unleashed and untrammeled, which transforms objects, gives soul to inanimate things and creates for the child his own beautiful play world. (5) _Self-interest._ The beginner himself is the center of his little world. His thinking and his feeling revolve around his own personality, and his own advantage is the thing he constantly seeks. This is God's order of development. The consideration for others will follow later, but even now the child may be led into loving, unselfish acts through imitation and personal influence. (6) _Faith._ Perhaps the better term in the beginning would be credulity, for faith is confidence which has a basis in knowledge, and knowledge does not necessarily enter into a child's belief. Anything an older person tells him is accepted unquestioningly, no matter of what sort it may be. This means a great responsibility and an unequaled opportunity in the matter of religious instruction. The stories of God's power and the love of Jesus Christ are absorbed into the life, neither proof nor explanation being necessary nor indeed comprehensible. As the stories multiply in the home and the Sunday-school that which was credulity at first becomes genuine faith. The child does not reason that God will do because he has done, but a feeling of the Divine strength and love grips him and out of this feeling grows loving confidence in the One who first loved him. If a child passes through the Beginners department without this response, his teacher has been out of touch with her Lord. Test Questions 1. What are the age limits of the Beginners period? 2. What are the general characteristics of the Beginners Age? 3. What are some of the characteristics of these years of absorption? 4. What is meant by rounded development? 5. Name six special characteristics of the Beginners Age. 6. What is the purpose of a child's abounding activity? 7. What is gained by a child when he imitates an action? 8. What two points about a child's curiosity is it important for a teacher to know? 9. Who is the center of the little child's world? 10. By what means is true faith developed in a child? Lesson 3 Beginners Age (Concluded) #7. Opportunities of the Beginners Age.#--(1) _Shaping character through influence._ There are two ways of touching a life--the one through definite instruction, which must be understood to avail anything; the other through unconscious influence which is felt, not necessarily comprehended. The mind of the beginner is awake and active, but he can grasp little instruction beyond simplest facts about concrete things. Right and wrong, unselfishness, love, all the abstract standards and principles of life, he cannot comprehend intellectually, but he absorbs the influences that go out from them, and what is felt is always more powerful than that which lodges only in the head. During the first six years of life the child is peculiarly sensitive to every influence that comes to him out of his environment, and these,--not instruction,--determine what he shall be. No amount of teaching upon the subject of flowers and birds and trees can arouse the joy and gratitude which a drive through the country on a glorious spring morning awakens. No number of lessons upon self-control will make the impression upon the heart which the sight of it in another makes. The child cannot understand the nature and necessity of reverence, but he will feel it, if that be the influence of the Sunday-school hour. (2) _Shaping character through imitation._ The actions in this period which result from instruction are few compared to those which come from the instinct of imitation; therefore what the teacher is unable to do through precept she can accomplish through the power of example and story. (3) _Imparting simple spiritual truths._ These must be truths with whose earthly likenesses the child is familiar. This will make possible stories of God's power as Creator, his love and care as Heavenly Father, stories of Jesus as the loving Friend and Helper of little children, and the necessity of obedience to his commands. #8. Needs of the Beginners Age.#--If the opportunities of this period are to be realized, four things are necessary: (1) _A Christlike teacher._ While influences go out from everything,--people, circumstances, conditions, even inanimate, senseless things,--a human life radiates the strongest influence. It has a twofold effect upon a little child: he not only feels the influence, but it also moves him to imitate the person. He may forget the lesson, he may not have comprehended it at all, but he has absorbed the teacher during the hour and he will try to reproduce what she has said and done even to her very tone, expression, and manner. If his model be a gentle voice or a loving word, the very act of imitating it makes him gentler and more tender, and what exhortation may not secure, influence and imitation will bring. Therefore a teacher will do her strongest work with a beginner by being like Jesus Christ. (2) _A suggestive atmosphere._ Atmosphere represents the sum total of all the influences at a given time. The soft music of the organ, the dim light, the stillness, the attitude of prayer, all create an atmosphere to which reverence and worship are the natural response. In confusion and bustle, with loud voice and impatient movement on the part of the teacher, there could be only restlessness and irreverence and inattention on the part of the child. The atmosphere must suggest to the pupil that which the teacher desires from him, be he beginner or adult, for feeling and action are more influenced by atmosphere than admonition. The greatest work for the hour will have been accomplished if the child shall feel that the Lord was in that place, though he knew it not, intellectually. (3) _Right direction of activity._ The activity of the child may prevent his receiving any benefit from the instruction, or it may be the most effective means for fastening impressions. It is such a constant and prominent factor in the problem of the hour's work that the teacher must plan beforehand just how it shall be directed. In addition to opportunities for general movement, such as rising for songs, or marching, every thought given to the child should have some action immediately connected with it as far as possible, both to help him remember it and make it easier for succeeding actions to follow. For example if the lesson is upon helpfulness, each child should be led into doing something for his neighbor before he leaves. A prayer attitude should accompany prayer. As this is the rhythmic period, motions which the children themselves suggest may accompany the songs. The results of directing the activity into helpful channels will be found in better memory of the lesson and in the starting of right habits of action. (4) _An imitable activity in the lesson._ In simplest facts set forth in a story of a person, not in exhortation, the lesson must make vivid and attractive an activity which the child can imitate. The more realistic the portrayal, the more surely will the child attempt to reproduce it. #9. Difficulties in the Beginners Age.#--The difficulties of this period arise largely from the child's immaturity and are to be overcome by adaptation of methods and instruction. (1) _Restlessness and lack of self-control, making sustained attention impossible._ A program consisting of brief exercises, varied in character, full of interest, and permitting frequent movement, will meet this condition. (2) _Limited experience and scanty store of ideas._ This necessitates careful selection of teaching material, that spiritual truth outside the child's comprehension be not forced upon him, since he can grasp only that which is like something that he knows. (3) _A limited vocabulary._ This calls for watchful care in language, particularly lest a familiar word be used in a sense unfamiliar to the child. (4) _A conflicting home atmosphere._ When the child absorbs influences that lack Jesus Christ during seven days in the week, only a teacher filled with Divine life and power can effect counter-conditions more powerful in the brief time of her contact. #10. Results to be Expected in the Beginners Age.#--Summing up the results already suggested, the work in the Beginners department will make its impress upon the feelings of the child, primarily. He will have learned some truths about the Heavenly Father, and his Son Jesus Christ, and there is an intellectual value in these. But this value cannot compare with that of the love and trust which come unconsciously, yet really, into his soul, if the teacher has done her work with God. Test Questions 1. In what two ways may life be touched? 2. Give illustrations of what is known as "unconscious influence." 3. What methods accomplish more than precepts with Beginners? 4. What spiritual truths can be taught in this period? 5. Name four needs of the Beginners Age. 6. What is meant by "atmosphere"? How utilized? 7. How may the child's activity be given the right direction? 8. Name four difficulties in the Beginners period. 9. How may restlessness be overcome? 10. What special care is needed in the teacher's choice of words? 11. What are some of the results to be expected in the Beginners Age? Lesson 4 The Primary Age--Six to Nine #11. General Characteristics of the Primary Age.#--The Beginner is easily traced in the Primary child, but more developed and stronger. Two general characteristics may be specially mentioned: (1) _Broader interests._ Curiosity is increasingly active concerning things with which the senses come in contact, yet the child in the Primary period is able to reach beyond that which he can see or handle. He cares nothing for abstractions like missions, or patriotism, or temperance, but his interest is genuine in the people and actions back of the abstraction. It is a law of the soul that interest in a certain thing will extend to other things related to it. This makes it possible for the teacher to take the child far into the field of knowledge, provided the starting-point be something in which the child is naturally interested. (2) _Greater mental power._ While the child does not reason as an adult, he enjoys thinking for himself. The Primary teacher who gives him predigested lessons, tells him everything in the picture, asks no questions, and does not lead him on to arrive at any conclusions for himself, not only fails to obtain results that are possible, but really retards the child's development. Personal effort must precede increase of strength in soul as well as body. #12. Special Characteristics of the Primary Age.# (1) _Physical activity._ In place of the restlessness of the preceding period, activity directed toward more definite ends appears. It is very important that the activity be expended rightly, since its use in every action strengthens some one of the rapidly forming habits. (2) _Power of perception._ This is the ability of the mind to understand the sensations which senses and nerves send to the brain, or to interpret their meaning; as, for example, to know that the round yellow ball is an orange, or to recognize the different details in a picture. Perception grows constantly more quick and active as the child's store of knowledge increases. Two things must be remembered: (_a_) the teacher must be sure that the first idea of anything is the correct one, for it will be eradicated with difficulty, and upon it all future thinking in that line will be based; (_b_) since each sensation produces an idea embodying itself, and it is on these ideas that the soul is nourished, character must grow in quality like its food. "Tell me what you eat and I will tell you what you are." (3) _Memory._ The mind has greater power to retain that which is given to it than in the preceding period, though it holds these facts disconnectedly rather than related into systematic knowledge, as they will be later. But this power of retention must not be abused through storing memory with a quantity of useless material. That which is impressed upon the plastic, non-resisting cells of the child's brain ought to have some immediate meaning and value for the life at a time when the intellectual and spiritual needs are so many. (4) _Imagination._ This is the power of the mind to make living and real that which is not present to the senses. It is one of the most striking characteristics of the Primary period and one of the most important as well. The imagination works only with concrete things in childhood, making new objects out of the old, making the story and the mental picture as real as the tangible experience, making Jesus an actual present Helper and Friend. Later it will work with abstract ideas and ideals of life formed from the pictures it has cherished. #13. Opportunities of the Primary Age.# (1) _Character building through the mental picture._ Abstract ideas about which the mind reasons do not have power over the soul of the child. It is the vivid picture which imagination holds that arouses the feeling and impels the action. So great is the power of the picture that the teacher need not exhort and admonish concerning what ought to be done. She only need set forth the action in a story that appeals, and imagination will do the rest. While very many of these pictures come unconsciously to the child from his environment, it is the privilege of the teacher definitely and carefully to provide the highest type of mental picture through the well-selected story, in order to secure the finest action. (2) _Increased knowledge of Bible facts._ The lesson may contain more than in the earlier period, because the child's interest in details has increased and he has greater power of attention. It is important to note, however, in what the increase may consist. It is not in the number of truths presented in the lesson, but in the number of details concerning the one truth for which the lesson stands. Since the mind has developed new power to hold the impressions which are made upon it, Scripture verses containing fundamental truths, like God's love and care, the duty of love toward him and others, and the necessity of obedience may be given, with explanation, for memorizing. (3) _Service prompted through imitation and personal influence._ The activity should even now be tracing pathways in the brain that shall mean life habits of loving service for others. There is this difference, however, between service in childhood and later. The motives must now be supplied and strengthened by others; later the promptings will come from within. #14. Needs of the Primary Age.#--In addition to the needs mentioned in the Beginners period, and which still obtain, there are two to be especially borne in mind. (1) _The absolute necessity of knowing how to make spiritual truth live in story form._ The child can receive it in no other way, and there is therefore no substitute for a rightly prepared story given by a spiritually prepared teacher. (2) _The necessity for the child to learn obedience in the use of his activity._ This is to be secured not by force, but because the one to whom it is to be rendered wins it through love and the power of personality. #15. Difficulties in the Primary Age.#--There will still be difficulties in attention and in confining the instruction to that which the child can really grasp, but the greatest difficulty will center about the activity. Yet the whole problem will be solved with no harsh question of discipline if the child is kept constantly busy with that in which he is interested. #16. Results to be Expected in the Primary Age.#--If the teacher has met her opportunity, there will be growing love to Jesus Christ, the beginning of service for him, and deep down in the soul of the child an increasing store of material out of which life ideals are to be fashioned in the days to come. Test Questions 1. Name two general characteristics of the Primary Age. What years are included? 2. How are the child's broader interests shown? 3. What method of teaching can hinder the child's growing mental power? 4. Name four special characteristics of the Primary Age. 5. What is meant by power of perception? Illustrate it. 6. How may memory be abused? 7. What is imagination? 8. Name three opportunities of the Primary Age. 9. What does a well-defined mental picture lead to in the child's mind? 10. Why may a lesson contain more than in the Beginners period? 11. How does the source of motives toward service differ in childhood as compared with later life? 12. Name two needs of the Primary Age. 13. Name some of the difficulties. 14. What results may be expected? Lesson 5 Junior Age--Nine to Twelve #17. General Characteristics.#--A broad survey of this period reveals the fact that in a peculiar way God is preparing life for entrance upon the larger opportunities and responsibilities of maturity. There is new physical strength, new intellectual vigor, greater power of absorption and assimilation, a wider diffusion of interest. The curiosity of earlier years becomes a real spirit of investigation along lines of interest, and questioning, not alone to find out facts, but also foundations of belief begins to appear. The individuality of each child stands out more distinctly and emphasizes itself in two marked ways--first, the desire for prominence, and, second, an independence of spirit and action. Yet, with all this independence, the boys and girls are easily dealt with if authority is administered by one whose personality has commanded respect and love. #18. Specific Characteristics.# (1) _Energy,--physical and mental._ Though this has already been referred to in a general way, it must have special mention as one of the most marked and important features of the Junior period. Physical vigor is apparent in the force of bodily movements so trying to sensitive nerves--God's provision for the excess of nervous activity. It also appears in the type of games belonging to this period and the intensity with which they are played. The new mental power is evident in the ability to perform more difficult and complex mental tasks, to reason more clearly, and to attend more closely. (2) _Development of the social instinct._ These years mark the rapid development of insistent and insatiable desire for close companionship with others. There are no standards of attainment nor social distinctions according to which friends are chosen. The "gang" or the club is based entirely on kinship of spirit among those of the same age and sex. Often geographical lines enter in, and the boys of a certain street or district will band together, and not uncommonly be the sworn enemies of other gangs for no more valid reason than love of contest, growing out of the instinct of rivalry. But this martial aspect of gang life is not a characteristic of all the social tendency of the period. There is a drawing of child to child for peaceable purposes, the joy of common sympathies and interests and the fun of expeditions and good times together. This social awakening is God's plan for leading the life into larger relationships preparatory to taking its place in the world. What the companionship is in its influence upon character and ideals is the serious question for the home and the Sunday-school teacher. (3) _Hero-worship._ This is pre-eminently the hero-worshiping period, with all that means in incentive to effort, in patterns of life, in imitation, in character-building. In mature years, the ideal of life is either a composite from many lives or, if it be one individual, a dissected individual, certain qualities picked out for admiration and emulation,--and over the rest, a mantle of charity. This analysis of character and discrimination is possible only to an intelligent and developed life. The child accepts his hero in his entirety. Whatever he does is right and is the goal of effort in imitation. The physical element enters largely into the ideal of this period because of the prominence of the physical in the child's life, and, unhappily, physical and moral strength are not always balanced. Too much of the literature written to supply the ravenous desire of this age for reading portrays physical strength in criminal and in daredevil molds, and the moral side of the ideal is not only unfed, but perverted. The Sunday-school teacher must help the home at this point to supply the boys and girls, through books and living personality, with all the elements of worthy and imitable ideals, since the task of finally shaping these ideals lies in the years just beyond. (4) _Memory in the height of its power._ The broader the responsibilities to be assumed, the greater the demand upon the soul's resources to meet them. Just at the threshold of a larger life, the mind comes into its greatest power of retention. During the years from about nine to fifteen, conditions never to return so favorably make possible the fullest, broadest, and more accurate storing of the mind. The exact wording of a passage of Scripture is as easy to secure as the general sense of its meaning. Whole chapters do not tax the pupil beyond his mental ability. The mechanical, literal side of instruction, which deals with maps and names and facts about the Word, written and incarnate, should now be given. Held tenaciously and exactly in memory, they will reveal the spiritual treasure they contain to the larger spiritual vision of the next period. The careful selection and explanation of that which is to be memorized, so necessary in the preceding period, is not as necessary during these years. The enlarged experience of the child will make some meaning inhere in everything which is brought to him, so that it is not the dead weight it would have been earlier. Yet an abundant supply of food, intellectual and spiritual, for the present needs of an active, investigating, and tempted life must not be overlooked in eagerness to store for the future. (5) _Habit formation._ The two physical conditions necessary for habit formation, easily impressed brain cells, and activity making these impressions, are at their best during this period. Every time an act is performed, a nervous force passes through the brain, stimulating nerves and muscles to action, and leaving the trace of its passage. Each repetition of the action deepens the tracing, until little pathways are established, and the nervous force follows these naturally and involuntarily. Sooner than is realized the pathway is so deep that only by effort can a given thought or nervous stimulus express itself in any other way than by passing through the accustomed channels out into the old action,--and this is habit. The early stages are easy, usually unconscious, but any change when the path is deep and the cells hardened means greatest effort, and often unavailing struggle with self. The drunkard who in his sober moments implores the saloon-keeper to refuse him liquor, no matter how he may plead for it later, reveals the fact that habit or the tendency to follow the old brain paths may become stronger than desire and will and all outer human influence and incentives combined. Therefore the habit-forming period, when pathways may be traced in any direction, becomes one of the most responsible and wonderful of the life. Test Questions 1. What are some of the general characteristics of the Junior Age? The years included? 2. Name five specific characteristics of the Junior Age. 3. How does energy show itself at this time? 4. What are some of the signs of the social instinct? 5. What is the great purpose of that instinct? 6. How may hero-worship be used by the teachers? 7. What teaching material is peculiarly well suited to the memory-activity of this period? 8. What is the process by which habit is created? Test Questions for Review Lessons 1 to 5 1. Give several reasons why it is important for the Sunday-school teacher to know the pupil. 2. How may the teacher best come to know the pupil? 3. What are the special characteristics of children of the Beginners age? 4. How would you develop true faith in a child? 5. What is the difference between influence and precept? Illustrate both. 6. How would you guide a child's activity in the right direction? 7. What results may properly be looked for in the Beginners age? 8. What general difference is there between children of the Beginners and the Primary age? 9. Describe and illustrate perception, memory, and imagination. 10. What is the difference between children's and grown people's motives for service? 11. Mention several characteristics of the Junior age. 12. What is the social instinct, and how does it show itself? 13. What sort of teaching material is well adapted to the Junior age? Lesson 6 Junior Age (Concluded) #19. Opportunities of the Junior Age.#--No period offers opportunities bearing more directly and openly upon the formation of character than the Junior period, when manhood- and womanhood-to-be are so rapidly determining. Out of these opportunities five may be selected as most significant: (1) _The opportunity to gain spiritual ends through social means._ The more a teacher can enter into the fun-loving, companionship-craving side of the pupil's heart, the greater his power over that life for distinctly spiritual things. It is after the party or the picnic or the tramp together that the personal message can be spoken. (2) _The opportunity to arouse and to guide the pupil's effort through heroic ideals._ Sermonizing on what they should do is practically valueless with boys and girls of this age, for considerations of duty weigh little until the larger moral consciousness of the next period. Furthermore, they live but for the day, and do not appreciate the relationship between present action and future character. What they may do later as a result of their own convictions and understanding, they may be inspired to do now through the hero who has aroused their admiration and desire of imitation. (3) _The opportunity to establish right habits of life._ The pathways of service through which the Christian life ought to express itself must be definitely and painstakingly traced in this period and the next. Motives for the action may not be the highest, and must often be supplied by another. For example, the daily Bible reading that ought to be prompted by real love for the Word later may now be done for love of the teacher--or because the promise was given, but in any event it is leaving its indelible impress--and making the "Quiet Hour" more assured in the future. (4) _The opportunity to build Bible knowledge into character._ Impressions are necessary and effective in their place, but something more definite is needed for stability of character. The opportunity of supplementing impressions with facts is the one offered by this Golden Memory period. Two points should be noted: /# (_a_) The mind is growing in its power to associate facts. The association of events around a person or a place is easily made now, and toward the end of the period sequences of time and cause and effect are grasped. (_b_) The Holy Spirit can bring to the remembrance only that which has been in the mind. Therefore the teacher who stores the memory at this time with Scripture passages makes it possible for God to speak to the heart in later years. #/ (5) _The opportunity to lead to open confession of Jesus Christ._ This is not to force, it is not to play upon the child's emotions, and lead him to do that which has no foundation in a consciousness of his own relation to Christ, but something is radically wrong in the home and something lacking in the teacher's work, if the boys and girls do not really love the Lord Jesus in this period. They do not understand it all, but the essentials of a Christian life they may have,--love, faith, penitence for wrongdoing, and the desire to serve Christ. Their experience cannot be that of an adult, for they have not his insight. But just as surely as the love and caress of the child is precious and acceptable to a mother even before there can be any comprehension on his part of the sacrificial character of mother-love, so is child-love precious and accepted with the Master even before the child grasps the great spiritual contents. #20. Needs of the Junior Age.# (1) _The presentation of Christianity as something to do rather than to be._ The boys and girls do not live in inner experiences in these years, but in outward, energetic action; therefore, what they may do for Jesus Christ and others needs emphasis. This presentation also includes a Christ who appeals to boyhood and girlhood, the wonder-worker of Mark, the God-Man of Matthew and Luke, and the victorious King of Revelation. (2) _Opportunities for service._ These must be carefully devised by the teacher, with the twofold purpose of giving immediate expression to the desire to do something and leading to the formation of habits of Christian activity. (3) _Christian heroes._ The teacher ought to be a Christian hero himself. Out of missionary literature, out of the lives of great men who have lived, out of Bible characters, heroes must be multiplied. The Sunday-school lessons ought to be hero studies, not sermons. Heroic literature ought to be put into the hands of the children--either directly or through indirect suggestion in some curiosity-arousing reference to the story. This means the most effective type of instruction during all the week as well as Sunday. (4) _A lesson requiring work on the part of the pupil._ Telling a Junior class primary stories will deplete it in numbers and weaken it in strength. Assigned work to be prepared at home, questions, note-books, map-making, anything to stimulate and utilize the activity of mind and body through interest, not compulsion, is the great necessity of the lesson hour. #21. Difficulties of the Junior Age.#--Three difficulties may be encountered. (1) _A misdirected energy._ Energy means finest growth and development if it is under direction and control, but devastation otherwise. The key to the situation is in the teacher's personality, plus a plan for the hour's work, appealing to interest and calling for constant activity, either mental or physical, on the part of the pupil. (2) _Evil associates._ The teacher cannot guard the child through the seven days of a week; often the home does not, and in this new social interest there is a danger from evil associates. Better pastoral work by the teacher, a closer co-operation with the home, and substitutive--not prohibitive--measures avail much in meeting this difficulty. (3) _The enticement of bad literature._ This period and the next are the time of greatest hunger for reading and there is a real danger from the temptations of pernicious books. Satan has emissaries on the school-grounds and in the candy store, and boys and girls are his shining marks. The substitutive measures here again are the only wise and effective ones. #22. Results to be Expected in the Junior Age.#--The results of work in this period ought to appear in an increase in Bible knowledge, the strengthening of right habits and manly ideals of life, and back of it all the warm love of boyhood and girlhood for the Lord Jesus Christ. Test Questions 1. How may spiritual ends best be gained? 2. How may the pupil's efforts in right doing be aroused? 3. What is needed in this period in addition to impressions? 4. What essentials of the Christian life may the pupils readily have at this period? 5. What aspect of Christianity appeals most to pupils of this age? 6. What method of teaching should be substituted for story telling? 7. What three difficulties may be encountered in the Junior Age? 8. What results may be expected? Lesson 7 The Intermediate Age--Twelve to Sixteen #23. General Character of the Period of Adolescence.#--The Intermediate age ushers in a time known as adolescence, including the years approximately from twelve to twenty-four, during which life passes from childhood to maturity. The period is marked by the development of new physical powers, new emotions, new ideals and conceptions of life, and a new spiritual consciousness. The change from the old life to the new, from the narrow to the broad, from interests selfish and small to interests as far-reaching as the world and eternity, is often accompanied by more or less upheaval in the soul and this period of re-adjustment may be a time of "storm and stress." Two facts out of the many suggest the critical nature of adolescence: (1) During these years the pupil is most susceptible to the power of influence. It does not touch his life simply as an impression, but as an impelling, determining force inciting him to action. (2) Life rarely changes in its tendencies and character after full maturity has come. There is a physical reason for this in the hardening of the brain which fixes the pathways of habit and renders new lines of thought and action difficult. Therefore, in all probability as life emerges from adolescence will it enter eternity. #24. General Characteristics of the Intermediate Age.#--Many of the characteristics of the Junior age are still evident, though modified by fuller development. Physical energy has increased and the mind has greater power, especially in its ability to reason. No disillusioning has come to destroy the old hero-worship, but with even more intensity each life clings to that one who embodies its aspirations. The hunger for general reading reaches its climax in this period, to be succeeded by specialized interest in lines determined by the taste of the individual. Lacking still the self-control of manhood, breaking from the old life and dimly apprehending as yet the meaning of the new, under the domination of impulse and influence as well as of dawning conviction, the Intermediate age offers particularly trying problems with its great opportunities. #25. Special Characteristics of the Intermediate Age.# (1) _The functioning of new physical powers._ This is one of the most significant changes in the Intermediate period, because of its physical effects and its reflex influence upon the mental and emotional life. Severe temptations often have to be met, questioning and unwise introspection, and the teacher ought to be a confidential friend as well as instructor. (2) _A condition of instability and easy excitation._ The nervous system is abnormally sensitive and quickly disturbed. The mind is keyed to vigorous, intense, and often unbalanced thought, but it is in the feelings that the lack of poise is most manifest. Whether the teacher can assign causes or not, he is conscious that the emotions are a veritable tinder-box, easily kindled into a great fire by a very little matter. Superlatives, slang, and the highest pitches of enthusiasm are common experience, and because action and reaction are equal and opposite, periods of depression corresponding to those of exhilaration are almost inevitable. (3) _A new personal consciousness._ There are several marked evidences of its existence. (a) Care for appearance. In the beginning of this period, what others think is a matter of supreme indifference, but it is not long before a desire to appear well manifests itself. Solicitude as to one's personal looks is supplemented by anxiety over the condition of the home, the standing of the family, the social position and dress of the companions. Naturally, judgment of others is based on outward appearance rather than on real worth of character. (b) Desire for appreciation. An intense longing is experienced to have talents, accomplishments, wits, efforts--everything which pertains to self valued at par or above. For this cause there is frequent public parade of wares, as in the case of the smart youth or the girl who draws attention to herself by loud talking and laughter. The same longing works self-consciousness, embarrassment, and awkwardness in others who feel themselves deficient, neither class as yet apprehending the truth that character, not external show, wins the truest meed of praise from the world. (c) A sense of approaching manhood and womanhood. This makes the life sensitive beyond expression to reproof or criticism, particularly in public. It also explains the restlessness and desire to enter at once upon the life-work. (4) _Increasing Social Appetite._ The boy who said in answer to a remonstrance over his presence in the billiard hall and bowling alley, "A fellow has got to have fun somewhere," voiced the sentiment of all his confrères in the Intermediate period. The desire for good times is paramount, and its right indisputable in the conception of the young people. The delight in healthy outdoor sports continues with the athletically inclined, and ought to be fostered as a safety valve for surplus energy, a diverter of self-centered thought, and a tonic for excitable nerves. In the latter part of this period, however, the love of fun gives place to a love of functions, either the helpful sort of social commingling or the danger-filled type, marked by late hours, excitement, and overwrought imagination. This transition comes from a growing mutual attraction between the sexes which has succeeded the repulsion evident in the early part of the period. (5) _The Development of the Altruistic Feelings._ Though these feelings are not unknown to childhood, their vigorous development does not begin until the Intermediate period. The pupil now experiences an impulse from within to sacrifice for others and make his life a source of blessing. The new sense of God and his claims intensifies and vitalizes the desires. Unselfishness appears, interest in the welfare of others as well as self, and willingness to do for them even at personal cost. These are the feelings that make it possible to say "Brother," and to love the neighbor as one's self. They can come only as the meaning of life is better understood. They can remain only as they are given constant expression in action. (6) _A Spiritual Awakening._ Even though the pupil may be a genuine Christian, there comes to him at this time a larger consciousness of God and the soul's relation to him, and with it a call to full surrender. Whereas the childhood relation to God was based on feeling, there is now the element of will-power which must ratify by deliberate choice that which love has prompted. If the pupil is not a Christian, this awakening comes as God's call to accept Jesus Christ as Saviour and crown him Lord of the life as well. If the call is not heeded now, its tones grow less and less distinct, until, in the strident cries of the world, they may be silenced forever. Test Questions 1. What is meant by adolescence? 2. What is the general character of the period? 3. What two facts indicate the critical nature of this period? 4. What six special characteristics mark this period? 5. What two signs of personal consciousness? 6. What desire is paramount at this time? 7. What is meant by altruistic feelings? Describe their development. 8. What new element now enters in to affect the relation to God? Lesson 8 The Intermediate Age (Concluded) #26. Opportunities of the Intermediate Age.#--There is a significant difference in the purpose of the opportunities presented during childhood and during adolescence. If they were to be summed up in key-words, that for childhood would be absorption; for adolescence, adjustment. The opportunities of childhood converge toward supplying the soul with material needful for growth--influences, impressions, and a mass of facts more or less unconnected in the beginning. But this is only the first step in character building. These materials must be arranged, facts must be related to one another, and the life must be related to other lives in real interest, sympathy, and service. This process of relating fact to fact, life to life, and each soul anew to God is the paramount task of adolescence, even though absorption continues with almost unabated strength. Analyzing the opportunities which are presented to the Intermediate teacher in this new adjustment of life, three stand out prominently: (1) _The opportunity to foster high ideals._ Whether it be consciously defined or not, every one has that toward which ambitions and effort go forth, and this ideal determines what character shall be. No one can give an ideal to another, as a book is handed over, for it is a personal thing, to be fashioned by each soul for itself out of that which it has absorbed through the years. It is in the transition from childhood to maturity that every life decides what (for it) seems most worth while, and to this ideal makes surrender of thought, desire, and effort. Is not God's gracious purpose evident, in that this is the time when life is most easily influenced? (2) _Opportunity to develop self-reliance._ A life cannot count for God and for others unless it can make decisions and meet tests by itself. The power to do this comes only through effort to do it. During the Intermediate age, the young people may be more and more thrown upon their own resources, permitted to decide matters for themselves, learning wiser judgment through mistakes as well as successes. One of the most serious errors on the part of the teacher lies at this very point, dictating instead of suggesting, choosing for the pupil instead of allowing him to choose, thinking for him instead of stimulating every power of his soul to rise to a personal solution of the problem in hand. If strength and independence of character do not come in these years of adjustment, the probabilities are that life will always be weak and vacillating. (3) _The opportunity to strengthen the altruistic feeling or "love for the other."_--In the broadening and deepening experience of adolescence such conceptions as love, suffering, sacrifice, and surrender reveal a new meaning and strange force of attraction. No opportunity comparable to the one presented in this awakening ever returns, as the soul, with life before it, stands at the divergence of the paths, one leading toward God and service, the other away from him into self, and deliberate, decisive choice to be made. If through the influence of the Holy Spirit the pathway of service be chosen, two laws of God tend to make it permanent; (a) The law of growth and development. If the feelings have proper nourishment, _i. e._, something to arouse them, and are given expression in action, they will just as surely grow strong as a well-nourished, vigorous body, and obviously, the stronger the feelings of loving interest, the more assured is the life of service. (b) The law of habit. A feeling will become habitual if continually indulged and expressed, and it is during adolescence that habits are permanently fixed. #27. Needs of the Intermediate Age.#--The needs of this period are of two sorts--important and imperative. It is exceedingly important that the pupil be treated with consideration, respect, and appreciation, that he be given good literature, that he be guarded and guided in his social life. It is imperative, however, that he be established in the right relation to God and to his neighbor at this time of new consciousness of these relationships. Four things will definitely further this supreme end: (1) _The teacher with the vision of what may be done._ If he is not disobedient to the vision, it will lead him to close fellowship with God and the pupil, for two things are evident,--he cannot lead the pupil unless he is in sympathetic touch with him, nor can he lead him to any higher place than he himself occupies. If he be in vital relation with God and live with the pupil in his ambitions, discouragements, successes, temptations, the most dynamic external force that can operate in this period will be his to wield, namely, a spiritual personal influence. (2) _Definite decisions._ The danger-point in this crisis lies in permitting these newly awakened feelings to be dissipated without decision and action. If this occurs they weaken, the impulse to take the right stand lessens, and irresolution finally becomes the tacit choice of the self-seeking life. (3) _Definite responsibilities._ A life of service is made up of definite servings. The beauty and duty of loving sacrifice appeal to the emotions, but a concrete thing to be done calls the will into action. To every pupil should be given definite tasks both in the class itself and in the church, in order to arouse effort and make the thought of service habitual. (4) _Definite objects of benevolence._ The teachers of the Intermediate age can almost determine when the world shall be given to Jesus Christ. At no time can a permanent interest in missionary enterprises and philanthropies at home be so easily launched as now if the subjects considered be concrete, enthusiastically presented on a basis of facts, and followed by definite response in gift, prayer, or service. #28. Difficulties in the Intermediate Age.# (1) Lack of mental balance and consequent instability of conduct. (2) The fascination of the social world and the growing interest of each sex in the other. (3) The half-way position between childhood and maturity which retains the immaturity of childhood, but feels the selfhood of the man. (4) The attraction of the external rather than of intrinsic worth. In this is the key to many of the problems. What appears to advantage allures, even if it be not the best. This gives superficial standards of measuring people and things and easily opens the way to harmful influences at the critical time when ideals and life purposes are forming. The teacher himself is the most important factor in the solution of these problems, not by any attempt to force, but by a patient, suggestive, and inspiring touch upon the pupil's life. #29. Results to be Expected.#--The pupil ought to leave this period in the right attitude toward God and toward his neighbor. To render this attitude strong and unchangeable is the work of the next period. Test Questions 1. What is a keyword for the opportunities of the Intermediate Age? Explain its application. 2. Name three important opportunities of this age. 3. What serious error may the teacher commit in this period in impairing the pupil's self-reliance? 4. Name four needs of the Intermediate age. 5. What is the danger-point in bringing a pupil to definite decisions? 6. What great responsibility as to benevolences rests upon the teacher? 7. Name four difficulties of the Intermediate Age. 8. What results may be expected? Lesson 9 The Senior Age--Sixteen to Maturity #30. General Characteristics of the Senior Age.#--The Senior age includes the two periods technically known as middle adolescence, from about sixteen to eighteen, and later adolescence, from eighteen to full maturity, about twenty-four. Of these, the earlier period is the climax of the "tempest-tossed" years. The later period witnesses the final adjustment of the pupil to life and its problems. These years are marked by uncertainty because the pupil does not understand himself, by emotional upheaval connected with the development of the deeper feelings of the soul, and by a struggle between the old ideal of selfishness and the new ideal of service. #31. Special Characteristics of the Senior Age.# (1) _Continued development of the higher feelings._ The power of the soul to feel for others, appearing in the Intermediate age, has grown stronger if properly nurtured. In addition there comes a new love for the beauties of Nature and a reverence for her laws, a love of the arts and the great causes that men espouse. There is the thrill of awakening love between man and woman. Highest of all, the soul is now able to give response to the right simply because it is the right. Duty has real meaning and conviction becomes a motive power. As the large vision of what life may be dawns upon the soul, unbounded enthusiasm and courage possess it. There are no heights too dizzy to be reached, no obstacles too difficult to overcome. But enthusiasm often alternates with depression and self-distrust, leading to indifference, apathy, or recklessness. This is the explanation of the vacillating conduct almost universal during the early part of this period. A critical spirit toward others is common, as merciless scrutiny reveals how far the majority come from the high standards of life so newly appreciated. The frank openness of childhood has been succeeded by a tendency to shut the deeper thoughts and feelings away from others, and while there is an unspeakable longing to share problems and perplexities, the veil is not easily drawn aside. (2) _The rapid development of the reasoning power of the mind._ This crowning expression of the intellectual power of the mind has not been wanting before, but it comes to full flower in this period. In the first delight of being able to see inner relationships, to argue, to relate cause and effect, reason is given the place of honor and everything must pass in review before it. This very often precipitates a conflict between reason and faith through failure to see that a thing is not necessarily opposed to reason even if it cannot be understood by reason; and a period of doubt in religious matters may ensue. (3) _Maturing of the will power._ This makes possible self-control, gives power to act independent of the impulse and influence which always determines a child's actions, power to hold steadily to a certain course even against strong opposition. This is the kingly possession of the soul with which Almighty God has chosen to leave freedom. But the soul tends to act as it has formed the habit of acting through the years under the direction of others. In the light of this fact, the importance of the earlier work of the teacher is emphasized. #32. Opportunities of the Senior Age.#--The opportunities discussed in the Intermediate age still obtain in this period, but to them may be added three peculiarly favorable at this time. (1) _The opportunity to give help in choice of life vocation._ The choice of that place where each shall invest his life is one of the most serious and complex problems that the pupil has to meet. Loving and sympathetic counsel often stimulates a young man or woman to aspire in the choice instead of settling down into easy mediocrity. The call of the ministry, the mission field, settlement work, every vocation involving the setting aside of selfish ambitions, is most loudly heard at this time, and often a word is sufficient to turn the decision in that direction. (2) _To strengthen foundations of faith._ The questioning of this period makes it possible to ground belief in the verities of the Christian religion. Faith need not be blind. God gives a reasonable basis for all he asks us to accept. The careful study of facts which are the starting-point of faith will help the doubting soul to trust beyond the point of sight, and enable him to give a reason for the hope that is in him. (3) _To establish broad interests._ If the pupil is narrow and circumscribed in his thought at this time, the fault lies in large measure at the teacher's door, for every impulse is to stretch in interest to the farthest limit in every direction. There will never again be such an opportunity to establish the world-wide interests begun in the Intermediate age, for life settles in a groove in adulthood and new interests do not readily appeal. #33. Needs of the Senior Age.# (1) _The influence of lives that will bear the test._ In this doubting, critical period of life, the daily life of others is the unanswerable argument for or against the power of the gospel. If for no other reason than to establish the faith of her young people, the church ought to walk in white. (2) _Sympathy and confidence toward the pupil._ Some one has said that the word "hunger" will express the period of adolescence, and for nothing is the pupil so hungry as to be understood, appreciated, and trusted. The teacher is privileged to live into the life of the pupil at every point, and be the sympathetic friend who shall help him to work out his high calling in Christ Jesus. #34. Difficulties of the Senior Age.#--The very things that constitute the strength of this period present many of its difficulties. The greater mental power coming with increased reason and will is apt to give rise to self-sufficiency and the doubt already mentioned. Opinions are readily and dogmatically launched, and to reverse them wounds pride. Advice may be secretly welcomed and outwardly scorned. This is the period when there is danger that wisdom may perish if the youth meet an untimely end. But far more dangerous is the tendency toward the sowing of wild oats which is so often evident. A certain recklessness easily grows out of the disturbed emotional nature and excesses lie not far beyond. For all of these difficulties, faith and prayer, an attitude of helpfulness at every point, and the love that never fails, afford the only solution. #35. Results to be Expected.#--As the pupil emerges from the period of development into maturity, he ought to be "strong in the grace that is in Christ Jesus," with interest and love as broad as that of his Master, and "thoroughly furnished unto every good work." Test Questions 1. What are the general characteristics of the Senior Age? The years included? 2. Name three special characteristics. 3. How would you explain vacillating conduct during the early part of this period? 4. Name three opportunities of the Senior Age. 5. How may doubters be helped in this period? 6. What are two special needs of this period? 7. The chief difficulties? 8. What the results to be expected? Lesson 10 Maturity. The limited space of a single chapter permits only a suggestive discussion of this important period, so often neglected in the study of the pupil. #36. General Survey.#--(1) _Keyword, "Service."_ As childhood's task is absorption, and the task of youth adjustment, so the task of maturity is service. That which has been taken in must be given out again, enriched and enlarged by its stay in the soul. This is "the last of life for which the first was made," and to fail here means to miss the meaning of living. All the factors necessary for service are now ready. Experience and study have supplied something to give, mental discipline and unimpaired physical strength supply the power for service, the broad outlook reveals the need and place of service, and the soul's awakening toward God and the neighbor have supplied the motives for service. (2) _Physical and mental power at the height._ Waste and repair in bodily tissues are balanced during the prime of life. If development has been normal, the will is resolute, and judgment and reason are dominating and wise, for experience has given large data from which to draw conclusions. While the "Golden Age of Memory" is far in the past, the power of retaining new knowledge through the old is strong. To enter upon unfamiliar lines of thought, however, at this time and achieve any mastery is a mark of genius at least for hard work. The soul has capacity now for the highest feelings that can stir the heart of man, yet the character of those it really experiences is determined by what life has been feeding upon. The love, joy, and peace which give glory to maturity and old age grow alone out of thought upon true and pure and lovely things and those of good report. (3) _Development specialized, not general._ Out of the many calls and lines of interest, each life has made choice of one or more, according to taste and circumstances. Along these lines growth and development proceed. It is not that life could not continue the many-sided expansion of adolescence, but growth demands nourishment, development demands activity. The need for the expert, the multiplicity of cares and the force of habit make it difficult to "keep up" along many avenues. (4) _Time of achievement._ Achievement may or may not be that service which manhood owes. The purpose in the task determines that. To souls especially endowed and favorably environed come the riches of intellectual research, of creation in the arts, of successes in the business world. To the many, achievement means only struggle here, but waiting treasures laid up with God. (5) _Time of soul hunger._ The teacher of men and women always faces hungry hearts. If the soul has not found satisfaction in God, the pangs of starvation are inevitably there. If the soul does know God, there is unspeakable longing for a clearer revelation and a deeper consciousness that in the midst of life's weakness and aspiring "God's goodness flows around our incompleteness, Round our restlessness His rest." #37. Opportunities Presented in Maturity.#--But three great opportunities out of the many can be suggested: (1) _The opportunity to be somebody's ideal._ Every successful life is the pattern for some eager, ambitious boy or girl. Did not Paul's exhortation to Timothy look toward this as well, when he besought him to "be an ensample in word, in manner of life, in love, in faith, in purity"? (2) _The opportunity to count for the kingdom._ There are two lines of Christian work which call loudly to-day to men and women--personal evangelism and the missionary enterprise. These are the doors most imperative for the soul in possession of power, experience, and resources to enter. Beyond these doors lies the solution of every one of the world's problems. (3) _The opportunity to grasp the doctrines of Christianity._ The relation of truth to truth cannot come until the mind can deal with the abstract. The little child grasps some of the facts of Christianity, but the adult mind has the power to deal with infinite reaches of truth, interdependent and self-illuminating. This is the "solid food for full-grown men." #38. Needs of Maturity.#--(1) _Adequate spiritual nourishment._ The time of disillusionment has come, much of the optimism and buoyancy of youth have gone. Life is found to be a struggle even with its victories, and responsibilities and sorrows weigh. The teaching must present a Saviour and a salvation sufficient for great heart needs. It is for the deep things of God that life's experiences have made mature souls hungry, and there is pathos in the superficial dole meted out by so many teachers--superficial because they themselves have never lived "down deep." (2) _The broad outlook._ To busy men and burdened women, the class ought to be a place of vision. Absorbed in one's tiny corner through six toiling days, the seventh should give opportunity to lift up the eyes and look on fields glorious in their incoming harvest. There is refreshment and inspiration and incentive now in the news from China and Japan and the islands of the sea. The teacher must bring the world-view to the class if he believes that world service is God's thought for manhood. (3) _Emphasis on personal responsibility._ This is the pivotal point upon which a life of service turns, and it ought to be the focal point of teaching. Long enough has stress been laid on the conditions in the world and what ought to be done. The need now is for a prophet to say, "Thou art the man!" #39. Difficulties.# (1) _Pre-occupied soil._ "The cares of the world and the deceitfulness of riches choke the word and it becomes unfruitful." (2) _Fixedness of habit._ Life's attitude is settled in thought, feeling, and will, and a change is possible only through the Spirit who can make all things new. (3) _The sin of idolatry._ Every life that has not put God first now worships at the shrine of a self-elevated idol, the tangible expression of its ideal. To dethrone it from love and substitute Jesus Christ shakes to the foundations. (4) _Weakness of spiritual aspirations._ It is a law of the feelings that repression instead of expression weakens a feeling and tends to its destruction. If the life has refused to act upon its impulses toward God through the years, the task of making the feeling strong enough to lead into action now is one beyond the power of the teacher. It must be done by God, who "is able to raise up even from the dead." #40. Results to be Expected.#--As life nears its meridian and the west grows clearer, it ought to be with unveiled face and character changing into His likeness in beauty, love, and self-surrendered service. Test Questions 1. What is the keyword of maturity? 2. Name four characteristics. 3. For what has the soul special capacity at this time? 4. What special opportunities are presented by maturity? 5. What are three needs of maturity? 6. What must definitely mark the teaching? 7. What three difficulties appear? 8. What results are to be expected? Test Questions for Review Lessons 6 to 10 1. What essentials of the Christian life may a Junior readily have? 2. How may we stimulate a Junior's efforts in right-doing? 3. What results may we look for in this age? 4. Explain the period of adolescence. 5. What are the signs of personal consciousness at this time? 6. What affects the adolescent's relation to God? 7. What important opportunities has the Intermediate age? 8. What must be guarded against in urging decision at this time? 9. What years are included in the Senior age? 10. Why are doubts to be expected in this age? 11. What results should be aimed at with Seniors? 12. What is meant by "maturity"? 13. What is the goal for this age? NOTE.--A helpful treatment of the whole subject of child nature is found in Mrs. Lamoreaux's book "The Unfolding Life." THE TEACHER MARTIN G. BRUMBAUGH, Ph.D., LL.D. LESSON PAGE 1. What the Teacher Should Be 181 2. What the Teacher Should Know 184 3. What the Teacher Should Do 187 4. What the Pupil Should Do 190 5. What Teaching Is 193 6. What an Educational Principle Is 198 7. What an Educational Method Is 201 8. What the Concrete Means in Teaching 205 9. What Instruction, Drill, and Examination Can Do 209 10. What Will-Training Leads To 212 Teaching Hints Leaders of classes, and individuals pursuing these studies apart from classes, are urged to read the chapter entitled "Teaching Hints," on page 259, before beginning this section Lesson 1 What the Teacher Should Be #1. The Value of Character.#--We teach more by what we are than by what we know. Emerson once said, "What you are thunders so loud I cannot hear what you say." Everywhere the character of the teacher is counted a vital part of his equipment. Even in secular schools the teacher is required to possess a good moral character. How much more should we demand high moral and spiritual standards of the teacher in the Sunday-school! But mere goodness is not enough. We must demand, in addition to personal worth, certain other salient qualities in the person who stands before childhood as a teacher of God's truth. #2. Training Always Needed.#--There is a common notion that teachers like poets are born, not made. This is fallacious for two reasons: (a) we do not know till we try whether or not we can teach; (b) we do know now that the greater number of teachers are made by training and not by inherited qualities. Then, too, we are told that born teachers need no training, that they can teach without preparation. This notion is false, because the best native power may be made better by proper training. We call a doctor who has had no training in medicine a "quack," and it is not too much to say the same of untrained teachers. Hence all of us will be the better fitted for our work in the Sunday-school if we have in addition to our native powers such added power as prayer and training assuredly give. #3. A Living Example.#--The teacher should be not only a professing Christian, but a living example of the kind of life we want every child to live. It is unfortunate to place the destiny of a human soul in the care and under the directing thought of a teacher who neither believes nor lives a consistent Christian life. The teacher should be _kindly considerate_ of his pupils[.] No amount of fine teaching power can compensate for the lack of such kindly concern for the welfare of his pupils as will best lead them to crave in their own lives the same courteous and considerate qualities. He should also be perfectly _sincere_ and _frank_. There can be no such thing as "playing a part" in the presence of children. They discern with an intuition that is as certain as logic the sincerity or insincerity of the teacher. It is a mistake to flatter, to scold, to threaten or to cajole pupils. These are the marks of poor teaching. A perfectly frank teacher will never cheapen his sacred opportunity by any trick or device that has the ring of insincerity. #4. Enthusiasm.#--The teacher should be an _enthusiast_. I had the good fortune to hear Bishop Phillips Brooks speak to a great body of men in Boston. There was in his whole manner such sincerity and enthusiasm as to carry conviction to each one in his audience. He had a good thing. He believed in it with his whole heart. He was enthusiastic in its praise. He had tested it and found it good. He wanted others to share the same splendid good. His address left an impression that years cannot dim. His enthusiasm made him a great teacher. This does not mean that one should speak in a loud tone, in high-pitched voice, with vehement manner and gesture. These are marks of weakness, not of strength. But it does mean that one should be confident of the worth of his message and anxious to impress its worth upon others. Enthusiasm is born of sincere conviction in the correctness of the thing one aims to teach. #5. Directness.#--Much of all that is best in teaching is the result of a mastery of the theme in such way as to make all the statements and questions of the teacher _clear and direct_. One must consider his language carefully. To the child in the class words may mean quite a different thing from what they mean to the teacher. One must have the pupils' point of view, and then make all his teaching so pointed, so specific, that the meaning must be clear. #6. Alert Insight.#--The teacher must be _alert_ and _aggressive_, discerning the favorable moment to say great truths; with his thoughts more upon his pupils than upon his text. Otherwise his power to govern is weakened and the interest of his pupils is lessened if not wholly lost. To accomplish the best things one must know in advance the scope and purpose of the lesson, and watch for the moment when, with interest at its height, he will best succeed in reaching the deepest fountains of purpose in the soul of the pupil. This quality of insight in the teacher's equipment will put the class upon a basis of work. The pupils will quickly realize that the teacher is imbued with a purpose; that he proceeds in a business-like way to accomplish a result which is seen to be of value. The very directness of the teacher is an asset of great significance. This always appeals to young persons. They like a lesson that is full of snap and action. They will not long abide a dull and dreary dragging over a subject--be it ever so fruitful in guidance. #7. Love.#--The teacher must be a sincere _lover of childhood_ and _of the Master_. In the final chapter of the great Gospel by John, Jesus examines Peter and indicates the basis of great teaching power. It is well to study this narrative carefully. Picture Peter, at the dawn, weary and disheartened, coming from his fishless quest. The Master meets him and asks him but one question, but he asks that question three times, and each time he follows Peter's reply with the command "Feed." The lesson is plain--he that loves most feeds best, and the measure of one's power to teach the truth of God to his children is the measure of one's love for the Master Teacher. Where there is no love there can be no great teaching. Test Questions 1. What should be counted a vital part of the teacher's equipment? 2. Is it true that teachers are "born," not "made"? Give two reasons for your answer. 3. Name two ways in which a teacher can be a living example. 4. What are some of the evidences of a teacher's enthusiasm? 5. Whose point of view must the teacher take? 6. What manner and method in teaching do pupils like? 7. What is the measure of one's power to teach the truth of God to His children? Lesson 2 What the Teacher Should Know #8. He Must Have, before He Can Give.#--We can give only what we possess. This law holds throughout. Peter understood this when he made the memorable reply to the beggar's request for alms: "Silver and gold have I none; but such as I have give I thee." It follows that whatever we wish the pupil to know the teacher should also know, and he should know more than he can hope to teach. #9. He Should Know His Bible.#--What do we wish the pupil to learn? Answering this will answer in part the question, What should the teacher know? Manifestly, then, the teacher should be familiar with the Bible. How very fragmentary and unsatisfactory our knowledge of the great Book is until we have studied it in a definite and systematic way--in the way we study our history or our geography. The teacher should at least know the salient features of the incomparable Text and should have well fixed in memory many of the great utterances that lie like flecks of gold upon its sunny pages. #10. Clear and Related Knowledge.#--But the teacher should know in a more connected and also in a more detailed way the truths of the Book. The pupil's knowledge should be _clear_, by which one means that he should know a thing and not some other thing in its stead; and a teacher's knowledge should be not only clear but _related_, by which one means that he should know a thing in its relation to all other things with which it is vitally connected. This makes for system in knowledge, and gives the teacher the power to teach each fact with its due emphasis, no more and no less. Some writers on education call this kind of knowing _apperception_, by which they mean seeing a thing in its proper system and in its due relations. To say that Jesus was born in Bethlehem, that he lived in Nazareth, that he was crucified on Calvary, and that he arose from the dead on the third day, as he said he would, is clear knowledge. To see Jesus as the fulfilment of prophecy, as the promised King, as the leader of his people, as a teacher with more than human insight, as the founder of a church, and as the pattern and perfection of all endeavor, is _related_ knowledge; it is seeing Jesus as part of a great system of purpose that swept into time by the will of God. #11.# It is well also for the teacher to possess #adequate# knowledge; he should be able to separate a fact into its parts; that is, analyze it. This analytic power makes for vivid teaching but it is a power that the pupil in his early years cannot acquire. Only the mature mind is analytic, and the teacher who knows how to analyze a fact or a lesson knows the secret of proportion in teaching, the power to know what to make emphatic, what to make subordinate. It is a poor teacher who is unable to distinguish between a vital element and a non-vital element. #12. Related Subjects.#--The teacher should also know such related subjects as will best enable him to make clear each point under treatment in the lesson. A teacher should have a working knowledge of biblical geography and of sacred antiquities. He should know how to use a concordance, how to work up cross-references, how to interpret peculiar idioms, and in general how to use the text of the Bible in the most effective manner. He should know the general principles of organization pursued in a modern Sunday-school, together with the outlines of the history of the church, and should have a general knowledge of the translations of the Bible into the English language. #13. Thinking Principles.#--In addition to the subject-matter, the teacher should know something of the laws of thought, and the best way to use knowledge as an agency in _forming_ these laws of thought. All these laws are scheduled in any elementary treatise on psychology, and the best method of using knowledge to train the soul is set forth in any good treatise on pedagogy. Thus to a knowledge of the subject-matter the teacher must add a knowledge of psychology and of pedagogy. Scholarship alone is not the test of a good teacher. #14.# If one reflects for a time upon his own methods of acquiring knowledge, he will begin to understand the operations of the human soul. When one reads that knowledge enters the soul only through the special senses, or that ideas may be recalled by memory, it is of the utmost importance that he should ask himself the question: What do these statements mean? An illustration will help to answer this question: I know that fire will burn my hand; the knowledge of this fact entered my consciousness through the sense of touch, and my memory recalls it. #15. Teaching Principles.#--When the laws of soul growth are fairly well understood, it is time to investigate the principles of pedagogy, the laws that govern the teacher in the act of using knowledge to occasion activity in the soul of a learner. For the laws of teaching rest upon the laws of the soul. We cannot know how to proceed in the teaching process until we know how the soul acts under given conditions. #16.# This act of teaching is a vastly significant one. It results in changing the viewpoint of the pupil's life. It should produce in his soul new knowledge, or power, or skill, or all of these combined. Consider well, teacher, what this means. How the child is taught determines in no small way how he will in the years to come regard his fellow-man, his country, his church, his own duty, and his loyalty to all that makes for progress in the life that is hid with Christ in God. #17.# There are certain educational principles of great value to the teacher. Consider what it means to adapt knowledge to the capacity of the learner, or what it means to secure interest in the learner, or what it means to proceed from the simple to the complex in teaching, and you will begin to understand something of the power of right activities in the recitation. Test Questions 1. What is the pre-requisite for giving? 2. What is the least the teacher must know about the Bible? 3. In what way should the teacher's knowledge of the Book be superior to the pupil's? 4. What does _apperception_ mean? Illustrate the word. 5. Give instances of the kind of _related_ knowledge that the teacher should have. 6. By what means does knowledge enter the soul? 7. What should the act of teaching produce in the soul of the pupil? Lesson 3 What the Teacher Should Do #18.# The teacher must have a #purpose#, must see the end of the teaching process, and the way to that end. Then he should endeavor in the best way to reach that goal. The goal is to _achieve in the pupil the highest type of religious conduct_: not a religious feeling nor a religious thought system; but feeling and thought crystallized into character, the standard coin of the soul. All the efforts of the teacher must be directed to the attainment of this purpose. Otherwise the recitation will be aimless and the result failure. #19.# The teacher must have a #plan# of procedure in advance of the recitation. This plan he should map out carefully, and then on his knees ask God if it is the best plan. To plan carefully and then to execute skilfully is the prime test of teaching. This plan must include a study of each pupil as well as a study of each lesson. It is at this point that so many teachers go wrong. They seem to think that a knowledge of the lesson is the only preparation required. They overlook the fact that it is vastly more important _to know the pupil than it is to know the lesson_. Those that know the subject-matter only are scholars, not teachers. Those that add to their knowledge of the subject-matter a clear insight into the operations of their pupils' minds and also comprehend the fine art of fitting knowledge to the capacity of the learner, are the only real teachers. #20.# The teacher must be #ready to change his plan# if it does not meet the conditions that arise in the class; but this is a critical procedure, and only the wise teacher may follow it with success. The teacher must not allow pupils to lead him into by-paths. Here tact and skill are of use in leading the class to the teacher's will and to the teacher's plan. The teacher's will must be supreme in it all. I have seen great opportunities lost absolutely because a weak teacher allowed the lesson to drift at the caprice of a pupil instead of following a well-conceived plan. A group of boys once told me that they did not need to prepare the Sunday-school lesson because they always asked the teacher some questions at the opening of the recitation, and the teacher took the entire time to discuss the questions. The pupils, the while, sat in their places smiling at the weakness of a teacher who lacked the discernment necessary to be master of the situation. The time given to the legitimate work of instruction is all too brief to be wasted in any such senseless ways. #21.# The teacher must be alert and #lead the recitation#. This quality of leadership challenges interest and carries the pupil with a sweep of enthusiasm to the end. To lead most wisely is so to direct the current of thought as if it were not directed. The highest art in teaching is to conceal that art, to guide by suggestion and not by command. #22.# The teacher will strive to secure a major part of the #discussion from the pupil#. He will know when not to talk. It must not be forgotten that it is the thing the teacher causes the pupil to do, not the thing the teacher does in the presence of the pupil, that is most significant. Many a class is talked into mental stupor and spiritual indifference. A garrulous teacher is an abomination. #23.# A wise teacher will #work for his pupils#. His aim will be steadily to aid them out of class as well as in class. I know a teacher who meets his class occasionally for a social hour in an informal way. The boys of that class are enthusiastic believers in their teacher and in the power of practical Christian fellowship. Look into the Elder Brother movement, the value of an organized class, and kindred movements that give the teacher the power to direct conduct in the pupil. Here you will find the key to many successful avenues of usefulness to the pupil. The significance of all this lies in the general value of a teacher who by word and by deed makes easy the way of the pupil to the Master. #24.# A good teacher will know when #to commend# and when not to commend. He will not open himself to the criticism that his praise is overdue; nor will he, on the other hand, constantly scold and complain and nag his pupils. He will insist upon order and industry and will labor assiduously to arouse enthusiasm in the class. He will constantly endeavor to see things from the pupils' point of view and sympathize with the pupils' plan of thought. He will not forget that he was once a child, and he will steadily pray for that wise charity that knows the difference between childish caprice and youthful viciousness. He will not seriously regard the former; he will not fail to check and rebuke the latter. #25.# A wise teacher will #aim at a few things# and bend his energies to achieve them. He will not dissipate his power by undertaking to do too many things. He will fix upon some dominant purpose and cause it to run like a thread of gold throughout the recitation. I once heard a preacher begin his discourse with the Garden of Eden and end it with the New Jerusalem. He said so many things in an unrelated way that his effort was wholly wasted. It is a mark of weakness to engage in mental sauntering. The wise teacher will hold a thought before his pupils until, like a jewel, it flashes light from every facet. He will also use the best things done by some one pupil to stimulate like results in others. Above all, a consecrated teacher will not grow weary in well doing, for he should have an unflinching faith in God, in his pupil, and in the power of his teaching to produce Christian character. Test Questions 1. What is the teacher's goal? 2. At what point in the teaching plan do many teachers go wrong? 3. Who must lead in the teaching process--teachers or pupils? Why? 4. What is the highest art in teaching? 5. Who should do most of the talking--pupils or teacher? 6. Why should a teacher work with pupils out of the class hour as well as in it? 7. What should be the teacher's attitude toward caprice or toward viciousness? 8. Should the teacher aim at a few things or many? Why? Lesson 4 What the Pupil Should Do #26. The Pupil's Part.#--The part the pupil takes in the act of learning is all-important. The success of the recitation is in a large degree conditioned by the attitude of the pupil. He must be organized and directed by the teacher for the process of instruction. What the pupil will do in the recitation is conditioned upon the skill and power of the teacher. When the pupil fails to do what he should do the fault usually lies with the teacher. The pupil does that which the teacher stimulates him to do. #27.# The pupil should approach the recitation _willingly and gladly_. The pupil who is in class against his will is a difficult pupil to teach, and it is doubtful whether or not any lasting good results from enforced attendance. Parents should not overlook this fact, and teachers will find here a hint of unusual significance. This willing, joyous approach to the lesson is conditioned upon at least four things: (a) the preparation of the lesson by the pupil in advance; (b) the absence of other appeals more enticing to the interest of the pupils; (c) the quality of teaching power and skill exercised by the teacher; (d) the spirit of good-will and of kindly concern that rules the school as a whole. #28. The Pupil's Preparation.#--From the smaller pupils no formal preparation can be demanded in advance. But for all, the lesson should be read, either by the pupil or by some one in the home, prior to the time of the recitation. It is a good plan to indicate briefly the week preceding just what leading ideas and incidents the pupils should master before the recitation occurs. There are many indirect acts that the pupil may perform during the week that may fittingly be regarded as preparation for the lesson; such as visits to the sick, efforts to bring new members to the class, incidents of the week which made a marked impression for good, and kindred matters. These can all be touched upon by the teacher by judicious questioning, and in this way, at the opening of the recitation, lead each pupil to make some statement of a good done. This will promote the moral atmosphere so vital to successful interpretation of the lesson. #29. Divided Interests.#--Many times the pupil comes reluctantly to the Sunday-school because his interests lie for that hour elsewhere. If the parents go on a pleasure trip, it is unfair to compel the child to forfeit the same opportunity. Wise parents will show the more excellent way by themselves accompanying their children to the Sunday-school. My own father never led his boys to the silent recesses of the mountain brooks to see God's wonder world until after we had returned from the Sunday-school. To enjoy the former we were unconsciously encouraged to attend the latter. The so-called "liberal" Sabbath is the foe of the Sunday-school, and all friends of the best things should oppose the lessening of the power that wins childhood for the Master through regular attendance upon his school. #30.# When pupils dislike the teacher because he is weak or rude or petulant or unprepared to teach, it is difficult to keep these pupils in regular attendance. Each teacher should constantly ask himself, How may I personally add to the attractiveness of the Sunday-school? Careful inquiry and close supervision of the classes by the superintendent should compel good teaching or a prompt change of teachers. It is useless to expect pupils to love the Sunday-school well enough to endure a worthless teacher. How often pupils grow weary in attendance because the teacher has no power to woo the young spirit to the fountains of love and light! On the other hand, how gladly and how regularly children turn to the Sunday-school when a great-hearted and warm-spirited teacher is always there to welcome and to nourish them! #31.# There is a marvelous attractive power in a well-organized school. When the spirit that rules in it and the organization that guides it are so wisely fostered as to create in the school an atmosphere of genuine stimulation the pupil will find it easy to come gladly, to say with the Psalmist, "I was glad when they said unto me, let us go unto the house of Jehovah." #32. Reverence.#--In the recitation proper, the pupil should be helped to be reverent, well-behaved, and actively absorbed in the lesson. He should be shown the gains of complying promptly and cheerfully with the requests of his teacher; the King's business must be conducted with decency and dispatch. He should develop a quickening concern for the welfare of his classmates and foster a wholesome support to the class as an organization. It is not always the lesson taught but the spirit that rules during the lesson that wins the young spirit to adoration and service. #33. Regularity and Promptness.#--The early acquisition of the habits of regularity and promptness in attendance are virtues of no mean moment in the life of the learner. Whatever may be legitimately done to promote these habits is worthily done. An essential part of the discipline of life lies in acquiring dependable habits. It is the systematic attendance upon the Sunday-school that at last leads the pupil to say again, "I was glad when they said unto me, Let us go unto the house of Jehovah." Some unique and valuable exercise at the opening of the recitation, occupying but a minute or two of time, will often prove of great value. I have headed this chapter, "What the pupil should do," because it is not what the pupil thinks, nor what he says, that is of greatest moment. It is his conduct in the class and his conduct during the week in home, in school, in play, that tests most directly the value of the teaching he receives. The focus of teacher concern is not what the pupil learns, but what the pupil does; not thought, but conduct; not theory, but practise; not ideas, but acts; not ability to answer questions, but ability to live a clean, sweet, quiet Christian life. All teaching that falls short of this goal is unworthy teaching. The supreme test of teaching, laid down by the Master, is that we should do the will of our Father that is in heaven. Test Questions 1. Whose fault is it, generally, if the pupil fails to do what he ought in the class? 2. What four things help to the pupil's willing approach to the lesson? 3. In what ways may a pupil prepare for the lesson period? 4. How may the pupil be spared a division of interest? 5. What should be the pupil's attitude and bearing during the recitation? 6. What should be the real focus of the teacher's concern about the pupil? Lesson 5 What Teaching Is #34. Teaching Defined.#--The Sunday-school teacher as much as any other teacher should understand clearly what teaching is. Teaching is not telling, and no amount of talking to the pupil can be considered as teaching. Teaching is not determined by anything that happens outside the pupil, but by the action of the pupil's soul upon the things that are presented to it through the senses. _Teaching may be defined as causing a human soul to know._ #35.# Everything outside the learner may be considered his teacher. We are taught in the broadest sense by the spirit of God's universe expressed in terms of order and law. We are taught in a more restricted sense by our immediate environment, and especially by the people whose lives come in close contact with our own. In the most restricted sense we are taught by a trained mind, and this trained mind belongs to a person called a teacher. The process of teaching may be considered as the act of bringing into the consciousness of the learner the knowledge already in the consciousness of the teacher. We cannot teach what we do not know. Teaching ends when the pupil knows all that the teacher knows. #36. Impression and Expression.#--When I say that I know a certain thing, I mean that my soul possesses that thing and knows that it possesses it; this is _consciousness_. The teaching act completes itself when the learner is able to express in language or otherwise to the satisfaction of the teacher the facts in consciousness. In other words, the soul is not fully educated until it has reached the point of expression. #37.# It will be seen from this that teaching is possible only when the soul is actively seeking new knowledge. This attempt of the soul to seek new knowledge causes it, for one reason or another, to focus itself upon some one object of thought to the exclusion of all other objects of thought. _This act is called attention._ When the will directs the attention it is called _voluntary_ attention. When some other agency than the will directs the attention it is called _involuntary_ attention. #38. Securing Attention.#--The greatest art in teaching is to secure attention. The highest form of attention is voluntary attention. The young child does not possess sufficient will-power to control attention; consequently in the early grades some other agent than a command of the will must hold attention. This other agent in a general way may be characterized as _interest_. In other words, the young child's interests hold his attention, and the thing in which he takes the greatest interest will easiest attract his attention. #39.# There are certain well-known principles underlying the interest of the child. First, his curiosity; second, novelty, or unexpectedness; third, imitativeness; fourth, illustrations based upon his experience. The teacher cannot be too careful to consider what is of interest to a child. We cannot measure the interests of a child by the interests of an adult. Here the study of child nature is the only safe and adequate guidance. #40. How Knowledge Reaches the Soul.#--There are but five gateways to the soul of a child, called the senses:--Seeing, hearing, touching, tasting, smelling. There are no other channels of approach. Whatever increases the breadth of this sense-approach in a subject of study increases the interest of the learner in that subject. If I tell a child about a _ball_, I utilize his sense of hearing; if I show him a ball, at the same time I describe it, I utilize seeing and hearing; if I hand him a ball, as I describe it, I utilize touching, seeing, and hearing. A single fact reaching consciousness through the senses and recognized in consciousness is called a percept or a particular notion. It is sometimes called an idea. The soul in giving expression to an idea uses a word or some other sign for the idea. Thus words are the signs of ideas. #41.# When other facts of a similar character reach consciousness, and are identified there with the first percept, the percept becomes a concept, general notion or general idea, just as the percept is an individual idea; that is, the percept stands for one object apprehended in consciousness; the concept stands for a group of similar objects under one name apprehended in consciousness. All the common nouns are concepts just as all proper nouns are percepts. For example, in the sentence, "Washington was a brave man," it is plain that "Washington" is a particular idea or percept and "man" is a general idea or concept. #42. Judgment and Reasoning.#--The aim of the teacher is, first, to secure clear percepts, and then rapidly to change these percepts into concepts, which is only another way of saying that good teaching relates the things in the soul in such a way as to give the child the fewest possible terms with which to carry the largest possible number of particular facts. Concepts are the shorthand of the soul's language. When these concepts are compared and their agreement or disagreement noted the soul is forming judgments. When these judgments are expressed in language the soul is forming sentences. When these judgments are compared and their agreement or disagreement noted, the soul is reasoning. Sentences are the signs of judgments or reasons, just as words are the signs of percepts or concepts. Thus the percept first comes; the percept grows into the concept; the concept into the judgment; the judgment into reasoning; and these are the four steps in the process of knowing. They are the tools of thought. Teaching must be a training in the use of these tools. #43. Memory# is of little use unless it is simply the power to hold things clearly understood by the soul. It is not good teaching to burden the memory with masses of things not clearly perceived and conceived, although it may be at the beginning not at all objectionable to commit to memory certain great utterances from the Bible and other standard literature, even when the meaning is not clearly and fully apprehended. But at the earliest time possible these should be analyzed and the meaning worked into forms of clear knowledge. #44. Imagination.#--Imagination is the power of the soul to work up into new combinations the things in memory. Memory keeps things as the soul got them through the senses. The products of memory have a basis in experience. The products of imagination have no such basis in experience. Imagination is the creator of new products. It cares not for facts, but works after its own fancy. It is a more dangerous power because more free. To curb it at the outset is necessary. To allow it free range is to open the way for statements from the child that often alarm the parent or teacher. But when once the moral sense is awakened and governs imagination the latter becomes the agency that creates all art and enriches all life. #45.# Teaching aims to develop by appropriate exercise all these powers of the soul. What the pupil learns is not so important as what power he gains in the control and use of his thinking processes under the guidance of a skilful teacher. Test Questions 1. What is teaching? 2. When does teaching end? 3. What is consciousness? 4. What marks the completion of the teaching act? 5. What is attention? Voluntary? Involuntary? 6. What will most easily attract the attention of a young child? 7. State four principles underlying the child's interest? 8. Name the gateways to the soul. 9. What is a percept? 10. What is a concept? 11. State the four steps in the process of knowing. 12. When is memory of most use? 13. What is imagination? Test Questions for Review Lessons 1 to 5 1. What point of view must the teacher take? 2. Is it true that teachers are "born" not "made"? 3. What does apperception mean? 4. By what means does knowledge enter the soul? 5. What is the teacher's goal? 6. What is the highest art in teaching? 7. What four things help to the pupil's approach to the lesson? 8. What should be the teacher's real concern about the pupil? 9. What is teaching? 10. What is attention? Voluntary? Involuntary? 11. State four principles underlying the child's interest. 12. Name the gateway to the soul. Lesson 6 What an Educational Principle Is #46. Laws of the Soul.#--Everything in this world behaves in a certain way under certain conditions. All the things in God's great, good world operate in harmony with some force or power that is always present and that always does or causes to be done the same thing. When once we have discovered this power and stated in a formula how it behaves we have a law. The soul is no exception to this general statement. It behaves, under similar conditions, in the same way. When once we have discovered how the soul acts and formulate its methods of action we have a law of the soul. #47.# From these laws of the soul we may also learn how to make the soul grow in a certain desired way. We can also discover the laws in the materials which we use to cause growth in the soul. These laws become the guide to all good teaching. They are here called educational laws or principles. #48. Educational Principles.#--Thus it will be seen that educational principles rest upon the laws of the soul. They tell us in brief and clear statements what should govern us in teaching a growing soul. If one turns to any treatise on pedagogy he will find there a statement of these laws. Of course, these will be found to vary somewhat because no one is quite certain that the last facts concerning the soul are known. #49.# But the important thing is not, after all, what one finds in the books, but what one is finally led to accept as his own guiding principles. It is of the utmost importance that one should have certain general principles of education as standards by which to test his own teaching. A ship without a compass sails a no less aimless or dangerous course than does a teacher without pedagogic guidance. What the compass is to the ship, educational principles are to the teacher. Thus educational principles aid in achieving the end or purpose of the educational process; which end is, according to Spencer, "to live completely," or, as we usually say, to fit each one to live in the exercise of all the power God made it possible for him to enjoy. To realize this end teaching must proceed according to law. #50.# The first law to be noted is that #the subject matter presented to a growing soul must be adapted to the capacity of the learner#. This law is so self-evident that we unconsciously observe it. We do not give the same kind of lessons to a child in the primary grade that we should and do give to the pupil in the adult Bible class. The whole significance of graded exercises is based upon this fundamental principle. This law rests upon the generally accepted fact that the different powers of the soul change their relative activity during the years of growth. #51.# The second principle is equally important: #There is a natural order in which the powers of the soul should be exercised.# This order is the order of their activity. The earliest power to become educationally active is sensation, the last is reason, and hence we can phrase this law in the maxim "from sense to reason." Different writers state the same thing in the following way: observation before reasoning; the concrete before the abstract; sense knowledge before thought knowledge; facts before definitions; processes before rules; the particular before the general; the simple before the complex; from the known to the next related unknown. All these maxims may be traced to the same law of the soul, and they may all be summed up in the maxim, _teaching must proceed from things to symbols_, since the senses deal with things and reason deals with symbols. No wise teacher will pass this law by until its full significance is understood. Jesus was a masterful teacher. He observed this law frequently. Note the examples in the Gospels, using the incident at Jacob's well as an example. �sop's fables are all built upon the principle here laid down, as are the numerous fairy tales by the Grimms, Andersen, and others. #52.# Since the soul grows only by its own activity a third law arises: #Knowledge can be acquired only by occasioning the proper activity in the soul of the pupil.# It is always important to keep in mind that it is not what the teacher thinks and does, but what he causes the pupil to think and do, that makes for knowledge. The best teaching secures the best mental activity on the part of the pupil. #53.# Just what the proper activity is may be seen by a consideration of a fourth principle: #First presentations of new knowledge must be made objectively in all grades of the school.# Ideas cannot be taught through words. They can be taught through objects, and the ideas can then be named. The name is the word. This law may be stated as "ideas before words." It stands as a protest against abstract and formal teaching. It demands that knowledge shall be fitted to the nature of the soul's growth. The child that for the first time was shown a growing fern in a vase and called it "a pot of green feathers" was on the right track. He will in due time acquire the right word. His idea is clear. It follows also that _the only words in which knowledge can be presented to the soul are words that name known things_. #54.# These and many other principles are the basis of the whole teaching process. Happy that child whose teacher has thought his way through these essential laws and observes them in all the activities of the recitation. No teacher can grow in power or skill without mastering the meaning of these laws, which may be called the alphabet of the teacher's preparation. These laws the teacher should always have in mind as guidance. They are not to be announced to the pupil. Jesus always followed great educational principles, but he never announced these to his disciples. When you say "That is a good lesson," you mean that the lesson is in harmony with laws of teaching you know to be good. There is no other basis of judging the worth of a teacher. Test Questions 1. What is meant by a law of the soul? 2. Why are educational principles needed? 3. What is the first law as to the subject matter of teaching? The second? 4. What is the earliest power that becomes educationally active? 5. What maxim sums up the order in which the soul-powers should be exercised? 6. State the third law of the soul. The fourth. Illustrate. Lesson 7 What an Educational Method Is #55. Applying Principles.#--When the teacher puts an educational principle to work in the act of teaching he uses a method. A method is a principle applied, put into operation. Principles make up one's educational theory; methods make up one's educational practise. It is as important to have a good method as it is to have a good law. The way a law is applied is a method. When we agreed that it would be a good thing to teach scientific temperance to our children we announced a principle. To apply this led to the use of the school. Teaching in the school the subject of scientific temperance became a method. We might have chosen the home, the church, or any other agency. #56.# One's method is often the test of one's principle. If I say that repetition makes for clear knowledge I announce a law or principle. The test of the law is the way the soul acts under repetition. Does the learner gain in clearness of knowledge by repetition? If so, the law is true. If not, the law is not true. #57. Kinds of Methods.#--Methods are of two kinds: _general_ and _special_. A general method may be followed in teaching all the different subjects that make up a course of study. A special method is followed in teaching one particular subject or a part of a subject. A device is merely a temporary resort to some special act to accomplish an immediate result. Methods, general and special, may be used again and again. A device rarely can be repeated, since the same conditions may never again arise. #58. Analytic and Synthetic Method.#--A lesson, like a jack-knife, is made up of a number of parts. We may begin the recitation by presenting first the object or lesson as a whole and follow with a study of the parts; this is the _analytic method_. Or we may begin the recitation by presenting first the parts, one at a time, and follow with a study of the object as a whole. This is the _synthetic method_ in teaching. These two general methods are usually combined in a complete lesson. That is to say, we usually consider first the whole thought, then analyze it into its several parts, and when each part is understood, we combine by synthesis the parts into the general thought. If, for example, we begin by citing the golden text, and then analyze the lesson to find the parts that illustrate the meaning in the golden text, and finally combine these parts into a fuller understanding of the golden text, the process is analytico-synthetic. The purpose of this thought exercise is to enlarge the learner's comprehension of the general truth in the lesson. In the earlier years teaching should be largely synthetic; in later years, analytic. A study of the growth of the powers of the soul will show why this is so. #59. Inductive and Deductive Method.#--When once the mind is trained to analyze fairly well it is possible to use another set of general methods. In reasoning we may begin with particular facts, with simple sensations, with the individual notions based upon concrete experience, and rise step by step to a general law. If we pursue this plan in the recitation, we use the _inductive method_ in teaching. If we pursue the opposite order, beginning with some general law or principle and proceed by reasoning to special or particular facts, we use the _deductive method_ in teaching. The parable of the sower is a good example of inductive teaching. The seventh chapter of Matthew contains a number of excellent examples of deductive teaching. Note carefully the method by which Jesus makes plain the words, "Beware of false prophets." These general methods are followed always in one order or another by every good teacher. #60.# The recitation also affords opportunity for the exercise of special methods. We may or we may not ask _questions_. We may or we may not assign _topics_, we may or we may not draw _pictures_ on a blackboard. We may or we may not ask pupils to _consult the text_ of the lesson in reciting the same. These facts suggest methods that the wise teacher will consider carefully. #61. Questioning.#--If the teacher asks and requires the pupils to answer a series of questions he is using the _question method_. It is a good method because it compels the pupils to think and to give expression in proper language to their thoughts. It is vastly better than telling, for telling things to pupils is not teaching, since it fails to cause the pupil's mind to act in any creative way. It is a much abused method because many questions that an unwise teacher asks do not lead by synthesis to a common general truth or law. It is to be noted that the simplest form of questioning seeks only to obtain in answer a statement of fact, as when one asks how many miles it is from Jerusalem to Jericho, or who betrayed Jesus, or any similar question that calls for a statement of fact. A better question is one that sets all the currents of thought aflow, that causes one to stop, think, weigh, ponder, deliberate, before framing an answer. A careful study of Jesus' method of asking questions is of the utmost value in mastering the fine art of teaching by the question method. In Luke 9 Jesus asks the question, "Who do the multitudes say that I am?" After the disciples had reported all the guesses of the people, he asked, "But who say ye that I am?" This question went to the heart of the subject of his identity. It forced from Peter a great declaration. Wise questioning always touches the very center of discussion and crystallizes thought. #62.# For more advanced classes it is a good plan to assign in advance certain subjects to be recited by the pupil in the recitation. When this is done, the teacher uses the _topical method_. It requires a maximum of effort and should not be used with young pupils. It is an excellent method in the Bible classes. #63. Illustrations.#--If the teacher uses objects, pictures, or drawings to make meaningful his language in teaching, he is using the _illustrated method_. This is especially valuable in the primary grades. The one necessary caution is that the objects, pictures, or drawings shall be wisely selected, and that in their use special care be taken that the interest of the pupils is focused upon the thought or fact to be taught and not upon the illustration. #64.# If the teacher allows the pupils to consult the text while reciting, his method is likely to produce little permanent good. To fix the lesson in memory, to lay aside all books, to face the anxious and earnest teacher, is to secure the best results. Of course, there are times when the text is to be studied and when it is necessary to refer to the printed lesson, but a wise teacher will remember that when soul looks into soul the greatest possible good comes from teaching. Test Questions 1. What is meant by a teaching method? 2. What is meant by the _analytic_ method? 3. The _synthetic_ method? 4. What is meant by the _inductive_ method? 5. The _deductive_ method? 6. Why is the _question_ method a good one? 7. Why is mere telling not teaching? 8. What kind of question is better than that which merely draws out a fact? 9. What is the topical method, and with what pupils should it be used? 10. What is the gain in using illustrations? What the danger? 11. Should the lesson text be consulted by the pupil when reciting? Why? Lesson 8 What the Concrete Means in Teaching #65. Value of the Concrete.#--The world is made up of concrete things; that is, things which can be recognized by the senses. The first impressions the soul gets of this world are concrete. We call them individual or perceptual notions. The soul compares, classifies, generalizes these concrete notions into general or conceptual notions. These thought products are abstract. But all knowledge begins in these individual notions and hence all first presentations of a new lesson or a new object of thought must be in the concrete. The richer and more varied the concrete data, the more valuable is the mental result in abstract thought. When an abstract notion is presented to a class it is of no educational value unless it can be referred back in the mind of each pupil to some concrete experience in his own past. The teacher, knowing this, will always aim to interpret general truths, which are abstract, into terms of experience, which are concrete. When David wishes to express the thirst of his soul for God he says, "As the hart panteth after the water brooks, so panteth my soul after thee, O God." To a people familiar with Palestine and the habits of the hart this language at once made vividly real, in a concrete image, the great longing the pure soul has for its Creator. #66.# All the tentacles of the soul seem to find in the concrete thing great sources of nourishment. Note the crowds that throng the zoölogical gardens, the flower expositions, the picture galleries, the museums of one sort or another, to see the potency of the concrete as a great teaching power. Explore a boy's pocket to learn what the concrete is worth. Why all these "scraps," broken glass, rusty nails, old knives, buttons, peculiar pebbles, colored strings, parts of a watch or clock, odd sticks, bits of chewing gum, ends of pencils, broken buckles, speckled beans, colored papers, bits of fur, and other things that he treasures? Because in a most potential way they are nutrition to his yearning soul. One will never fathom the real depths of the concrete as teaching data until he can appreciate why the son of a President of the United States gladly traded rare exotic flowers from the White House conservatory for the discarded paper caps of common milk bottles. #67.# The trouble we all experience is to discover just what concrete thing the general statement figures in the soul of the child. When our pupils read "Up from the meadows rich with corn, Clear in the cool September morn," what does it mean to them? Instance a poor child whose life is pent within the narrow walls of a city tenement, one who has never seen the park, much less the great, grand farms of the country; what can even this simple language of Whittier's figure to that child? Do you not see that first of all the needed thing in teaching is to bring new thoughts into terms of old thoughts, to interpret the new by the old, to translate all abstract truth into terms of conduct and into terms of real concrete experience. If then the pupil's personal experience is meager, how very difficult it is to teach him, and how very important it is that we should be wise enough to supply the concrete data necessary to make meaningful our teaching. #68. Tools for the Teacher.#--The agencies at the teacher's disposal are objects, pictures, drawing, and stories. These demand extended study. Do you have a collection of objects and of pictures for teaching purposes? These are your tools. Be sure you carry a goodly store of them. Select them with care and use them with caution. If you cannot draw beautiful pictures, do not worry. But be sure you can, with a few strokes of the crayon, make concrete the thought you wish to emphasize. This power is of immeasurable value and the training of every teacher should include lessons in simple graphic illustration. #69. Stories.#--But above all else, as equipment to teach, can you tell a story? The story is an abstract truth dressed in concrete garments. When Jesus was asked to define the word _neighbor_ he might have answered in some such definition as may be found in any dictionary. He was too wise a teacher to do that. He immediately translated the meaning of neighbor into the concrete story of the good Samaritan and gave us an example of the loftiest teaching power the world has ever known. Every parable is an example of great skill in teaching the abstract by means of the concrete. Go over the series and note in how many ways the Kingdom of heaven is concreted into terms of the common experience of the people Jesus taught. #70.# A good story, well told, at once attracts marked attention. The pupil unconsciously turns to a concrete incident and from that obtains the richest nutrition for his spirit. But the story must be well told. It must contain abundant elements of specific detail and must be packed with incidents that thrill with action. The old Mother Goose rhymes are excellent examples of stories full of action, and, as a result, of interest. The child personifies all things, that he may find in them the elements of life, of action, of things in the process of doing. If you will spend an hour with a boy who is riding a stick that is to him a horse, or a girl who is playing with a rag-doll, you will learn the method and value of action in the concrete materials of instruction. #71. Rhyme and Song.#--If to the story is added the attractive appeal of rhythm, rhyme, and song the concrete materials of teaching become almost ideal. It is a good thing to conclude a well-told story with a short, simple poem and a song, both of which should relate to the same truth the story sets forth in the concrete. Through story, rhyme, and song the growing soul climbs most surely and securely to the lofty and illuminating vistas of God's universal laws. Maxims, precepts, proverbs, mottoes, laws, become meaningful and potential only when the soul moulds these mass motives of guidance from the plastic and suggestive data of a rich and varied contact with concrete experiences and things. "I am the vine," "I am the good shepherd," "I am the way," contain the very essence of all great method in the art of building a soul for the Kingdom of God and of service. Test Questions 1. Give an illustration of a "concrete notion"? 2. What may be learned by the study of a boy's pocket? 3. By what means should we bring new thoughts to the pupil? 4. What are four tools at the teacher's disposal? 5. What constitutes a "good story"? 6. What appeal may well be added to the story? Lesson 9 What Instruction, Drill, and Examination Can Do #72.# The two processes at work in every good recitation are #teaching and learning#. The first of these processes is the work of the teacher; the latter is the work of the pupil. Learning includes study proper and practise in the use of knowledge learned. The learning process should, of course, be directed by the teacher. #73. Teaching#, the work of the teacher, includes three distinct elements or parts: _instruction_, _drill_, _examination_. These may at times be supplemented by a fourth teaching process of considerable importance, _review_. Every good class exercise is made up of these elements. In certain cases the amount of time devoted to one or to the other of these varies greatly. No fixed law can be set. The judgment of the teacher, the condition of the class, the immediate purpose of the particular lesson, combine to make the relative value of these elements vary from one recitation to another. We can, however, study the purpose or function of each and arrive at some fairly adequate guidance. #74. Instruction# is the process through which the teacher aims to assist the pupil in the acquisition of knowledge or power, or both. It may take the form of written or of oral instruction. Written instruction has to do with the mastery of the printed page. To know how to obtain knowledge from the printed page is an important end of instruction. "Understandest thou what thou readest?" is a question that goes to the heart of good written instruction. Oral instruction is the act of the living teacher in stimulating the pupil to know. It has three phases--_objective_, _indirect_, and _direct_. #75.# _Objective instruction_ is the presentation to the eye or other sense of the pupil, by means of objects or pictures, some concrete thing which will aid the pupil to gain clear knowledge. We have already considered the value of this form of concrete instruction. #76.# _Indirect instruction_ is the process of recalling, through memory, past objective experiences and causing the mind to discern their likeness or unlikeness, their relations one to another, and to express a conclusion that the teacher does not first announce. In indirect instruction the learner is led to express his own past knowledge and, by comparing one fact with another, to arrive for himself at new knowledge. This is a most difficult but a most valuable type of instruction. It makes the pupil an explorer after truth and it should result in making him a discoverer of truth. The joy of original discovery possesses the soul of the successful pupil, who is taught by this indirect or suggestion method of instruction. #77.# _Direct instruction_ is the communication of facts by the teacher through oral language to the pupil. The pupil in this type of learning follows the statements of the teacher and sees for himself the truth of the facts presented and the conclusion reached. The danger of direct teaching lies in the fact that the teacher may fail to arouse in the pupil a current of thought corresponding to his own. In this case there is no resulting knowledge in the soul of the learner; and, instead, there is likely to be confusion or disorder in the class. This is a common phenomenon in classes that are so unfortunate as to have poor teachers. The law underlying all oral teaching is as follows: _Do not tell the pupil directly what he may be reasonably expected to observe or discern for himself._ #78. Drill# is the process through which the teacher aims to assist the pupil in the acquisition of power and skill. The new truth, when first apprehended by the pupil, must be made so familiar to the learner that he can promptly and easily recall the new truth or knowledge. Drill is the agency that accomplishes this result. Note how often a boy or girl repeats some new sentence or word or game in order to fix its easy recall. Many teachers think repetition deadens interest. But without repetition Comenius rightly declares we do not know solidly. Repetition is nature's way of developing strength. It is of prime importance that every new truth be drilled until it is as familiar to the learner as old knowledge. Then it becomes easy of recall and ready for use. The wise teacher will avoid the abuse of the drill by so varying the exercise as to secure a maximum of interest, for interest is the basis of pleasure, and the soul does not easily retain knowledge that is not pleasurable. #79. Examination# is the process through which the teacher aims to test the result of instruction and learning. Its value is twofold: it adds to the learner's knowledge by the preparation he makes for the examination, and it gives the teacher a means of measuring the results obtained through instruction and drill. If the examination tests only knowledge gained by direct teaching, it is of little value. If, on the contrary, the questions are so phrased as to cause the pupil to think his way out of things known into some newer and higher order of knowledge, it is a valuable exercise. Usually before examinations are given the teacher and pupils join in a _review_. #80.# The #review# is an invaluable teaching agency when it results in such a reorganization of unrelated or partly related facts of knowledge as to give the pupil a clearer and surer grasp upon the relative value of the facts previously acquired. A drill fixes a given fact more securely or solidly in the soul; a review organizes these drilled facts into new systems and wider classifications. It is seeing the old once more, but seeing it from a new point of vantage; just as a man climbing a tower with windows at stated points sees in each case all that he saw before, but sees it in a new setting, sees it as part of a larger scene, and sees it finally as a part of a mighty whole. Wisely conducted, the review establishes proportion in the knowledge set in the soul and leads finally and directly to the fact that all truth is at last one truth; all life at last one life; all parts at last one great infinite unity, whose name is God. Test Questions 1. What two processes are at work in every good recitation? 2. What four elements does teaching include? 3. What are the three phases of oral instruction? 4. Define each of these three phases. 5. What law underlies all oral teaching? 6. What is meant by drill? 7. Define examination. What is its twofold value? 8. When is a review valuable? Lesson 10 What Will-training Leads To #81.# The soul by #thinking, feeling, and willing# completes its round of activities. It is not a three-parted power, each part doing one and only one of these things; but it is a single power, capable of doing in turn all these things. The soul _thinking_ is at work in an intellectual process. The soul _feeling_ is at work in an emotional process. The soul _willing_ is at work in a volitional process. These three processes are so inter-related that it is not easy to separate them at any given time, and yet a bit of reflection upon how the soul does operate will make fairly clear these distinct processes. A child that has not been made unnatural by arbitrary training always follows its emotions and its thoughts by action. The inference from this is significant. The soul untrammeled always translates thought and feeling into action. This is only another way of saying that all intellectual and emotional products are under the direction of the will. _The will is the power of the soul that resolves to do, that causes us to act._ The will uses thought and feeling in much the same way that a sailor uses compass and rudder to guide a vessel in the right course. #82. The First Step, Obedience.#--At the beginning the feeling and thought elements are so numerous and so complex that the will is unable rightly to organize all this data into guidance. Hence the child must be guided by a will that has, through experience, acquired this power. The will of the parent and of the teacher is at the outset the effective guide, and the one necessity for the welfare of the child is obedience. Gradually the child finds his way through the maze of things his intellect and his sensibilities have retained, and then he becomes self-directive. His own will has asserted itself. He is now able and should be free to direct his own actions. When he does this his difficulties will not disappear. At times, he will find his will at a loss to give the guidance he knows he should have. Then, by all means, it is important that he should willingly surrender his finite will to the infinite will, his imperfect guidance to the perfect guidance; and he shall thus find his complete freedom of action in full surrender to the will of Almighty God. #83.# In this first stage, when parent and teacher are motive and will to him, the child needs to be guided with the utmost care. _There must be reasonableness in the guidance._ Caprice, anger, impatience, arbitrariness, and severity are the methods of weaklings and cowards. From all such the child should be freed. Consistency, kindness, patience, reasonableness, and moderation are the methods of strong, successful teachers. If you utter a command, see to it that the child obeys. Nothing is quite so deadly in the realm of the will as the fact that the pupil knows that his teacher threatens, commands, talks--but never acts. If you really do not intend to enforce obedience, do not utter the command. If you do not intend to compel obedience, do not assume the rôle of guide and teacher. How many children come into caprice instead of regulated conduct because they have from infancy lived in a realm of caprice, of confusion, and of disorder; a realm that moved by no law and hence set no law of guidance in the soul of the child. #84. The Aim of Teaching is Right Living.#--We err when we assume that intellectual endeavor will inevitably lead to right conduct. Nothing is more obvious than the fact that our conduct is far below the plane of our thought. We _know_ vastly better than we _do_ the things that are right and true. Nor do we quite understand the function of good teaching if we neglect to cultivate the feeling powers of the soul. It is my conviction that we act more nearly in harmony with our feelings than our thoughts. If, then, conduct, right action, or character is the end of all true teaching; if, as Jesus taught, it is not what we know, nor yet what we feel, but what we do, that makes life worth while, it is of the utmost importance that we should so train the feeling life as well as the thought life as to prepossess the soul to right conduct. But the feelings are intensely concrete. Whence arises again the value of concrete teaching as a method in will training. #85. Self-control.#--Aim to bring the pupil speedily into the exercise of his own will, into self-regulated conduct. Nothing will so surely negative good instruction as to deny to the pupil the freedom to exercise his own will as soon as that will has become sufficiently powerful and reasonable to be an adequate agency to direct the pupil's conduct. Many teachers and parents insist upon guiding the pupil long after he is capable of self-direction. Here, of course, is the critical moment in the pupil's life, and only the most careful study of the pupil and constant prayer for Divine assistance will insure the wisest procedure. When a boy has acquired self-control it is always a mistake to treat him as you would a small child. His self-respect is involved in his desire to do things in the way his own will determines. To ignore this fact is to predispose the boy to rebellion against his teacher; and perhaps against all constituted authority--human and divine. #86. Teach What to do, Rather than What not to do.#--Above all, do not build a negative code in the soul of a child. It is not what he is restrained from doing, but what he is constantly encouraged to do that makes for right will training. The great power of Jesus as a teacher lies in his steadfast ability to teach the world what to do, how to act, right conduct in the midst of complex conditions. A negative code stops all endeavor, a positive code sets the soul aglow with the consciousness of things done, of processes initiated and completed, of struggles with wrong successfully ended, of progress from weakness to strength, from human error to Divine truth. #87.# The end of all endeavor is to do the will of God, and the goal of all teaching is to equip a human soul to live in joyous accord with the infinite wisdom. "Ye shall know the truth, and the truth shall make you free." Test Questions 1. In what three ways does the soul round out its activities? 2. What is meant by the will? 3. What should be the effective guide for the child at first? 4. Name five elements that characterize the methods of strong teachers. 5. Why are some children capricious rather than obedient? 6. What is the aim of teaching? 7. What mistake will most surely negative good instruction? 8. What is Jesus' great power as a teacher? 9. What is the goal of all teaching? Text Questions for Review Lessons 6 to 10 1. What is meant by a law of the soul? 2. What is the first law as to the subject matter of teaching? 3. What is the earliest power that becomes educationally active? 4. What is meant by the inductive method? 5. Why is mere telling not teaching? 6. What is the gain, and what the danger, in using illustrations? 7. Illustrate what is meant by a concrete notion. 8. What are four tools at the teacher's disposal? 9. What constitutes a good story? 10. What two processes are at work in every good recitation? 11. What are the three phases of oral instruction? 12. When is a review valuable? 13. What is meant by the will? 14. Name five elements that characterize good teaching? 15. What is Jesus' great power as a teacher? NOTE.--This entire subject has been more fully discussed by Dr. Brumbaugh in his book "The Making of a Teacher." THE SCHOOL MARION LAWRANCE LESSON PAGE 1. The Sunday-school 219 2. The Sunday-school Equipped 224 3. The Sunday-school Organized 228 4. The Sunday-school Organized (concluded) 232 5. The Sunday-school in Session 236 6. The Sunday-school Teacher 240 7. The Workers' Meeting 244 8. Sunday-school Finance 248 9. The Sunday-school and Missions 251 10. Organized Adult Classes 255 Teaching Hints Leaders of classes, and individuals pursuing these studies apart from classes, are urged to read the chapter entitled "Teaching Hints," on page 259, before beginning this section Lesson 1 The Sunday-school #1.# The Sunday-school is the Bible-studying and teaching service of the church. It is a _church service_. All the members of the church should be connected with it. It should be under the care and control of the church. Its purpose is to present the Word of God, by the hand of competent living teachers, to every man, woman and child, for the purpose of leading them to Christ, developing their Christian characters, and training them for service. #2. The Earliest Schools.#[A]--Schools for the study of God's Word seem to have existed as far back as the time of Abraham. In Moses' day, schools were maintained for the religious training of the young. These schools were numerous also in Ezra's time. Jesus no doubt attended such a school in his boyhood days. The schools of his time resembled the modern Sunday-school in some of their methods. There were elementary schools for children, and senior schools for both children and adults. These latter schools were connected with the synagogue. It was through these schools, chiefly, that the Christian church was extended and built up. #3. The Raikes Movement.#[A]--The first seventeen centuries of the Christian era witnessed, for the most part, a general decline in the church and in Christian activity. During all this period, the church's life increased or waned in proportion as it attended to or neglected the religious instruction of the young. The seventeenth century, and much of the eighteenth century were dark days for the church. It was toward the close of this period that God saw fit to connect the name of Robert Raikes with the Sunday-school movement of the world. While he was probably not the founder of the first Sunday-school, his name is nevertheless inseparably connected with the beginnings of the modern Sunday-school. In the city of Gloucester, England, July, 1780, this man--the editor and proprietor of the Gloucester Journal--started his first Sunday-school, in the kitchen of a dwelling-house. This room was eleven feet long, eight feet wide, six and a half feet high. "The children were to come soon after ten in the morning and stay till twelve. They were to go home and stay till one, and after reading a lesson, they were to be conducted to church. After church, they were to be employed in repeating the catechism till half past five, and then to be dismissed with an injunction to go home without making a noise; and by no means to play in the street." Four women were employed as teachers in this school, at a shilling a day. The early Raikes schools were not connected with the church in any way. [A] The statements in these paragraphs are taken in substance from "YALE LECTURES ON THE SUNDAY SCHOOL" (Trumbull). #4. Sunday-school Extension.#--Sunday-schools soon became very popular, and spread over Great Britain and into Europe. Sunday-schools are known to have existed in the United States as early as 1786, and probably much earlier than that (even in 1674). They found congenial soil in the Western Hemisphere, and multiplied rapidly. There are now more than a quarter of a million Sunday-schools in the world, enrolling more than twenty-five millions of people. More than one-half of this vast army is in North America. #5. The Sunday School Union of London.#--This organization was effected in 1803 in Surrey Chapel, London, and is the oldest expression of organized Sunday-school work. It is local only in name. Its auxiliaries are to be found in all parts of the United Kingdom, Continental Europe and the various dependencies of Great Britain. It holds valuable properties in London, conducts an extensive printing establishment, and maintains a large corps of workers as secretaries, colporteurs, etc., not only in Great Britain but on the Continent, in India and elsewhere. #6. The American Sunday School Union.#--The earliest Sunday-school organizations in North America were a Sunday School Union in New York City in 1816, another in Boston the same year, and still another in Philadelphia in 1817. These were combined in 1824 into a national society known as The American Sunday School Union. This society, through its large corps of missionaries, plants new Sunday-schools, especially on the frontier. It conducts a large publishing establishment at its headquarters in Philadelphia, and has done and is doing a great work. #7. The National Sunday School Convention.#--The first national interdenominational convention in the United States was held in the city of New York in 1832. Delegates were present from fourteen states and four territories. A second convention was held in the city of Philadelphia, the following year, 1833. Not until 1859 was the third convention held, and this one also in the city of Philadelphia. In 1869, in Newark, N. J., may be said to have begun the present series of great conventions in our country, for they have been held triennially from that time until the present. The fourth and last strictly national convention was held in the city of Indianapolis in 1872. Here the International System of Uniform Lessons had its birth. The International Lessons went into use January, 1873. They are selected by a committee appointed by the International Convention, co-operating with a similar committee appointed by the Sunday School Union of London. It was decided that the next convention should be international in character, and include the Dominion of Canada. #8. International Sunday School Movement.#--International conventions have been held triennially since 1875. The International Sunday School Association administers its affairs through an Executive Committee of nearly one hundred men, representing every state, province, territory and country in and belonging to North America. In its main Association, and through its auxiliaries, it employs a large number of Sunday-school workers in its various departments. It is supported by the voluntary offerings of Sunday-schools and individuals. Under its auspices are held annually about sixteen thousand Sunday-school conventions, the purpose of which is to give information, stimulation, and education along all lines of Sunday-school work. #9. Auxiliary Associations.#--The various states, provinces, territories and countries of North America maintain associations auxiliary to the International Sunday School Association. The oldest existing organization is that of the Province of Quebec, which has been in continual operation since 1836. The states and provinces, for the most part, maintain annual conventions. Auxiliary to these auxiliaries are the associations of the counties or next smaller political divisions. In the thickly settled portions of the country, still smaller organizations are effected in the townships and cities. #10. The World's Sunday School Association.#--The First World's Sunday School Convention was held in the city of London, England, in 1889, about two hundred and fifty delegates attending from North America. The Second World's Convention was held in connection with the Seventh International Convention at St. Louis, Missouri, in 1893. The Third World's Convention was held again in London in 1898. Three hundred delegates were present from North America. The Fourth World's Convention was held in Jerusalem, Palestine, in 1904. Over eight hundred delegates attended from North America, and nearly five hundred from Great Britain, traveling in chartered steamships. The World's Fifth Sunday School Convention was held in the city of Rome, Italy, in 1907, with over eleven hundred delegates. And there the World's Sunday School Association was organized, to hold conventions, gather statistics, and to co-operate with other organizations in increasing the efficiency of Sunday-schools throughout the world. The World's Sixth Sunday School Convention is to be held in Washington, D. C., 1910. Test Questions 1. What is the Sunday-school? 2. Give instances of the earliest schools for the study of God's Word. 3. Describe what is known as the Raikes movement. 4. How early are Sunday-schools known to have existed on our continent? 5. How many Sunday-schools in the world to-day? 6. What proportion of these are in America? 7. What is the Sunday School Union of London? 8. What is the American Sunday School Union? 9. Where and when were the four National Sunday-school Conventions held? 10. When and where did the International Lessons have their origin? When put into use? 11. How many International Conventions have been held? 12. By whom are the International Lessons selected? 13. What is the work of the International Sunday School Association? 14. Describe its system of Auxiliary Associations. 15. What is the World's Sunday School Association? Lesson 2 The Sunday-school Equipped #11. Buildings.#--A discussion of Sunday-school buildings properly comes under the head of equipment, but as that is a large topic by itself, it is not our purpose to consider it here but to confine ourselves to those features of equipment which may be used in any building. The buildings should be made with the needs and conveniences of the Sunday-school in mind. The department rooms and class rooms are but expressions of this idea. The school deserves as good a room as the preaching service, and one as thoroughly adapted to its uses. Department rooms and class rooms can often be temporarily arranged by the use of curtains or screens, in a building where no regular partitions have been provided. #12. Seating.#--Chairs are better than pews. They should be comfortable, and adapted to the size of the pupils who are to use them. No one can sit quietly very long unless his feet can rest squarely on the floor. If the room is not carpeted, the chair legs should have rubber tips. #13. Tables.#--Such of the officers as need to use desks or tables should have tables of their own, so that all of their books, blanks, and supplies may be kept in proper order. Class tables are very desirable. They need not be very large. Each table should have a drawer or box in it for the song-books and other property of the class. This economizes time and saves confusion, as nothing will need to be distributed. #14. Class Boxes.#--Where it is impossible to use class tables, a class box is next in value. It should contain the song-books and everything else belonging to the class, and should be kept in a given place where some member of the class can secure it before the school, and replace it after the school is closed. #15. Blackboards.#--It is impossible to overestimate the value of blackboards in Sunday-school work when rightly used. There ought to be one in the main school, and one in every department room. It would be well, also, if there were a small blackboard in every class room. It can be used for so many purposes, such as reviewing the lesson, announcing hymns or displaying reports. The revolving blackboard is the best for general use, and the most ornamental. Square crayons of half an inch, or one inch, in size are better than the ordinary round school crayon. Simple work is better than elaborate work. Anybody can use a blackboard to advantage, whether he can draw or not. #16. Maps.#--If a school can have but one map, let it be the map of Palestine. Then add the following maps, in the order named: Bible Lands; a second map of Palestine,--one for Old Testament and one for New Testament; Paul's missionary journeys; a missionary map of the world; a missionary map of the denomination. A sand map is good for use in the later elementary grades, but should not wholly displace the wall map. #17. Charts.#--Many helpful charts are now prepared for Sunday-school use; charts of the life of Christ, charts for missionary purposes and temperance teaching, charts with choice passages of Scripture and hymns. #18. Libraries.#--If possible, have two libraries, one for teachers, one for scholars. A teachers' library should contain Bible-study helps and books for Sunday-school workers, which treat of special phases of Sunday-school work. The scholars' library should be properly classified so that the members of all departments will feel an equal interest in it. #19. Missionary Curios.#--Material aid in creating missionary interest will be secured by showing woods, stones, plants, flowers, clothing, and birds from the various foreign fields, and by the use of pictures and models of their buildings, which reveal the customs of the lands under consideration. These things are abundant, and are comparatively inexpensive. #20. Flags and Banners.#--Every school should have the flag of the nation displayed at each session. Many schools use the Christian flag, also, made of white silk with a blue field and red cross. The "Conquest Flag" is also popular. Banners for Star Classes, Excelsior Classes, Honor Classes, etc., are desirable if properly used. Considerable school spirit may be cultivated by having school colors embodied in a pennant, which is always displayed when the school is in session. #21. Objects.#--Many objects are now prepared that are valuable in Sunday-school work, such as building blocks, models of the Tabernacle, globes, and birthday banks. #22. Bibles and Music Books.#--Every member of the school who is old enough to read should bring his own Bible. Nevertheless, it is well to have a supply of school Bibles, as they should be used in the school instead of lesson helps. Select a good music book, and get plenty of copies. If every member has a book, the singing and the order will be better. Hymn banners and song rolls are useful adjuncts. #23. Pictures.#--Choice pictures are not only beautiful, but valuable in many ways. The walls of the Sunday-school room, and especially of the elementary departments, should be well decorated with choice inexpensive pictures, illustrating various Bible scenes; there may also be miscellaneous pictures of an equally elevating and refining character. #24. Stereopticon.#--Here and there a school is able to have a stereopticon or magic lantern. This instrument is becoming more popular every day. If properly used, a stereopticon is very helpful in Sunday-school work. #25. Lesson Helps.#--Supply yourselves with plenty of lesson helps for officers, teachers, and scholars. Get the very best, but _leave them at home on Sunday_. #26. Records and Printing.#--Records that are worth keeping, at all, are worth keeping well, and in well-made books. All printing should be well done or not done at all. Business houses are judged by their printing; Sunday-schools likewise. Use good paper, occasionally colored inks, and let all the printing be neat and tasteful. #27. Bells.#--Bells are useful, if not used too much. Do not use a gong. A small tea bell is large enough for an ordinary room. The less noise the superintendent makes, the less noise the scholars will make. #28. Equipment for Hand-Work.#--This comparatively new feature of Sunday-school work is rapidly gaining favor. It is usually the most successful in the Junior Department, though it is used extensively in both the Primary and Intermediate departments. In this brief paragraph, we can but mention some of the phases of hand-work, as follows:--The sand map; the pulp map; map drawing; written lesson outlines; cutting and pasting pictures in blank books (with or without writing), treating of the current lessons, or missionary lands and themes; sewing; modeling Oriental objects in clay, pulp, etc., etc. Test Questions 1. When there are no separate rooms for departments, what may be done? 2. Name some of the requisites in the most satisfactory seating. 3. Name two important articles of class promotion. 4. What are some of the uses of a blackboard? 5. State what maps are needed in the school. 6. What kind of books should a teacher's library contain? 7. Suggest ways of creating missionary interest. 8. What banners and objects would be valuable? 9. Who should bring Bibles to the school? 10. What is the proper place for lesson helps on Sunday? 11. What are some of the things needed for hand-work in the school? Lesson 3 The Sunday-school Organized #29.# A Sunday-school is organized for work when (1) the official positions are filled; (2) there are teachers for all the classes; (3) the scholars are properly enrolled and classified; (4) and it has intelligently set itself thoroughly to accomplish, in a definite way, that for which a Sunday-school stands. #30. Enrolment.#--The name of every member of the school should be enrolled either in a book or by the card system. The enrolment should show not only name and address, but date of entry, birthday, date of promotion from one department to another, date of uniting with the church, date and cause of leaving the school; date of death, if necessary. #31. Classification (or Grading).#--Classification consists in placing the scholars in such departments and classes as will secure for them and for the whole school the best results in the best manner. This will require that the scholars be advanced from one department to another at proper intervals, in order to meet their changing needs. #32. Departments.#--Every Sunday-school should be divided into departments. Three or four departments are possible in the smallest schools, and more are desirable in larger ones. It is usually possible to maintain the following departments in an ordinary school: (1) _The Cradle Roll_, for children too small to attend the regular sessions. These are usually under three years of age. (2) _The Beginners_, for children from three to six. (3) _The Primary_, for children from six to nine. (4) _The Junior_, for children from nine to eleven or twelve. (5) _The Intermediate_, for boys and girls from twelve to fifteen or sixteen. (In some schools, a Senior Department, coming between the Intermediate and the Adult, is recognized.) (6) _Adult_, for all over fifteen or sixteen. (7) _The Home Department_, for those who cannot attend, but who will study the lessons each week. (8) _The Teacher-Training Department_, for those who are preparing to become teachers. In many schools of several hundred or more, the Adult Department indicated above is divided into a Young Men's Department, a Young Women's Department, and a Senior Department of classes of either sex. An educational test may be required for promotion with honors from one department to the other; but transfer (without honors) may be made upon the age basis. Without departments there can be no thorough grading. #33. Departmental Organization.#--Each department should have some organization within itself, at least a superintendent in general charge. The superintendent of the department determines in what classes new scholars shall be enrolled, and carries into effect the plans of work outlined by the cabinet or the superintendent of the Sunday-school. The teachers should be especially adapted to the work of the department, and should remain in that department as long as they can do their best work there. #34. Classification (or Grading.)#--Proper classification cannot be maintained unless some one especially appointed for this purpose gives it careful attention every Sunday. Neither teachers nor scholars should be allowed to bring new members into their classes without the consent of the officer in charge of the classification, nor should new scholars be permitted to join whatever class they wish, regardless of proper classification. Eternal vigilance is the price of grading. The superintendent of classification will determine to what department the new scholar belongs, and his word should be final. #35. Promotions.#--There comes a time when a scholar ceases to belong in one department, and belongs in another. Promotions should be made regularly, and at a public service. All members of the school up to and including the intermediate scholars should be promoted at the same time, changing seats, as far as possible. #36. Records.#--The general records of the school should be well kept, in ink, in a good book adapted to the purpose. There should be annual, quarterly, and weekly reports which should be comparative and complete. Officers and their Duties #37.# The officers will vary in number and work, according to the size of the school and the character of its organization. Certain officers, however, are needed, no matter how large or small the school may be. Many schools are under-officered; it is oftener so than otherwise. Not all of the officers we shall name here could be profitably used in a small school, and yet each of them is important. #38. The Pastor.#--Since the Sunday-school is a church service, the pastor not only has privileges there, but has responsibilities as well. His chief responsibility lies in the directing of the teaching, for the pastor of a church is as responsible for the teaching that is done in his Sunday-school as for the teaching that is done from his pulpit. This determines largely his place of greatest opportunity--the selecting of material for the teacher-training class, and helping to select and appoint the teachers in all departments of the school. He should not act as superintendent, if it can be avoided, neither should he usually teach a class, except as a substitute teacher. He should attend the school regularly, and have a vital part in the program of every session. #39. The Superintendent.#--The superintendent should be regarded as a church officer, and, except in union and mission Sunday-schools, should be elected by the church to which the Sunday-school belongs, in the same manner as other church officers are elected. He should have general charge of the Sunday-school, and be regarded as its executive head. He should have sole authority to appoint all of the other officers of the school: such appointment to be confirmed either by the church or some body representing it, such as a Sunday-school Board or teachers' meeting. He should have a voice in the appointing of the teachers in all departments. During the school session he should study the school, seeking to discover the weak places and how to strengthen them. #40. The Assistant Superintendent.#--The assistant superintendent should take charge of the school in the superintendent's absence, and should also have specific duties to perform in every regular session. These duties will be determined by the size and requirements of the school, and the efficiency of the other officers. #41. The Secretary.#--The name of this officer indicates his duties. His reports should be neatly kept in ink, in a book prepared for the purpose. They should be comprehensive and comparative, so that it may be determined at a glance whether the school is growing or not. He should make reports weekly, quarterly, and annually. #42. The Treasurer.#--The duties of this officer are likewise indicated by his name. He should be more, however, than the custodian of funds. He should endeavor to increase the offerings to the proper amount. He will pay out money only upon orders properly placed in his hands. Test Questions 1. Name four conditions that mark the organized Sunday-school. 2. What facts should enrolment show? 3. What is meant by grading? 4. Name the principal departments into which a school may be divided. 5. What officer should receive and locate new scholars? 6. What are some of the factors in wise promotion of school members? 7. State the pastor's chief responsibility for the school. 8. What are the duties of the superintendent? 9. The Assistant Superintendent? 10. What are the secretary's duties? 11. The treasurer's? Lesson 4 The Sunday-school Organized (Concluded) #43. The Superintendent of Classification.#--This office may be filled by one of the assistant superintendents, but in a school of one hundred or more, it is well to have a separate officer. His duty will be to classify the new scholars, first ascertaining by personal investigation the department in which the new scholar belongs. This is a most important office, and cannot be neglected a single Sunday without detriment to the grading of the school. #44. The Librarian.#--This officer should have charge of the library or libraries and of all supplies. New books should have his approval before being added to the library. He should properly classify the books, so that those in each department may know which are best adapted to their needs. It would be well, if possible, to give him control of a library fund, with authority to add one or two books at a time as the funds will allow. All such books should be announced from the platform on the day they are placed in the library. A library maintained in this way will always be fresh, and never lose its interest. #45. The Birthday Secretary.#--This officer takes charge of the birthday contributions of the members. Each member of the school may be asked to contribute on his birthday as many pennies as he is years old, or as much more as he may choose. The money thus gathered may be used for benevolent and missionary purposes and become the means of creating considerable interest. #46. The Substitute Teacher Secretary.#--This officer should see that classes whose teachers are temporarily absent are supplied with teachers. Having secured a list of names of those who will substitute, he should send notices each Monday to those who are pledged for the following Sunday, notifying them that their date is at hand, and asking them also to attend the Workers' Meeting that week. #47. The Biographer.#--Some schools call this officer the Historian. He keeps in a book, or by the card system, permanent records of all the members, with date of entering the school and other items of interest, such as date of promotion, of joining church, removals, deaths, etc. Where this work is properly done, the records become exceedingly interesting and valuable. #48. The Door Men.#--A door man should be placed in charge of each door entering the building, or opening from one room into another. These door men should know just when the doors may be opened for people to pass without interfering with the school. They should be in their place before the school begins, allowing none to enter the room when their entrance would disturb the services. They should pay special attention to strangers and visitors, and prevent boisterous conduct or talking about the doors. #49. The Ushers.#--Every school should have at least one usher, and as many more as are needed. In a school of three hundred or over, several ushers can be used profitably. They should be in their places early, to pay proper attention to visitors, and to see that they do not occupy seats intended for regular scholars. They can also look after new scholars as they enter, and see that they are directed to the Superintendent of Classification. #50. The Courtesy Committee.#--This committee will be needed chiefly in larger schools. Its purpose is to make visitors welcome, and show them every courtesy that is possible. The Courtesy Committee relieves the superintendent and other officers of this particular duty, thus enabling such officers to do those things for which they are responsible. Visitors greatly appreciate this attention, and will go away with a good impression of the school. A Guest Book may be kept, to secure the names of visitors. #51. The Missionary Secretary.#--Every Sunday-school ought to be a missionary society. The Missionary Secretary will endeavor to cultivate missionary interest and spirit in the school. He can do this by securing a proper distribution of missionary literature, by helping to prepare missionary programs and concerts, by keeping in touch with those phases of mission work supported by the school, or church or denomination, and reporting from time to time. He will have charge of the missionary maps, charts, and curios. #52. The Temperance Secretary.#--This officer should endeavor to cultivate the spirit of temperance and good citizenship. If temperance pledges are used in the school, it would be well for him to keep a record of them, and to enter the names permanently in a book, reporting from time to time how many names he has. He can aid the superintendent, also, by helping to prepare temperance concerts, and by introducing various appropriate features into the program on Temperance Sunday. #53. The Superintendent's Aides.#--These are usually boys, twelve to sixteen years of age, who are hands and feet for the superintendent. They prepare the platform and room for the school service, put the blackboard into place, adjust the hymn-board and the flags, if they are used. They may also distribute the hymn-books and Bibles. #54. The Messenger Cadets.#--These are usually boys of the Junior Department, and their chief business is to carry messages to absentees, flowers to the sick, or messages to any one, for the superintendent or pastor. Under the direction of the Home Department Superintendent they may deliver the quarterlies and other supplies. They should be in charge of a man who understands boys and loves to work with them. #55. The Sunshine Band.#--This is usually made up of girls of the Junior age, who visit the sick, carry them flowers, sing and read to them, and minister to them in every way they can. They should be in charge of a woman appointed for this work. #56. The Department Superintendents.#--These should be looked upon as officers of the Sunday-school. Each superintendent is expected to preside in his own department, with as much care as if it were the entire school; to preserve the grading provided for by the superintendent of classification; to endeavor to keep the classes as nearly uniform in size as possible; and to cultivate a department life and interest. #57. The Superintendent's Cabinet.#--All of the officers named above, and the Chairmen of all the committees named above, constitute the Superintendent's Cabinet. Nothing should be presented to the teachers or to the school as a whole until it has first been decided upon by the Cabinet. The Cabinet should have regular meetings, perhaps once a month. Test Questions 1. What are the duties of a superintendent of classification? 2. Of the librarian? 3. How can a Birthday Secretary be utilized? 4. How may substitute teachers be secured? 5. In what ways can door-men render service? 6. What may ushers do? 7. Through what officers may missionary work be emphasized, and how? Temperance work? 8. What is meant by Superintendent's aides? Messenger Cadets? The Sunshine Band? 9. How may a Superintendent's Cabinet help the school? Lesson 5 The Sunday-school in Session #58.# The Sunday-school session is not the Sunday-school, for the same reason that a church service is not the church. The session begins, carries out a certain program, and closes. The Sunday-school continues throughout the week. Much previous planning and preparation are essential to the success of any Sunday-school session. #59. Time.#--The most convenient hour is the best hour. Having discovered that hour, hold to it the year round. Frequent changes will bring disaster. Every hour has its advantages and disadvantages. The morning hour is usually attended by more tardiness of teachers and scholars, but all are fresher. The noon hour will suffer less from tardiness and will have a larger attendance of adults. Discipline will be more of a problem, especially if the school is continued far beyond the dinner time. The afternoon hour has the following advantages: (1) The school does not precede nor follow another service, which is detrimental to both. (2) A completely rounded program can be carried out because the time will be longer. (3) There is opportunity for after-meetings, if desired. Many of the best schools are held in the afternoon. There are the following disadvantages, however: (1) It breaks in upon the Sunday afternoon home life. (2) It prevents the members from working in mission schools, etc. (3) It may interfere with the attendance at the night services. #60. Length of Session.#--The usual session is one hour long, but this is too short to secure the best results. An hour and a quarter is better, and is long enough for a morning or noon school. Under good management, an afternoon school can use an hour and a half to advantage. #61. Program.#--The superintendent should have a written program, and know his ground every step of the way. The pastor and chorister should have copies. So also should every individual participant. The passing from one feature of the program to the next should be done quickly, and, so far as possible, without announcement. #62. How to Begin.#--Be ready. Insist that all officers and teachers shall be ready. Begin exactly on time. Do not wait for anything nor anybody. Be sure all understand the signal for beginning. Give the signal once, _never oftener_. Wait for silence. Do not begin without it. #63. Signals.#--Use the bell sparingly, if at all. For certain signals the bell may be desirable, but never to secure order. A chord on the piano is better than a bell. Piano signals should be arranged so that a signal given in a certain way always means the same thing. The superintendent's rising in his place, or, if standing, simply raising his hand, should be signal enough to secure the attention of any school. It will be, if the school is properly trained, and so seated as to be able to see a signal. #64. Music.#--An orchestra is good, but should not be too large for the room. A piano is better than an ordinary organ because of its distinct tones. The next best instrument to add is a violin for a small room and a cornet for a large one. Do not consume too much time with instrumental music in the session. The orchestra can give an overture at the opening, a number while classes reassemble after the teaching period, and a postlude at the close. That is sufficient. The superintendent should select the hymns, in conference with the chorister. Some of them should be appropriate to the lesson of the day. Use one or two old church hymns at each session. Select a good book, and have plenty of copies. The best results cannot be secured where even two sing from the same book. The hymn numbers should be placed on the blackboard or hymn-board, before the opening, in plain sight of all. #65. Prayers.#--Sunday-school prayers should never be long, and those who pray aloud should keep the children in mind. All the rest will follow. Two or three short prayers at different times are better than one long prayer. #66. Memorizing Scripture.#--Every school should repeat some Scripture from memory every Sunday. Select the verses carefully, and not too many of them. A few verses thoroughly memorized are better than many imperfectly learned. #67. Lesson Study.#--The lesson study period should be the heart of the session. It should never have less than thirty minutes. Hold this period sacred to the teachers, without interruption of any kind. No visiting of classes by officers at this time should be permitted. The necessary business of the session should be conducted during the opening and closing services. Do not distribute books nor papers to the classes until the close of school--certainly not during the teaching period. #68. Review.#--The superintendent should not review the entire lesson; he should mention only that part of it which enables him to fix the personal application he has in mind for the school that day. The blackboard will help if properly used. #69. Reports.#--Reports should be few, and very short, never in detail. Calling the roll of officers and teachers is a waste of time. To give the number present, the number absent, the offering for the day, the missionary collection, and the names of the sick is usually sufficient, except in cases of emergency, such as deaths or funerals. #70. Announcements.#--The fewer announcements the better. Those that must be made should be brief, plain, striking. Do not call them "announcements." Work them in, one at a time, as comments on the program in hand. The announcement that you have an announcement to make is an announcement wasted, and time wasted, too. Never take the time of all to make an announcement that concerns but a few. Do not fall into set forms. Announcements may be interesting and instructive, but usually they are not so. They should be made a study. #71. How to Close.#--The lesson review or application should be followed by a short prayer. Then sing a sweet, familiar hymn bearing upon the truth you have tried to impress, the school remaining seated. Then the benediction, school still seated. Then a moment of silent prayer, followed by the piano or orchestra softly playing the music that has just been sung. Let this be the signal for dismissal. Test Questions 1. What are some of the advantages and disadvantages of the various hours for Sunday-school session? 2. What are some of the details to look out for in beginning a session? 3. Name a signal that is better than a bell. 4. State how you would plan to secure good singing. 5. What should not be allowed during the lesson period? 6. Outline a good plan for the closing service. Test Questions for Review Lessons 1 to 5 1. What is the purpose of the Sunday-school? 2. How many Sunday-schools in the world to-day? 3. Suggest ways of creating missionary interest in the school. 4. What are some of the requisites for hand-work in the school? 5. Give four conditions that mark the organized Sunday-school. 6. What is meant by grading? 7. Name the principal departments into which a school may be divided. 8. When and where did the International Lessons have their origin? 9. By whom are the International Lessons selected? 10. What is the work of the International Sunday School Association? 11. What is the World's Sunday School Association? 12. How may substitute teachers be secured? 13. What is meant by Messenger Cadets? 14. What are special points to look out for in beginning a session? 15. How would you plan to secure good singing? Lesson 6 The Sunday-school Teacher #72. The Teacher's Office.#--Next to the minister of the gospel, the Sunday-school teacher occupies the highest office in Christian service. The central and most important feature of every Sunday-school session is the Bible-teaching period. All the other exercises of the school should be so arranged as to make the teaching period as effective as possible. The teachers do the teaching; hence the importance of the office. The character of the teacher and the efficiency of the teaching usually determine the efficiency of the school; like teacher, like school. #73. The Teacher in Prospect.#--Probably the greatest problem in Sunday-school work, at present, is that of securing a sufficient number of good teachers. The only solution of this problem is for every school to have at least one teacher-training class each year. Any school which sets itself definitely to the task of training its own teachers, from its own ranks, for its own classes, will reduce the teacher problem to a minimum. Such a class should be composed of young men and women between the ages of sixteen and thirty, specially chosen by the pastor and superintendent because of their interest in the work and apparent fitness for it. The class should be taught by the best teacher obtainable, though he need not be an expert. It should meet at the church, at the regular Sunday-school hour, thus solving the difficulty as to time and place. Substitute teachers should never be drawn from this class. A teacher's diploma should be issued to each student completing the course and passing the required examination. #74. The Teacher Trained.#--Many who are now teaching desire to take a teacher-training course. Difficult though it is to maintain a class for such workers, it can be done. Evidently it cannot meet at the Sunday-school hour, as the teachers are already occupied. A full week-night is preferable, if it can be had; if not, it may come before or after the Workers' Meeting or prayer-meeting, though this arrangement is always more or less detrimental to both meetings. Interdenominational training-classes are much better than none, but the training-class in the local church is the ideal, and should be maintained wherever it is possible. When it is impossible to attend a teacher-training class, or there is none, individuals may take a course alone, and this is often done. #75. The Teacher Chosen.#--The teacher should be chosen and appointed by the proper authority representing the church and the Sunday-school. The committee for appointing teachers should be composed of three persons: the pastor of the church, the superintendent of the Sunday-school, and the superintendent of the department where the teacher is to teach. If there is a separate superintendent of teachers in the Sunday-school, he may represent the superintendent of the school in this capacity. No one should be set over any class as teacher whose appointment is not satisfactory to the three persons named above. #76. The Teacher Installed.#--The Sunday-school is a church service, hence the teacher should be properly recognized by the church. It is desirable that all the officers and teachers should be assembled and installed in their offices for the coming year with fitting exercises, at a regular service of the church. Such a service as this dignifies the office of the Sunday-school teacher, places upon him the approbation of the church, and makes him feel that his work is appreciated. The installation service should be in charge of the pastor of the church, and the officers and teachers should be seated in a body. Appropriate exercises for such a service have been arranged, and may be easily secured from the denominational publishing houses. #77. The Teacher Protected.#--During the general opening and closing exercises of the Sunday-school session the superintendent is in charge. But during the teaching period the teacher outranks everybody else, and is entitled to the full time set apart for teaching without any interruption. The officers of the school should not be allowed to disturb the classes in any way. The making of the class reports, gathering of the offering, and similar matters, should be attended to before the recitation begins, and in such a manner as to make the least interference with the class work. It is a sin to disturb a class unnecessarily after the teaching has begun. #78. The Teacher Between Sundays.#--The wise teacher will regard the intervening week between two sessions of the school as the time of his greatest opportunity. He will review in his mind the experiences of the previous Sunday, endeavoring to learn therefrom how to improve his work in the future. He will give himself diligently to the preparation of his lesson and to the visiting of the absent, and will be especially careful to call upon the sick members of his class. He will attend the Workers' Meeting, and avail himself of every opportunity for improvement. He will seek personal interviews with those of his scholars who have been troublesome in the matter of discipline, and will talk individually with all the members of his class in order to win them to Christ. He will identify himself with the International Reading Circle, as a member of which he pledges to read at least one good Sunday-school book each year, and thus keep in touch with the Sunday-school movements of the world. #79. The Teacher's Aim.#--The teacher should aim, first of all, to win the confidence and esteem of his scholars. Until this is done little else is possible, because there can be no effective teaching without co-operation. He should give his scholars faithful and efficient instruction in the Word of God. The lesson itself should be taught each Sunday, and not allowed to be brushed aside by the discussion of any other topic, though other topics may be used to introduce or illustrate the lesson. He should endeavor to lead his scholars to an acceptance of the Lord Jesus Christ as their Saviour. This is oftener accomplished by a personal interview than in the class. He should aim to lead his scholars into membership in the local church. He should aim, by careful training and instruction, to build his scholars up into strong Christian characters, and to fit them for the duties of civic and religious life. Let him remember that his work is for eternity. #80. The Teacher's Reward.#--The teacher receives much of his reward as he goes along, but not all of it. The privilege of being associated with the Great Teacher, and laboring in obedience to his command; the joy of leading souls to Jesus Christ, and sending them out into the world as witnesses for him; the consciousness of growing power in service because of work well done; the companionship of kindred spirits engaged in the same great work--these are surely rewards enough. But there is another reward when the work is done. It is God's "Well done" to the faithful. Test Questions 1. What should be the most important feature of every Sunday-school session? 2. What is the solution of the problem of getting teachers? 3. Who should be in a teacher-training class? 4. Who should choose the teachers? 5. In what special way may the teacher be recognized by the church? 6. What may the teacher accomplish between Sundays? 7. What do you regard as the teacher's proper aims? 8. What is the teacher's reward? Lesson 7 The Workers' Meeting #81.# The meeting which is commonly called the Teachers'-Meeting we prefer to call the Workers' Meeting, because it should be as helpful to the officers as to the teachers. It is impossible to overestimate the value of a properly conducted Workers' Meeting, and yet it is difficult to maintain one. A Sunday-school without a Workers' Meeting is a collection of classes, and not a school at all, strictly speaking. A helpful Workers' Meeting maintained regularly every week guarantees a good Sunday-school. It is a thermometer accurately indicating the true condition of the school. To the tired worker it is a refreshing port-of-call between the two continents of Sunday; to the discouraged, it is a heart stimulant; to the over-busy, it is a storehouse filled with what they need, and ready for their use. To all who are willing to pay the price of the best work, it is a necessity. #82. Leadership.#--The superintendent should preside. It is his meeting. The program should be in his hands, and of his making. He should not teach the lesson unless he is the best qualified person to do it. He should have a special message for the workers at each meeting, bearing upon some phase of the work. #83. Equipment.#--All who attend should have their own Bibles. Tablets and pencils should either be brought from home or be furnished by the school. There should be a good blackboard at hand, also the necessary maps and charts for lesson study. A teachers' library is very important, and the librarian should be present, so that the workers may take home the books if they desire. Models of the tabernacle with its furniture, the temple, an Oriental house, etc., will be helpful. Leaflets on various phases of the work, for distribution, may profitably be used from time to time. #84. Who Should Attend.#--Certainly the pastor. The teachers are his best helpers; the Sunday-school is the whitest part of his great field. He cannot afford not to be in vital touch with the workers of the Sunday-school. He may or may not be the best person to teach the lesson. All the officers of the school should be there, for the details of their official duties will be discussed from time to time. Of course the teachers will be there, and the substitute teachers who are to act on the following Sunday. It would be well also for the prospective teachers or the members of the training class to be present, if possible. Some schools require the attendance of the teachers upon this meeting. #85.# #The purpose of the meeting# is to study the school, to plan for the school work, to create Sunday-school enthusiasm; to disseminate Sunday-school intelligence; to maintain a vital relation to the great Sunday-school movements of the day; to show how to teach the lesson for the following Sunday. It is to help, instruct, encourage, and equip the officers and teachers at every point, and in every way. #86. Time and Place.#--If possible, devote an evening to it, late in the week and at the church. Settle upon one night and stick to it. Those who are absent will always know exactly when and where the next meeting will be held. No more important meeting is ever held at the church than this, and it ought to have the right of way one night in the week. It is a short-sighted policy on the part of any church to deny this. #87. Methods of Lesson Work.#--The Workers' Meeting is not a Bible class. To conduct it as one will usually kill it. A good Workers' Meeting presupposes previous preparation of the lesson on the part of the teachers. They do not come there to study the lesson. Other things being equal, that Workers' Meeting is the best which, under wise leadership, has the largest number of participants. It should be conducted on the catechetical rather than the lecture plan. The method of presenting the lesson should have more consideration than the subject-matter. The "Angle Method" of conducting the lesson periods of a Workers' Meeting is very popular, and is explained by the following, which may be printed on cards, and handed a week in advance to ten persons, each of whom is asked to be prepared on a given "Angle." #Angle No. 1--Approach.# Give subject of last lesson, brief intervening history, time, place, and circumstances leading to this lesson. Let the lesson text be read at this point. #Angle No. 2--The Lesson Story.# Give the lesson story in your own words. #Angle No. 3--Analysis.# Give one or more simple working outlines for studying and teaching this lesson. Use the blackboard if convenient. #Angle No. 4--Biography.# Give the names of persons, classes, and nations mentioned or referred to in the lesson. #Angle No. 5--Orientalisms.# Give any Oriental customs or manners peculiar to this lesson. #Angle No. 6--Central Truth.# Give the central truth of the lesson and your reason for its choice. #Angle No. 7--First Step.# Give a good way to introduce this lesson so as to secure attention from the start. #Angle No. 8--Primary.# Give the features of this lesson which are best adapted to small children. #Angle No. 9--Illustrations.# Give a few incidents or facts that will serve as illustrations. #Angle No. 10--Practical Lessons.# Give the most practical lessons in personally applying the truths of this lesson. The leader should be prepared on all the "Angles," so that he can take the place of any one who is absent. #88. Program.#--Begin with a bright, earnest, tender devotional service of ten minutes, remembering in prayer any who may be sick, and special cases of interest mentioned by those present. Then devote fifteen or twenty minutes, according to the need, to some feature of the school work previously decided upon. It may be a discussion of finances, led by the treasurer, or of the records, led by the secretary, or of grading, led by the superintendent of classification, or a consideration of a given department, led by the superintendent of that department. Follow this with thirty or thirty-five minutes in the consideration of the lesson. Then devote about ten minutes to messages or suggestions from the pastor or superintendent, or both, closing with a five-minute service of prayer and song. The service can be made to come within an hour, by shortening some of the items named above. At the close of the Workers' Meeting, spend a few minutes in social intercourse. A Workers' Meeting conducted after this manner will be a veritable dynamo of power for the Sunday-school, and none who can attend will willingly remain away. Test Questions 1. State some of the gains in having a Workers' Meeting. 2. Who should lead that meeting? 3. What equipment is needed for it? 4. Who should attend it? 5. Describe the "Angle Method" of lesson study at the Workers' Meeting. 6. Outline a suggested program for such a meeting. Lesson 8 Sunday-school Finance #89. Christian giving is Christian worship.# No test of Christian character is so accurate or severe as the motive and method of giving. Giving is a Christian grace, and the Sunday-school is the best place to cultivate it. The Sunday-school should be the "West Point" of the church, in this as in other things. Since the Sunday-school is a church service, the church is evidently responsible for its maintenance and support. It does not follow, however, that the church should pour into the Sunday-school all the money it needs, nor that the Sunday-school should give away all the money it raises. #90. The Financial Board.#--There is in many a church, and should be in every one, a board having the special care of the finances of the Sunday-school. This board should be composed of certain officials in both the church and the Sunday-school, so that their action may be wise and intelligent. Certainly the pastor, superintendent, church treasurer, and school treasurer should be members of this board. They should be empowered to carry out the financial policy of the school, direct in all matters of financial detail, audit all bills, and see that these are promptly paid, so the good credit of the school may be maintained. #91. The Budget.#--At the beginning of each year a carefully prepared budget should be presented by the Financial Board, indicating how much money the school will be asked to raise, and what proportion of it should be used for benevolences, church support, school expenses, etc. A liberal allowance should be made for unexpected expenditures that cannot be foreseen. The budget should be printed, so that each member may have a copy. If satisfactory, the budget may be accepted by the school, by vote, as an indication of its loyalty to the board and to the church. #92. Right Motives in Giving.#--All giving should be "as unto the Lord." The scholars should be taught that we are all stewards, and that everything we have belongs to God. Sunday-schools properly imbued with right motives in giving to-day mean churches aflame with financial and spiritual power to-morrow. When the motive is right, giving is a means of Christian growth. Love is the only worthy motive; giving is the test of love. You can give without loving, but you cannot love without giving; God _so loved_ the World that he _gave_ his only son. Without love, there is no joy in giving. Without joy in giving, we cannot please him; "God loveth a cheerful giver." No deeper joy ever comes to the Christian heart than the joy of right giving. Jesus said, "It is more blessed to give than to receive." Every Sunday-school should be taught this truth, and taught why it is truth. #93. Right Methods in Giving.#--Every member of the school should be asked to contribute a certain amount regularly each Sunday, making up the same in cases of absence. This amount should be decided upon by the scholar in conference with his parents or the teacher, unless the scholar earns his own money. Avoid spasmodic efforts in raising money. In the end, the effect on the school is not good, and the results are not satisfactory. Every member should be urged to give something, no matter how small. The sum given should be in proportion to the ability to give, and not gauged by what others do. One of the safest foundations that can be laid for the development of Christian character and a happy life is to fix in youth the habit of regular, systematic, intelligent giving. Small, dated envelopes for each scholar, one for each Sunday, stating the purpose for which the money is used, generally insure larger offerings and greater satisfaction to the givers. Do not gather the offering during the singing or during any other feature of the service. Dignify it by giving it a place and time. Offer a prayer over it before passing it to the treasury. #94. How to Use the Money.#--The larger share of the money contributed by a Sunday-school ought, if possible, to be devoted to missionary work and benevolences. A certain proportion of the money should be passed over to the church treasury, so that every member of the school may know that he is helping to support the church, and feel that the church's pastor is his pastor. A certain portion of the money should be used for the expenses of the school. This will teach economy and independence. The proper division of these funds will not be the same in all cases, but should be determined by the Financial Board, in view of the local conditions and needs. #95. Records and Reports.#--No account should be kept of the money given by any member, but only of the fact of giving. Thus may be avoided the appeal to the pride of the well-to-do, and the envy of the very poor. The report for each Sunday should show how many givers and how many omitters there are in each department or class and in the whole school. Mentioning the departments or classes having no omitters will stimulate other departments and classes to seek that distinction. A blackboard properly ruled so that nothing need be done but put in the figures, can be made to show this in a manner that will not be forgotten, and it will be a good object-lesson to the whole school. Frequent reports should be made to the entire school as to the use that is made of the money. Printed statements should be issued, if possible, with full, detailed report of all funds received and expended, which the scholars may take home to their parents. The more thoroughly the school and the home are kept informed as to these financial operations, the more generous and intelligent will be the giving. Test Questions 1. How should the Financial Board be made up, and what are its duties? 2. What is the true motive for giving? 3. Name some right methods in giving. 4. What use should be made of Sunday-school contributions? 5. What facts should the Treasurer's weekly report include? Lesson 9 The Sunday-school and Missions #96.# "It is the whole business of the church, and it is the business of the whole church, to carry the whole Gospel to the whole world as speedily as possible." Missionary work is not _one_ of the features of church activity; it is _the_ one all-important work of every church, every Sunday-school, every Christian. Without intelligent missionary interest there can be little spiritual power. Every Sunday-school should be, in fact, a missionary organization, and set itself to definite, far-reaching missionary tasks. #97. Missionary Secretary.#--Every Sunday-school should have a Missionary Secretary. He should be deeply interested in missions, and as thoroughly informed as possible. He should bring to the school from time to time the latest missionary intelligence, especially from those fields in which the denomination, the church, and the school are most interested. He will select the missionary books for the scholars' and the teachers' library. He should co-operate with the other officers and teachers in creating and maintaining a missionary atmosphere in the school. #98. Missionary Committee.#--If the school is large, a Missionary Committee will be useful. It should be under the general direction of the Missionary Secretary, and should consist of one person from each department of the school. This will insure that all departments are brought into vital touch with the missionary activities of the school. Such a committee will be most helpful in arranging missionary programs, selecting members for the mission study classes, planning the entire missionary instruction of the school, and attending to the proper distribution of missionary periodicals and literature. This committee may also assist in securing a missionary training of the teachers in the teacher-training classes. #99. Missionary Libraries.#--Some of the choice, bright, interesting missionary books which are now very abundant should be in every Sunday-school library. If selections are properly made, the books will be sought for and eagerly read by the boys and girls. There should also be in the teachers' library some special missionary books dealing with methods (see Appendix), and the teachers should be urged to read them. #100. Missionary Equipment.#--Splendid missionary maps, charts, pictures, and curios are now abundant and inexpensive. They may be secured from denominational publishing houses. Every school should have a supply, and they should be in the care of the Missionary Secretary. Large charts and maps may be made by the scholars under the direction of the Missionary Committee. Secure, if possible, a missionary map of the world, and a map showing the missionary activities of the denomination. Charts showing the relative strength and growth of the Christian religion as compared with other religions in all parts of the world are effective. A cabinet of missionary curios is most desirable. #101. Mission Study Class.#--There should be at least one mission study class in every school. It is usually possible. Such classes need not continue all the year. Ten meetings of one hour each, for ten successive weeks, will enable any class that applies itself to the work to complete one of the elementary text-books relating to missions. The meetings should be held on a week-night, and they should not be obliged to divide the evening with any other meeting. The available time in the Sunday-school session is not long enough unless double the number of lessons are used, and this is not always practicable. The class should be composed only of those young people who are deeply interested, or want to become interested, in missions. Five to ten members are enough for a good class. The leader should be an enthusiast who is not afraid to work. Such a class maintained for a few years will create a missionary interest in any school that will reveal itself in larger offerings, and probably in volunteers for the missionary field. #102. Missionary Room.#--If there is an available room in the church, it would be well to set it apart as the Missionary Room. Here will be found the missionary library, periodicals, maps, charts, and curios, properly displayed and cared for. It may be a class-room, if no other room is to be had. The Missionary Secretary will have a table or desk here, and it will serve as his office. It will furnish a good place for the mission study class, and will be the center of all the missionary activities of the school. #103. Missionary Sunday.#--Missionary instruction should be given in connection with every lesson that will permit of it. Once a month, however, there should be special missionary exercises, whether the particular lesson lends itself to missionary treatment or not. Five or ten minutes' time during the opening or closing exercises can be profitably arranged for by the Missionary Secretary with appropriate music, missionary selections, recent items from the field, map drill, and display of charts and curios. Or, some of the elementary outlines of missionary study now available may be taught from the platform or taken up in the classes. #104. Missionary Concerts.#--A properly arranged missionary concert is interesting and instructive. Usually it is best to confine each concert to a given missionary field. Display a map of the field. Have participants dressed to represent the natives. Appropriate music, recitations, facts from the field, and a short missionary address by the pastor or by a returned missionary will make an excellent program. Secure from your denominational publishing house leaflets giving facts about the field under consideration, and distribute them to the audience. Once a quarter is none too often for a missionary concert. #105. Denominational Boards.#--Every Sunday-school should contribute regularly and generously to its own denominational benevolences. Contribute to one benevolence at a time, and let this one be definitely explained, so that the giving may be intelligent. Every school ought to be familiar with the great missionary movements of the world, and especially of its own denomination. #106. Specific Objects.#--More interest can be created and more money raised for a specific than for a general object, and done more quickly. Denominational boards, recognizing this, have provided to meet it by enabling churches, schools, and individuals to contribute to a specific purpose, under the general direction of a given board. Shares to the extent of the donor's contribution are assigned in a particular station, the donor thus having a share in the entire work of the station. This is known as the "Station Plan" of giving. #107. Reflex Influence.#--No church, school, nor Christian can honor the Master by endeavoring to carry out his last command without receiving a great blessing. The power and effectiveness of a local school in its own work are usually in proportion to its interest in the world-wide Kingdom. If it will "make a little cake" for others first, it will have all it needs at home. This rule is without exception. Test Questions 1. Repeat the quoted sentence at the beginning of paragraph 96. 2. What are the duties of the missionary secretary? 3. Of the missionary committee? 4. What missionary equipment is desirable? 5. State how a mission-study class may be conducted. 6. What plan may well be used for a Missionary Sunday? 7. For a Missionary concert? 8. What is usually the measure of the power of the local school? Lesson 10 Organized Adult Classes #108.# Organized classes have existed in small numbers here and there for many years; not until recently, however, has the attention of the Sunday-school world been especially attracted to them. When once their value became recognized the idea spread rapidly, and the organized adult class is now one of the most prominent features of Sunday-school work almost everywhere. #109. Organization.#--Elaborate organization will not be needed, except in very large classes. It is best to organize men's classes and women's classes separately. Call together by announcement and invitation those who are interested in forming a class, for conference. Furnish them with the leaflets on organized classes furnished by the denomination or by the International Sunday School Association. Explain the method and purpose of class organization. Endeavor to secure a definite number of charter members to begin with. Adopt the suggested International constitution, or some other if better suited to the needs of the class; or appoint a committee to draft the sort of a constitution desired. Secure the International Certificate of Recognition, which should be framed and hung upon the walls of the class-room. It will be well to make the organization conform to the standard set up by the International Sunday School Association, and outlined in their leaflets. #110. Purpose.#--The real purpose of class organization is to make the class more effective in those things for which a Sunday-school class exists. Genuine, faithful Bible study for the purpose of leading men and women to Christ, developing Christian character, training for service, securing their membership in the church, and setting them to work, is the business of the class. Everything else must contribute to this. With this as the goal, any wisely conducted class will succeed; but if anything else overshadows this, true success is impossible. Thoroughly organized classes will solve the problem of holding men and women in the Sunday-school, and are doing it continually. #111. Officers and Their Duties.#--Elect a president, vice-president, secretary, and treasurer, whose duties will be those usually performed by such officers. The president will preside, not only at all class meetings, but at the regular Sunday session of the class as well. The most important officer to choose is the teacher. Select the very best teacher obtainable, and one, if possible, who is well known and liked by the class. The teacher and president should be ex-officio members of all committees. Other officers may be chosen as they are needed. #112. Committees.#--Appoint but few committees to start with, and others as the need arises. The Executive Committee may consist of the general officers of the class and the chairmen of the various standing committees. The Membership Committee will seek to secure new members, look up the absentees, and visit the sick. As the class grows in size, part of this work may be assigned to special committees. The Devotional Committee will have in charge the devotional services of the class on Sundays and at other meetings. The Social Committee will welcome and introduce new members and visitors; it will also seek to cultivate the social side of the class, providing such gatherings and entertainments as may be approved. The growing needs of the class will suggest special committees from time to time. #113. Name.#--There is inspiration in a good name. It may be the name of some prominent person in the denomination or community, but it is better not to use the name of any one still living. Or the name may have the charm of secrecy--a word or initials--with a significance known only to the class. Whatever name is adopted, make much of it. Let it be prominent on all the class printing. Many classes adopt "colors," and decorate their class-room with them; some choose a class flower, to be worn on special occasions. Class stationery and whatever else will tend to cultivate a class spirit is desirable. #114. Class Meetings.#--There should be regular meetings of the class, at least quarterly. The social committee will usually arrange for these meetings, but occasionally another committee should be in charge, as the literary or athletic committee. The great occasion of the year will be the annual meeting, when a special effort should be made to secure the presence of all members, past and present. The election of officers, a banquet, a fine program, and a glad reunion will be its customary features. #115. Relation to the School.#--The organized class should be a part of the Sunday-school with which it is connected. It will be better if during the opening or closing service the members of the class can sit with the school. Their relation to the school should be the same as that of any other class. Class spirit is good, but school spirit is better. They should use the regular Bible lesson. Nearly all classes which have turned aside from the Bible lessons have gone down. They should contribute to the regular school fund, and comply with all the requirements of the school. The influence of large organized classes upon the boys and girls, thus emphasizing loyalty to the school, is very great. #116. Relation to the Community.#--Organized classes are now combined in a regular department of the organized or International Sunday-school work. Each organized class should co-operate with others in extending and improving organized class work and methods. Delegates should be sent from the class to conventions and conferences, and make report to the class upon their return. The International emblem, a small red button or pin with a white center, will enable members of organized classes to recognize each other when they meet. Much helpful literature for organized classes is now in print, in the form of periodicals, lesson helps, and books for teachers, officers, and scholars. #117. Benefits.#--A class spirit is fostered. The class becomes a working force and unit. The organized class has something definite to do. It sets every member to work. It helps to hold the big boys and girls in the school. It interests men and women in the study of the Bible and in the church. It furnishes workers for the church and Sunday-school, teachers for mission schools, speakers and singers for evangelistic meetings upon the street and elsewhere. It gives strength and dignity to the school. It adds largely to the school's financial resources. Organization carries many a class over the dead center of discouragement, or the weakening influence of being without a teacher. A well-organized class will grow, for a time at least, whether it has a teacher or not. Test Questions 1. Explain a method for organizing an adult class. 2. What is the purpose of such organization? 3. What officers does an organized class need? 4. What committees? 5. What are the advantages of a name for the class? 6. What is the right relation of such a class to the school? 7. To the community? 8. State the benefits of an organized class. Text Questions for Review Lessons 6 to 10 1. What should be the most important feature of the Sunday-school session? 2. Who should be in a teacher-training class? 3. What may the teacher accomplish between Sundays? 4. What is a Workers' Meeting? 5. What is the "Angle Method" of study at that meeting? 6. What are the duties of the financial board? 7. How may a mission-study class be conducted? 8. What is usually the measure of a school's power? 9. How may an Adult Class be organized? 10. State the benefits of an organized class. NOTE.--This entire subject is fully and helpfully discussed by Mr. Lawrance in his book "How to Conduct a Sunday School." APPENDIX Teaching Hints #Two years of time# preferably should be allowed for the completion of these lessons. The International Association will grant a diploma upon the completion of the First Standard Course, provided at least one study year has been spent in pursuing the fifty lessons. If the book is studied by a normal class, meeting at the time of the regular lesson period on Sunday, only a half-hour will usually be available; and in this case at least one hundred half-hour periods, extending over two teaching years, should be used for the fifty lessons. If full hour periods are available, the course may be completed within one year of fifty lesson periods. The Book Although the numbered lessons begin with the story of Adam on page 14, there are two chapters which may be used as preliminary material, if the leader chooses. One of these is "How the Bible Came to Us," by Professor Price, on page 123. There are fifteen numbered paragraphs in this chapter; if there are at least fifteen members in the class, a profitable hour could be spent by assigning a paragraph to a member, several days ahead, with the understanding that each one was to read the entire chapter, but to be specially prepared in his assigned paragraph. At the time of the lesson hour pencil and paper could be supplied to each member of the class. Then beginning with paragraph 1, all books closed, the assigned member could state from memory the contents of the paragraph, while all the others silently write down wrong statements or omissions--these to be brought out later. #The chapter on the Bible#, page 11, should also precede the numbered lessons. The chart given is easily remembered and each member might reproduce this chart from memory and tell something of each of the several periods enumerated. #The Lessons on the Book.#--It will be seen that each lesson is composed of several parts: (a) The historical outline, which is placed first; (b) the geographical work, in a statement of places and an outline map; (c) a paragraph designated "Significance of Events"; (d) the story of the period briefly retold in simple language. Note the following suggestions: (a) _The Historical Outline._--These outlines, taken altogether, constitute a complete statement of the essentials of Bible history. They are the framework upon which may be built as elaborate a Bible story as one may wish. The outlines may well be used for memory work and in question drills and reviews. (b) _The Geographical Work._--In most of the chapters the maps are so simply drawn that they may be used for geography drill, each student being asked to draw (without tracing) the simple map connected with the lesson, and locate the places mentioned. (c) _Significance of Events._--These paragraphs, taken together, form a concise story of the progress of redemption and revelation, and state the spiritual teaching of each period. The essentials of these statements may be memorized, but students should be required to express the thought in their own language. (d) _The Retold Bible Story._--Emphasis upon the memorizing of the other three parts of the lesson should not prove an excuse for passing by the Bible narrative here given. Without this the other work may prove dry and uninteresting--a task. The student who reads and rereads the narrative with care will find his memory work in the other portions invested with a vitality that will otherwise be missing. The narrative section will furnish abundant material for brief debates, informal discussions, assigned papers on special topics, and many other helpful methods. Bible study of historical facts in rigid outline may be made as dry as dust. Bible study aglow with human interest and enthusiastically pursued by diversified methods may be made the most interesting study that can be undertaken. #Using the Blackboard.#--The blackboard may be used with great profit as an aid in reviewing a lesson, either at the close of a teaching period, at the beginning of a period following a lesson assigned for home study, or at intervals in the course after covering several lessons. No special blackboard outlines are offered in this book; it is urged that each leader shall construct his own blackboard review from the historical outlines at the beginning of each lesson on the Bible. Such a blackboard review should be accompanied by questions and answers. Here is an illustration of the blackboard use of the outlines of Lesson 1, The Book, page 14, _after the entire lesson has been carefully studied and with all books closed_. _Leader._--What are the great divisions of the Bible? _Answer._--Old Testament and New Testament. (Here may follow a drill on the Books of the Old Testament in their order.) _Leader._--We will begin with the study of _The Old Testament Division_ (write). _Leader._--How may this be divided? _Answer._--Into a prelude and five periods. _Leader._--What does the prelude tell about? (Write _Prelude_.) _Answer._--_Story of creation_ (write). _Leader._--Where do we read about it? _Answer._--_Genesis 1, 2_ (write). _Leader._--Where do all things have their origin? _Answer._--In God. _Leader._--What does the first period tell about? (Write _First Period_.) _Answer._--The creation of _Adam_ (write). _Leader._--What "beginnings" do we see in this period? _Answer._--_The beginning of the human race, sin, and redemption_ (write). _Leader._--Where is this told about? _Answer._--_Genesis 3_ (write). _Leader._--Who is the leading person of the second period? (Write _Second Period_.) _Answer._--_Noah_ (write). _Leader._--What event is chronicled in connection with Noah? _Answer._--_The flood_ (write). _Leader._--What great structure was built in this period? _Answer._--_The tower of Babel_ (write). _Leader._--What punishment came to the people for building this tower? _Answer._--_Confusion of tongues_ (write) _Leader._--Where do we read about this period? _Answer._--_Genesis 6-11_ (write). This method may be followed in the case of each of the Bible lessons. The blackboard outline for the entire first lesson would appear about as follows, after being built up step by step: The Old Testament Division _Prelude._--Story of Creation (Genesis 1, 2) _First Period_--Adam {Human race The beginning of {Sin {Redemption _Second Period_--Noah--the flood Tower of Babel--confusion of tongues (Genesis 6-11) _Third Period_--Abraham--chosen family Egypt--prosperity--oppression Moses--Exodus Journeys Canaan Judges (Genesis 12 to Judges 1:21) _Fourth Period_--Saul--David--Solomon (1 Sam. 10 to 1 Kings 12) _Fifth Period_--Captivity--return Ezra, Nehemiah (2 Kings 25) Each leader will thus be enabled to use the blackboard in his own way, basing the drill on the outline material at the beginning of each chapter; this blackboard review will be brought to the students with a freshness not secured when suggested outlines are printed with each lesson. #Familiarity with maps# should be encouraged at every point. The leader may accustom the class to the question, "Where is that place?" nearly every time a town or locality is named. The average beginner in Bible study is afraid of a map; the more familiar he becomes with these maps, the more confidence he will have in his own Bible knowledge. #The New Testament Section.#--In the several chapters beginning on page 71 the historical outline consists of a harmony of the Gospels. It is not intended that the student shall memorize this harmony; but the ability to reproduce from memory the journey map published in connection with each section of the harmony would give the student a very helpful grasp on the order of events in the life of Christ. The use of a journey map as a basis for telling the story of a chosen period will fix events and geographical location in mind at the same time. The Pupil The lessons on The Pupil enter a field of study with which the average teacher is perhaps less familiar than with the Bible section. Hence the leader will do well to begin slowly and to allow plenty of time for discussion in the class. Professional teachers who have studied the science of psychology may be very helpful in occasional talks to the class, provided you are assured in advance that they will not confuse the students by the use of technical terms. Such talks from outsiders should be brief, and confined to one phase of the subject, and time should be allowed for questions by the students and informal discussion. Students should be encouraged to find their own illustrations for certain well-defined statements. Take, for instance, the paragraph _Imitation_ under numbered paragraph 6, on page 144. One or more students may be asked to bring illustrations of this statement from their own home or Sunday-school experience in a given week. One will tell how he saw a neighbor's boy try to keep step with his father while on a walk. Another will describe the actions of a little girl she saw dressed in her mother's skirt--actions plainly imitative of the mother herself. Illustrations like these observed and reported by the students themselves will greatly aid in the study of the section, and will be much more valuable than illustrations ordinarily furnished in the text. The leader is urged, however, to challenge any illustration which misses the point or gives a wrong impression. #Bringing the Teaching to a Focus.#--In some cases the superintendent of the department which includes the age under discussion (as, for instance, The Beginners Department), whether a member of the class or not, may be invited to tell in from five to ten minutes how far he or she is able to meet the _opportunities_, supply the _needs_, overcome the _difficulties_, and realize the _results_ so clearly stated by Mrs. Lamoreaux in the closing paragraphs of each chapter. This would give the whole lesson a local setting and application. The Teacher The remarks in the first paragraph of the section under The Pupil, just preceding, apply equally here. Outside help is desirable, but simplicity in treatment must be maintained. Profound knowledge of a subject does not insure ability to restate that knowledge in simple terms. Better not have the profound knowledge displayed if it is going to leave the students in confusion. The principle of home-made illustrations referred to above applies equally well to the section on The Teacher. It is safe to say that each adult student in the class will remember teachers who have excelled in the points enumerated by Dr. Brumbaugh. The student should be encouraged to take a statement like that found in paragraph 4, page 182, and say to himself: "Which of my teachers was notably enthusiastic? How did this enthusiasm impress me? How did it help him in teaching great truths?" These observations may frequently need to be made quietly to the student's self. But they will greatly help him to master the laws of teaching. The School Here is a section dealing with a concrete subject, and illustrations will be within the range of vision of every one who is associated with Sunday-school work. At the very outset there may be found those who will take exception to many of the suggestions made, because they are deemed to be impracticable in "our school." This attitude should be firmly but patiently overcome. If discussion proves that the thing suggested is undesirable, or that a better method may prevail, that is a point worth making. But the argument that a thing is desirable but "impossible" should have no footing in a teacher-training class. Let the motto be, "If it ought to be, it can be." The teacher may be inclined to skip a paragraph like that on The Secretary. "Of what interest is that to me?" she may ask. The answer is simple: No one is equipped to be a teacher who doesn't know the school as a whole; and no one knows the school as a whole who doesn't know it in its several essential parts. Only when the teacher knows the secretary's duties, for instance, is that teacher prepared to see how careful he should be in meeting his obligations to the secretary in the line of the latter's official work. Each teacher should be encouraged to study executive problems, such as those relating to the superintendent and other officers, as if they were his own; and at least he should discover his part as a teacher in helping the executive officers to make the school a success. In many localities sections of the class may visit other schools and report back to the class upon the features in which these schools excel. This offers a practical laboratory method for the concrete teaching of these lessons. Of course, such visits should be made with the knowledge and consent of the superintendent of the school visited; and at such times and in such manner that the work of the school will not be disturbed. Teachers of regular classes will greatly profit by an occasional trip to another school; it is time gained rather than lost. * * * * * Teacher-training superintendents find a marked tendency in some classes to discontinue the work after the section on The Bible has been covered. It is a false notion that a knowledge of the Bible is the only thing necessary for Sunday-school teachers. Leaders should enthusiastically carry their classes past this common "dead-point" over into the sections on The Pupil, The Teacher, and The School; this special effort to arouse enthusiastic interest in what is to come after the Bible course will often prevent students from dropping out of the class. In all the work "make haste slowly." It is more important to get the work done well than it is to get it done in a given time. Charts of Paul's Journeyings From "A Chart of Paul's Journeyings," Arnold, Published by The Sunday School Times Co. [Illustration: First Journey Copyright, 1897, BY JOHN D. WATTLES & CO.] First Journey Antioch. Paul and Barnabas commissioned (Acts 13:1-3). 1. Seleucia. Embarked (Acts 13:4). 2. Salamis. Preached in synagogues (Acts 13:5). 3. Paphos. The sorcerer (Acts 13:6-12). 4. Perga. John Mark returned (Acts 13:13). 5. Antioch of Pisidia. Preaching and persecution (Acts 13:14-50). 6. Iconium. Strife (Acts 13:51 to 14:7). 7. Lystra. Paul stoned (Acts 14:8-19). 8. Derbe. Made many disciples (Acts 14:20, 21). 9. Lystra. } 10. Iconium. } Confirmed disciples (Acts 14:21-24). 11, 12. Antioch. } 13. Perga. Spoke the Word (Acts 14:25). 14. Attalia. Embarked (Acts 14:25). 15, 16. Antioch. Reported their work (Acts 14:26-28). 17. Jerusalem. Council (Acts 15:1-29). 18. Antioch. Tarried, preaching (Acts 15:30-35). [Illustration: Second Journey Copyright, 1897, BY JOHN D. WATTLES & CO.] Second Journey Antioch. Paul and Barnabas disagree (Acts 15:36-40). 1. Syria and Cilicia. Confirming churches (Acts 15:41). 2. Derbe and Lystra. Timothy accompanies (Acts 16:1-3). 3, 4. Iconium, Antioch. Delivering decrees (Acts 16:2, 4, 5). 5. Galatia, Phrygia, Mysia, Troas (Acts 16:6-8). Troas. Macedonian call (Acts 16:8-10). 6. Samothrace, Neapolis (Acts 16:11). 7. Philippi. Lydia; the jailer (Acts 16:12-40). 8, 9. Amphipolis, Apollonia (Acts 17:1). 10. Thessalonica. Church planted (Acts 17:1-9). 11. Beroea. Preaching, strife (Acts 17:10-14). 12. Athens. Address on Mars' Hill (Acts 17:15-34). 13. Corinth. Church planted, Aquila and Priscilla (Acts 18:1-17). 14. Ephesus. Left Priscilla and Aquila (Acts 18:18-21). 15. Cæsarea. Landed (Acts 18:22). 16. Jerusalem. Saluted the church (Acts 18:22). 17. Antioch. Spent some time (Acts 18:22, 23). [Illustration: Third Journey Copyright, 1897, BY JOHN D. WATTLES & CO.] Third Journey Antioch. Departed from (Acts 18:23). 1-5. Galatia, Phrygia, Ephesus. Stablishing disciples (Acts 18:23). Ephesus. Apollos, Tyrannus, Demetrius (Acts 18:24 to 19:41). 6. Troas (2 Cor. 2:12, 13). 7-13. Macedonia, Greece. Gave exhortation (Acts 20:1, 2). Greece. Spent three months (Acts 20:3). 14-18. Philippi. Set sail (Acts 20:4-6). 19. Troas. Eutychus restored (Acts 20:6-12). 20. Assos. Took in Paul (Acts 20:13, 14). 21. Mitylene, Chios, Samos, Miletus (Acts 20:14, 15). Miletus. Visit of Ephesian elders (Acts 20:15-38). 22, 23. Cos, Rhodes, Patara, Cyprus, Tyre (Acts 21:1-3). Tyre. Tarried seven days (Acts 21:3-6) 24. Ptolemais. Abode one day (Acts 21:7). 25. Cæsarea. Virgin prophets, Agabus (Acts 21:8-14). 26. Jerusalem. Report of Paul's Gentile ministry (Acts 21:15-26). [Illustration: Voyage to Rome Copyright, 1897, BY JOHN D. WATTLES & CO.] Voyage to Rome Jerusalem. Paul's arrest (Acts 21:27-36). Jerusalem. Address in the Hebrew language (Acts 21:37 to 22:29). Jerusalem. Address before the sanhedrin (Acts 22:30 to 23:11). Jerusalem. Plot of the Jews (Acts 23:12-32). 1. Cæsarea. Examination before Felix (Acts 23:33 to 24:23). Cæsarea. Before Felix and Drusilla (Acts 24:24-27). Cæsarea. Before Festus, appeal to Cæsar (Acts 25:1-12). Cæsarea. Before Agrippa and Bernice (Acts 25:13 to 26:32). 2-5. Sidon, Cyprus, Myra, Cnidus, Crete (Acts 27:1-13). 6. Sea of Adria, Melita. Shipwreck (Acts 27:14-44). Melita. Rescue, miracles by Paul (Acts 28:1-11). 7. Syracuse. Tarried three days (Acts 28:12). 8, 9. Rhegium, Puteoli. Found brethren (Acts 28:13, 14). 10, 11. Appii Forum, Three Taverns. Met by brethren from Rome (Acts 28:15). 12. Rome. Conference with Jews (Acts 28:16-29). Rome. Preaching in own hired house (Acts 28:30, 31). [Illustration: ASSYRIA AND CANAAN] [Illustration: THE TWELVE TRIBES] [Illustration: THE EXODUS AND WANDERINGS] [Illustration: THE NORTHERN AND SOUTHERN KINGDOMS] TRANSCRIBER'S NOTES 1. Passages in italics are surrounded by _underscores_. 2. Passages in bold are indicated by #bold#. 3. Images have been moved from the middle of a paragraph to the closest paragraph break. 4. Some of the obvious punctuation errors have been corrected, for example, added missing period at the end of a paragraph. 5. The word Beroea uses an oe ligature in the original. 6. The following misprints have been corrected: "Peninusla" corrected to "Peninsula" (page 33) "wofully" corrected to "woefully" (page 91) "ocuntries" corrected to "countries" (page 129) "ittle" corrected to "little" (page 146) "ather" corrected to "rather" (page 164) "tast" corrected to "last" (page 211) 7. Other than the corrections listed above, printer's inconsistencies in spelling, hyphenation, and ligature usage have been retained. 
15923	----	THE BOY AND THE SUNDAY SCHOOL A Manual of Principle and Method for the Work of the Sunday School with Teen Age Boys JOHN L. ALEXANDER _Superintendent Secondary Division International Sunday School Association Author and Editor "Boy Training," "The Sunday School and the Teens," "Boys' Hand Book, Boy Scouts of America" "Sex Instruction for Boys," etc_. =Introduction by= MARION LAWRANCE _General Secretary, World's and International Sunday School Associations_ ASSOCIATION PRESS NEW YORK: 347 MADISON AVENUE 1920 COPYRIGHT, 1913, BY THE INTERNATIONAL COMMITTEE OF YOUNG MEN'S CHRISTIAN ASSOCIATIONS THIS LITTLE BOOK IS DEDICATED TO THE MEN WHO MUST FACE ALL THE PROBLEMS OF THE SUNDAY SCHOOL--TO THE MEN WHO HOLD THE KEY TO ALL THE LIFE AND PROGRESS OF THE SCHOOL--THE SUPERINTENDENTS OF NORTH AMERICA. INTRODUCTION The Sunday school chapter of Church history is now being written. It comes late in the volume, but those who are writing it and those who are reading it realize--as never before--that the Sunday school is rapidly coming to its rightful place. In the Sunday school, as elsewhere, it is the little child who has led the way to improvement. The commanding appeal of the little ones opened the door of advance, and, as a result, the Elementary Division of the school has outstripped the rest in its efficiency. Where children go adults will follow, and so we discover that the Adult Division was the next to receive attention, until today its manly strength and power are the admiration of the Church. Strange as it may seem, it is nevertheless true, that the middle division, called the Secondary, and covering the "Teen Age," has been sadly neglected--the joint in the harness of our Sunday school fabric. Here we have met with many a signal defeat, for the doors of our Sunday schools have seemed to swing outward and the boys and girls have gone from us, many of them never to return. We have busied ourselves to such an extent in studying the problem of the boy and the girl that the real problem--the problem of leadership--has been overlooked. The Secondary Division is the challenge of the Sunday school and of the Church today. It is during the "Teen Age" that more decisions are made _for_ Christ and _against_ him than in any other period of life. It is here that Sunday school workers have found their greatest difficulty in meeting the issue, largely because they have not understood the material with which they have to deal. We are rejoiced, however, to know that the Secondary Division is now coming to be better understood and recognized as the firing line of the Sunday school. What has been needed and is now being supplied is authoritative literature concerning this critical period. Indeed, the Sunday school literature for the Secondary Division is probably appearing more rapidly now than that for any other division of the school. This book is a choice contribution to that literature. It comes from a man who has devoted his life to the boys and girls, and who is probably the highest authority in our country in this Department. The largest contribution he is making to the advancement of the whole Sunday school work is in showing the fascination, as well as the possibilities, of the Secondary Division. We are sure this little book will bring rich returns to the Sunday schools, because of the large number who will be influenced, through reading its pages, to devote their lives to the bright boys and fair girls in whom is the hope, not only of the Church, but of the World. =Marion Lawrance.= Chicago, June 1, 1913. CONTENTS CHAPTER PAGE Foreword 13 I The Home and the Boy 23 II The Public School and the Boy 32 III The Church and the Boy 37 IV The Sunday School or Church School 41 V The Boy and the Sunday School 48 VI Fundamental Principles in Sunday School Work with Boys 57 VII Method and Organization 62 VIII The Organized Sunday School Bible Class 74 IX Bible Study for Boys 93 X Through-the-Week Activities for Boys' Organized Classes 104 XI The Boys' Department in the Sunday School 120 XII Inter-Sunday School Effort for Boys 135 XIII The Older Boys' Conference or Congress 138 XIV The Secondary Division or Teen Age Boys' Crusade 158 XV Sex Education for Boys and the Sunday School 176 XVI The Teen Boy and Missions 193 XVII Temperance and the Teen Age 202 XVIII Building up the Boy's Spiritual Life 208 XIX The Teen Age Teacher 215 XX Danger Points 265 XXI The Rural Sunday School 268 XXII The Relation of the Sunday School to Community Organizations 277 FOREWORD A great deal of material has come from the pens of various writers on boy life in the last few years. Quite a little, also, has been written about the Sunday school, and a few attempts have been made to hitch the boy of the teen years and the Sunday school together. Most of these attempts, however, have been far from successful; due, in part, to lack of knowledge of the boy on the one hand, or of the Sunday school on the other. Generous criticism of the Sunday school has been made by experts on boy life, but this generally has been nullified by the fact that the critics have had no adequate touch with the Sunday school or its problems--their bread-and-butter experience lay in another field. "The Men and Religion Forward Movement," in its continent-wide work, discovered not a few of the problems of the Sunday school, and attempted a partial solution in the volume on boys' work in the "Messages" of the Movement. It was but partial, however, first, because the volume tried to deal with the boy, the church and the community all together, and second, because it failed to take into account the fact that there are two sexes in the church school and that the boy, however important, constitutes but a section of the Sunday school and its problems. In view of this, it may not be amiss to set forth in a new volume a more or less thorough study of the Sunday school and the adolescent or teen age boy, the one in relationship to the other, and at the same time to set forth as clearly as possible the present plans, methods and attitude of the Sunday school, denominationally and interdenominationally. In the preparation of this little book I have utilized considerable material written by me for other purposes. Generous use has also been made of the Secondary Division Leaflets of the International Sunday School Association. A deep debt of gratitude is mine to the members of the International Secondary Committee: Messrs. E.H. Nichols, Frank L. Brown, Eugene C. Foster, William C. Johnston, William H. Danforth, S.F. Shattuck, R.A. Waite, Mrs. M.S. Lamoreaux, and the Misses Minnie E. Kennedy, Anna Branch Binford and Helen Gill Lovett, for their great help and counsel in preparing the above leaflets. Grateful acknowledgment is also made to Miss Margaret Slattery, Mrs. J.W. Barnes, Rev. Charles D. Bulla, D.D., Rev. William E. Chalmers, B.D., Rev. C.H. Hubbell, D.D., Rev. A.L. Phillips, D.D., Rev. J.C. Robertson, B.D., and the Rev. R.P. Shepherd, Ph.D., for their advice and suggestions as members of the Committee on Young People's Work of the Sunday School Council of Evangelical Denominations. The plans and methods of these leaflets have the approval of the denominational and interdenominational leaders of North America. I wish, also, to make public mention of the great assistance that Mr. Preston G. Orwig and my colleague, Rev. William A. Brown, have rendered me in the practical working out of many of the methods contained in this volume. Two articles written for the "Boys' Work" volume of the Men and Religion Messages, and one for "Making Religion Efficient" have been modified somewhat for this present work. The aim has been to set forth as completely as possible the relationship of the Sunday school and the boy of the teen years in the light of the genius of the Sunday school. No attempt has been made in this volume to discuss the boy psychologically or otherwise. This has been done so often that the subject has become matter-of-fact. My little volume on "Boy Training," so generously shared in by other writers who are authorities on their subjects, may be referred to for information of this sort. "The Sunday School and the Teens" will, likewise, afford valuable technical information about the Sunday school, it being the report of the International Commission on Adolescence. This book is largely a volume of method and suggestion for leaders and teachers in the Sunday school, to promote the better handling of the so-called boy problem; for the Sunday school must solve the problem of getting and holding the teen age boy, if growth and development are to mark its future progress. Of the approximately ten million teen age boys in the field of the International Sunday School Association, ninety per cent are not now reached by the Sunday school. Of the five per cent enrolled (less than 1,500,000) seventy-five per cent are dropping from its membership. Every village, town and city contributes its share toward this unwarranted leakage. The problem is a universal one. The teen age represents the most important period of life. Ideals and standards are set up, habits formed and decisions made that will make or mar a life. The high-water mark of conversion is reached at fifteen, and between the ages of thirteen and eighteen more definite stands are made for the Christian life than in all the other combined years of a lifetime. It marks the period of adolescence, when the powers and passions of manhood enter into the life of the boy, and when the will is not strong enough to control these great forces. Powers must be unfolded before ability to use them can develop, and instincts must be controlled while these are in the process of development. The importance of systematic adult leadership during this period of storm and stress cannot be too strongly emphasized. The teen age boy is naturally religious. Opportunity, however, must be given him to express his religion in forms that appeal to and are understood by him. In other words, his religion, like his nature, is a positive quantity, and will be carried by him throughout the day, to dominate all of the activities in which he engages. The problem also reaches through the entire teen years and must be regarded as a whole, rather than as a series of successive stages, each stage being separate and complete in itself. The great problem, then, which confronts us is to keep the boys in the church and Sunday school during the critical years of adolescence and to bring to their support the strength which comes from God's Word and true Christian friendship, to the end that they may be related to the Son of God as Saviour and Lord through personal faith and loyal service. GENERAL BIBLIOGRAPHY Alexander, Editor.--Boy Training (.75). The Sunday School and the Teens. (The Report of the International Commission on Adolescence) ($1.00). Alexander, Editor.--The Teens and the Rural Sunday School. (The Report of the International Commission on Rural Adolescence.) _In preparation_. Boys' Work Message (Men and Religion Movement) ($1.00). Fiske.--Boy Life and Self-Government ($1.00). Hall.--Developing into Manhood (Sex Education Series) (.25) Hall.--Life's Beginnings (Sex Education Series) (.25) Secondary Division Leaflets, International Sunday School Association (Free). 1. Secondary Division Organization. 2. The Organized Class. 3. State and County Work. 4. Through-the-week Activities. 5. The Secondary Division Crusade. Swift--Youth and the Race ($1.50). THE BOY AND HIS EDUCATION Three institutions are responsible for the education of the adolescent boy. By "education" is meant not merely the acquisition of certain forms of related knowledge, but the symmetrical adaptation of the life to the community in which it lives. The three institutions that cooperate in the community for this purpose are: the _home_, the _school_, and the _church_. There are many organizations and orders that have a large place in the life of the growing boy, but these must be viewed solely in the light of auxiliaries to the home, school and church in the production of efficient boyhood and trained manhood. BIBLIOGRAPHY ON EDUCATION Draper.--American Education ($2.00). Payot.--Education of the Will ($1.50). I THE HOME AND THE BOY The greatest of the three institutions affecting boy life, from the very fact that it is the primary one, is the home. The home is the basis of the community, the community merely being the aggregation of a large number of well-organized or ill-organized homes. The first impressions the boy receives are through his home life, and the bent of his whole career is often determined by the home relationships. The large majority of homes today are merely places in which a boy may eat and sleep. The original prerogatives of the father and mother, so far as they pertain to the physical, social, mental and moral development of boyhood, have been farmed out to other organizations in the community. The home life of today greatly differs from that of previous generations. This is very largely due to social and economic conditions. Our social and economic revolution has made vast inroads upon our normal home life, with the result that the home has been seriously weakened and the boy has been deprived of his normal home heritage. To give the home at least some of the old power that it used to have over the boy life, there must needs be recognized the very definite place a boy must have in the family councils. The general tendency today, as far as the boy is concerned, is an utter disregard on the part of the father and mother of the importance of the boy as a partner in the family. He is merely the son of his father and mother, and their obligations to him seemingly end in providing him with wholesome food, warm clothing, a place to sleep and a room in which to study and play in common with other members of the household. Very little thought is given on the part of the father and mother to the real part the boy should play in the direction of the family life. Family matters are never determined with the help of his judgment. They are even rarely discussed in his presence. Instead of being a partner in the family life, doing his share of the family work and being recognized as a necessary part of its welfare, he is only recognized as a dependent member, to be cared for until he is old enough to strike out and make a place for himself. This sometimes is modified when the boy comes to the wage-earning age, when he is required to assist in the support of the family, but even then his place in the family councils to determine the policy of the family is usually a very small one. In the home of today few fathers and mothers seem to realize the claim that the boy has upon them in the matter of comradeship. The parent looks upon himself very largely in the light of the provider, and but very little attention is paid to the companionship call that is coming from the life of his boy. After a strenuous day's work the father is often physically incapacitated for such comradeship and only the strongest effort of will on his part can force him to recognize this fundamental need of his boy's life. It is just as necessary that the father should play with and be the companion of his boy as it is for him to see that he has good food, warm clothing, and a comfortable bed to sleep in. The father generally is the boy's hero up to a certain age. This seems to be an unwritten, natural law of the boy's life, and the father often forfeits this worship and respect of his boy by failing to afford him the natural companionship necessary to keep it alive. In addition to a place and a voice in the councils of the family, it is necessary that the boy should have steady parental companionship to bring out the best that is in him. The ownership of personal property and its recognition by the parent in the life of the boy is fundamental to the boy's later understanding of the home and community life. Comparatively few fathers and mothers ever recognize the deep call of the boy life to own things, and frequently the boy's property is taken from him and he is deprived of its use as a means of punishment for some breach of home discipline. In many families the boy grows up altogether without any adequate idea of what the right of private property really is, with the result that when he reaches the adolescent years and is swayed by the gang spirit, whatever comes in his way, as one of the gang, is appropriated by him to the gang use. This means that the boy, because of his ignorance, becomes a ward of the Juvenile Court and a breaker of community laws. The tendency, however, today in legal procedure is to hold the parents of such a boy liable for the offenses which may be committed. Instead of talking about juvenile delinquency today we are beginning to comprehend the larger meaning of parental and community delinquency. Out of nearly six hundred cases which came before the Juvenile Court in San Francisco last year only nineteen, by the testimony of the judge, were due to delinquency on the part of the offender himself. The majority of the remaining cases were due to parental delinquency, or neglect of the father and mother. A real part in the home life may be given to the boy by recognizing his individual and sole claim to certain things in the home life. Failure on the part of the father and mother to recognize the growth of the boy likewise tends to interfere with normal relationships in the home. Many a father and mother fail to see and appreciate the fact that their boy really ceases to be a child. Because of this, parents very often fail to show the proper respect for the personality of the boy, riding rough-shod over his feelings and will. There follows in matters of this kind a natural resentment on the part of the boy which sometimes makes him moody and reticent. This, in its turn, causes the parents to try to curb what they consider a disagreeable disposition on the part of the boy. Sometimes this takes the form of resentment at the fact that the boy wishes at times to be alone, and so fathers and mothers are continually on the watch to prevent the boy from really having any time of his own. All of these things put together have but one logical result, the ultimate break between the boy and the home, and the departure of the boy at the first real opportunity to strike out for himself, thus sundering all the home relationships. Perhaps one of the saddest things in the home life today is the neglect of the father to see that his boy receives the necessary knowledge concerning sex, that his life may be safeguarded from the moral perils of the community. This is not always a willful breach of duty on the part of the father, but usually comes from ignorance as to how to broach this subject to the boy. A great many growing lives would be saved from moral taint and become a blessing instead of a curse if the father discharged his whole duty to his growing son, by putting at his disposal the knowledge which is necessary to an understanding of the functions of the sex life. To recapitulate, several things are necessary to bring about real relationships in the home life between the parents and the boy. These are: a place for the boy in the family councils as a partner in the home life, the boy's right to companionship with his parents, the privilege and responsibility of private ownership, the right a boy has to his personality and privacy, and tactful and timely instruction in matters of sex. This might be enlarged by the parents' privilege of caring for and developing social life for the boy in the home, a carefully planned participation in its working life, instructions in thrift and saving, and a general cooperation with the school and the church, as well as the auxiliary organizations with which the boy may be connected, so that the physical, social, mental and spiritual life of the boy may become well balanced and symmetrical. Add to this the Christian example of the father and mother, as expressed in the everyday life of the home, and especially through family worship and a recognition of the Divine Being at meal time, and without any cant or undue pressure there will be produced such a wholesome home environment as to assure the boy of an intelligent appreciation of not only his father and mother, but of his home privileges in general, and of the value of real religion. BIBLIOGRAPHY ON THE HOME Allen.--Making the Best of Our Children. Two vols. ($1.00 each). Field.--Finger-posts to Children's Reading ($1.00). Fiske.--Boy Life and Self-Government ($1.00). Kirkpatrick.--Fundamentals of Child Study ($1.25). Putnam.--Education for Parenthood (.65). II THE PUBLIC SCHOOL AND THE BOY Of the primary institutions that are cooperating in the life of the boy today, without a doubt the public school is the most efficient and most serviceable. Today the school offers and compels a boy to get certain related courses of study which will make him a better citizen by fitting him in a measure for the procuring of an intelligent and adequate livelihood. The school by no means is perfect in this matter, and as long as over fifty per cent. of the boys fail to graduate even from the eighth grade in the grammar school, and but one per cent. go to college, there will be great need of a reconstruction of its methods of work. Without question, the curricula of the public school should be modified so as to meet the needs of all the boys in the community and vocational and industrial training should have larger place in our educational plans. The boy who is to earn his livelihood by his hands and head should receive as much attention and intelligent instruction as the boy who aims at a professional career. However, with all its limitations, the public school is the only institution which has a definite policy in the education of the boy. The leaders of the public school system know whither they are going and the road they must travel to reach the goal. Perhaps the greatest weakness of our public school system today is the inability, because of our division between church and state, to give the boy any religious instruction in connection with what is styled "secular education." For the first time in the history of the world has religious instruction been barred from the public school, and that in our free America. Most intelligent Christian men now realize that, because of the division between church and state in our country, religious instruction in the public school is impossible, as the school is the instrument of the state in the production of wealth-producing citizenship. The men who with clear vision see these things also see this limitation of the public school system and recognize that the church has a larger mission to fulfill in America than in any other country, it the education of the boy is to be symmetrical and well balanced. Perhaps the problem of our public school system of education which has not yet been solved is the vast possibility of the directed play life of our boys. It is well known by students of boy life that the character of the boy is very largely determined by the informal education which comes from his part in sports and play. In some cities the public school has sought to give partial direction to the play life of the boy through public school athletic leagues, but even these leagues touch but a small part of the boy life of any community. Besides the injection of industrial and vocational training in large quantity in public school curricula, more thought and place will have to be given to the expression of the boy life in play than is now provided for. In addition to this, the home and the church must render a united cooperation to make the school life of the boy what it ought to be. The Parents' and Teachers' Association in the public school is doing much to bring this about between the home and the school, and it may be that a Teachers' Association, consisting of officials and teachers of the public school and the officials and teachers of the Sunday school, might bring about a closer cooperation in the secular and religious education of the boyhood of the community. Both these associations, if fostered, would certainly tend to create a wholesome school atmosphere, which would render a tremendous service in safeguarding the moral life of the boy. BIBLIOGRAPHY ON PUBLIC SCHOOL Baldwin.--Industrial-social Education ($1.50). Bloomfield.--Vocational Guidance of Youth (.60). Brown.--The American High School ($1.40). Crocker,--Religious Freedom in American Education ($1.00). --Religious Education (.65). III THE CHURCH AND THE BOY If the foregoing facts considering the home and school life are absolutely true, and the consensus of opinion of the students of boy life would have it so, it means that the church has a larger opportunity than formerly supposed to influence the boy life of the community. The investigator into the life of boyhood has revealed to us the fact that a boy's life is not only fourfold--physical, social, mental and spiritual--but is also unified in its process of development. If this be so, there must be a common center for the boy's life, and neither the home nor the school can, because of social or economic or political conditions, become this center. The only remaining place where the boy's life can be unified is the church. The life of the church, generally speaking, is largely manipulated in the services of worship, the Sunday school, and such auxiliary organizations as the Brotherhood, Christian Endeavor, Missionary societies, and other like organizations. At the present time the church organization itself is but little adapted to the needs of the growing boy, the church being a splendidly organized body for mature life. On the other hand, until lately, the Sunday school has been recognized as a place for children under twelve years of age. With the Adult Bible Class movement of the past few years, there has come a revival in the Sunday school in adult life, so that the place of adults and children in the Sunday school has been magnified. There still remains, however, the need of a modification of Sunday school organization to meet the need of the adolescent boy. The opportunity that faces the church and the Sunday school in this adaptation is tremendous. Investigations of the past few years have demonstrated beyond a doubt that the time to let loose impulses in the life for the development of character is between the ages of fourteen and twenty, or the plastic years of early and middle adolescence. Recent studies have shown that the break in school life occurs at about fourteen and a half or fifteen years, and that the majority of cases in the juvenile courts fall in the same period. More souls are born into the Kingdom of God in the early years of adolescence than at all other ages of life put together, and the vantage ground of the church lies at these ages, the effort necessary being the minimum and the results being the maximum that can be attained. The problem of the church in touching these adolescent years is to make the right use of all the facts of boy life. Too long has the church looked upon the boy as a mere field of operation. Too long has she considered the boy as a dual personality and regarded life as both secular and spiritual. Today she is beginning to understand that all boyhood life is spiritual; that there are no secular activities in boyhood, but that every activity that a boy enters into has tremendous spiritual value, either for good or for bad. It is especially true in a boy's life that the spiritual finds expression through the physical. It should be true of all life, but a boy especially lives by physical expression. BIBLIOGRAPHY ON THE CHURCH Foster.--The Boy and the Church (.75). Gray.--Non-Church Going, Its Reasons, and Remedies ($1.00). Hodges.--Training of Children in Religion ($1.50). Hulbert.--The Church and Her Children ($1.00). IV THE SUNDAY SCHOOL OR CHURCH SCHOOL The Sunday school is the biggest force of the church in the life of the boy. At times he refuses to attend the stated worship of the church, but if the Sunday school be in the least interesting he will gladly attend it. Its exercises and procedure must, however, be interesting, and rightly so. The boy has the right to demand that the time, his own time, which he gives to the Sunday school, should be utilized to some decently profitable, pleasurable end. Education, even religious education, is not necessarily a painful process. Discipline of mind or body has ceased to be a series of disagreeable, rigid postures or exercises. Medicine has no virtue merely because it is bad to the taste, and modern medical usage prescribes free air and warm sunshine in large doses in place of the old-time bitter nostrums. Even where the boy spirit needs medication, the means employed need not be sepulchral gloom, solemn warning, other-world songs, and penitential prayers, with great moral applications of the non-understandable. The germs of spiritual disease give way before the sunshine of the spirit, just as fast, if not faster, than the microbes before the sun. The Sunday school, then, should be a happy, joyous, sunny place, brimful of ideas, suggestion and impulse; for these three are at once the giants and fairies of religious education, and are the essential elements of character-making. To produce all of the above, three things are needed: adequate organization, careful supervision, and common-sense leading. The first is imperative, because all education is a matter of organization. The second is part of the first, as supervision is the genius of organization. The third is fundamental, for all expression--true education--depends on the teacher or leader, whose innate idea of the fitness of things keeps him from doing, on the one hand, that which is just customary, or, on the other hand, that which may appear to be just scientific. The science of yesterday should be the tradition of today; that is, if we are making progress in educational processes. Today's science also should be fighting yesterday's for supremacy. Common sense lies somewhere between the two. The only two of these three Sunday school essentials that this chapter deals with are organization and supervision. The Sunday school should be a kind of a religious regiment, martial both in its music and its virtues for its challenge to the adolescent boy. Now, every regiment, in peace or war, is properly organized with battalions, companies, and squads. Everything is accounted for, arranged for, and some one definitely held responsible for certain things--not everything. The organization covers every member of the regiment; so should the Sunday school. In Sunday school nomenclature the regimental battalions are "Divisions"--Elementary, Secondary, and Adult, by name. The companies likewise are named "Departments," each division having its own as in the "Elementary"--"Cradle Roll," "Beginners," "Primary," and "Junior." The squads in each case are the "Classes" that make up the Departments. _It is essential that the Secondary, or Teen Age Division, which enrolls the adolescent boy, be adequately organized._ Regiments, Battalions, Companies, and Squads must be properly officered--must be supervised. Colonels, Majors, Captains, Lieutenants, Sergeants and Corporals are the arteries of an army. In Sunday school language, the head of the regiment is the General Superintendent, and all the heads of divisions and departments are likewise named Superintendent. The leader of the squad is the Teacher. Then a properly supervised Sunday school is organized not unlike an army, and would be, according to a diagram, like the following: General Superintendent | ------+-----------------+----------+------+-----------------+--- | | | | Elementary Secondary Adult Special Superintendent Superintendent Superintendent Superintendent Cradle Roll Intermediate Organized Bible Superintendent Superintendent Class Superintendent Beginners' Senior Home Superintendent Superintendent Superintendent or Primary Teen Age Superintendent Superintendent or Junior Boys' Superintendent Superintendent and Girls' Superintendent Thus the modern school of the church would have at least twelve superintendents to oversee its work, to say nothing of the special workers, such as Training, Missionary and Temperance. This may seem like an unnecessary array of officers, but the experienced will admit that they are essential to good results in teaching boys and girls of varying requirements. _Not until the Secondary or Teen Age Division is adequately supervised, will the teen age boy or his religious education be properly cared for_. BIBLIOGRAPHY ON THE SUNDAY SCHOOL Frost.--The Church School (.65). Cope.--Efficiency in the Sunday School ($1.00). Lawrance.--Housing the Sunday School ($2.00). --How to Conduct a Sunday School ($1.25). Meyer.--The Graded Sunday School in Principle and Practice (.75). SCHEME OF ORGANIZATION OF THE MODERN SUNDAY SCHOOL DIVISIONS AND DEPARTMENTS ============================================================ ELEMENTARY | SECONDARY | ADULT | SPECIAL --------------+---------------+--------------+-------------- Cradle Roll | (A) | Adult | Missionary (1 Minute-3 | Intermediate | Bible | years) | Department | Class | --------------| (13-16 years) | Department | Temperance Beginners' |---------------| (21 years +) | Department | Senior |--------------| (4-5 years) | Department | Home[1] | Purity --------------| (17-20 years) | Department | Primary |===============| Visitation | Department | (B) | Department | Training (6-8 years) | Teen Age or | | --------------| High School | | Junior | Department | | Parents Department |===============| | --------------| Girls' | | | Department | | Parents and | (13-20 years) | | Teachers | | | | (C) | | | Boys' | | Etc. | Department | | | (13-20 years) | | ============================================================ V THE BOY AND THE SUNDAY SCHOOL There are two factors in the above subject--the factor of the boy and the factor of the Sunday school. The factor of the boy is the more important of the two, as the Sunday school exists merely for the purpose of serving the boy. The boy, therefore, should be thought of first, and the Sunday school should be planned to meet his needs. What then is the factor of the boy? "The boy is a many-sided animal, with budding tastes, clamorous appetites, primitive likes and dislikes, varied interests; an idealist and hater of shams, a reservoir of nerve force, a bundle of contradictions, a lover of fun but a possible lover of the best, a loyal friend of his true friends; impulsive, erratic, impressionable to an alarming degree." Furthermore, the boy is maturing, traversing the path from boyhood to manhood, is unstable, not only in his growth, but also in his thought, is restless because of his natural instability, and sometimes suffers from headiness and independence. Between boyhood and manhood he travels swiftly, the scenery changes quickly as he travels--_but he is traveling to manhood_. No railway train or vehicle can keep pace with his speed. Morning sees him a million miles farther on his way than night reckoned him but half a day before. And yet, in all of it, he moves by well-defined stages in his journey towards his destination of maturity. Today he is individualistic, tomorrow heroic, a little later reflective and full of thought, but in all of it is progressively active, moving forward by leaps and bounds. His needs also increase with his pace, and must be fully and timely met, if he is to reach symmetrical maturity. He needs but three things to attain his best: proper sustenance, unlimited activity, and careful guidance. Given these three rightly and at the proper time, the quality of his manhood will go beyond our fondest hope. The sustenance must be in keeping with his years, the activity in line with his strength, and the guidance adapted to the needs of his spirit--firm, compelling, but not irksome. In it all the boy is to be encouraged in self-expression, resourcefulness, and independent manhood. Such is a partial appreciation of the boy and his wonderful capacities, a passing glimpse into a treasure house of wealth and possibility. What now is the Sunday school? In the days that are past, it was looked upon merely as a weekly meeting of boys and girls. Today it is regarded as an institution for the releasing of great moral and religious impulses into life. Of late there have even crept into its life the names and some of the methods of our public school system. Grading and trained teaching have also come into its life to stay; the modern Sunday school is but little like that of a decade ago, and the changes are not yet done with. Some of the innovations will be proved by experience and retained with modification, while others doubtless will be eliminated as worthless for the purposes of the Sunday school in its ideals of moral and religious education. Improvement, however, is in the school atmosphere. However, with all the change, past, present and contemplated, the school proper has but little time for the doing of its work. Fifty-two sessions a year, of an hour's or an hour and a half's duration at best, fifty-two or seventy-eight hours a year, only one-third of which is given to Bible study, furnish a meager opportunity to accomplish its aim. Compared with twelve hundred hours a year in the public school, or the twenty-eight hundred hours a year a boy may work, it seems pitifully small, for the aim of the Sunday school is bigger than the other two. The Sunday school purposes to fit the boy to play the game in public school and work and life. It seeks to give him impulses that will help him to keep clean, inside and outside, to work with other boys in team play, to render Christian service to his fellows, and to love and worship God as his Father and Christ as his Saviour. The means it employs for these great purposes are Bible study, Christian music, the association of the boys in classes, and Christian leadership. To these the school is beginning to add through-the-week meetings for what have been called its secular activities. All this has come after a great deal of campaigning on the part of groups of devoted men and women interested in boy life and welfare. The Sunday school has had to overcome many handicaps in reaching the boy of teen age, among which were the lack of efficient, virile teachers, a misunderstanding of boy nature, lessons not adapted to the boy's needs, music that was not appealing, and the indiscriminate grouping of boys with members of the other sex. These, however, have been rapidly overcome, and today the school is fairly well organized to meet the needs of the boy. There are yet some definite things to be written into the life of the Sunday school to win and hold the boy of teen age in its membership for life. The first of these is the incorporation into the Sunday school activities of those things that interest and touch and mold every phase of a boy's life. It means the allotment of a definite part of the school period for the discussion of the things the group of boys will engage in during the week, and a through-the-week meeting as a real part of the school work. This allows and provides for the athletic, outdoor, camping, social, and literary outlet for the boy spirit. Another forward step is graded Bible study, graded athletics, graded service, graded social life, and graded mental activities. The work of the school, to hold the boy, must be new and diverse in its interests, and big enough and broad enough to command his constantly changing attention. As his years so shall his interest be. To his years the work of the Sunday school must correspond. The Organized Bible Class that is self-governing must be added to the above. Better have the gang on the inside of the church with a Christian-altruistic content, than to permit the boys to organize under self-direction on the outside. The Bible Class, too, has advantages over every other form of organization. It has the Bible at its heart, the one thing necessary to assure permanence, and never allows the thought of graduation. Other boy organizations meet the need of certain specified years; the Bible Class meets all the needs of all the years, and is flexible enough to include all the special needs that are met by other forms of organization. The greatest need of the Sunday school is capable teaching. By it the Bible Class becomes efficient or the reverse. For the boy the teacher should be a man, a Christian man, who has personality enough to command the boy's respect, and ability enough to direct the boy in doing things. This means a comrade-relationship of work and play, Bible study and athletics, spiritual and social activity, Sunday and week-day interest, and a disposition on the part of the leader to get the boy to do everything--government, planning, presiding, achieving--for himself. This is true teaching and leadership. The greatest thing in the Sunday school is the teacher. For now abideth the Lesson, the Class, and the Teacher, but the greatest of these is the Teacher. In view, then, of all that has gone before, what shall be said of the Sunday school and the boy? Each to each is the complement; the two together form a winning combination. On the one hand, the modern Sunday school should meet the boy's need at every stage of his development in a physical, social, mental, and spiritual way. It should give him variety and progression in the processes of his maturing, and suitable organization and trained leadership for character-building and man-making. On the other hand, the boy will render the Sunday school and church his service, and through both give his heart's thought, devotion, and worship to his Lord. This is the whole matter of the Sunday school and the normal boy, and is our vision of the future of the church. The past did not do it! The past is dead! BIBLIOGRAPHY ON THE BOY AND THE SUNDAY SCHOOL Boys' Work Message (Men and Religion Movement) ($1.00). Foster.--The Boy and the Church (.75). Lewis.--The Intermediate Worker and His Work (.50). --The Senior Worker and His Work (.50). Robinson.--The Adolescent Boy in the Sunday School (_American Youth_, April, 1911) (.20). VI FUNDAMENTAL PRINCIPLES IN SUNDAY SCHOOL WORK WITH BOYS Five fundamental principles must be kept in mind when work with boys in the Sunday school is attempted, and without these five principles very little will be accomplished: 1. _The first of these is the Fourfold Life_. A boy lives physically, socially, and mentally, as well as spiritually. He lives seven days a week, twenty-four hours a day, not merely an hour or an hour and a half on Sunday. His spiritual impulses are received and find their expression in the physical, social and mental activities in which he is engaged during the week. Any work that is attempted with a group of boys which ignores this fourfold life of the boy cannot be a success. The man, then, who plans to work with boys must plan to touch the various phases of the boys' lives as he works with them, and he must also do this work in proportion, not putting too much emphasis on any one phase, but allowing equal emphasis on all. The ideal for a perfect work with boys is that which is gleaned from a study of the boyhood of Christ, for the boy Jesus, "grew in wisdom" (mentally), "and in stature" (physically), "and in favor with God" (spiritually), "and with man" (socially). The secret of the life of the Christ as a boy lies in his symmetrical and well-balanced growth. 2. _The second principle is Progression._ In a successful church work with boys the activities must be graded and progressive. The public school could not command the presence of a boy if the work which it gave him today was the same as that of last week, and that of last week the same as that of a year ago. The inherent interest of the public school to a boy is that he is discovering new things for himself, or being taught new things all the while. This principle must be incorporated in church and Sunday school work to keep the continued interest of the boy. It must be observed, not only in Bible study (and this should be graded), but also in the physical, social, mental and service activities in which the boy finds himself engaged. 3. _The third principle is Service_. Too long has the church bribed her boys and expected them to remain with her and in her service after offering them wages for doing the thing which they ought to have done for sheer love of it. Socials and clubs and athletic organizations and other devices have been used as a bid to hold the boy, instead of being used because the church owed these things to the boy as part of his all-round development. "Where the treasure is, there will the heart be also"; and it stands to reason that the heart of the boy will be where he is giving most of himself. If he is investing himself heavily in the interest and service of the church, that is where his interest will be. 4. _The fourth principle is Organisation_. The law of the boy life in adolescence is organization, or the gang. The church has its choice, either to let the boys organize themselves on the outside, under self-directed and therefore incompetent leadership, or to organize the boys on the inside of the church, provide a definite place for this organization, and so permeate the gang instinct with the spirit of Christian altruism. Every church organization for boys, the organized Bible class, the church club, and other church forms of organization, are aiming to do just this thing. The law of the boy's life is to associate with his fellows and the expression of his purposes is team work. The church, through suitable organization, can meet this need of the boy life. 5. _The fifth and last principle is Leadership_. Leadership is inseparable from organization, and organization is useless without leadership. The leadership which is necessary for a group of adolescent boys is that of a man, and the problem which is presented to a leader with a group of boys in the adolescent years is not that of teaching, but of awakening virile ideas and purposes in the boy life. The leader must be able to enter into sympathy with and in at least a partial way into participation with all the activities of the group. Everything that a boy does is just the thing that the man used to do. There is, therefore, little hardship, but instead the joy of living again, when a man becomes the leader of a group of boys. BIBLIOGRAPHY ON FUNDAMENTAL PRINCIPLES Alexander (Editor).--Boy Training (.75). Boys' Work Message (Men and Religion Movement) ($1.00). Robinson.--The Adolescent Boy in the Sunday School (_American Youth_, April, 1911) (.20). VII METHOD AND ORGANIZATION =Organization= By organization is meant, of course, boy organization, the form of organization that attempts to keep the adolescent boy tied up to the interests of the church. Today the forms of organization for this purpose are legion, and strangely enough every such form but one has its headquarters outside of the local church it seeks to serve. The one exception is the form known as the Boys' Organized Bible Class, an integral part of the Sunday school with no allegiance of any sort or kind to any organization but the local church of which it is a part--bone of its bone, flesh of its flesh, muscle of its muscle. These organizations that flourish in our modern church life naturally fall into three classes: religious, semi-religious and welfare. Other nomenclature, characterizing them might be used, and would be by their founders, but these words classify them for the purpose of our investigation. The _religious_ organizations have for their sole aim the deepening of the religious impulse, and the missionary objective of carrying this impulse to others. The _semi-religious_ are built around religious and symbolic heroes, make a bid for the heroic and the gang spirit, and seek to inculcate more or less of religious truth by the sugar-coat method. The _welfare_ type aims at the giving of all sorts of activity in order to keep the boy interested and busy, and so raise the tone of his life in general. The religious type of organization includes the forms that may be classed under the church brotherhood idea--the junior brotherhoods of various sorts. They originated because of the need of some kind of expression for the religious impressions that were continually coming to the boy in his church life. The idea was good, but its release poor. Senior forms of organization were imitated, adult forms of worship and service diminutized, and juvenile copies of mature experience encouraged. Junior brotherhoods and junior societies thus have tended to destroy the genuine, natural, spontaneous religious life of boys, and have unconsciously aided the culture of cant and religious unreality. The semi-religious organizations have gone a full step beyond those of the religious type. Societies like the Knights of King Arthur, Knights of the Holy Grail, Modern Knights of St. Paul, and others of such ilk have in symbolism sought to teach and find expression for the religious impulse. The method has been more or less the religious type in disguise--ancient titles, elaborate ritual, initiations, and degrees, red fire, fuss and feathers, and something doing all the time to attract the boy. The result has been and is a play-idea of organization and a make-believe environment on the part of the boy. In his thought it never classifies with his school or home or general church life. It is a thing apart, some thing or place to retire to, to forget the everyday thing for a moment of romance. The mature mind that is responsible for all of this, however, seeks to bend and use this make-believe world for the inculcation of religious truth; and the product is an astonishing variety of results. Most of it is beyond the grasp of the ordinary man, the only man who at present or at any time will do this work in the church; and where set programs or ritual are followed the work itself loses its fire and misses its effectiveness. The welfare type of organizations has multiplied in the past few years, _and their less religious activities have served to keep the religious and semi-religious types alive_. The Boys' Brigade, the National First Aid Association, the Woodcraft Indians, Sons of Daniel Boone, Boy Scouts, and others of like type, are in season and out of season appealing to American boyhood. Their aim is not specific, but general and vague: "Something to do, something to think about, something to enjoy, with a view always to character-building." Their appeal is mostly to the physical and the out-of-doors; their philosophy that of the recapitulation of the culture epochs. Their promoters do not claim that they touch all of life. They seek to dominate the leisure time only, and to produce goodness by affording no free time for positive wrong-doing. The domination is also physical expression, and the mental and spiritual in the boy and his home, school, and church life are not vitally affected directly. All three types, however, have done splendid work in the past, and are rendering good service in the present as they will in the future. The success of each depends entirely on its leadership. If a leader be steeped in the Idylls of the King, the Knights of King Arthur will be popular with the boys and the church. If the superintendent of the brotherhood or society be human and magnetic, the church and the boy will sing its praises. If the scoutmaster is an out-of-door man and has a point of contact with the boy, the Boy Scouts will be the solution of all our difficulties. Here lies the crux of the whole matter. If boys are added to the church through any organization, it is not because of the method, but because of the worker of the method. The method counts because it is part of the worker--is in his blood. =Method= The aim of all church work should be the production not merely of manhood but _Christian manhood_. The vision is to see the boy a Christ-like boy--a physically, socially, mentally and spiritually balanced man in the making. The organizations used, then, in boys' work should be selected with this aim in mind. Again, modern psychology has demonstrated to us that all boy activities must be graded according to each stage of a boy's development, and that there are several such stages. In the adolescent boy these may roughly be classed as the heroic and reflective stages, or as early, middle, and late adolescence. Boy activities, then, must group themselves to minister to the needs of each separate stage in order to work effectively. But psychology has also shown us that the activities of any one stage must also be graded to meet the needs of that one stage. Thus the heroic may run from the twelfth to the fifteenth year, and the activities of this phase should be graded to meet the development of the phase. This is well illustrated by the Tenderfoot Second Class Scout and First Class Scout degrees of the Boy Scouts which operate in this period. The factors of the problem, then, to be considered in the method are: First, Christian Manhood; second, the fact that there are distinct and separate stages of growth in a boy's development, each stage having its own well-defined steps of growth; and third, the selection of existing boy organization activities to meet the need and produce the aim or desired result. By way of illustration, let us consider a group of boys just past their twelfth year. All their physical, social, mental, and spiritual needs are to be met. The boys are just adolescent and their outlook because of that is altruistic. They have reached the "ganging" period, and so must have some form of organization. What organizations can be used to lead them into Christian manhood between the twelfth and fifteenth year? There are the Knights of King Arthur, the Boy Scouts, the Junior Brotherhood, the Christian Endeavor, and the Sunday School Bible Class. There are others--hosts of them--but these widely known forms will suit the purpose. For physical purposes we have the Scouts, for social purposes the Scouts, Knights, and the Bible Class; for mental purposes the Knights, and for spiritual purposes the Knights, Brotherhood, Endeavor, and the Bible Class. To see a boy get his own full development under this plan he must needs belong to at least five organizations; and _the principle of association among boys is not gangs but the gang_. However, much can be done under difficulties. The Scouts will afford free, physical, outdoor expression, without which there is no boy. The Knights will furnish mental ideals and objectives; for the Knights of King Arthur is the mental expression of the Boy Scouts and the Boy Scouts is the physical expression of the Knights of King Arthur. Both of them, with the Bible Class group, will furnish social stimulus and the Bible study, and the more or less valuable devotional expression of the Endeavor and Brotherhood will take care of the spiritual. In using an organization, a clearly defined idea of the end sought should always be in view. =Efficiency= In all church work for boys, efficiency should be sought. _It should also be kept in mind that it is church work for boys_. In all our discussion two things must seem striking: first, that we must at present use at least five organizations to meet the boy need, five gangs, when the principle of boy association is not gangs but the gang; and second, that all of these organizations, with the exception of the Bible Class, have their headquarters outside of the local church itself. The headquarters are in New York, Detroit, Boston, Cincinnati, Baltimore, etc., while the work they seek to do is the local church's business. Further, they have all had their birth in the misunderstanding of the church as to her mission for boys. The church, however, has now a new vision of her mission, as manifested by her patience and forbearance in trying out and listening to the voices of all these organizations that would help her from the outside. The church is awake to the need, but is confused in the method, because she recognizes that no single organization that knocks at her door is sufficient and complete enough for her task. She needs all their methods without their organization. She cannot assume their organization, because it is not of her own flesh and blood. _A boy's allegiance cannot be split up among gangs. He must be a member of the gang._ One organization is all that he can comprehend with loyalty at one time. _This organization must be also of the local church._ But the church needs no new organization. All she needs is activities suitable to the boy's growth. _She has an organization that the boy cannot outgrow--the Organized Bible Class._ At fifteen he is through with the Scouts and the Knights, and at eighteen or twenty he is through with fraternities and orders, or ought to be; for, if a boy be not starved for these things when a boy, he will outgrow them as he outgrows a suit of clothes. Graduation from these orders very often means graduation from the Sunday school and church; for no single organization can be conceived, that with ritual and form can bind together the activities of twelve to fifteen, fifteen to twenty, and twenty to thirty. However, there can be no graduation from the Organized Bible Class, flesh of the church's flesh, blood of her blood, muscle of her muscle; and the Organized Bible Class is flexible enough for an adjustment to every stage of boy development, and to all its physical, social, mental and spiritual needs. The organized class between twelve and fifteen can include all the interests of those years, and when the next stage of growth is on, can discard these for the interests that lie between fifteen and twenty, and so on to the end. The Organized Bible Class is simple in organization, is modern and elastic, affords the minimum of organization and the maximum of efficiency, is big enough to meet all the boy's needs, and is the church's own. Into it can be poured all the activities of all the organizations ever known, and it can be made the richest and best adapted organization to the boy life of the Church that has yet been conceived. BIBLIOGRAPHY ON METHOD AND ORGANIZATION Alexander (Editor).--Boy Training (Chapter on Auxiliary Organizations) (.75). --Sunday School and the Teens (Chapter on Organizations) ($1.00). Foster.--The Boy and the Church (Chapter on Books and Notes) (.75). VIII THE ORGANIZED SUNDAY SCHOOL BIBLE CLASS[2] When all the plans and methods of work are reduced to a minimum, there is but one. This finds expression in the gang or club life. Boys get together in a group, elect their own officers and select a man who is to be their adviser. Then they go out and do the thing they have organized for in what is to them the simplest and best-known way. It may be stamp collecting, or star studying, woodcraft, or camping, or the hundred and one other forms of boy activity which are so common today. Seventy-five per cent. of these clubs are formed solely for the purpose of physical expression in athletics. Hundreds of such clubs exist today to meet the various needs of the growing boy. The Knights of King Arthur, the Boy Scouts, the Woodcraft Indians, the Sons of Daniel Boone, the Knights of the Holy Grail, the Knights of St. Paul, and dozens of others have been conceived and born for the purpose of meeting the needs of boys, as the founders of the organizations saw them. In harmony with all the other boys' organizations, and yet bigger than all of them put together, is the Sunday school organization for boys--the Organized Bible Class. It is purely and simply a church organization, and owes no allegiance to any organization outside of the local church. It is also a distinct part of the church life and an organic part of the Sunday school, which is large enough to hold the boy's interest from the cradle roll to the grave. The other organizations serve their day in the life of the boy and cease to be. It is difficult, almost an impossibility, to get normal boys, after fifteen years of age, to take much interest in the so-called boys' organizations, because their lives have outgrown these activities and there is no longer any need of them. The Organized Bible Class presents a method that can never be outgrown. _It also has at its heart Bible study, which is the one essential to permanence in any work with boys_. =Class Organization= _Objective_.--Class organization is of no value unless the class has definite objectives. The members should be made to feel that there is some great purpose in the organization. The objectives for a teen age class should be: 1. The winning of the class members to personal allegiance to Jesus Christ as Saviour and Lord; and 2. The proper expression of the Christian life in service for others in the name and spirit of the Christ. Thus one strengthens one's self and helps others. _Why Organize_.--(a) It is natural for a boy to want to get into an organization of some kind. Seventy-five per cent. of the boys of a community are, or have been, connected with some sort of organization. These organizations, rightly controlled, and dominated by strong Christian leadership, can be made a power for good in the community and in the lives of their members. It matters not what the organization may be connected with, it is the activities that appeal. Why should not the Sunday school take advantage of this natural, God-given instinct, to plan such organization in the church as will present the strongest claim for the loyalty of the boys in the teen age? (b) The organization is in the hands of the members of the class, activities are planned by them, and discipline, when necessary, is administered by them. The position of the teacher is thereby strengthened. Instead of being an "autocrat" or "czar" in dealing with the class, the function is that of counsellor and friend. (c) It develops initiative, self-reliance, self-control, and the ability to do things; character is thereby developed, and strong Christian character is what the church needs today. (d) The Organized Boys' Bible Classes will, without a doubt, become as universal in their scope as Organized Adult Bible Classes. To be affiliated with the biggest teen age organization in the world will, in itself, appeal to every teen age boy and girl. (e) Organization increases class spirit. The organized class becomes "our class," not the "teacher's class." The unorganized class suffers greatly if the teacher is removed, and sometimes is obliged to disband. The organized class helps to secure another teacher, and, in the interim, maintains its class work and is thus kept together. Though much depends upon the teacher, the permanency of the class should not rest wholly upon his personality and work. Changes must necessarily come. (f) Organization enables the class to do things. The appointment of special committees, the assignment of definite work to each committee, and the introduction of various class activities does much toward realizing the ideal--"an adequate Christian service for every member." Large and permanent success is assured when this ideal is attained. =Standard of Organization= 1. The class shall have at least five officers: President, Vice-President, Secretary, Treasurer, and Teacher. It shall also have as many committees as necessary to carry on its work. 2. The class shall be definitely connected with a Sunday school. 3. A Sunday Bible session and, if practicable, week-day session or activities. 4. The age limits of the class shall be not less than thirteen or more than twenty years. =How to Organize= Secure Secondary Division Leaflet No. 2, of the International Sunday School Association. Study this leaflet carefully, noting especially the standard of organization and the suggestive constitution, which seek to define an organized class. Distribute leaflets among those whom you wish to interest and enlist. Organization should not be forced on the class. Do not go at it as though you were laying a trap. Observe the following: (a) Think it through yourself; then put yourself in the pupil's place and ask yourself the question, "How would I like to have this presented to me?" This will give you the viewpoint of your class, and you are then ready to go ahead. You must believe in it thoroughly, enthusiastically, before you can hope for the interest and enthusiasm of your class. (b) Next, get two or three of your "key" pupils, and talk it over with them. Show them the possibilities of the organization, emphasizing the physical, mental, social and spiritual activities. (c) Follow this with a special meeting of the class, to be held either at the home of the teacher or one of the class. (d) Make the organization genuine, and show that you mean business. The teen age abhors shams, and will readily detect any weak spots in the organization. Impress upon them the necessity of selecting capable officers. Adopt the class constitution, which follows, select class name and motto, and elect the officers. (e) Then let the officers conduct the meetings, both in the Sunday and the mid-week sessions. The teacher is one of the class and is the director of activities; the officers and committeemen do the work. (f) In all things keep in close touch with the general superintendent and the departmental superintendent of the school. Seek the strength that comes from advice and cooperation. =Constitution= A class constitution is not essential, but is often helpful. The following form of constitution is merely suggestive and may be changed to conform to the needs of the class. _Article I_--Name. Our class shall be known as _______________ _____________ and shall be connected with, and form a part of, the ______________Sunday school of_______. _Article II_--Object. The object of the class shall be the training of Christian character for Christian service in the extension of Christ's Kingdom by means of Bible study, through-the-week activities, mutual helpfulness, and social fellowship, in addition to the winning of its members' allegiance to Christ as Saviour and Lord. _Article III_--Class Spirit. To create an individuality in class spirit, loyalty and enthusiasm, the class shall have an emblem, a motto and a color. It may also have a flower, a song, a yell, a whistle, or such other additions as may seem wise. _Article IV_--Membership. Any boy may become a member of this class on invitation of the class. _Article V_--Officers. The class officers may include the following: Teacher, President, Vice-President, Secretary and Treasurer. The officers shall be elected by ballot semiannually by the class, and no officer shall serve in the same position more than two terms in succession, except the teacher, whose election or appointment is governed by the church or Sunday school. The teacher may be elected by the class from a list provided by the church authorities. _Article VI_--Committees There shall be as many committees in the class as necessary, such as Social, Literary, Music, Athletic, etc. _Article VII_--Meetings. The class shall meet at ____o'clock each Sunday for its regular Bible study session. Week-day meetings may be held each week. Special meetings may be called at any time by the president, and the presence of one-fourth of the enrolled membership shall be necessary for the transaction of class business. _Article VIII_--Duties of Officers and Committees. Sec. 1. The teacher shall teach the lesson, shall be an ex officio member of all committees, and shall work cooperatively with the president in promoting the interests of the class. Sec. 2. The president shall preside at meetings of the class, shall have general supervision over the officers, and shall see that the work of the class is pushed in accordance with its object. Sec. 3. The vice-president shall take the president's place in case of absence, and shall render such assistance to the president as may be required of him. Sec. 4. The secretary shall make class announcements, keep minutes of all meetings, write to absent members, and report any information to the teacher which may be desired. Sec. 5. The duty of committees shall be defined by the activity each carries on, said committee being responsible to the class for the work entrusted to it. _Article IX_--By-Laws. From time to time the class may amend this constitution and pass such by-laws as seem wise in carrying forward the work of the class. A careful study of the Organized Class diagram on another page (86) will furnish the teacher with a workable plan. In all cases it should be adapted to local conditions. Mid-week activities should be planned as a part of the weekly program, keeping in mind the fourfold life of the pupil. The planning of these activities should be left almost entirely to the class; any plans that the teacher may have should be turned over to the class by way of suggestion. Place the responsibility on the members of the class, and once they have caught the idea there will be no lack of suggestions on their part. THE TEEN AGE BOYS' ORGANIZED CLASS | ORGANIZATION | +---------------+-------------+ | | | OFFICERS | COMMITTEES | | | President [A] | Athletic Vice-President [A] | Social Secretary [A] | Membership[3] Treasurer [B] | Program[4] Teacher [B] | Etc. | CLASS MEETING | +----------------+--------------+ | | | SUNDAY SESSION | THROUGH-THE-WEEK SESSION | | | Opening Services | | Class Lesson | DETERMINED BY ACTIVITY Discussion of | | Through-the-Week | | Activities | ACTIVITY COMMITTEE IN CHARGE Closing Services | | RANGE OF CLASS ACTIVITIES | +------------+--------+--------------+----------+ | | | | | PHYSICAL MENTAL SOCIAL SPIRITUAL SERVICE [A] Older Boy [B] Adult Prepared by John L. Alexander, Superintendent Secondary Division International Sunday School Association. The class session on Sunday should be in charge of the president of the class. The opening services may consist of a short prayer by the teacher or pupil volunteering; reading of brief minutes, covering the mid-week activities and emphasizing the important points brought out by the teacher in the lesson of the previous Sunday; collection and other business. The president then turns the class over to the teacher for the teaching of the lesson. The closing services of the class should by all means be observed. _Committees._--Short-term committees are the more effective, covering the activities when planned. The short-term committee plan, however, need not be suggested to the class until it discovers that the long-term or standing committee has failed. They will doubtless be the first to suggest the new plan. =Class Grouping and Size= It should be sane and natural and not too large. This should be specially borne in mind in working with boys; a "gang" usually consists of from seven to fourteen. The girls' class is different, and the size of the group does not materially matter. The class, however, should not be so unwieldy as to make it impossible for the teacher to give personal attention to each individual. It is impossible to get the best results when pupils of twelve and eighteen are members of the same class, for they are living in two different worlds of thought. A teacher cannot hope to hold together a group in which there is such disparity of age. A working basis is (13-14), (15-17), (18-20). This is but a foundation on which to work. The correct grouping should be on a physiological basis instead of chronological. A pupil ofttimes will not fit into a group of his or her own age; physiologically, they may be a year or two in advance of the rest of the class, and are mingling through the week with an older group. Adjustments in such cases should be made so that the pupil is permitted to find his or her natural grouping. Like water, they will find their level. Under no ordinary circumstances should classes be mixed (boys and girls together). =Class Names and Mottoes= _Names._--A class name will help to create a strong and healthy class spirit, and is valuable as a means of advertising the class and its work. Some prefer to take class numbers or letters, thus recognizing their relationship to the Sunday school; others select names from the Bible to indicate their relation to Bible study; others choose names that indicate some kind of Christian service, thus committing the class to Christian work; while others take names of heroes or use Greek letters. _Mottoes._--A motto is perhaps more important than a name. It will help to place and keep before the class a definite purpose. If often repeated it will aid in producing in the class the spirit expressed in the motto. The following well-known mottoes may be suggestive: We're in the King's Business--We Do Things--The World for Christ--We Mean Business--The Other Fellow--Every Man Up--Quit You Like Men. =International Teen Age Certificate of Recognition= The International Sunday School Association, through its Secondary Division, issues a certificate, or charter of recognition. This certificate represents a minimum standard of organization for classes, which is considered practical for scholars of these ages. It gives the class the recognition of the International, State or Provincial Associations; and to the schools whose denominations add their seal and signature, or provide a joint certificate, denominational recognition as well. The certificate of the Secondary Division is beautifully lithographed, and is suitable for framing for the class room. For classes of the Intermediate age (13-16 years) an Intermediate seal is affixed, and a Senior (17-20 years) or Adult seal may be added upon the advance of the class to these departments. It can be secured by filling out the application blank at the end of this leaflet, and by sending the same, together with twenty-five cents to cover the cost, to your State or Provincial Association, or Denominational headquarters. Seals may be secured from the same sources. This certificate and registration links the class to the Sunday school teen age brotherhood throughout the world. [Illustration: =Emblem=] The royal blue and white button (white center with blue rim) has been adopted for both the Intermediate (13-16 years) and Senior (17-20 years) Departments, the blue indicating loyalty and the white purity. =Application Blank= for =International Certificate of Recognition= =Secondary Division= Years 13-20. Name of Class ________________________________ Name of Sunday School ________________________ Name of Denomination _________________________ Town or City ________________ County _________ State or Province ____________________________ Has the class the following officers: President, Vice-President, Secretary and Treasurer? ___________ Is the class of intermediate age (13-16), or senior age (17-20)? ______________ What is the average age of the members of your class? __________ Name of Class Teacher __________ Post-office address __________ Name of Class President __________ Post-office address __________ Does the class use the Secondary Division Emblem? ____________________________________ Class motto _______________________________________ Date of organization ______________________ Present Membership _______________________ Date of Application ___________ 19__ Filled out by: Name ________________________________________ Post-office address ____________________________________ Kindly fill out this blank carefully. Detach and send same with twenty-five cents to your State Sunday School Association office. BIBLIOGRAPHY ON THE ORGANIZED CLASS International Leaflets on Secondary Adult Classes (Free). Pearce.--The Adult Bible Class (.25). IX BIBLE STUDY FOR BOYS The study of the Bible that contributes to the boy's education is now generally accepted to be that which is adjusted to the known characteristics of boys. At one time, not so very far distant, all Scripture was supposed to be good for a boy's moral and spiritual character-building. One part of the Bible was held to be as good as any other, the important thing necessary being to get the Bible into the life of the boy, somehow. It did not matter much whether the boy understood all he read and was told, or not. It would prepare him for some future crisis and enable him some time to better meet a possible temptation. It was to be a sort of preventive application, very much as vaccination now is administered to ward off dreaded disease. And, to tell the exact truth, it often did, and the treatment proved more efficacious than some of the present-day Bible study methods, where mere knowledge is attempted. The mistake was the misunderstanding (for misunderstanding it was, and not a desire to merely plague the boy) of the fact that boys were developing creatures, spiritually as well as physically, and that Bible study could be made pleasant as well as profitable. It was a mistake due to a purely mature point of view and a failure to know that the boy mind needed different treatment from that of the adult. Lately we have discovered, thanks to general education, that a boy's Bible study can be adapted to a specific purpose, and to a present, clear, distinct and practical need of boy life. A recent writer has said, "We have come to a fairly definite understanding that we must take the boy as he is; we must inquire into his needs; we must consider the conditions of his religious development. We must ask, then, of the Bible, how far it can be effective to meet these needs and this development. The fixed factor is the boy, not the Book. At the same time, we are not obliged to begin always as if the Bible were a new thing in the world, and its claim to value as religious material were to be considered afresh. We know that the Bible has proved itself good. We know that it has been effective in the life of boys. The question, then, really before us is, What parts of the Bible are really desirable for the boy, and how are they to be presented so as to be most useful?" This, in other words, is Graded Bible Study, and, possibly, were we to give a Bible to the boy and induce him to read it, the parts which he would read would help us a lot in determining the material that would challenge his interest. The parts he skipped over would also fix our problem for us. The writer had a unique experience in his boyhood. His folks were members and officers of a church where long doctrinal sermons were the rule. These had little interest for the growing boy, but parental persuasion kept him in the pew for hours at a stretch. The boy, under these circumstances, had to do something in self-preservation, so he spent the long hours in reading the Bible. The stories of the Patriarchs, the Judges, the Kings, and the Acts were his peculiar delight. The sermon period ceased to be tiresome and often was not long enough. He never read Leviticus, or the Prophets, or the Gospels, or the Epistles, however. They had no meaning for him. As well as he can now remember, between his ninth and twelfth years, his favorite Scripture was the Patriarchs and Judges. Between his twelfth and sixteenth years he was passionately fond of the Kings and the Acts. After that he began to feel interested in the Gospels. He was pretty well grown up before he cared either for the Prophets or the Epistles; they were too abstract for him. The writer's experience corresponds fairly well with the growing modern usage in Bible study with boys. The philosophy underlying Graded Bible Study is merely to meet the present spiritual needs, as indexed by the characteristics of the period of his development. At present there are many schemes of Graded Bible Study for boys on the market. Some of it has been prepared to meet a theory of religious education. The University of Chicago Series of textbooks and the Bible Study Union (Blakeslee) Lessons are examples of this trend. Both of them are exceptionally good. Other courses have sprung up, being written and used among boys here and there, and later worked together into a Bible study scheme. The Boys' Bible Study Courses of the Young Men's Christian Association are recognized as such. Then there is the present system of Graded Bible Study of the International Sunday School Association. Fifteen complete years of Graded Bible Study, from the fourth to the eighteenth year, may now be used in the Sunday school. Great care has been exercised in the selection of the material with the aim of fixing definite ideals of Christian life and service. These courses are divided as follows: =Possible Present Use of the Graded Lessons= =Departments Years Courses of Study= Beginners | Four | | Five | A Unit of two years. | Six | Primary | Seven | A Unit of three years. | Eight | | Nine | Lower--A Unit of two | Ten | years. Junior | | Eleven | Upper--A Unit of two | Twelve | years. | Thirteen | Lower--A Unit of two | Fourteen | years. Intermediate | | Fifteen | Upper--A Unit of two | Sixteen | years. | Seventeen A Unit of one year. | Senior | Eighteen | A Unit of two years. | Nineteen | | | Twenty Lesson Committee Leaflet No. 2, International Sunday School Association. THE ORGANIZATION OF THE PUPILS OF A SUNDAY SCHOOL, AND CHARACTER OF GRADED LESSONS FOR EACH DEPARTMENT =Divisions Departments Age or Grade Themes of Lessons= / /Four --1st year --God the Heavenly Father, | BEGINNERS / our Provider and Protector. | \ Five --2d year --Thanksgiving, prayer, helping E | \ others. L | /Six --1st year --God's power, love and care, E | | awakening child's love, trust M | | and confidence. E | | Seven --2d year --How to show love, trust and N | PRIMARY / obedience, in Jesus' love and T | \ work for men; how to do God's A | | will. R | | Eight --3d year --People who choose to do God's Y / | will; how Jesus revealed the \ \ Father's love and will. | /Nine --1st year --Stories of beginnings, three | | patriarchs, Joseph, Moses and | | Jesus. | | Ten --2d year --Conquest of Canaan, stories of | | New Testament, life and | JUNIOR / followers of Jesus. | \ Eleven --3d year --Three Kings of Israel, divided | | kingdom, exile and return, | | introduction to New | | Testament. | | Twelve --4th year --Gospel of Mark, studies in | | Acts, winning others to God, \ \ Bible the Word of God. / / /Thirteen --1st year--Biog. studies in Old | | | Testament, religious leaders | | Lower / in N.A. salvation and service S | | \ Fourteen --2d year--Biog. studies in New E | INTERME- / | Testament, Christian leaders C | DIATE \ \ after New Testament times. O | | /Fifteen --3d year--Life of the Man N | | Upper / Christ Jesus. D / | \ Sixteen --4th year--Studies in Christian A \ \ \ living. R | /Seventeen--1st year --World as a field for Christian Y | | service; problems of youth in | | social life; Ruth; James. | | Eighteen --2d year --Religious history and | SENIOR / literature of the Hebrew | \ people--Old Testament. | | Nineteen --3d year --Religious history and | | literature of the New | | Testament. \ \Twenty --4th year -- ADULT Grading and Classification and Courses now being studied by a Special Committee of the International Association. Prepared by Professor Ira M. Price, Secretary International Sunday School Association Lesson Committee. These International Lessons are undoubtedly the best on the market at the present time, although they are very far from being perfect. Gradual changes, coming from experience in the local Sunday school, will modify them considerably in the next few years, and they may actually prove to be forerunners for an almost entirely new series of courses and lessons. They have been generously received by the eager workers in the local Sunday school, as an advance on the Uniform Lessons, and where they are now being tried satisfaction, for the most part, is being evinced. A great deal of dissatisfaction has been found with the treatment of these Graded Lessons in some quarters, the Lesson Helps being too mature for teen age boys. _However, in appraising the value of these Graded Lessons, two things should be kept in mind, viz.: the selection of the Lesson Material, and the Lesson Help Treatment of the selected material._ Opposition to the lessons should never be taken because of the Lesson Helps. These can be remedied by the denominational publishing houses, if their attention is called to the weakness or mistake of treatment, and the teen age teacher can give great assistance to the denominational editors by counseling with them. Here and there the suggestion has sprung up for a Graded Uniform Lesson. That is precisely what the treatment of the Uniform Lesson was for a number of years, and is yet. It is not adaptation of treatment that is needed, but adaptation of material that is demanded--courses of study that fit the religious, spiritual need of the various stages of development. This much is positively settled. There is, however, some good reason and very strong ground for uniform cycles, based on seasonable development rather than on chronological years and intellectual rating. In some places the present Elementary International Graded Lessons are being used just this way, although they do not yield themselves readily to this usage. Cycles of four courses for the three main divisions of boyhood, nine to twelve years, thirteen to sixteen years, and seventeen to twenty years, four courses to each period, based on the general, seasonable development of each period, have much in their favor. Thus we might have four courses built on Individual Heroism, four on Altruistic Heroism, and four on the Social Adaptation which marks the reflective period between seventeen and twenty. Boys do not mature by years. Growth and development is a jump from plateau to plateau. This would fit in also with the general objective of the Sunday school, and is not the mere impartation of information, but the letting loose of moral and religious values in life. The latter is produced more by contact of personality with personality than by intellectual processes. Should such a plan ever be adopted the courses of study must be pedagogically arranged and in keeping with the best findings of psychological usage. At any rate, whatever be the course of study, the teen age boy needs to have his life and activity center about the dynamics of the Bible. "The Art of Living Well" can only be learned out of the textbook of the experience of the ages. The ordinary tasks and interests of boys, as well as daily conduct, can be made great channels for life's best achievement only in proportion to the dynamic throb of the Word that has inspired men to heroism amid the commonplace and the uncommon, to self-sacrifice and peace. BIBLIOGRAPHY ON BIBLE STUDY Alexander.--Sunday School and the Teens ($1.00). Horne.--Leadership of Bible Study Groups (.50). Starbuck.--Should the Impartation of Knowledge Be a Function of the Sunday School? (.65). Use of the Bible Among Schoolboys (.60). Winchester.--The International Graded Sunday School Lessons (_American Youth_, April, 1912) (.20). X THROUGH-THE-WEEK ACTIVITIES FOR BOYS' ORGANIZED CLASSES[5] The Sunday school has at last begun to realize that a boy demands more than spiritual activity to round out his life into symmetrical development. It also comprehends that religion is more than a set of beliefs--_that religion is a life at work among its fellows._ "For to me to live is Christ"--to live, play, love, and work. Because of these two reasons, the Sunday school assumes its obligation to direct and foster the through-the-week life of its boys, as well as the Bible period of the Sunday session of the school. _Contact_.--Of course, for a long time the leaders and teachers of Boys' Organized Bible Classes have felt the need of a through-the-week contact with the members of the class. The school period of one hour or an hour and a half has been found by most teachers to be too meager for a healthy class life. Then, too, most teachers are realizing that really to touch the life of the boy more contact than the teaching of the Bible lesson is necessary. Some teachers are taking an interest in the school or working conditions of the teen boy. Quite a few teachers are now deeply interested in the leisure time of their pupils, and have begun to direct the physical, social and mental activities of the teen years, as well as the spiritual. They have realized that the teen age is not made up of disjointed and disconnected activities, but is in a continual process of development, and that its growth is normally symmetrical and its activities intertwined. _The Organized Class._--The great majority of Sunday school teachers have no desire to try any auxiliary organization in combination with their classes. They are somewhat dubious of the machinery, ritual, etc., which are concomitants of these schemes. Again and again they have voiced a demand, not for new organizations, but for activities to deepen interest in the organization that the teacher understands--the Bible Class. The Organized Boys' Bible Classes operate in the Secondary Division or teen years of the Sunday school, from 13 to 20, and include both the younger and older boys. The earlier and later adolescent periods are separate and distinct groups. Plans and activities that have proven successful with one group will prove to be ineffectual with the other. All things should be planned to meet the development of the group. In the following list of activities the group interests have not been separated as they intermingle with each other. _If the class be allowed to choose and voice its sentiment, the right activity will always be selected._ Besides, if the members make their own choice, there can be little complaint at results, and they will work harder for the success of their own plans. All this develops character, which is one of the real reasons for these through-the-week activities. =Activities for Teen Boys' Organized Bible Classes= #Physical# ATHLETICS Free Hand and Calisthenic Drills Fire, Ambulance, Life-saving Drills Single Stick and Foil, Boxing Swimming Water Polo Water Sports Jumping and Running Shot Put Discus Throwing Baseball, Indoor and Outdoor Basket-ball Football Volleyball La Crosse, Bowling Tennis GAMES Observation, Agility, Strength, Fun--Indoor and Outdoor Quoits SIGNALING Semaphore Wig Wag Heliograph Wireless WOODCRAFT Tracking and Trailing Bird, Plant, Tree, Grass and Flower Lore Star, Wind and Water Knowledge Stalking with Camera Wild Life CAMPING Tent and Tepee Making Moccasin Making Huts, Lean-to, Shacks Grass Mat Weaving Map Making Knot Tying Fire Lighting Boat Management Boat and Canoe Building Canoeing Fishing Camp Cooking Week-end Camps Indian Camps Over-night Camps Hikes, Tramps, Walks, Gypsy and Hobo Hill Climbing HYGIENE Care of body, eyes, nails, teeth, etc. Laws of recreation, Hiking, etc. Kite Making and Flying Gliding and Aeroplaning Circus Stunts Sport Carnival Corn, Apple, Clam Roasts, etc. Moonlight Trips, Rides, etc. Cycling Skating Hockey Skiing #Social# Home Socials: Stag Ladles' Nights Parents' Nights Entertainments: Playets Minstrel Show Lincoln Night Washington Night Stunts and Skits Mock Trial Declamation or Oratorical Contest Glee Concert Game Tournaments: Checkers Caroms Chess Ping-Pong Bowling Hayseed Carnival Parlor Magic Athletic Stunts Independence Day Political Campaign Town Meeting Sex Instruction Practical Citizenship Exhibition: Pet Show Mandolin and Guitar Fests Fireside and Joke Nights Spelling Bee History Bee Geography Quiz Hallowe'en Night Pop-corn Festival Masked Partners Library Party Supper or Banquet Father and Son Spread Class Guest of Class Calendar Exhibit Coin Exhibit Stamp Exhibit Arts and Crafts Photographs Wild Flower Tree and Plant Sea Shell Post-cards Social Sing: Popular Songs Old Familiar Songs School Songs Patriotic Hymns Church Music #Mental# Practical Talks: Elementary Mechanics Applied Electricity Wireless Chemical Analysis Natural Science Mineralogy Nature Study First Aid Thrift and Property Use of Library Life-work Talks: Ministry Law Medicine Teaching Business The Trades: Blacksmith Carpenter Plumbing Printing Painting Bricklaying Masonry Farming Seamanship Architecture Art Chemistry Forestry Engineering: Mechanical Electrical Surveying Citizenship: The Township or Municipality--Town Meetings Select and Common Councils Commission Government The State--The Legislature The Courts The Governor's Staff Literary Stunts: Declaiming Extemporaneous Speech Editing Paper Educational Trips: Community Visitation--Shops and Factories Fire Houses City or Community History Public Buildings Public Utilities, etc. Neighborhood Visitation--Famous Places Great Industries Coal Mines, etc. Arts and Crafts: Drawing Bent Iron Work Clay Modeling Basket Making Hammock Weaving, etc. Stamp Collecting Coin Collecting Sketch Collecting Kodaking and Photographing Debating Reading Night and Courses Discussions Congress and Senate Poster Making Travel and Science Talks Stereopticon Moving Pictures Literary Stunts--Essay Writing and Reading The Nation--Congress Army and Navy Civil Service Diplomatic and Consular Service Duties of Citizen--Elections Jury Service Maintenance of Law Current Topics #Spiritual# Graded Bible Study Daily Readings Systematic Instruction: Church Membership Benevolences Missionary Operations Supplemental Talks: General Church History Denominational History Local Church History Church Organization: Denominational Local Church Sunday School Auxiliary Societies Teacher Training Class Cooperation in Church Activity Personal Evangelism Directed Reading NOTE: Of course all the activities enumerated in this leaflet are Spiritual. This list merely emphasizes a few activities usually designated spiritual. =Service Activities= Christ challenged men to self-sacrifice. He said: "He that would be greatest among you let him be the servant of all." In this way adolescent boys must be challenged to lives of unselfish, altruistic, Christ-like service. There is no other test for the teacher. It is his business to get teen age boys to serve. This the boy does, first by the desire to help another, then by right living, doing right for the sake of right; then by religious belief, which forms a cable to bind him back in simple faith on God, until he comes face to face with the Master of men, living right, doing right, thinking right, loving right, serving right, with all his life, because of his love for Christ. Physical Service-- Organize and manage Boys' Baseball Nine. Organize and manage Boys' Football Eleven. Organize and manage Boys' Basket-ball Five. Organize and manage Boys' Track Team. Organize and manage Boys' Tennis Tournaments. Coach younger boys in baseball. Coach younger boys in basket-ball. Coach younger boys in football. Coach younger boys in track athletics. Coach younger boys in tennis. Train younger boys in free-hand gymnastics. Train younger boys in life-saving drills. Assist in the running of inter-class athletics. Assist in the running of inter-school athletics. Lead gymnastic groups for the local school. Teach boys to swim. Assist in the running of aquatic meets. Leaders to encourage boys to get into athletics. Leaders to encourage boys in outdoor life. Leaders to encourage boys in camps and hikes. Leaders to encourage boys in woodcraft and scouting. Lead a gymnastic class in Social Settlement. Manage and coach athletics in Social Settlements. Assist as Play Leader in public playground. Organize, manage, and umpire Boys' Twilight Ball League. Assist in sport carnival, circus, exhibits, etc. Make a specialty of some form of camp life and teach it to boys. Social Service-- Become responsible for some boy. Plan a social time. Assist in planning an entertainment. Manage and coach musical activity. Teach games to backward boy. Assist in exhibit. Manage celebration. Promote class and school picnics. Secure home for boy from country. Take boys home for meal and social time. Promote musical and dramatic entertainments in settlements and orphanages. Visit sick boys in hospital. Arrange outings for needy mothers, and children, crippled and unfortunate boys. Automobile party for above. Play Santa Claus to poor families. Lead in keeping school and shop morally clean. Stand for clean thoughts, clean speech, clean sport. Seek leadership in public school clubs. Get interested in the boy life of the community. Help boys to find employment. Help enforce minor laws. Take an interest in the delinquent boy. _Mental Service._-- Secure speakers for practical talks. Secure speakers for life-work talks. Lead in some mental activity. Promote an educational trip. Teach elementary arts and crafts. Conduct discussion of practical citizenship. Lead discussion of current topics. Lead younger boys as suggested under class activities--Mental. Teach English to foreign-speaking boys. Help wage-earning boys in elementary subjects, arithmetic, geography, etc. Encourage grade boys to stay at school by coaching them in studies. Organize civic nights. Organize debates. Organize camera trips and photo study. Organize Around-the-Fire and story nights. Lend books and guide the reading of boys. Edit class or school paper. Be foreman in printing room of above paper. Lead observation trips. _Spiritual Service._-- Lead a Boys' Bible Class. Take part in Boys' Conferences. Lead Boys' Meetings. Teach in extension Sunday school. Serve on Sunday school Committees. Serve on Church Committees. Take an interest in every church organization. Promote systematic giving among boys. Lead a Mission Biography group. Lead an inner circle for prayer and Bible study. Promote a census of non-church boys. Visit homes to invite fellows to church services. Join a training class. Lead campaign to increase Sunday school membership. Promote inter-class relationships. Lead prayer groups or circles. Help in Home Department. Serve on Reception Committee at Church or Sunday school. Visit teen age Shut-ins. Visit prisoners in jails. Do chores for sick folks. Help the aged to and from church services. Support a bed in a hospital. The Organized Class, its officers, teacher and committees ought to find enough to do in the above long list. The service activities have been listed without any idea of order or grading. They are also for individuals and the class as a whole. They are merely suggestive. The class and the teacher should do things as a real part of the class life. [Illustration] ORGANIZED CLASS ACTIVITIES BOYS' BIBLE CLASSES JOHN L. ALEXANDER, Secondary Division Superintendent, International Sunday School Association. BIBLIOGRAPHY ON THROUGH-THE-WEEK ACTIVITIES Adams.--Harper's Outdoor Book for Boys ($1.75). Alexander.--Opportunity for Extension of Boys' Work to a Summer Camp Headquarters (_American Youth_, June, 1911), (.20). --Using Nature's Equipment--God's Out-of-Doors (_American Youth_, August, 1911). Single copies out of print, but bound volume for 1911 may be obtained for $1.50. Baker.--Indoor Games and Socials for Boys (.75). Bond.--Scientific American Boy at School ($2.00). Boys' Handbook. (Boy Scouts of America) (.30). Brunner.--Tracks and Tracking (.70). Burr.--Around the Fire (.75). Camp.--Fishing Kits and Equipment ($1.00). Chesley.--Social Activities for Men and Boys ($1.00). Clarke.--Astronomy from a Dipper (.60). Corsan.--At Home in the Water (.75). Cullens.--Reaching Boys in Small Groups Without Equipment. (_American Youth_, February, 1911.) (.20). Dana.--How to Know the Wild Flowers ($2.00). Ditmars.--The Reptile Book ($4.00). Fowler.--Starting in Life ($1.50). Gibson.--Camping for Boys ($1.00). Hasluck.--Bent Iron Work (.50). --Clay Modeling (.50). --Photography (.50). --Taxidermy (.50). Job.--How to Study Birds ($1.50). Kenealy.--Boat Sailing ($1.00). Lynch.--American Red Cross First Aid ($1.00). Parsons.--How to Know the Ferns ($1.50). Pyle.--Story of King Arthur and His Knights ($2.00). Reed.--Bird Guide. In 2 volumes. (Vol I, $1.00, Vol. II,.75). Reed.--Flower Guide (.50). Scout Master's Handbook (.60). Seton.--Book of Woodcraft ($1.75). ----Forester's Manual ($1.00). Seven Hundred Things a Bright Boy Can Make ($1.00). Warman.--Physical Training Simplified (.10). White.--How to Make Baskets ($1.00). XI THE BOYS' DEPARTMENT IN THE SUNDAY SCHOOL[6] The Boys' Department in the Sunday school is the grouping together of organized classes for the sake of unity and team work among the adolescent boys. Investigation proves that boys work together best when separated from men, women and girls. The Boys' Department contemplates a change from the usual organization in the Sunday school, in that the classes of boys between twelve and twenty years of age shall meet as a separate department of the school and have their own closing and opening services, and the natural activities that would spring from a separate departmental life. The underlying idea of the Boys' Department is to make the boys feel that they are a real part of the Sunday school, with a real purpose and actual activities. Where it has been tried, not only has the attendance been increased, but the enrollment in the department has been doubled and trebled. The department also presents an opportunity of interesting boys in all forms of church life through the committee work which the department inaugurates. The criticism that the Boys' Department may become a junior church is not borne out by the experience of the men who have tried it. On the other hand, the testimony is that the Boys' Department has increased the attendance at the morning and evening services of the church, and has created a general interest and enthusiasm for the entire church life. The Boys' Department is not urged on any basis of sex segregation, although a good many educators are urging the segregation of the sexes in public education. The underlying idea of the Department is to group the boys together for team work and cooperation, with a clear understanding of the gang principle which clamors for a club or organization that satisfies the social and fraternal need. In fact, it is the neglect of the latter by the Sunday school that has brought the countless boys' organizations into existence, and the well-conducted Boys' Department, composed of well-organized, self-governing Bible classes, will mean much to the general church life, as well as to the simplifying of the present complicated scheme of work with boys. Nearly all of these auxiliary boy organizations have had their birth in the Sunday school, through the attempt to meet the boy need, which the Sunday school hitherto has not seen its way clear to do. When departmental organization, however, is mentioned, the genius of the individual leader and teacher must come into play. The form of organization that may be successful with one leader may be a failure with another. This chance does not lie or inhere in the organization, but in the leader; for the gifts, talents, equipment and adaptability of leaders vary just as much in Sunday school organization as in the so-called secular forms of activity. The best form of organization, then, as well as the most successful form for the local school, is the "kind that works." _Three Proved Forms of Departmental Organization_ Successful organization is the result of experiment. None but the result of experiment has a right to be exploited. Sunday school teen age workers have tried, proved and found satisfactory to their own liking, by its results, the following three kinds of teen age organization for the local school: _Intermediate and Senior Departments_ The first of these is known as the Intermediate and Senior Departmental organization. Its characteristic is the dividing of the teen age into two groups--Intermediate, 13 to 16 years, and Senior, 17 to 20 years. In some schools these departments meet separately for Sunday school work. Wherever this is done there should be at least a superintendent and secretary for each. While the general principles of the work are the same, the problems and details of the classes are sometimes different. The department superintendent should have special charge of his department and be responsible for building it up; also for department teachers' meetings, and should be personally acquainted with every scholar. The department secretary should keep an alphabetical and birthday card index of scholars; send welcome letters to new scholars; provide the superintendent with a list of new scholars, that they may be properly presented to the department; send lists of absentees to teachers; keep a record of correlated work accomplished by scholars, quarterly lesson examinations, etc. _Teen Age Department_ In some schools the custom is to combine the Intermediate and Senior Departments into one and to regard the years, 13 to 20, as a series of eight grades. Several large schools are enthusiastic about this plan, and as the worship requirements are much the same in the teen years the Opening and Closing Services are acceptable to all grades. This arrangement also is adaptable to limited equipment, and affords a certain amount of hero-worship to the younger boy on account of the older boy being present. It also offers the older boy a field of service through helpfulness to the younger members of the department. In some schools this adaptation is known as the High School Department. _Boys' Departments_ During the last few years separate Boys' Departments have come into favor with some Sunday school workers. These departments should not be attempted, however, until every class is organized (see chapter on The Organized Sunday school Bible Class), and there is efficient leadership to guide them. A premature start may be ineffective and prejudice parents and boys. =The Departmental Committees= _Executive Committee_ The Executive Committee has direct oversight of the general affairs of the department and acts officially between sessions on matters needing prompt attention. It is made up of the officers, general superintendent of the school, the pastor of the church, and the president and teacher of each class. _Inter-Class Committee_ The Inter-Class Committee has the direction and supervision, through sub-committees, of all the activities of the department, such as: Athletics Outings Camping Socials Entertainments Lectures Library Vocational Talks Practical Talks Congress or Senate Debates Current Topics Practical Citizenship Service Councils Degrees and Initiations Employment Bureau Home Cooperation School Cooperation _Committee on Sunday school Life_ This Committee has a twofold function, the planning of the department program for general school festivals and matters of general school business. The diagram shows the activities of this committee. COMMITTEE ON SUNDAY SCHOOL LIFE FEAST DAYS GENERAL BUSINESS Children's Day Sunday School Board Meetings[7] Christmas Teachers' Meetings New Year's School Elections Easter Membership Campaigns for Entire School Rally Day School Needs Anniversary Picnics Specials, Etc. Socials, Etc. _Committee on Church Life_ The Church Life Committee also has a double task. Its activities along the lines of church life are as follows: =Committee on Church Life= WORSHIP MEMBERSHIP AND BENEVOLENCES Morning Preaching Service Evening Preaching Service Mid-week Prayer Service Special Services Invitation Current Expenses Extension Support Social Life Auxiliary Organizations _Committee on Inter-Church Life_ The Inter-church Life Committee, through its representatives on the Inter-Sunday school Councils and Committees, cares for its part of the common teen age Sunday school life of the community. In this way the Sunday school is made to loom large as the teen age organization in the town or city. Some of its activities would be: Inter-Church Council Normal Institute Training Classes Athletic League Church Census Boys' Conferences Girls' Conferences Publicity Special Cooperation. SUNDAY SCHOOL SECONDARY DIVISION THE TEEN AGE BOYS' DEPARTMENT |(Every class organized) | ORGANIZATION | ----------------------------------------------- | | | OFFICERS | COMMITTEES | | | Church Board [a] | ------------------------------------ Sunday School Board [a] | | | | | | Sunday School | | | | | | Superintendent[a] | Executive | Sunday School Life | Church Life | | Inter-Class Inter-Church Life Superintendent [b] | | | Assistant Superintendent[b] | ------------- ------------- Treasurer [b] | | | | | Advisory Superintendent[c] | Feast General Worship General | Days Interest Church | Life DEPARTMENT ACTIVITY | ------------------------------------------------ | | SUNDAY SESSIONS MASS WEEK MEETINGS | (Occasional when there is a motive) Opening Service Class Hour Department Affairs Closing Services [a] Supervisory [b] Older Boy [c] Adult Prepared by John L. Alexander, Superintendent Secondary Division International Sunday School Association POINTS OF CAUTION! The promoters of a Boys' Department in the Sunday school should not be too hasty in pushing the organization. There are certain facts to be kept in mind in effecting a workable, durable department. 1. The Boys' Department is merely one of the departments of the school, and nothing must be done that will cripple or weaken the remainder of the school. Where possible it is best to promote separate departments for teen age boys and girls at the same time. This will reduce opposition and achieve efficiency. 2. There is no use in trying to organize a Boys' Department, where there is no adequate meeting place. The value of a Boys' Department lies almost entirely in the unity produced by the worship of the opening and closing services and the discussion of departmental common affairs. 3. The Department cannot take the place of the Organized Class. Where it does, it is temporary, hurrah-in-character, inefficient and harmful. The Sunday school is educational in purpose. The Boys' Department must be likewise. 4. Nothing should be advocated or promoted in the Boys' Department that is not in accord with the Sunday school and Denominational policy. The Boys' Department is part of the Church. _Class Organization_ The classes of the teen years should all be organized before any scheme for department organization is put in use. The Organized Class is based on the so-called "gang instinct," and is the unit of all organization. _Departmental Progressive Steps_ The steps in organizing a Teen Age Boys' or Secondary Division Department should be: 1. Appointment of Teen Age Superintendent. 2. Every class organized according to Denominational and International Standard. 3. Two-session-a-week classes--Sunday and week-day. 4. Trained teachers. 5. Departmental organization. =Departmental Equipment= _Separate Rooms_ There should be separate assembly rooms or divisions for these departments where they meet apart from each other. There should also be separate rooms or screened-off places for the classes to meet. _Equipment_ The outfit for the department and classes should include Bibles, tables, blackboards, charts, pictures, maps--including maps for mission study, also relief maps, mission curios, etc. _Promotions_ Much should be made of promotions to and from the grades within the department. A certificate or diploma recognizing regular work should be granted on Promotion Day. Special work done is recognized by placing a seal upon the certificate. Promotion exercises should include some statement of the work accomplished. _Sunday School Spirit_ In order to maintain a genuine spirit of Sunday school unity it is desirable to have the whole school meet together from time to time for the common tie and uplift of worship in the mass. The exercises of festival occasions also help to bring this about, and the common gatherings, regular or special, of the school, tend to magnify the united leadership of officers and teachers. These should never interfere with the work of instruction, the main objective of the school, but should supplement it. Departments should be made to feel their partnership in the Sunday school enterprise, and this may be brought about by the reading of the departmental and school minutes in each department. Continued emphasis should be placed on the oneness of the school--"All one body, we." Thus we may hope for Christian comradeship and loyalty. BIBLIOGRAPHY ON BOYS' DEPARTMENT Boys' Work Message.--(Men and Religion Movement) ($1.00). Cope.--Efficiency in the Sunday School ($1.00). Huse.--Boys' Department in Springvale, Maine (_American Youth_, February, 1911) (.20). Stanley.--The Boys' Department in the Sunday School (_American Youth_, April, 1911) (.20). Waite.--Boys' Department of the Sunday School (Free leaflet). XII INTER-SUNDAY SCHOOL EFFORT FOR BOYS This volume so far has discussed nothing save the work among teen age boys in the local Sunday school, in Organized Class or Boys' Department. This is as it should be, "beginning at Jerusalem" and taking care first of the local school. To magnify the church and church school, however, in the eye of the boy and to make it his central interest or the center of his interests, it is necessary to view Sunday school effort in a larger way than the work of the local school. The Sunday school must become city-wide in its scope and effort. Common town-wide activity, such as outings, athletics, camps, entertainments, lectures, campaigns, etc., must be promoted jointly. Not only this, but the Christian boys of the community must be taught the democracy of Christianity and be led to work together in Christian service for each other and with each other for all the boys of the city. Something of this has been attempted in some places, but always under adult rule. Adult supervision--not rule--is always necessary. Thus city camps and Sunday school athletic leagues have flourished as adult effort for boys. That which is contemplated in the following two chapters is distinctly work _by_ boys _for_ boys in the Sunday school field. The need of adult help to organize and set things going is recognized as necessary, good and the proper thing. The value of the work will consist in the enlistment of the boys themselves and the participation in and direction of the proposed work by the boys. Boys are not as exclusive, limited or provincial as adults. Their interests are wider than the local church. The task is to couple those interests with the local church as the center of greater community-wide activity, and to direct them to effective service. BIBLIOGRAPHY ON INTER-SUNDAY SCHOOL OR CHURCH WORK Barbour (Editor).--Making Religion Efficient (Boys' Work Chapter) ($1.00). This volume also contains the Men and Religion Charts. Boys' Work Message (Men and Religion Movement) ($1.00). XIII THE OLDER BOYS' CONFERENCE OR CONGRESS[8] This is one of the best forms of Inter-Sunday school work for boys. If it is rightly handled, it will add much to the Christian enthusiasm of the older boys of the Sunday schools. _It is to be noticed, however, that it is an Older Boys' Conference._ This means that the ages are to be confined to the stretch between fifteen and twenty years. Do not spoil your effort by "running in" boys under fifteen. Of course the younger boy is important, but the type of work accomplished in these conferences is beyond him and his presence will nearly neutralize your effort. The aim of the conference should be, not merely to put new Christian enthusiasm into the older fellow, but to get him to talk over the problems of the Sunday school from his own point of view. Hundreds of these conferences have been held throughout the Continent, and scores of boys have been led into Christian service thereby. The discussion at these conferences is also most intelligent, being often above the grade of adult groups. The boy gets to know the Sunday school by talking about it, sees its problems, his own needs and the way to meet them. He likewise gets a new idea of his obligations. It is to be noticed again that it is an Older Boys' Conference. _This means that the boys themselves should direct the work of the Conference as much as possible, and that the Conference should be officered by boys._ I have no sympathy with the men who cannot trust boys to do this work. It is largely due to a fear that the boy will grow conceited because of his new-found opportunity. It is due more, however, to the fear that the boy will act unwisely from an adult viewpoint. Both of these fears come from adult conceit and the inability to trust the boy. Such men should leave boys and boys' work severely alone. It is to be noticed for the third time that it is an Older Boys' Conference. _This means that the large part of the program and all the discussion should be by the boys themselves._ No man should take part in the discussion save the man who leads it, and the future may also provide a boy for the leadership of the discussion. The writer in over a hundred conferences would allow no man to take part, as the aim of the conference was to make it a boys' conference. If men may dominate and intimidate the boy, better settle the matter in an adult group. The officers of the Older Boys' Conference should be President, Vice-President (who in most cases should be Toast-Master at the Conference Banquet) and Secretary. There should also be a committee of three boys appointed by the President (who may be helped to this end) to report at the banquet session on the papers and discussions. In this way the summary of the conference is as the boy sees it. This is the aim of the conference. Two ways are open for the election of the officers: by a Nominating Committee and in open conference from the floor. _If a Nominating Committee is the method, no man should be present to suggest or dictate._ The committee should, however, have the right to consult whomever they please, in order to get the information they may wish. _The writer prefers the Open Conference Nominations from the floor. In over two hundred conferences he has never yet been disappointed in the choice of the boys._ The program should be distinctly a Sunday school one. The conference is in the interests of the Sunday school. Keep it to the purpose intended. Hundreds of good causes might be discussed, but the objective of the conference would be missed. Below are three different length programs used at different places. They may prove suggestive to those intending to conduct such meetings. A. Afternoon and Evening Conference (One Day). PROGRAM TORONTO BOYS' WORK CONFERENCE =December= 31, 1912 _Conference Theme:_--_Training and Service_ =St. James' Square Presbyterian Church=, Gerrard St., between Yonge and Church Sts. 2:00 P.M. Registration of Delegates. 2:30 Music, in charge of Mr. W.R. Young, Choirmaster of St. John's Presbyterian Church. Devotional--Rev. E.W. Halpenny, B.D., General Secretary, Ontario Sunday School Association. 3:00 The Message of the Galt Conference, N.W. Henderson, Robert Walker, Gordon Galloway. 3:20 Address--"Organized Sunday School Work," by John L. Alexander, Chicago, Ill., Superintendent Secondary Division, International Sunday School Association. 4:15 Group Conferences, led by Taylor Statten, Preston G. Orwig and A.W. Forgie. 5:45 Recreation, Seymour Collings, Physical Director, Toronto Central Young Men's Christian Association. 7:00 Banquet to Delegates, on floor of Association Hall, Central Young Men's Christian Association Building, corner Yonge and McGill Streets. Chairman--John Gilchrist, President Toronto Sunday School Association. (a) Music. (b) Toasts--The King,--The Chairman "Our Country." (c) Address--"The Crusade"--John L. Alexander. =St. James' Square Presbyterian Church= 9:00 Devotional--Rev. E.W. Halpenny. 9:15 Group Conferences. 10:00 Address, "In Training," John L. Alexander, Chicago, Ill. 10:45 Report of Group Conference Committees. 11:15 Address, "The Challenge of the New Year," Charles W. Bishop, Canadian National Secretary, Young Men's Christian Association. 12:15 Adjournment. B. Saturday and Sunday Conferences (One and a Half Days). PROGRAM WICHITA OLDER BOYS' CONFERENCE MEN AND RELIGION FORWARD MOVEMENT =Saturday, February= 10 9:30 A.M. Song Service. 9:35 A.M. Election of Officers. 10:00 A.M. Address, "Second Brand Cartridges," by Dr. David Russell, of South Africa. 10:30 A.M. Papers, read by boys, followed by discussion, led by John L. Alexander. "How Can We Help Increase the Number of Boys Attending Sunday School?" "Why Don't the Older Boys Attend Church Services? Should They Be There?" "Should an Older Boy Teach a Younger Boys' Sunday School Class?" 11:45 A.M. Address, "Motive," Dr. C. Barbour, Rochester, N.Y. 1:30 P.M. Recreation. 6:30 P.M. Address--Chairman Committee of 100. Address--Local Chairman Boys' Work Committee. Report of Committees on Conference Papers. 6:30 P.M. Address, "The Set of a Life," William A. Brown, of Chicago. Address, "Go to It," John L. Alexander, Chicago, Ill. =Sunday= 3:00 P.M. Mass Meeting for Older Boys, Addressed by John L. Alexander, Chicago, Ill. C. Three Day (Part) Conference. PROGRAM _Conference Theme, "Training and Service."_ =Friday, December 13= Beginning at 8:30 A.M. Addresses in seven High Schools, by John L. Alexander. 6:15 P.M. Supper for Delegates. 7:00 P.M. Address by Hans Feldmann, Chairman of Conference. Address by Rev. R.S. Donaldson. Remarks by Rev. F.H. Brigham and John L. Alexander. Close at 8:30 P.M. =Saturday= 9:00 A.M. Songs and Devotional, led by W.H. Wones. 9:30 A.M. Organization, to be led by John L. Alexander. 9:45 A.M. Papers by Delegates. Discussion led by John L. Alexander. 11:30 A.M. Address by Rev. F.H. Brigham. 12:00 to 2:00 P.M. Delegates home to lunch. 2:00 P.M. Concert by the Y.M.C.A. Boys' Glee Club. 2:15 P.M. Discussion by subjects in groups, led by John L. Alexander, F.H. Brigham, W.H. Wones, and F.C. Coggeshall. 4:00 P.M. Recreation period in Y.M.C.A. Building. 6:15 P.M. Banquet for delegates and men leaders at boys' invitation. Music by the Boys' Busy Life Club Boys' Orchestra. Toasts by three delegates. Report of the Committee on Inter-Church Program. Addresses by John L. Alexander and F.H. Brigham. =Sunday= 3:00 P.M. Gospel Meeting for Older Boys, at Grand Avenue M.E. Church. Speaker, John L. Alexander. The following announcements were on the backs of these programs: #ANNOUNCEMENTS# CONFERENCE HEADQUARTERS--The Session of St. James' Square Presbyterian Church has kindly granted the Conference the use of the church and school rooms. With the exception of the Banquet and Addresses which follow, all sessions of the Main and Group Conferences will be held in this Church. REGISTRATION--Admission to the sessions of the Conference will be granted only to those wearing the Souvenir Conference Badge, which will be given to each delegate presenting a credential signed by the Conference Secretary at the Conference Office, in St. James' Square Church, any time after 1:30 P.M., Tuesday, December 31. DISCUSSION--Come prepared to take part in the discussion, and to ask questions regarding the particular needs of your school. An opportunity will be afforded in the Group Conferences for this phase of the work. NOTES--Take careful notes. They will help you make a good report to your Sunday school after the Conference. REMEMBER--You are responsible to those you represent for getting the most out of every session. Be on hand promptly at the hour mentioned; it will help. BOOK EXHIBIT--Copies of all the latest books on Sunday school and Boys' Work will be on exhibit in one of the Conference rooms. Teachers and leaders should not miss this opportunity to look over some of the splendid literature that has come recently from the press. NOTE--Boys under 15 years of age will not be admitted. =Basis Of Representation= The delegates are to be boys between the ages of 15 and 20 years, appointed by the officials of their Sunday school, on the basis of two delegates for each boys' class (of the teen ages) and each boys' club, and, additional to these, two delegates at large from each church. Men leaders of clubs will also be registered as delegates. =Registration Fee= The Registration Fee is to be 50 cents, including the cost of the banquet Saturday evening. =Preliminary Arrangements For Older Boys' Conference= I. Conference Committee: 1. Committee supervises, plans and is responsible for the conference. 2. Committee should consist of at least five adult members, and profitably more, selected from the various Sunday schools. 3. Committee may appoint special sub-committees to take care of details and close supervision. II. Sub-Committees: 1. Publicity, Delegate and Registration. 2. Meeting Place and Decoration. 3. Program and Badge. 4. Entertainment and Recreation. 5. Banquet. 6. Sunday Meeting (if held). III. Sub-Committee Duties: 1. Publicity Committee: This committee is responsible for press, pulpit and Sunday school notices. It also has the duty of discovering the leader of each Sunday school and of getting the delegates pledged and registered. For this purpose three letters at least should be sent out (see IV). A Registration Card also should be filled out by each delegate and signed by Secretary of Publicity Committee before the conference. [Illustration] TORONTO BOYS' WORK CONFERENCE =December 31st, 1912= This certifies that ____________________________________ Address ________________________________________________ has been accepted as a Delegate to the above Conference, having made application and paid the Registration Fee in due time. Upon presentation of this card at the Conference Office, St. James' Square Presbyterian Church, he is entitled to the Souvenir Conference Badge, Program, and Banquet Ticket. _______________________________________________ Registration Secretary. The limit of accommodation for the main banquet on the floor of Association Hall will be 600. Extra provision will be made elsewhere for the balance if registration exceeds that number. Provision has been made for { Main Banquet } you at the {Auxiliary Supper} This committee is also responsible for the Registration Table during the conference. 2. Meeting Place and Decoration Committee: The duties of this committee are obvious. Among them, however, are the following: Five chairs and two small tables should be on the platform, and a blackboard with eraser and abundant supply of chalk in _each_ meeting room. 3. Program and Badge Committee: This committee should be responsible for the preparation, printing and distribution of programs. An ample supply should be on hand during the conference sessions. A badge (delegate's) is a good thing for the conference spirit. 4. Entertainment and Recreation Committee: Where delegates attend from out-of-town, this committee arranges for their entertainment at the homes of friends. At a local conference this committee is steadily on the lookout for the purpose of making the conference and delegates comfortable. Fresh air, telephone service, messages, etc., all of these are highly important. This committee also should be responsible for adequate plans for the conference recreation. 5. Banquet Committee: The details for the conference banquet, the seating of the delegates and the serving of the food, all come under this committee. If a special banquet menu and program are used, this also is the duty of the committee. An orchestra to play through the eating period is a splendid feature. 6. Sunday Meeting Committee: This committee should give careful attention to the following details: (a) _That any boy over fifteen years and under twenty-one years be admitted to the meeting. One leader to each group of boys may attend, but these must sit by themselves in the rear of the room_. To secure these arrangements it will be necessary to put a force of determined adult watchers at every door. (b) Be sure to have a live organist, pianist or orchestra to lead the music. A director to lead the singing, _with ginger_, will help. (c) Have four ushers to each double or central aisle, and have two to each single or side aisle. (d) Everyone present at the meeting should have a song book or sheet. (e) Be sure to have a plain white card, 3x5, and a small sharpened pencil for each one present. This is absolutely necessary for the Forward Step part of the meeting. IV. Letters to be sent out (Publicity Committee): 1. _To Pastor_, _Superintendent_ or _Teacher_: (a) Announcing the conference, its nature, purpose, etc. (b) That it is confined to older boys--15 to 20 years--and one adult leader from each school. (c) From three to five delegates (Christian boys). (d) Ask for name of adult leader. (e) Enclose Postal Card. 2. _To Sunday School Adult Leader_: (a) Send plan of conference and details. (b) Enclose Tentative Program. (c) Ask for names of boy (Christian) delegates, setting time limit and enclosing credentials. (d) Suggest that leader have a meeting of the delegates before the conference to consider what the conference may mean to their own local Sunday school. 3. _To Each Delegate_: (a) Send a brief letter with program. (b) Emphasize the Christian nature of the conference; that it is for training and leadership, and that he has been chosen from his school for this purpose. (c) Suggest daily prayer as preparation. V. Leaders' Meeting: If possible, arrange for a luncheon or dinner conference for the Sunday school adult leaders who are at the conference. Talk over the plans, programs and hopes of the conference. VI. Follow-Up After Conference: 1. A Second Leaders' Meeting. (Details at Conference) 2. Local Delegates' Meeting. (Details at Conference) BIBLIOGRAPHY ON OLDER BOYS' CONFERENCE Dunn.--What the State Boys' Conference Means to the Churches (_American Youth_, April, 1911) (.20). Hinckley.--The Unique Value of Conferences of Older Boys (_American Youth_, April, 1912) (.20). Scott.--Boys' Conference in Community and County (_American Youth_, April, 1911) (.20). Smith.--The Maine Boys' Conference (_American Youth_, April, 1911) (.20). XIV THE SECONDARY DIVISION OR TEEN AGE BOYS' CRUSADE[9] The Older Boys' City-wide Conference is outlined in the previous chapter. It is a good, but intermittent, form of Inter-Sunday school activity for boys. The Secondary Division or Teen Age Boys' Crusade is a permanent form for such activity, and may be launched at the Older Boys' Conference. The idea of the Crusade germinated in the minds of the members of the Toronto Secondary Division Committee in connection with a Sunday school Older Boys' Conference in December, 1912. The objectives around which the idea grew were a campaign for Organized Classes in every school, an effort to reach Toronto's 10,000 non-Sunday school, teen age boys and a training class for adolescent leadership. At the evening banquet, at which the Crusade was presented, 55 Sunday schools registered for the campaign and 187 older boys signed up for training and the effort to reach the boys not in Sunday school. At a later meeting a plan of action was decided upon. _The Objective_ The aims to be kept in mind are fourfold: (1) To magnify the Christian life and the preeminence of Jesus Christ as Saviour and Lord; (2) to organize the teen Christian boys of the Sunday school for organized service; (3) to reach the teen non-Sunday school boys for Sunday school attendance; (4) to train the teen boy for Christian leadership. =The Crusade Outlined= _Campaign of Bible Class Organization_ 1. It is proposed that every class in the teen age or Secondary division of every Sunday school be organized according to the International Standard, and that the boys of the schools be given the task. (See International Secondary Division Leaflet No. 2.) _Campaign of Enlistment_ 2. Coincident with the campaign of organization there should be a systematic effort to reach every boy of the teen age for membership in the Sunday school. This may be accomplished through two methods: (a) Census and Survey. The city should be divided into districts and mapped out by squares. Then the teen age campaigners should go two and two for the purpose of a census-taking. The two-by-two system will result in more thorough work, and it gives the opportunity of helping the more timid boys by linking them with the bolder ones. An entire square should be worked by the partners, both making the same call, and every teen age boy in the town, whether a Sunday school attendant or not, can be located this way. For this purpose an ordinary filing card may be used, printed as follows: Date ______________________ Name ______________________ Address ______________________ Religion (Catholic, Jew, Protestant)? Attend Sunday school (yes or no)? If yes, where? ______________________ Information gathered by ________________________ ________________________ NOTE.--Once this information is gathered it can be kept up-to-date by arrangement with the moving companies and the water, gas and electric light companies. A monthly report from these companies, or a stock of post-cards kept with them, will do the work. Another method is an annual checking up with the city directory. (b) Home Visitation for Enlistment. This is best accomplished by personal invitation, letter, attractive advertising, etc. Assign to teen age worker. _Training Classes_ 3. A training class or training classes, central or by districts, should be arranged to specialize for teen age leadership. (a) Adolescent Leadership Course (50 lessons) according to International Standard. (b) Demonstration Course in physical, social, mental and outdoor activities. _Service Programs_ 4. Practical programs should be prepared and offered to schools and organized classes to stimulate the membership of the Crusade. "For none of us liveth to himself." "For unto every one which hath shall be given, and from him that hath not, even that which he hath shall be taken away from him." "Service" is the magic word around which real life swings. By giving, one gets. The investment of service, as individuals, and as a class, will bring big dividends in the development of one's personal life. _Missions Program_ Promote (a) a course of study of "live" home and foreign mission material; (b) systematic giving to missions; (c) the study of the foreign population of your city, particularly of your own neighborhood; (d) teaching non-English speaking men and boys to read and write; (e) the investigation, and, when possible, the handling of needy cases in your community. Anything going out from the class to the other fellow comes under this head. _Temperance Program_ Get information along the lines of: (a) bodily self-control; (b) the injury of tobacco on the growing tissue; (c) the inroads of alcohol on the growing and mature body; and (d) the economic, material and moral waste of intemperance of every kind. _Purity Program_ Hit hard for (a) clean speech, clean thoughts, clean sports; (b) for a single sex standard; (c) chivalry and cleanliness among the sexes; and (d) adequate education on sex matters. Programs along these three lines will be furnished on application to the State and Provincial Sunday School Association offices. =Preliminary Plans For Crusade= To get things in motion, two lines of action are suggested: First, plan for a conference of older boys and workers with boys for the community which you desire to cover. The program should aim to lay before the conference the plan of the Organized Secondary Division Class; methods of work should be discussed at group conferences; the Crusade Challenge presented at the banquet; and the session should close with a rousing inspirational address. Second, formation of an _Inter-Sunday School Council_, the purpose of which is to plan and promote work for Secondary Division Classes in the city. _Promotion of Conference_ The Secondary Division Committee, headed by the Secondary Division Superintendent of the city, township or county, in which the conference is planned, should head the work, and representative men and older boys should be chosen to form a Conference Committee. First Steps. Call a meeting of the General Conference Committee. State clearly the objective of the Conference and Crusade, then appoint the following sub-committees: Program, Printing and Advertising, Banquet, Registration, Recreation and Promotion. =Duties Of Committees= _Program_.--Plan program, secure speakers, organist and leader for singing. _Printing and Advertising_.--To have charge of all printing, such as Advance Notices of Conference, Registration Cards, Banquet Tickets, Tentative Program, Completed Program, Crusade Folder, Newspaper Articles, Conference Badges or Buttons. _Banquet_.--To arrange all the details of the banquet, the place where it will be held, securing dishes and silverware, arrangement of tables, decorations, etc. _Registration_.--To arrange a simple system of registration, have charge of distribution of programs and badges, tabulate record of registration for report to convention, etc. _Recreation_.--To plan for a period of organized recreation between the afternoon and evening sessions. _Promotion_ (perhaps the most important of all committees). The responsibility of securing "picked" members of teen age classes and workers to attend the Conference rests on the shoulders of this committee. All members of the General Committee should share with them this responsibility. The Committee should arrange for a meeting of Sunday school Superintendents and every effort be made to have every school represented, by either the Superintendent or a substitute appointed by him. At this meeting outline carefully the plan of the Conference and Crusade, enlist their cooperation, secure from each man present a promise to see that delegates are sent from his school; supply these men with literature and registration cards. Be sure to have a record of the name and address of all in attendance at this meeting. This is important. Make a special drive on this meeting, the object being to line up a man in every last school who will make himself responsible for that school being represented in the Conference. The Superintendents not present at this meeting should be seen and written to at once, urging upon them the importance of the work, apprising them of the results of the Superintendents' Conference and showing them the necessity of their schools being included in this city-wide campaign for the adolescent boy. Other plans of promotion may be adopted by the Committee, as warranted by local conditions. _Meetings of General Committee._--The General Conference Committee should arrange to meet at least once a week, for a month prior to the Conference, and all plans of the sub-committees should be submitted to this Committee for their approval before being put into operation. =The Conference Program= Conference Theme--Training and Service. Temporary Chairman--President or Vice-President of Sunday School Association, or acceptable substitute. 2:00 Registration of Delegates. 2:30 Devotional and Music. 3:00 Address, "The Biggest Thing in the World." 3:20 Secondary Division Organization--The Bible Class. 4:15 Group Conferences (City divided into districts). 5:45 Recreation. 7:00 Banquet to Delegates. (a) Music--Orchestra. (b) Toasts--Two Older Boys. (1) Our Country. (2) Our City. (c) Address, "The Crusade." 8:45 Devotional 9:00 Question Box and Conference. 9:20 Address, "In Training" (Inspirational). 10:00 Adjournment. =The Banquet Seating Plan= The delegates from each Sunday school should sit together, and when practicable be also grouped by denominations. At the close of the address on the Crusade _the Inter-Sunday School Council should be formed_. This shall consist of two older boys and one man from each participating Sunday school. The Council is subject to the call of the Chairman of the Secondary Division Committee. _Method of Enrollment_ 1. After the presentation of the Crusade, pass a colored card to each delegation, asking them to confer and to write on the card the names and addresses of the two older boys they may choose to represent their school, the name of school, also the names and addresses of the teachers of the chosen delegates. _The Adult representative from each school should be selected later by the committee in charge of the Crusade Conference_. 2. Pass white cards, as soon as the colored ones have been properly filled; or, better yet, place a white card in each banqueter's program and challenge to service and training. 3. Write to each chosen representative before the first called meeting, enclosing credential card to be signed by the superintendent of the school, the pastor of the church, and write to each of these men enclosing the plan of the Crusade. =First Meeting of Council= Do not allow more than two weeks to pass until the Council meets to lay its plans. Strike, and keep on striking while the iron is hot. _The Follow-Up_.--Call at once a meeting of the older-boy representatives on the Inter-Sunday School Council. Do not call in the men until later. This is an =Older Boy Movement=, and you are going to get the Older Fellows in the Sunday school to go after the Older Fellows out of the Sunday school. Impress upon the Council that this is their job and whatever success is achieved will be due to their efforts. Let a clean-cut spiritual atmosphere prevail at these meetings. You will find that the boys are there for business. It is suggested that the meetings be held Saturday evening, beginning at 5:30 with supper, to cost not more than fifteen cents per plate. _First Meeting_.--Don't rush things. You will gain much by making the fellows feel that you are all working this problem out together and that the prayerful cooperation of every member is necessary. Don't stampede the meeting with a lot of elaborate plans. If you have any plans, turn them over to the Council by way of suggestion, and let that body use its own judgment. Everything that is done by the Council should emanate from its members. It is suggested that the purpose and program of this meeting should be somewhat as follows: (a) Statement of purpose of Council. (b) Trace connection of Council to International work (i.e., Council, City Secondary Division Committee, City Secondary Division Superintendent, County Secondary Division Superintendent, State or Provincial Secondary Division Committee, State or Provincial Secondary Division Superintendent, International Secondary Division Committee, International Secondary Division Superintendent, etc.--this to show them that they are officially related to a world-wide movement). (c) Fellowship and "Get Together." Be sure to have Adult members at this meeting. _Second Meeting_ (two weeks after first).-- At this meeting discuss: (a) Importance of class organization--each member urged to get to work at once in his local school. (b) Age limit of classes now in the organization. (c) Outline possibilities of Council for promotion and all-round physical, mental, social and spiritual activities of teen age fellows of the Sunday schools of the city. (d) Discuss the idea of the census survey. These two meetings will pave the way for the third and following meetings. Don't meet simply for the sake of holding a meeting. Let your fellows feel that when a call to meeting is received it is important. _Third and Subsequent Meetings_ 1. Lay your plans carefully for the census-taking, then complete the job quickly. 2. Analyze the cards and distribute to the organized classes. Their work then begins. Encourage regular reports on the work of the classes at each meeting of the Council, the school representatives reporting. 3. Plan for the execution of the Missionary, Purity and Temperance Programs. 4. Extend the Council's field until it covers the common physical, social, mental and spiritual activities of the community teen age boys. 5. Plan for regular Conference or Banquet Programs. 6. Ultimately the entire common Sunday school athletic and social life of the community would center in the Inter-Sunday School Council. _Meeting of Superintendents_ It is suggested that at this juncture a meeting of Sunday school Superintendents be called for the purpose of thoroughly acquainting them with the plans of the Council. This will secure the cooperation of the Superintendents, which is most essential. The effort to get the Superintendents behind the work will be more successful if the city be divided into sections and a Superintendents' meeting be held in each section. These meetings can be made very helpful. BIBLIOGRAPHY ON BOYS' CRUSADE High School Student Christian Movement Series: Bulletin No. 1. The Local Organization (.05). Bulletin No. 2. Typical Constitution (.05). Bulletin No. 3. The Inner Circle (.05). International Secondary Division Leaflet, No. 5 (Free). XV SEX EDUCATION FOR BOYS AND THE SUNDAY SCHOOL[10] There can be no adequate comprehension of the physical side of boyhood if the sex element be left out. In fact, we have discovered for ourselves that this is the very element that constitutes the real problem of boyhood; for until the idea of sex enters into the boy's consciousness we are only dealing with an infant. It is the gift and power of self-reproduction that changes the selfish, individual existence into the larger, altruistic life. It is this that compels gangs and team-work and the instinctive desire to negate self in service for others. It is this that forms the basis for the tribal or community desire; and on it, understood or not, is built all further achievement. The real value of a brave to his tribe begins with the support of his squaw, and the modern boy gets his importance among us, when, because of bodily function, he awakens to the consciousness of the meaning of the home. This comes gradually at puberty or adolescence with the knowledge of the sex purpose. And it is the quality of this knowledge, its purity and fear and regard, that makes the lad a worthy member of the larger whole, or a peril. Knowing this as we do, is it not a matter of some wonder that we have never really made any systematic effort to instruct the boy concerning his wonderful power? Very few fathers give their sons any guidance along this line, although they do so quite freely on every other subject. Of course, it is a sacred, delicate subject from which we naturally shrink, but it is overmodesty to allow a lad to fall into the abuse of his manhood, either alone or in twos, when a wise word, spoken in time, would save the smirch on two lives or more. In fact, we are beginning really to understand that it is just as imperative for us to teach a boy how to live his life with the utmost happiness as to show him how to procure the wherewithal to feed his body. For this reason it is being advocated today that the boy should be given explicit instruction as to the care of the organs of reproduction and detailed information as to the functions of these organs, and many are doing this. Our boys today are eating freely of "the knowledge of good and evil," and they are not as innocent as we could wish them to be. They are not ignorant of the processes of life because we have said nothing concerning them, but their knowledge is partial and faulty and clouded with misinformation. A few years ago a body of men were discussing this very thing in New York City, and one of them suggested that every one present write on a piece of paper the age at which he had his first sex knowledge and pass it to the head of the table. The average age named by this group of interested men was six and a half years. Not one of these men, either, had ever had a single word spoken to him on this all-important subject by any adult. Their knowledge was of the street. Is it any wonder, then, that boys stray, mar their own lives, betray confidences and innocence and become moral lepers, feeding like parasites on the fairest of our communities? Instruction in the processes of the function of reproduction would help many a boy to a clean participation in and a happy understanding of the home. The divorce evil and the necessity of a large number of surgical operations among women, to say nothing of the so-called social evil, would be greatly lessened by such instruction. The father, of course, is the proper person to deal with this question. =Parents and the Sex Problem= When parents understand sex influence they will more than half meet the problems of the teen age. To rightly instruct along sex lines and so prepare boys and girls to meet the teen period is almost completely to meet the teen problem. Social and economic changes have moved this generation a full hundred years ahead of our fathers. The change, however, has a moral menace in it, for the slow but sure ways of the old-fashioned home with its genuinely moral atmosphere have nearly slipped us. Today boys and girls are herded together by the compulsion of the times and moral ideas are in danger of being warped and twisted. Everything about us today is more complex than formerly, and the more complex things become the more we herd together. Mass life is common and growing--in education, in the schools and in play life, in the big public playgrounds. Religious activity, in spite of the group tendency toward the small group, is still in the mass--Christian Endeavor, Sunday school groupings, etc. With the growing assumption of week-day activities on the part of the church, the moral peril increases. To offset this increasing social danger sex instruction is an insistent necessity. Boys and girls must be taught to see themselves as members of society with all that that implies. To do so means a knowledge of self and sex and their functions and responsibilities. The sources and processes of life must be intelligently understood and thus respected. Ignorance of life does not beget purity, respect and honor. A boy's regard for a girl cannot proceed from lack of knowledge, although this lack may be termed innocence. A girl's love for the best for self and others is impossible unless she has knowledge tinged with the awe of God's purposes. Too often have our boys and girls been merely innocent, such innocence causing their fall. The tree of knowledge sometimes demands a high price for its fruit. To safeguard lives unblighted, the purity and processes of life's mystery must be imparted through instruction to our growing youth. This can best be done by the parents--father or mother--for since children (boys or girls) ripen and come to puberty, individually and independently, the parent is God's choice for this task. To group boys and girls together for this instruction is terribly wrong, as the group must contain those whose need for information varies. To talk on these matters in mixed groups of boys and girls is to incite wrong impulses and is criminal. The parent is God's instructor in these things--a father to the son and a mother to the daughter. Anything else is second or third best and only to be done under great necessity. Under unusual conditions a _Christian physician_ may instruct small groups of like physiological age, but the parental way is best, because it is both natural and permanent and we seek both. =Sunday School and Sex= Parents must be trained for this high duty. To this end Fathers' and Mothers' Meetings should be promoted separately by the Sunday school. Not one merely but a series, so that every father and mother may be able to attend. It would be well to promote these in small groups by invitation and acceptance until every father and mother was reached. A regular course of education might be arranged, viz.: First Lecture--How to meet the questions of children. Second Lecture--How to prepare the boy and girl for the understanding of puberty. Third Lecture--Adolescence: The Physiology and Anatomy of the Sex Organs and Methods of Sex Instruction. Fourth Lecture--Hygiene: Personal, Public, Home, School and Church. These might be preceded by an address on the conditions that today make the above necessary; such might be a Sunday evening sermon or week-night address by the pastor of the church. The lectures should be delivered and instruction given by a _Christian Physician_. Meetings should be held for fathers by themselves and for mothers likewise; however, in either or both meetings the whole field--boys and girls--should be discussed. The whole campaign should be carried out quietly without fuss, feathers or publicity. Shun the spectacular and remember it is the morality of the boy and girl that is in question. Keep away from muck-raking, be constructive and pure and business-like in the whole matter. The need is great, for the sources of our life must be kept clean if we desire social health among our boys and girls. The land is full of the plague, of open moral sewers and unholy cesspools. The street reeks with the smut and filth of wrong sex knowledge, and our boys and girls are getting experience in the laboratory of the immoral. The Sunday school can help our common, public health by helping the parent. It should major on parental instruction and keep it up until the parents have been helped to the adequate fulfillment of their task. =Sex Instruction for Boys= Great care should be exercised in the giving of sex instruction to boys of any age. In the first place, no one without expert knowledge has a right to approach the boy on the subject. Even a father should make it his business to master the problem by extensive and wise reading before he becomes his boy's teacher. In the second place, books or pamphlets on the subject are poor mediums for instruction on the sex functions. Nearly every one that I have seen so far is either too technical or too sentimental. There are a great many books on the market which had been better left unpublished as far as their helpful influence is concerned. The treatment of this problem should be oral instead of in written form, and should be a straight, business-like talk, such as a father would have with his son about his studies or work. The gush of sentiment plays havoc with the emotions of the boy and lures him to the edge of the precipice, just to look over. First, there should be the spoken word concerning the function of the sex organs; and then, if the need is urgent, a choice book to guide him a little farther on the way. The less a boy thinks about these things the better. The instruction should be for the purpose of teaching him the knowledge of himself in order that he may see these things in their proper light and live purely, and not for the purpose of giving him expert advice. Another thing is necessary for good sex instruction. Up till a little while ago it was the custom of workers with boys to caution the lads against self-abuse. They used all kinds of colored slides and fearful examples to impress on the boy the horror of the act, and very often inflamed the boy to exactly the thing they were shooing him from. But today we are learning the fact that the positive is of more force than the negative, and that the "thou shalt" is better than the "thou shalt not." There is a real reason why the later adolescent boy should give no attention to the "thou shalt not," and so fall into the snare of the negative; for it is the law of his being to "prove all things." It is far better to lay emphasis on the legitimate purposes of the boy's sex life, the glory it gives him and the beauty of the self-sacrifice it begets, than to say a single word on the other side. I have found it a good thing to refer to the practice of self-abuse of any kind as a sure sign of weak mentality, and this has produced a greater impression than anything else that I have formerly said. Boys, it should be remembered, have brains and are really able to think. When they act wrongly it is so often from lack of knowledge or because of wrong knowledge. If I were to teach a boy my business I should tell him everything that would make the business better, and say nothing of how to put it "to the bad." Now what would we all do if our business was to help boys to live clean lives, speak truth, bless the community with unimpaired manhood and honor God with their united physical powers? =Methods of Instruction= It is necessary to keep in mind the stage of development of the boy. It certainly would be foolish to tell a lad of eight years the facts that should be given to a sixteen-year-old. Great tact and intelligence, coupled with a knowledge of the stages of physical growth that a boy is passing through, are necessary. A boy of under twelve years should be approached biologically: the sex element in nature study should be gradually disclosed to him. In this period, when the spirit of curiosity is strong in the boy and he is continually asking questions on the mystery of life--for instance, how the stork or the doctor can bring the little brother or sister--it is the best thing to answer the question with just enough truthful information to satisfy. Great harm may be done by piling the mind of the child with facts that cannot but be misunderstood. In the enthusiasm for doing things right, there must be a guard against going too far. The second stage of a boy's physical development, the early adolescent stage--twelve to fifteen years--is the physiological. Puberty marks its advent, although the exact sign of its arrival is hard to determine. It has been easy to discover it in a girl's life, but it still remains a matter of some guessing in a boy. _A recent work of Dr. Crompton states that the kinking of the hair upon the pubic bone is a sure sign of the beginning of the period_. Some physical directors have found this a satisfactory sign, and have made this the basis of a graded work with boys. It is in this period, then, that the boy should learn something of the anatomy and physiology of the male sexual organs. The third stage of sex instruction for boys is during the later adolescent period--at least over fifteen years--and this should be pathological. A free discussion of the so-called social evil and the forms of venereal disease would certainly educate the boys to a proper conception of the entire subject. All questions should be discussed in ordinary language and business-like style. =Sources of Knowledge for Sex Instruction= 1. THE BIOLOGICAL PERIOD (UNDER TWELVE YEARS). --A Frank Talk with Boys and Girls About Their Birth (Free). --A Straight Talk with Boys About Their Birth and Early Boyhood (Free). Chapman.--How Shall I Tell My Child? (.25). Muncie.--Four Epochs of Life (Chapters 7-12) ($1.50). Thresher.--Story of Life for Little Children (Free). --When and How to Tell Children. (Oregon State Board of Health.) 2. THE PHYSIOLOGICAL PERIOD (TWELVE TO FIFTEEN YEARS). Hall.--From Youth Into Manhood (.50). How My Uncle, the Doctor, Instructed Me in Matters of Sex (.10). Lowry.--Truths (.50). --The Secret of Strength (Social Hygiene Society of Portland, Oregon) (Free). --Virility and Physical Development (Social Hygiene Society of Portland, Oregon) (Free). --Address the Secretary of the Social Hygiene Society, 311 Young Men's Christian Association Building, Portland, Oregon. 3. THE PATHOLOGICAL PERIOD (OVER FIFTEEN YEARS). Educational Pamphlets, Nos. 1 and 6 (American Society of Sanitary and Moral Prophylaxis) (.10 each). --Four Sex Lies (Oregon State Board of Health) (Free). Hall.--From Youth Into Manhood (Chapter on Sexual Hygiene) (.50). Health and the Hygiene of Sex (.10). The Young Man's Problem (.10). =A Word of Caution= Let it be repeated that sex instruction should be undertaken with great tact and thoughtfulness. The one who gives the instruction--whether parent or teacher--should post himself thoroughly and he should be practical, go slow, not forcing the lad's development by unnecessary knowledge, avoiding gush and sentiment. He should not seek confession or allow the boy to confess to him, for confession will raise a barrier between the two later on; he should help the boy without invading the lad's innermost life, his soul; he should learn that there are recesses in the boy's self that are his own and that bear no invasion, and he should respect this right of privacy. BIBLIOGRAPHY ON SEX Alexander, Editor.--Sunday School and the Teens. (Chapter 14.) This is the official utterance of the Commission on Adolescence, authorized by the International Sunday School Association in convention at San Francisco, and contains a complete, classified bibliography. ($1.00.) _American Youth_ (April, 1913. This entire magazine number deals with Sex Education) (.20). XVI THE TEEN BOY AND MISSIONS No more difficult subject faces the Sunday school today than that of really vitally interesting the teen age boy in the missionary enterprises of the church. Missionary enthusiasts, here and there, have doubtless had success in interesting numbers of boys, but, in spite of this, the average, red-blooded, everyday, wide-awake fellow that inhabits our homes, fills our streets, and honors our Sunday schools, has little or no conception of missions, or even cares enough to make any effort to discover what missions really signify. To the average boy missions spell heathen and a collection and little more. There is no real life interest, or even contact enough to develop an interest in the subject. This is a Hunt, harsh analysis of the situation, but it is both honest and true. Giving money is not a genuine criterion of interest. I have known lots of boys who contributed two cents a week to help the other fellow, not because it was a conviction, but because it was a necessary thing to keep in good standing on the posted bulletin, and thus to maintain the regard and esteem of leader and comrades. Business men and social leaders have been known to hesitate in subscribing to funds until the subscription list had been perused by them, when the list of names already secured has caused them to make generous additions to the fund. The Sunday school offering is a poor index of Sunday school enthusiasm. Giving money--even more than one can afford to give--is not always real self-sacrifice. Sometimes it is self-saving. At any rate, it is not the reliable guide of a boy's interest. Maybe we shall never get boys to understand the word Missions. Perhaps it is hopelessly confused with heathen--a poor, unfortunate, know-nothing, worth-little crowd of black or yellow people--who can never amount to anything, unless money be given to put grit enough into them to get them to try to live right--a pretty doubtful investment, after all. Yes, this is the logic of the average boy, due to the information of the non-christian's degradation, lack of initiative, low ideals, and poor morals, as set forth by the returned missionary. Even the fact that one or two folks, by reason of the missionary's work, have been raised to better things, affords no promise of rejoicing on the part of the boy. The American teen age boy shuns "kids," "dagoes," "hunkies," and everything that seems to him to be inferior. He may occasionally give them a little pity, but he associates himself in thought and interest and conduct only with his peers. His gang is as exclusive as the traditions of Sons of the Revolution. The non-christians of other lands, like the non-christians of North America, somehow or other, have got to get as good as he is--not in morals, but in genuine worth-whileness. If they can "pull off a couple of stunts" that are beyond him, watch his real admiration and interest grow. Maybe, after a while, we will drop the word Missions and substitute another word--Extension. Perhaps! Then the fellow whom he teaches to "throw a curve" in the vacant lot, or the foreign-speaking boy, who can "shoot a basket," to whom he gives a half-hour lesson in English, or the Hindoo lad, who easily swims the Ganges, and who is being sent to school by his gang, will all command his interest, because they are partners with him in the common things of his everyday life. The boy grows by ever-widening circles of interest; first, the self, then the gang, then the school life, then his city, then the state, then the nation, and so on--out to humanity. And all of it must be on a par with his highest ideals. That which falls below meets his contempt. Interest, then, in non-christian folks in foreign lands, will become the boy's interest only when it reaches his admiration and the level of the worth-while. The pity and love that burns to help another is a mature passion, and is only in germ in boyhood. It is capable, however, of great development. The interest of the early adolescent is primarily physical. Most of his life centers in his play and games. Wise educators are using the play instinct as a medium for his education. Manual training is increasing, the formal work of the class-room is taking on the nature of competition and music, even music with its old-time monotony and routine of running scales in the practice period under parental persuasion, has ceased to be a thing of dread, and has become a delightful thing of play--a building of houses, a planting of seeds, etc. The heart of missions is a genuine regard for the highest welfare of the non-christian, a real interest in the lives of others. Now interest is the act of being caught and held by something. It is also temporary, as well as permanent. This depends wholly on how much one is caught and held. This fact is as true in boyhood as in manhood. Further, interests are matters of association--one interest is the path to another. Perhaps, then, the boy's play may widen to embrace China. A group of boys, some time ago, were playing games in a church basement, and the time began to lag just a little. A young man, who happened to be present, was appealed to for a new game, and he taught them to "skin the snake." It "caught on" immediately, and the group of boys grew hilarious in their enjoyment. After a while, however, they stopped to rest, and one of the boys turned to the man who had taught the game, and said, "Where did you get that dandy stunt?" The reply was, "Oh, that's one of the games that the fellows play over in China." There was silence for a moment or two, and then one of the older fellows said, "Gee, do the Chinks over there know enough to play a game like that?" Questions followed thick and fast for a little while about the boys of China, and the admiration of the boys increased with their knowledge. The boys of China are a little closer, too, to the American boys of this particular group whenever "skin the snake" is played. It is altogether too bad that the play-life of the adolescent in non-christian lands is so meager, for here in physical prowess is a real contact for the American boy. The bigness of life is the sum of its contacts. A boy between sixteen and twenty years is essentially social in his interests. It is then that the call of the community, business life, vocation, etc., to say nothing of the sex and the home voice--make their big appeal. It is his own personal relation to these that makes them real, and the closer his relation the deeper is his interest. The social appeal stirs his thought and leads him to investigation. The similarity of problems at home and abroad gives him contact with other lands, and makes for him "all the world akin." The best approach to China's need is the need of the homeland. Good government here is a link of Manchuria and Mongolia. The underpaid woman in the shop, store and factory of America is the introduction to the limitations of the womanhood of India and the Orient. The problem of Africa is real only through the economic, social and moral demands of Pennsylvania, Illinois, or California. The value of all of these in his thought is the relation which he holds individually to any one. The circle of his interests grows by the widening of his knowledge. The law of his being is to accept nothing on hearsay. He must prove all things and cleave only to that which he finds true. This, however, is the path to missionary and all other interests. How, then, shall all this be worked out in Bible class and through-the-week activity? The missionary lesson must not be just fact, but related fact. The through-the-week meeting that contemplates the deepening of interest in other lands must be recreational and social. The contacts must be real, vital, and individual--expressed in the concrete interests of the now. This is the principle. The method must be the work of the lesson writer and the missionary expert, and, until this is achieved, missions must still be but two uninteresting facts for the teen age boy--Heathen and Collection. BIBLIOGRAPHY ON THE TEEN BOY AND MISSIONS Fahs.--Uganda's White Man of Work (.50). Hall.--Children at Play in Many Lands (.75). Johnston.--Famine and the Bread ($1.00). Matthews.--Livingstone, the Pathfinder (.50). Speer.--Servants of the King (.50). Steiner.--On the Trail of the Immigrant ($1.50). XVII TEMPERANCE AND THE TEEN AGE Temperance embraces the abstaining from everything that challenges self-control. The two deadliest foes of young life today are admittedly alcoholic drinks and the cigarette, and any crusade against these for the conservation of the boy in his teens should be welcomed. It is well, however, to keep in mind that profane language, the suggestive story, undue sex familiarity, athletic overindulgence, excessive attendance at the moving picture shows, or entertainment places, the public dance, and other things of like ilk in the community, exert a doubtful influence on boy life. Liquor is the greatest plague in a community, and does more to curse the community than any other one thing. It breaks up homes, causes divorces, deprives children of their legitimate sustenance, ruins the life of the drinker, increases taxation, lowers the tone and morals of the community, and is a detriment to our American life. Cigarette smoking is bad for anybody. It harms the growing tissue, dulls the conscience, stunts the growth, and steals the brainpower of growing boys. In dealing with these facts in the Sunday school let us recognize then, that they exist, that they are true; and then let us cease merely to rehearse them from time to time. The day of exhortation is past. Temperance education today consists in the presentation of absolute, scientific fact. Sentimentality and the multiplication of words no longer mean anything. In dealing with the teen age boy, spare your words, but pile up the scientific, concrete, "seeing-is-believing" data. By proved experiment let him discover through the investigation of himself and others--through books, pictures, slides, etc.--that everything we take for granted is scientific truth. You do not need today to prove to a boy that liquor is bad. Physiology in the public school and the everyday occurrences about him have already furnished him with that knowledge. Furnish him now with the actual facts of the effects of alcohol on the heart centers, lung centers, locomotion centers, knowledge centers, and inhibitory or control centers. Make no statement that is not absolutely scientific. You cannot afford to lie, even to keep the boy from the drink habit. Show concretely--better yet through the investigation of the boy himself--the economic and moral waste of the liquor habit, but, in everything, let the hard, cold facts speak for themselves. Let the boy discover for himself that liquor not only would rob him of his best development, if he should become a victim of the habit, but is lowering the tone of his community and country now. In the matter of pledge-signing be sure the boy knows what he is doing. A written pledge may mean a different thing to you than to the boy. It is better to discuss the subject minutely with the boy, then let him write his promise in his own language, without any written guide. Do not let the boy be anything but true to himself. Be scientific and educational in all your methods. When you approach tobacco and cigarettes, do not assume that the boy regards these as bad. He will readily admit that liquor is harmful, but will likely to refuse to recognize that the pipe, cigar, or cigarette are immoral. Your education along this line must be absolutely scientific. The appeal must be to the self and self-interest. They are not good for an athlete; the best scholarship is threatened by them; growing tissue is harmed by indulgence. The appeal must be accurate and must apply now. Do not quote what will happen forty years hence. Boys do not fear old age and its frailties. Present enjoyment is too keen. Do not say that the habit is filthy, etc. Lay the emphasis on health, physical fitness, the joy of present living. The appeal must be one of best development. Economic opportunity also may play a part. If business opportunity is lessened by the habit, prove it. Do not, however, say anything that cannot be supported with incontrovertible evidence. Stick to the scientific facts and the appeal to self-interest. One thing more! Little good comes from denouncing tobacco in general. A lot of good men, influential men, strong Christian men, use it. If you have facts concerning the bad effects of smoking on mature men that are reliable, make use of them, but be sure you are right about it. Ignorance multiplied by forty or one hundred does not mean wisdom. It is still ignorance. Keep yourself out of the crank army. Do not be so intemperate yourself in thought, speech, and action as to lessen your influence. Temporizing will not do the work, but let us be wise in our approach to the subject before boys, whose viewpoint cannot be expected to be that of adults. Liquor and the cigarette are national perils, and both of them, for the sake of the teen age boy, must be banished from the land. BIBLIOGRAPHY ON TEMPERANCE AND THE TEEN AGE Chappel.--Evils of Alcohol (.60). Horsely.--Alcohol and the Human Body ($1.00). Jewett.--Control of Body and Mind (Concerning Cigarettes) (.60). _Scientific Temperance Journal_ (Monthly) (.60 per year). Towns.--Injury of Tobacco (Pamphlet, $1.50 per hundred). XVIII BUILDING UP THE BOY'S SPIRITUAL LIFE The business of the Sunday school is the letting loose of moral and religious impulses for life--the raising of the life, by information, inspiration and opportunity, to its highest possible attainment. The very highest reach that any boy's life can attain is the ideal of life that Jesus has set forth. Nothing less than this can be the aim of the Sunday school. Analyzing this ideal, we find that this means that the boy must physically, socially, mentally, and religiously find the best, build it into his life, and attain unto the "measure of the stature of the fullness of Christ." Anything that does not contribute to this end, in the principle or method of the Sunday school, is wrong. Likewise, anything, tradition or prejudice, that keeps the school from reaching the boy for the Christ-ideal is a positive affront to the Lord of the Church. The Sunday school deals with a living, breathing boy--not a theory, but a real combination of flesh, bone, muscle, nerve and blood. It must minister to the needs of this combination in a generous way, with physical, through-the-week activities, not to induce it to attend Sunday school for worship and Bible study, but because the highest good of the combination demands these things. The school also should see that this living, breathing boy, who, by God's law of life, thinks and moves by his thought, should receive the best opportunity to develop his mind by supporting the state institutions in the community for that purpose, and also in providing culture, recreation-education within the confines of its own particular sphere. In addition to this, recognizing that the boy belongs to the social life of the community, and "that no man liveth unto himself or dieth unto himself," the Sunday school must recognize its obligation to the community, as well as to the boy, and furnish him an opportunity for the best social adjustment. The Kingdom of God is a saved community of saved lives. It is best represented in the Scriptures as a city, a golden city, without death, crying, or sorrow, all of them intensely social things, as are their opposites, also. Every lesson the school gives the boy socially, every chance it affords him to learn by contact with his fellows of either sex, means just one more effort for the Kingdom. Moreover, the Kingdom is a community of saved bodies, saved minds, saved social relations and saved spirits, or a place or group where the best dominates--the will of God rules over all lesser things, changing and making them over into the best. Thus the Kingdom is where life appreciates, enjoys, respects, and honors all of God's gifts, whether it be body, mind, social relations, or material or spiritual things. The task of the Sunday school, then, is to reach out unswervingly, enthusiastically after these ends for the adolescent boy. Like the commandments, he that transgresseth in one fails in all, in the largest, truest sense. The work of the Sunday school, summed up briefly, is to round out the boy by all good things that he may see and know and acknowledge Jesus Christ, the Master of Men, as the Master and Lord of his life, too. Any step less than the joyous acceptance of the Son of God as Saviour of his life is to miss the mark entirely. This is the end of all Sunday school principle and method. Further, Jesus Christ, as Saviour of Life, is not an idea, a theory, a belief, but a practical, everyday, every-minute influence. "For me to live is Christ." From this time forth everything in life is done in the Christ-spirit. The boy does not cease to be a boy in the acceptance. He is now a Christian boy, not a mature, Christian man. He still loves play, but play is not marred now by the tricks that minister to self. Play ministers now both to self and others. It does not nor cannot leave out self, however. It saves self. So, with all things else in life, real life that is lived seven days in the week, twenty-four hours in the day among his fellows--and one week following without break the other. Saviour of Life means saviour of body, of mind, of social contacts, of spirit. It means more than formal religion, the attendance of services, the saying of prayers, the observance of customs--these are all excellent and necessary, but to be saved by the Saviour of Men means new life, or life with a new, saved meaning: "I come that they might have life and that they might have it more abundantly" (overflowingly). This is the great objective of the Sunday school. As soon as a life knows Jesus as Saviour, it asks the question, "What wilt thou have me to do, Lord?" Notice, it is not, what shall I believe, or what shall I cast out of my life? Doing regulates both of these, and the "expulsive power of a new affection" settles nearly every problem by displacement. This, after all, is Christianity--to be "In Christ." "Not to be ministered unto, but to minister." "He that would be greatest, let him be the servant of all." The quality of Christianity is Service. The task of the Sunday school is the raising of the life by information, inspiration and opportunity to its highest possible attainment. Christian service is both the highest and the best. To the acknowledgment of Jesus as Saviour and Lord, then, must be added the free, voluntary, loving service for others in His name. This is the Upbuilding of the Spiritual Life of the Boy. What shall be used, then, for this purpose? Everything that will minister to the result--Organization, Leadership, Bible Study, Through-the-Week Activity, Material Equipment, Teaching, Song, Prayer, Reproof, Inspiration, Guidance, and all else that the Sunday school may know or discover. Two factors in it all are preeminent: Christ and the Boy. All else are but means. The boy a loving, serving follower of his Lord! This is the endless end. What should the Sunday school do to achieve this? Reach to the utmost, strive to the uttermost, use every resource, redeem every opportunity, create, discover and harness every method, hold the boy to his best, patiently see him develop, give him the material and spiritual elements for his growth, afford him opportunity to find himself, help him to crystalize his thought for life and lovingly aid him to meet, know and acknowledge his Lord. Thus the boy will be "built up in our most holy faith"--the faith that loves and serves in healthy life for the joy of living. BIBLIOGRAPHY ON THE BOY'S SPIRITUAL LIFE Alexander (Editor).--Boy Training (Chapter on "The Goal of Adolescence") (.75). Sunday School and the Teens (Chapter on "The Church's Provision for Adolescent Spiritual Life") ($1.00). Boys' Work Message, Men and Religion Movement (Chapters on "The Boy's Religious Needs" and "The Message of Christianity to Boyhood") ($1.00). XIX THE TEEN AGE TEACHER[11] The greatest problem that faces the Sunday school and Church as it seeks to meet the needs of the boys and girls of the teen age is leadership. The organized men's and women's Bible classes may meet that need. In fact, the success and ultimate value of these classes lie in their response and ability to face and supply this growing need. God works best through incarnation. When he wanted to tell men who he was, what he was, and how he wanted men to live, he spoke through prophets, priests, patriarchs, and kings, and the Old Testament writings came to us this way. However, men did not seem to understand the message, and for nearly four hundred years he ceased to speak. Then, "in the fullness of time," he came himself in the person of his own Son--born in the womb after the fashion of a human baby, passed through boyhood in the likeness of a boy and on into manhood as a man--to teach us who he was, what he was, and how he wanted us to live; and Jesus is just God spelling himself out in human history in the language that men understand. This is incarnation, and as he was compelled to pour himself out into man to reveal himself to men, so men and women who have seen him must literally pour themselves out--incarnate themselves--into the lives of growing boys and girls if these boys and girls of the teen age are to know him. Leadership has always been the cry of the world and the Church, and the history of both is written in biography. The Pharaoh, the Caesar, Charlemagne, Peter the Great, William the Silent, Henry of Navarre, Queen Elizabeth, Ferdinand and Isabella, Columbus, the Pilgrim Fathers, Washington, Lincoln, and the names of the great on the world's scroll of fame tell the world's story. The Christ, Peter, John, Paul, Augustine, Savonarola, Huss, Wycliffe, Luther, Zwingli, Knox, Roger, Williams, Wesley, Finney, Moody, Booth; and "what shall I more say? for the time would fail me to tell of 'those' of whom the world was not worthy," and whose splendid achievements fill out the glorious history of the Church--these, all of these, in their life and effort constitute the story of the Kingdom. The story is not yet complete. Still the world writes its progress in the names of its great ones. And yet, as always, the Church must look for its progress to its Christ-kissed men and women. While teen age boys and girls escape us at the rate of one hundred thousand a year, the need for leadership is among us. There is no boy problem. There is no girl problem. Boys and girls are the same yesterday, today and forever. The processes of their developing life are as the laws of the Medes and Persians, without change, eternal as the hills. Like the poor, they are always with us. There is neither boy nor girl problem; it is a problem of the man and a problem of the woman. Leadership is the key that unlocks the door of the teen age for the Church. The need of the Sunday school in the teen age today is leadership. The organized classes for men and women can solve the problem of the Church among the teen age boys and girls. The number of teachers an organized adult class produces is the measure of its ultimate usefulness in the Kingdom. The problem of the Sunday school, then, can be solved by men teachers for boys' classes. The more masculine the Sunday school becomes the deeper will be the boy's interest. A virile, active Christianity will challenge the boy; and all other things being equal, the man teacher can present such a Christianity. In some places this will not be possible because of the dearth of men due to the lack of any sense of Christian obligation on the part of the males of the community to the growing boy. Where real men are missing, we will be forced of necessity to fall back on the big-hearted women that have so long stood in the breach. It may be well, also, to add that merely being a male does not constitute a man or manhood. Some men will need to strengthen themselves to do their duty as the leaders and teachers of boys in the Sunday school. None but the strongest teachers should be selected. A boy of high school age quickly detects weakness in a teacher. Selection of just "any one" to teach a class is sure failure. The most important element in organization is leadership. The teacher should aim to become more of a leader than teacher. Boys' classes should be taught by men, and women should teach classes of girls. It is impossible for a man to lead girls, and just as impossible for girls to be led by a man. With the period of adolescence come problems which can be understood and solved only by those who have passed through the same experience. Manly Christian leadership will help boys to grow naturally into Christian manhood, while only the kind, sympathetic touch of the conscientious Christian woman leader can help the girl in developing normally into honored and respected Christian womanhood. The conscientious Christian leader will keep in mind his obligation to the individual members of the class. By reading and study he will become acquainted with the characteristics of the teen age life, with a view to planning such activities, for both the Sunday and the mid-week session, as will eventually result in the development of stalwart Christian manhood. The successful teacher of the teen age class-- (a) Always sees and plans things from the viewpoint of the pupil. (b) Teaches the scholar and not the lesson. (c) Knows personally every member of the class--the home, school, business, play, social and religious life of every member. This is often accomplished through an invitation to dinner, a walk, a car ride, or some other plan, which will bring the scholar and teacher together naturally. With this knowledge in hand, the teacher can prepare the lesson to fit the individual needs of the pupil. (d) Visits the parents. (e) Is always on hand, unless unavoidably prevented, in which case the president of the class is notified. (f) Has a capable substitute teacher to supply in the event of such absence. (g) Realizes that the function of his office is that of friend and counselor. (h) Follows up an absentee (1) through the other members of the class; (2) Membership Committee; (3) telephone; (4) postcard or letter; (5) personal call. (i) Does not play favorites, nor neglect the less aggressive scholar. (j) Has a plan and an objective, with special emphasis on the training of older boys for leadership of groups of younger boys. (k) Always keeps in mind that the supreme task and privilege of the teacher are to win the boy to Christ for service in His church. =The Teacher and the Home= The Teacher can do his best work when working in conjunction with the home. It is a good plan to visit the father and mother of the boy. It is also a pretty good thing to occasionally drop in to see the father and mother personally, telling them how the boy is getting along. An invitation extended to the parents through the boy himself to attend a week-night meeting of the class will also afford a valuable means of contact with the home and parents. The Teacher should by no means try to become a father to the boy. The responsibility and duties of parents must not for one moment devolve upon him. The following editorial from a New York evening newspaper puts this idea in a very clear manner, and it should be given careful consideration by every teacher: "It takes time to point a boy right. The great merchant can touch a desk bell to give orders for a steamship or a draft of a million dollars. But the merchant's young son, age fourteen, cannot be touched off in that way. The lad has just begun to move out among other boys. They do a world of talking, these young chaps. The father must watch that talk, and he can, if he will take the time. "The older man has every advantage, for he is looked up to and beloved. It is not so much the 'don'ts' as the 'do's' that constitute his power. He can inspire with high resolve. He can narrate his own victories over sore trials and fiery tests of his integrity. He can draw the sting of poisonous suggestions, moral disheartenings and malice which his child has been cherishing in his young heart. But this means time, and time may be money. Yet no money can buy this sort of instruction, nor put a price on it. The coin is struck in the soul. It is the costliest barter, the very exchange of the soul. "Boys who go right have invariably had a world of time spent on them in this way. Boys go wrong because the father would not take the time from the market. In after years the same parent will take vastly more time to try, in tears of sorrow, to straighten out that boy." =The Teacher and the School= The Teacher must keep in mind that it is his business to work in cooperation with all of the forces that are trying to help the boy to live rightly in his community. The work of the public school must continue to go on without a break if the ideals of our American citizenship are to be maintained, and it is the business of the Teacher to give his support, encouragement and cooperation for the carrying out of the idea for which the school stands. The public school seeks to give the boy the necessary education toward his earning a livelihood, and the business of the Sunday school Teacher is to give him the right impulses for his moral and religious life--to inspire him to seek the best in everything. The Sunday school Teacher is in partnership with the public school teacher in the education of the boy. Several well-defined and exceedingly clear principles of action underlie the successful handling of groups of boys: First, there must be a clear plan well thought out, progressive in its stages with an aim for each stage. In other words, no man need try to work with a group of boys unless he knows what he wants to do, not only in outline but in detail. He must have these details in mind and so well worked out in his thought, knowing exactly what comes next and just what is to be added to that which he has already accomplished, as to be master of the situation at all times and to be the recognized leader. Not only this, but the boys must feel that he really knows what he is driving at in everything that he attempts. Secondly, before the leader of a group of boys tries to do anything with the group, if he is to be successful, it is necessary for him to make a frankly outlined statement of his plan. That is to say, he should tell the boys what the game is and how it is to be played, getting their approval, and agreement to get in on the deal. He can explain this to all of the boys at one time or singly to each boy. There is no question but that he will succeed best if he will go over the matter first with each individual boy personally, finding out his individual impressions and opinions, and also having discussion before the group. This being done the boys know the plan, the leader knows what he is working toward, and the leader and the boys are partners in the work. Too often groups of boys are brought together and the aim is so hazy in the leader's mind that all the boys can possibly see in the scheme is a "good time." Thirdly, the best way to have boys accomplish things is to allow them to do the things. Many a leader of boys thinks out a plan, gives it to a group of boys and then thinks that the boys are themselves doing it, whereas he is only trying to use the boys as his instrument. The most effectual way of getting boys to do things themselves is to let them do as much as they can and will do under adequate supervision. Lead by suggestion, so that unconsciously the boys follow your advice and dictation, giving them the benefit of their decisions and impulses. Pure self-government in which the boys are entirely the dictators of their policies and activities cannot be thought of, because such a course is so generally fatal to successful development. But self-government fostered and dealt with through suggestion by the adult mind is just what is needed, and should always be encouraged. Fourth, in letting the boys run their own affairs in this way the Teacher must become a real leader. A real leader never stalks in front, nor gives orders openly. The generals of today fight their battles and win them twenty-five miles in the rear of the firing line. So it is with the Teacher. He must be the power behind the throne, rather than the throne itself. He must be as a conscience--to hold the boys back just a little when they go too fast and to push just a little when they are going too slow. The Teacher must recognize himself to be the impetus, not the goal. The solution of each problem that comes before the class should not only be considered by the whole group, but should be solved by the boys. The important thing for the Teacher to remember in these matters is that the method of practical American citizenship is the majority rule. But this boy majority rule should, of course, be tempered by governing leadership. Thus the Teacher will not do anything that the boy can do himself, and he will be continually placing responsibility on the lad. Responsibility is the great maker of men. Fifth, there will be of course noticeable differences among the boys of any class. The most serious differences arise even among men. The boys will "scrap" at times, and there will sometimes be a tension and rigidity about their discussions that will approach the breaking point. Through it all it will be difficult for the Teacher to keep himself patiently aloof and allow the thing to work out its own way. Sometimes an appeal will be made to him to settle the dispute, and he will be tempted to do so, but often such action will imperil the object for which he is working. It is best to allow the boys to discuss, and try out all of their logic before he begins to make suggestions and, if he can get the boys to settle the matter themselves, it is to his interest to do so. If a deadlock threatens to exist, then by wise counsel and judicious suggestions he may be able to lead the boys out of a quandary in such a way that it will look as if the boys had gotten out of the difficulty themselves. This will certainly add strength to their organization, and they will settle their own quarrels with peace and dignity. Sometimes the break between the boys will be so bitter as to cause the formation of intensely hostile factions, and then the best thing the Teacher can do is not to try any new patching or drawing together of the opposing forces. There is no use trying to make boys who are bitterly antagonistic agreeable to each other. Let them make new alignments if necessary and in combinations of their own choosing, even if the result should be the formation of new classes. Sixth, the boys should make their own rules for their own government, and they should also deal as a group with the infringement of their rules. This will solve the discipline problem of the Teacher. Responsibility should be the keynote of government, and the awakening of such a feeling in the boys should be the goal. =The Adolescent Change= Until about the age of twelve the boy is distinctly individualistic and selfish. At about twelve years of age his whole nature begins to change because of the change in his bodily functions. This change occurs anywhere from the twelfth to the sixteenth year and is really determined by his physical development rather than by his chronological age. The change of bodily functions gives him a new outlook upon life. He begins to see and understand that he is a part of the community in which he is living and begins to understand that the community life is made possible by a disposition on the part of his neighbors to help each other. He also begins to understand the institutional life about him and the family and sex tie on which it is based. He sees also the need of the school, the church and other public institutions. He also begins to appreciate the wider range of things. Nature has greater appeal to him now than ever. The woods and streams and outdoor life get a new significance, and the question of livelihood, whether rural and agricultural, or in the line of the various industries, takes a firm hold upon his imagination, and gives him a life-compelling purpose. He begins to feel the mating call and at its first impression is attracted to the other sex, with the result that by and by he also becomes a husband and father and a full-fledged citizen among his fellows. Up to the age of adolescence, however, none of these emotions stir the boy. GENERAL CHARACTERISTICS OF THE ADOLESCENT AGE The interests of the adolescent boy are general and not specialized between the twelfth and eighteenth years. The boy gets his impressions of the community objectively, in addition to increasing his knowledge of the external world through his acquaintanceship with its phenomena. The Universe and the Community are extensive and many sided. The step also between twelve and eighteen years is short. The boy's contact with these, then, must be rapid and general. CHARACTERISTICS OF THE EARLY ADOLESCENT AGE The early adolescent age from twelve to fifteen years is characterized by a rapid and uneven growth during which vitality and energy alternate with languorousness, and the boy is awkward and lazy, with bones greatly outgrowing muscle. The boy also begins to take a new interest in sex and sex relations, his features and voice change, and the inherited tendencies begin to assert themselves. His health is usually at its best, and during his active moments he is boisterous and vigorously energetic. He is selfish, but shows signs of altruism; his regard for law increases; the spirit of gang leadership begins to show itself; his longing for friendship is noticeable; his sense of secretiveness is apparent; and his self-assertiveness first begins to be manifested. He is creative in imagination, shows marvelous powers of inference, becomes strongly intellectual, begins to manifest analytic reasoning, imitates the ideal, is uncertain in making decisions, is influenced by suggestion, and possesses generally a strong but not a logical memory. He develops natural religious notions, has strong impulses to do big things, has definite convictions as to his belief in God and Heaven and the understanding of traditional religious terms, shows a noticeable lack of interest in the forms of worship, but a keen appreciation of the spiritual, and is passing through a period when great resolves are most often made. CHARACTERISTICS OF LATER ADOLESCENCE During the period of later adolescence from fifteen to eighteen years of age, the body nearly attains its maximum growth, the mind begins to show its dominance over the body, and all the bodily impulses grow stronger and more vigorous. Altruism steadily increases; the consciousness of society grows; an appreciation of individual worth and thought develops; the call of sex and the love emotion grows in strength; sentiment is inclined to become strong; boundless enthusiasm manifests itself; and organization and cooperation begin to appeal and be appreciated more and more. There is a growth in logic, independent thought, alertness in thinking, and quickness of receptive powers. The boy at this age is in the period of highest resolves and greatest endeavor, is apt to show religious skepticism, and reason often takes the place of his faith. =Classes of Boys or Boy Types= In talking about boys either in the aggregate or as individuals it is best to consider them as representative of certain definite types. Boy life can be more easily considered in this way by making special study of particular boy types. In the first place there are the psychological types--the choleric, the sanguine, the phlegmatic, and the hybrid. There are also the types of real life with which we are most familiar--the masterful, the weak, the mischievous, the backward, the shy, the bully, the joker, the "smartie," the echo or shadow, the quiet or reticent, the girl-struck, the self-conscious, the unconscious, and the forgetful. Lastly, we should also consider the different types of the unfortunate boys, including the deficient, the delinquent, the criminal, the dependent, the neglected, the foreign born, the wage-earner, the poverty-stricken, boys of very wealthy parents, overambitious boys who have overambitious parents, and street boys who are either loafers or engaged in street trades, or are compelled to use the street as a playground. THE CHOLERIC BOY The choleric fellow who is always off at "half-cock," running his head into danger whenever he can, and who is extremely hectic in his make-up, is always a problem. He needs a strong hand. Sometimes he will need even physical repression, but he always demands great care and patience. The Teacher should deal with each class of boys largely by suggestion, but in the case of the choleric fellow he will often need to use orders and demonstrate that he himself is in the saddle. THE SANGUINE BOY The sanguine fellow is the normal boy who, having a good digestion, a good home and no cause for worry, sees things as they are and is apt to take them as they come. He will be the easiest kind of a boy to get along with, and the only thing that the Teacher will have to do may be to provide for stimulation of his interest and ambition. THE PHLEGMATIC TYPE The phlegmatic chap requires patience more than anything else; generally slow of body, he is usually slow of speech and thought. If the Teacher is not careful he will be apt to call him "dense," and speak to him sharply and at times rather crossly. He cannot do this if he expects to win the fellow. Temperamentally, nature has made him what he is, and the Teacher will have to work harder, make things more concrete that he wants to teach, and hold his impatience in check. Phlegmatic though he is, he will prove solid in everything he does, and he will be either a rock of strength or of weakness to the Teacher. If he likes the Teacher nothing will shake his love, but if he has a dislike for him, then the Teacher is at the end of his endeavor as far as he is concerned. THE HYBRID BOY IS A PROBLEM The hybrid boy always furnishes a guessing contest--impulsive today, he has to be repressed; phlegmatic tomorrow, he has to be stimulated; and he may be sanguine the next day. There never was a pleasanter boy to work with, but like the chameleon you are never sure of his color. "Breath of balm and snow, June and March together, In an hour or so." Just because he is so changeable the Teacher should show him his best thought and work. It is just such fellows who are inclined to be shiftless and who are generally crowded out in the fight for life. Somewhere in the boy's nature, if the Teacher is patient, he will find the rock bottom upon which to build manhood and citizenship. Such achievement, however, comes only by great patience and hard work. THE MASTERFUL BOY AND THE WEAK BOY The masterful and weak boys represent the antipodes of boyhood. The masterful boy will see things quickly, will be the leader of his gang, will instinctively dominate and run the class unless the Teacher is on his job. The weak boy will follow anywhere, be the cause good or bad, and become either a devil or a saint. The masterful boy may be handled by appealing to his sense of leadership. Responsibility should be placed upon him. The Teacher should make him feel that he is leaning heavily on him. The weak boy on the other hand should be tied up to some steady phlegmatic fellow, the phlegmatic fellow being given the vision of how he can be an older brother to the boy not as strong as himself. The result will be that the weak boy will catch some of the spirit of the phlegmatic chap, and gradually get some depth for himself. THE MISCHIEVOUS BOY Of all the boy types, the mischievous boy furnishes the real pleasure for the worker with boys. The fellow whose eyes can twinkle and who will play a practical trick on the friend he most respects is always a delight. It is he that keeps the crowd in good humor, who is generally deepest and most abiding in his affection, and who at the drop of the hat would fight to the last ditch for his friend. To handle him rightly does not require a six-foot rod, or a half-inch rule. But the Teacher must keep him so busy doing the things that he likes that he will have no dull moments in which to vent his inborn sense of humor. THE BACKWARD BOY The backward boy will need to be led out of himself. Give him things to do which will make him forget himself and, by careful utilization of his time, gradually he will develop into a normal boy. THE SHY BOY The shy boy has merely become shy because of lack of association. Usually he has been brought up with his mother and sisters and merely lacks the touch of a man and a man's viewpoint. After he comes in contact with other boys, this will wear away. The problem of the Teacher is to get the other boys in his class to pilot the boy into the deeper waters. "SMARTIE" AND JOKER TYPES The "smartie" and the joker types are thorns in the flesh. Just as thorns when pressed in too deeply require a surgical operation to remove them, so it may be necessary for the Teacher to "sit on" both the "smartie" and the joker. If the other boys of the class make up their minds to unite in the task, both the "smartie" and joker will become normal boys in less than one season's activities, and the Teacher will show his generalship to be of the real sort by enlisting the other boys to do the job. THE ECHO OR SHADOW TYPE The echo or shadow type is a serious problem. He it is who generally hinders the good things in life and helps the bad. He can swear by the ward boss in party politics, or he can prove himself an obstacle in the way of civic and national righteousness. The Teacher's task in his case is to somehow or other strike the cord of independence, teach him to do things by himself, think for himself and stand on his own feet. Along the coasts of the North Sea, they teach boys to swim by throwing them out beyond their depth. It may be necessary to awaken manhood and independence in the echo by swamping him when he is alone. THE BULLY The bully will be the worst type for the Teacher until the right boy comes along; there is no use in the Teacher worrying himself until he does, because of the bully's bluster and bluff. Usually the normal boy will accept him at his face value, and it is only when a lad with self-assertion comes along that the sparks will fly. Then the bully will have to back down or take his medicine. A fight between boys is usually not a good thing, but when it comes to putting the bully in his place it is one of the greatest institutions that the savage man has invented. Once a bully has lost his place, he may bluster, but his bluff is over. THE QUIET OR RETICENT BOY The quiet or reticent fellow is like the mighty sweeping river. He has depths which have been unsounded, and his life has promise of great possibilities. Just the opposite of the bully, he never blusters but thinks out everything as it comes to him. Every impression is stored away and out of the countless impressions which are made upon him there emerges a man of real and wide interests. The task of the Teacher in his case will be to discover his interests and help him to discover himself. THE GIRL-STRUCK BOY The girl-struck fellow somewhat discourages the worker with boys, and yet it is natural that the boy should look with favorable eyes upon the girl, just as the robin hears and answers to the call of his mate. Let no Teacher or any worker with boys of any organization that has ever been founded dream for one moment that either he or his institutions can ever block out the lure of the girl. The girl-struck boy will have numerous cases of puppy love, and it will be the task of the Teacher to lead the boy into the kind of social relations that will enable him to be a real value to those of the opposite sex whom he may meet. The boy will prove a much better husband and father because of his experience. THE SELF-CONSCIOUS AND THE UNCONSCIOUS BOY The self-conscious and the unconscious boys are merely victims of their surroundings. The self-conscious fellow has no confidence in himself. He is continuously measuring himself by others and is possibly the victim of parental teaching. The constant injunction to act like "Little Willie" next door may have gotten on the boy's nerves, and if the lad has a chance without undue embarrassment he will soon reach the normal stage, and be always a little more courteous and respectful and thoughtful than the fellow without this experience. The unconscious fellow on the other hand will plug along doing all sorts of absurd things, because of his lack of knowledge of the fitness of things. He is generally the boy who grows up without any sense of consistency, and who has had very much his own way of doing things. He will need to be helped to adjust himself to his environment and to the way that other fellows live. He also will develop as a good man if the Teacher is a good worker. THE FORGETFUL BOY The same may be said about the forgetful boy and, in fact, about all boys. The forgetful boy has merely not been interested enough to give his attention to the things that the Teacher wants him to do. Once a boy has his interest aroused, the Teacher will have no need of complaint of forgetfulness or of any lack of interest in the boy. THE UNFORTUNATE BOYS The types which have been discussed will generally work out all right and find their places in the various social strata in the community in which they live. The unfortunate boys, however, are handicapped tremendously by their environment and surroundings, and it will often become a part of the Teacher's work to help secure a change in these environments. Boys of very wealthy parents and boys from homes of poverty are usually sinned against by their parents. The parents of both are either so busy making money and spending it in the social whirl, or so pushed by the pangs of hunger and the fight for life, that the children who are brought into the world are left either very much to themselves or to underlings who have very little interest in the boy's welfare. It is these neglected boys that oftenest produce our great criminals. All boys of this type somehow or other are tied together. The neglected boy generally becomes the delinquent and the delinquent boy the criminal, so that what might be said about one might also be said about all. This class constitutes our national deficit when we come to consider our assets in manhood, and the Teacher can do a tremendous thing here by helping to form the undeveloped wills of these unfortunate fellows. THE DEFICIENT AND THE DEPENDENT The deficient boy and the dependent are really out of the scope of the Teacher. The dependent class will have to be taken care of by the charitable institutions of the State, and the deficient boy because of his lack of mental development will always be a ward of the community. THE WAGE-EARNER AND THE OVERAMBITIOUS BOYS The wage-earning boys and the boys of overambitious parents or those who are overambitious themselves need all the help and sympathy that they can get from a Teacher. The father who is pushing his boy because of his own ambition will very often need to be talked to by the Teacher or his friends, and given an understanding of the crime he is committing against his own child. The overambitious fellow who is pushing everything aside for a definite thing in life will often have to be talked to in the plainest language by the Teacher to get him to see his other responsibilities and duties in life. The wage-earning boy who works from early in the morning until late at night to keep bread in his mouth and breath in his body will compel the Teacher, if he is really thoughtful, to give up some of the things which he has already held dearest and possibly lead his wage-earning boy into outdoor activities, even on the half holidays which he would naturally spend in the circle of his own family. THE STREET, FOREIGN-BORN AND NEGRO BOYS The street, foreign-born and negro boys will furnish very much the same kind of problem; because of a general rule, they may be all grouped under the wage-earning class. Some may be more shiftless than others and may need more attention, while others may be merely awaiting the touch of sympathy and the helping hand to make strong men out of them. A goodly percentage of our greatest Americans have been foreign-born boys, and, if there is any class that the Teacher should be more patient with than others, it is the immigrant and the son of the immigrant. =Grouping Standards= The Teacher will find it greatly to his advantage to group his boys according to some standard. Unfortunately, all standards, so far, are more or less artificial, but approximate success may be secured by using the experience of boy workers in various parts of the country. The standard which is most generally used is that of age. It is also the most unsatisfactory. Boys mature physically rather than chronologically. This makes the age standard a poor guess, because a boy may be physically fourteen when he is chronologically eleven, and vice versa. If the age standard be used, it would be preferable to group all the boys of twelve years together, then the thirteen-year-old boys in another group, and the same with the fourteen, the fifteen, the sixteen, and the seventeen-year-old boys. This would be rather hard to do in small places, although perfectly feasible in a larger town or city. Because of its impossibility, as far as the rural districts are concerned, it might be well to divide the years from twelve to eighteen into three standards--twelve to fourteen, fourteen to sixteen, and sixteen to eighteen. The age grouping, however, will never be reliable in achieving results, as the individual physical development varies so much. The height and weight standard is more scientifically correct than the age standard, although it has not been tested out enough to warrant any authoritative declaration in its favor. If this method is used for grouping, the standards for athletic competition among the boys might be used; that is, all the boys of ninety pounds and under might be put together, the same being true for those under one hundred and ten, one hundred and twenty-five, and one hundred and forty pounds. If height is used, boys of fifty-six and a half inches in height and classifying under ninety pounds in weight might be grouped together. Also boys of sixty-three inches in height and coming within the one hundred and ten pound weight. This standard will doubtless become the real basis of all groupings in the future, but as yet it needs more demonstration in order that the various classifications may be made accurately. A simple and rather satisfactory way of grouping is by the school boy or wage-earning boy standard. If the boy happens to be in the grammar school he may be grouped with boys of his own educational advancement; so with the boys who are in the secondary or high schools, and the same may be said of working boys who are forced to earn their own livelihood. Possibly the best and most satisfactory way of grouping boys is by their interest. Some boys will be mutually interested in collecting stamps, riding a bicycle, forming a mounted patrol, working with wireless, in music and orchestra work, etc., and boys grouping together according to such kindred interests as they manifest has proven most satisfactory in general boys' work. =Problems of Boy-handling Simplified by Natural Standard Grouping= Grouping the boys according to natural standards makes the problem of handling them much simpler. Boys between twelve and fourteen are in the age of authority, and the word of the Teacher will settle most difficulties that arise. Boys between fourteen and sixteen are in the age of experience, and an opportunity must be given them to check up what they are told by what they are experiencing. Between twelve and fourteen authority may be rigid. Between fourteen and sixteen it must be giving way to reason. Authority will still continue to settle the boys' disputes, but it will be the authority that gives reasons for its action. Boys between the ages of sixteen and eighteen years can only be handled on the basis of cooperation. They have passed from the stage of blindly following what they are told. They have experience enough to know that they are able to do things themselves, and they have discovered enough things to give them a basis of doing things on their own account. The way to handle boys rightly in this group will be by tactful suggestion and cooperation on the part of the teacher. There will be very little difficulty with the groupings if the Sunday school superintendent or teacher respects the natural, group "ganging" of the boys. The boys themselves group, not according to mental efficiency tests, but according to physiological development. Thus we find boys of various chronological ages in the same gang. A little common sense will prevent many blunders. =Securing Teen Age Teachers= As soon as Sunday school teaching becomes a dignified, worth-while job, men will be attracted to the task and privilege. The unemployed male members of the church will then be led to see that there is something real to be achieved. The vision of a symmetrically developed boy is all that is needed to get most men. Of course, they demand a plan, and the organized Sunday school class with through-the-week activities will supply that. Sometimes it is a good thing to send the boys themselves after the teachers. This has been found to be of great profit in several places. The request coming from the boys means a lot more than coming from the superintendent. The following extracts from two letters of a teen age superintendent give point to this idea. "On Sunday a bunch of the younger boys came to Mr. Ball, and said, 'We have no teacher; will you get one for us?' Mr. Ball looked at them, and said, 'Who do you want, fellows?' They looked at each other--this was something new. 'Who do we want?' and the leader turned around and said to the fellows, 'Say, fellows, who _do_ we want?' A hurried consultation revealed the fact that they wanted, of course, one of the prominent men of the church. Mr. Ball said, 'All right; get hold of my coat-tail'; and the crew got hold, and formed a snake line, and out of the school they went, upstairs to one of the class-rooms, in search of Mr. B. They found that he had left for home, and the boys looked at Mr. Ball and said, 'Now, what shall we do?' Mr. Ball said, 'Well, fellows, you know where he lives. I can't go with you, but you fellows go to his home and camp there until he says yes.' Off they started. Several men were telling me this story, and one is a neighbor of Mr. B's. He said that when he got home from Sunday school last Sunday--a bitter cold day--he went out into his back yard, and, glancing over the fences, he saw a bunch of twelve boys lined up on Mr. B's back porch, stamping their feet. He called across to them, 'Say, fellows, what's the matter?' 'We're looking for a Sunday school teacher,' they yelled back. He said he thought he'd drop. "The next morning Mr. Ball met Mr. B. in the street car, and he grinned across at him and said, 'Did a group of boys call on you yesterday, Mr. B.?' 'They certainly did,' he replied, with a broad grin. 'Well, did they get you?' 'Did they get me? Yes, they sure got me, and from now on I'm going to teach their class; there was nothing else for me to do.'" The story of another teacher acquired in this way reads as follows: "Before the boys got to his house the man was getting ready for bed. He had fixed the furnace, and had his bath robe on when the door-bell rang. He had just said to his wife that he did not think any one would call that night, and it was then about nine-thirty. When the bell rang his wife snickered,' as he put it. He went down stairs, turned the gas on low, and opened the door. Three older fellows stood on the porch. He looked at them and they at him and then he asked them in. They filed in--fellows 17 and 18 years of age. He led the way into the library, like a monk in flowing robes, and the three fellows followed. Seating themselves solemnly they stated the cause of their visit, and he started to remonstrate, etc. They settled themselves comfortably in their chairs, and said they had come to camp there until he 'saw it.' This is the man's own story. He said that when he saw they were in earnest he told them he would like to teach a class of fellows such as they, and that he would take the class if they would get on the job." =The Teen Age Older Boy as Teacher= Increasing attention is being given in some places to the training of older boys for the teaching of younger groups in the Sunday school. On "Decision Day" volunteers are being asked to enter a Training Class, and choice Christian boys are in this way being interested in the teaching work of the school. In other places older boys are being put in charge of younger boys' classes, and are meeting, either on Sunday or on a week-night, for training. This latter plan affords real laboratory work, without which teacher-training courses are pure theory. We learn by doing. The teen age boy as teacher will ultimately solve the problem of the teen age teaching force. As Japan, Corea, India and China must eventually be Christianized by native Christian forces, so the teen age in the Sunday school will, of necessity, in principle and practice, be led by the teen age. The duty of the missionary in non-christian lands is to train the native forces for the task of Christianizing these lands; likewise, the men of this Sunday school generation must lead and train the older adolescent in the Secondary Division of the school for the leading of the teen age into the service of the church. PREPARATION FOR TEACHING The really great task of the Christian adult and older boy in the Sunday school is a real training for service. Stopping the leak from the teen age in the Sunday school will never be accomplished until workers are willing to prepare and equip themselves to a point where their wisdom, ability and consecration will attract the active minds of the teen boys. Every teacher should be an International Standard Teacher Training graduate. Information concerning this course can be obtained from any Sunday School Association. PATIENCE NECESSARY IN THE TEACHER Things cannot happen in a day. Christianity itself is a growing, developing thing. "First the seed, then the blade, then the ear, then the full corn in the ear." Have patience! Maybe you will have to win the boys yourself first, before you can win them for Him. Read this letter from a man who has the vision, the plan and a lot of common-sense patience, and think it over: "Very recently I came across your card, and it brought to mind the promise I made to report progress with my class of boys. "You see so many people in the course of a week, to say nothing of a couple of months, that it may be well to remind you that I am the chap who came to your room in ----, and afterward stuck to you all the way to ---- when you were leaving town. "When I saw you I was having an average attendance of three, if one is allowed to stretch a fraction of a boy into a whole one, and a membership in the class of four. These boys had lost all interest in the Sunday school, and it was only that 'Dad said you must' that any of them came at all to the service. "Today I have done as well as the faithful servants, and behold my four talents have gained other four. There is no longer a membership and average attendance, for they all come when they are not sick or out of town; and one thing which is a wonder to me is that a good many of the boys from other schools come to us whenever there is no service in their own churches. "I have not said 'now boys' to this class once, but we have gone hunting caves and are going again next Thursday, and we are all going camping if we can arrange a time during the summer. "These boys, who used to come to the church with a lurching walk and underlip stuck out, now come in like men. They have covered the class room walls with pictures from magazines, have brought rocking chairs from home and use their room as the place to plan the fun for the following week. They have, after some pretty violent pushing from the teacher, petitioned the powers to give the basement of the church over to them and the other classes of intermediate grade for the purpose of having a social evening once each week. The petition has been granted and we will probably open up about May 16th. "None of my class show any violent signs of getting converted yet, but when one considers that this is a class who could not keep a teacher over three or four Sundays; who used to start a rough-house on all proper and improper occasions, and who had been known to throw books or any other handy article when they got sick of hearing any more Bible, I think I can report progress. "The most of my boys were arrested a couple of months ago for breaking into summer camps and looking around. Today three of them came to my office with one of their friends who had cut his foot and told me all about their trouble, owning up to the whole business and ending by saying that if I would take their Boy Scout society they would cut all that kind of business out. I wish to God I had the time to take up this Boy Scout job, but I have not; but I will do the next best thing by taking them hiking on Thursday, which is my day of rest. "One can't teach boys like these the beauties of religion any more than he can teach Greek to a puppy. They are not up to this kind of thing, so I am trying to teach them to be men, and when we get that lesson we will try the higher one. Of course, I give them the moral side of every lesson and point out how God has worked through some mighty mean material. "We still have a fight once in a while during class hours, and I call time when they get too near the stove, but this is to be expected in a class which is entirely self-governing. I never have said one word about anything they have done in the class, except to impress upon them that they should be men and the lesson is working slowly. "Now, my good sir, don't try to reply to this letter. I know you get a good many just like it, and I am writing just to give you my experience in the hope that it may help some one else; also because I promised to let you know what progress the class was making. "_If you will drop into ---- in a year from now I hope to be able to point to a much larger class than the first six months has shown and to show you the majority in the church_. "Thanking you for reading this far and with kindest wishes, I am "Very truly yours." =The Boy the Main Issue= The idea that must continually be kept in mind is the boy's good and the boy. A lot of our teachers in the public schools are trying to teach the subject-matter of the book when they ought to be teaching the boy. They employ static methods. You can get up a goal for attainment and the boy will reach the goal. Generally, however, he will go no higher than you point. Your teaching should be dynamic rather than static. Aim to secure balanced, symmetrical activities for your class. Remember your boy is four-sided, that he is physical, mental, social and religious in his nature. Do not neglect any one side of him, but get the proper agencies to cooperate with you for these ends. _Let the boys do whatever they can. Merely insist on adequate adult supervision_. Above all be patient, practical and business-like and remember that old heads never grow on young shoulders. _The Sunday school Teacher should take his place in the community by the side of the teacher of secular instruction. He is an educator, and is dealing with the most plastic and most valuable asset in the community--boyhood_. Let him take his task seriously, look upon his privilege with a desire to accomplish great things, and always remember that the good of the boy is his ultimate aim. BIBLIOGRAPHY ON THE TEEN AGE TEACHER Brumbaugh.--The Making of a Teacher ($1.00). Foster.--Starting to Teach (.40). James.--Talks to Teachers ($1.50). Kirkpatrick.--Individual in the Making ($1.25). McElfresh.--Training of Sunday-school Teachers (_in preparation_). Schauffler.--Lamoreaux-Brumbaugh-Lawrance. Training the Teacher ($1.00). XX DANGER POINTS A real danger lies in boys' groups which are seemingly organized, yet which really have no organization. A few Bible classes have officers, such as president, secretary, and treasurer, and a few standing committees, all of whom take no real part in the class life, the teacher doing everything himself and attempting to deceive the boys by giving them a show of organization. Such classes are detrimental to the spirit of boys' work, and should not be tolerated. The teacher who cannot retire his leadership to the rear of the class, instead of posing at the front, is another serious damper to organized work with boys in the Sunday school. A leader should have a strong Christian character, have the quality of commanding the respect of boys, have the ability to direct boys in doing things, be keen in his sympathy, have patience and persistence, and be absolutely natural in his bearing. He encourages freedom of thought on the part of the boys, believes that a boy has brains enough of his own to think on any point that may be discussed, is open and above-board in his teaching, has a strong grip upon the practical truths of life, and tries to lead his boys out of doubt and difficulty by the path of service. If dangers such as these be eliminated from boys' work in connection with the Sunday school, and if the spirit of sincerity and earnestness pervades the work of the leaders, there should be little difficulty in raising the boy through the physical, social and mental to the larger spiritual expression for which the church stands. Every week hundreds of boys of the adolescent years are lining up for Christian service all over our land, and if the ideas and directions given these boys are of the right sort, within one generation there will be no boy problem, for the boy problem of this generation is not the problem of the boys, but the problem of the men who are leading boys. BIBLIOGRAPHY ON DANGER POINTS The Older Boy Sunday School Superintendent (_American Youth_, October, 1912). (.20). Robinson.--The Adolescent Boy in the Sunday School (_American Youth_, April, 1911). Single copies out of print but bound volume for 1911 may be obtained for $1.50. Statten.--Danger Lines in Using Boys (_American Youth_, June, 1912) (.20). XXI THE RURAL SUNDAY SCHOOL The problem of the rural Sunday school is its size and equipment. The average number in the school is around eighty, and the building is nearly always a single room. Some very small villages, near great cities, and even some struggling mission Sunday schools in these cities have to contend with the same problem. Some of this volume will apply to the rural Sunday school, and some will not. It is the province of this chapter to point out the parts that apply. Everything that has to deal with the Organized Class or group is applicable. The Organized Class is the unit and beginning of all organization. The boy gang, or group, is common to both city and rural district. There is no problem in either place, if there is no group of boys. The Departmental groupings may not be feasible. Usually they are not. There may not be enough groups of boys to form a club or Boy Scout Troop or a chapter of a boy order. Generally this is true. And, after all, it is a distinct gain to the Sunday school, as the grouping that is made by force of compulsion is the Organized Class or group. The chapter on the Organized Sunday School Bible Class will apply itself to the rural school, wherever there is a half dozen boys and it is given a chance. The chapter on Bible Study will likewise fit into the rural situation. No matter whether the boys be urban or rural, they demand Bible Study that will fit into their religious, developing needs. Perhaps Bible Study courses with rural application need to be arranged, and I am led to believe that the illustrative material should be vastly different from that used for city boys, and of a rural character. However, there has been too much written and spoken of the difference between rural and urban boys. The differences discovered by the writer seem to be all in favor of the country boy--more wholesome surroundings, more quiet and less nerve-destroying interests, and more time, because of fewer commercial amusements to really discover things for themselves. The average rural boy has read more and knows more about current events than the city-bred lad. The country boy should not be provincialized by his Bible Study, or anything else. He should be given as large a touch with the world of men and letters as any one else. The illustrations used in Lesson Helps, etc., should have some bearing on the life he leads, that the application of the study may germinate in his daily life, else the study will have little meaning, but he needs no separate, distinct courses. It is not a different selection of material, but a different treatment that is needed. The Denominational Leaders will sooner or later be forced to heed this cry from the largest section of the Sunday school field. Until they do Graded Lessons will not gain materially in the open country. On the other hand, where there is only one group of adolescent boys in the Sunday school, Graded Lessons are practicable, as well as necessary to the best religious development of boyhood. The grading is cut down to a minimum, and it merely means fewer classes studying the same lesson. It would mean just the one group, with a new course each year. The difficulty is not with the lessons, but with the school officials and the teacher. The chapter on Through-the-Week Activities is very applicable. The gang will get together some time, on Saturday night, if not at another time. The Young Men's Christian Association County Work Secretaries are getting the boys of the open country together for week-night meetings without trouble. "Get something doing" and see how quickly the rural boys will get together. These activities again will differ greatly from those of city boys. There will be great emphasis on the Social and Mental as against the Out-of-Door doings of the urban adolescents. The principle already laid down, to let the boys themselves decide the activity, will settle this difficulty at the start. So as to the chapter on the Teen Age Teacher! Boys and men are the same pretty much, wherever they live. They may be more deliberate, less showy, and steadier in some places than others, but we cannot admit inferiority or lack of interest on the part of the splendid rural boy. He is filling the big jobs in our cities today, and will as long as the cities last. The teen age teacher in the rural school needs to master himself for his task. He is doing a bigger piece of work than his brother of the city school. He is preparing men for urban leadership. To make a long story short, the parts of this book that deal with the small group are applicable to the rural Sunday school. The teen age teacher in the rural school should begin with these, and maybe after a while he will see opportunities for larger groupings. The Young Men's Christian Association County Work Secretary certainly is. Inter-Sunday school work is possible by the Sunday school forces themselves. A fitting close to this chapter is the challenge to the teen age teachers of the rural schools, which Mr. Preston G. Orwig has hurled at North America: "Every rural school has its quota of workers who are, perhaps unconsciously, limiting their own usefulness, as well as retarding the progress of the school, by meeting every new plan of work proposed with the statement that, 'That plan is all right for the city, but it won't work here because we have so few members and our people live so far apart.' With the exception of the man who constantly reminds us that 'we did not do it this way thirty years ago,' and who, in some cases, is really a menace to the work, there is no greater obstacle confronting workers in rural schools. "In a recent conference of Secondary Division workers in rural Sunday schools, a speaker was advocating the necessity of recognizing the fourfold--physical, mental, social and spiritual--life of the scholars, in planning for the work of the class. The tremendous opportunity of teachers for reaching adolescent boys for Jesus Christ, through their physical and social instincts, was emphasized. Luke 2:52 was quoted to clinch the argument. In the discussion that followed everybody seemed satisfied that a broader policy of work should be pursued. At this juncture a man in the audience arose, and, in a most uncompromising manner, attempted to show that it was useless to promote such methods for rural schools, as the scattered population and limited membership made it impossible to develop the work along the lines proposed. "Later in the day, two of the members in this man's own class were interviewed, and, in answer to direct questions concerning the above two points, stated that during the winter months older boys and girls, many of whom attended that very school, went as often as three nights a week to a small pond in the community to skate, some of them traveling from three to four miles to get there. Other sports were indulged in, according to the season, and, according to these boys, they seldom experienced great difficulty in getting 'a crowd' together. Frequently their games wound up in a grand free-for-all fight. "Now, had this teacher recognized the educative value of supervised play and planned to meet his fellows on the ice, as a class, he would have formed contacts there which he could never hope to form by simply meeting them in the Sunday afternoon session. In addition to that he would have an opportunity to help the class to apply practically the truths of the Sunday lesson in the activities of everyday life. "It would be well for such workers to remember that in some of our larger cities one must oftentimes travel from one to two hours on crowded trolley cars, in distance, perhaps, eight or ten miles, in order to meet with his class. Again, in some sections of the city, populated mostly by foreigners, the Sunday schools are often smaller, in point of membership, than many of the rural schools. "It matters not whether the boy or girl lives in the city or country, the needs are the same. What is needed is 'Visioned Leadership.' "It is, in a sense, pathetic, to note that these objections are always of adult origin and are not the verdict of the boys. They, however, must suffer in a handicapped development, through the shortsightedness of their leaders. Where there's a will, there's a way." BIBLIOGRAPHY ON THE RURAL SUNDAY SCHOOL Cope.--Efficiency in the Sunday School ($1.00). Fiske.--The Challenge of the Country (.75). The Rural Church Message--Men and Religion Movement ($1.00). XXII THE RELATION OF THE SUNDAY SCHOOL TO COMMUNITY ORGANIZATIONS The church school is not, by any means, the only force in the community, as far as the boy is concerned, but it is destined to be the biggest force. The church, itself, is the most permanent institution of the community, and will always be so, as long as humanity remains religious. In the church are all the conserving elements of the community--slow to change, it stands for the best. Having adopted anything after approved worth commends it, it tenaciously holds it in trust. Communities may have homes and schools, but, without the church, they are not good places in which to live. The church, then, because it is most permanent, should tie the loyalty of the boy to herself. This she best does through her school--the Sunday school. There are, however, other church forces in the community--organizations fostered and supported by the material and moral enthusiasm of the members of the church. Some of these organizations have been frankly formed for the purpose of assisting the church in some special field of religious education. This is essentially true of such boy organizations as the Knights of King Arthur, Knights of St. Paul, Knights of the Holy Grail, and the Boys' Brigade. It is essentially true, also, of the Young Men's Christian Association. The first of these--the boy organizations--constitutes a method which is at the disposal of the church. The second--the Christian Association--has grown to be a mighty operating force, with hundreds of employed officers and millions of dollars of property. Save for the fact that church members compose the directorates, it is independent of the church. With this and other organizations what can the church's relationship be? The seeming answer would be cooperation--a glad working together for the general betterment of the community itself by tried and approved plans. However, a new condition has arisen, which offers more than general cooperation between the Church and these organizations for the teen age boy. Until recently the church school had no clear-cut method for working with the teen age lad, while the boy organizations referred to had such a method, and the Young Men's Christian Association, after years of work, has a force of more or less experienced experts in boy life in its employ. The methods of these boy organizations and the boy experts of the Young Men's Christian Association must have a field of operation, and the best field, of course, is that of the church school, where boys should be found. The Young Men's Christian Association, in its own building, touches but a minute fraction of the boy life of the city in which it operates, and, to touch the city boy life, must get out of its building. It then has a choice of fields, Public Playground, Public School, or Community Betterment. If, however, it is true to the principle of its founding--to be an arm of the Church among young men--that which it attempts to do should be tied up to the Church, or, in the case of teen age boys, to the church school. To accomplish the latter, what shall the procedure be? Shall the Young Men's Christian Association win the boy, and then deliver him, saved for service, to the Church, or shall the Young Men's Christian Association work with the Church as part of the Church inside the church school? Common sense would say both ways, and all other ways possible, just so the boy stands saved and in the Church for service. And this is as it should be, and the employed experts of the Young Men's Christian Association should render service to the Church, both within and without the Church--and this service may be through method, or organization, or both. At all times the weakness of the Church should be the Association's opportunity to help the Church realize herself, and this can best be accomplished by the constructive suggestion that works its way out on the inside of the organization. Little help comes from battering a wall on the outside. At least it does not help the house inside any. Cooperation, then, must be understood as the internal assistance given the Church herself to realize the need and the plan to meet it. In this regard every organization must clearly understand the church it seeks to aid. Most organizations have singular aims and motives. The Church is a complex organization, with many needs. The church school has many divisions and departments, has two sexes to minister to, embraces all ages, from the cradle to the grave, and usually has no paid officers. Through it all proportion has to be maintained--balance of organization, fair opportunity for all, young or old, male and female. A plan for the education of the teen age boy will no more solve the problem of the Sunday school than it would the educational, physical employment, or social difficulties of the Young Men's Christian Association. In proper relationship to the other factors of the problem in church school, or Young Men's Christian Association, it would help the whole organization. It surely takes more than plaster to make a house, important as is plaster. The Sunday school has its own problems of organization, sexes, ages, equipment, equality, fair-play, opportunity, leadership, etc. No organization can help these problems from the outside, or by emphasis on any one phase. Gain in one department may be loss in another. The Sunday school needs proportionate gain. The Sunday school, therefore, should welcome any organization or method that bids fair to help in the solution of its problems. It should eagerly avail itself, especially, of the aid that the Boy Life Expert of the Young Men's Christian Association can give, thus reducing religious, economic duplication, and achieving united conservation of boy life. On the other hand, the Boy Life Expert of the Young Men's Christian Association should thoroughly acquaint himself with the genius of the Sunday school, the plan of its organization, and the pith of all its problems of sex and age, leadership and training, aims and objectives. He should also know thoroughly the policies of denominational and interdenominational Sunday school bodies, and, where there are denominations in plural quantity, this may mean a task worth while. Sometimes it is a slow process. Surely, so! The Kingdom, with all the wisdom of Heaven, has been twenty centuries in the building, and it has been wrought out in the Church. The contribution that each man or woman makes must be small, but likewise great in its possibilities, if wisely, patiently given. An organization cannot be permanently helped by introducing into its life the methods of another without the process of assimilation; neither can strength be given merely a part of the body to cure the whole. Organic tone is needed. Intelligent, Sunday school-wide cooperation! This is the invitation of the church school to all existing organizations. The conditions of the challenge are not easy, but the task is interesting and worth while, and the promise of increased efficiency is great indeed. BIBLIOGRAPHY ON SUNDAY SCHOOL AND COMMUNITY ORGANIZATIONS Lawrance.--The Cooperation Sunday Schools Desire (_American Youth_, April, 1911) (.20). Flood.--A Federation of Sunday School Clubs (_American Youth_, April, 1911) (.20). Alexander.--Sunday School Use of Association Equipment (_American Youth_, April, 1911) (.20). FOOTNOTES: [1: Makes provisions for sick and shut-ins but essentially meant for adults.] [2: A large part of this chapter is taken from Secondary Division Leaflet Number 2, International Sunday School Association.] [3: Older Boy] [4: Adult] [5: Much of this Chapter has been drawn from Secondary Division Leaflet Number 4, International Sunday School Association.] [6: Much of this Chapter has been drawn from Secondary Division Leaflet Number 1, International Sunday School Association.] [7: The Executive Committee of the Department should have membership on the Sunday School Board.] [8: These conference may also be state wide in their scope.] [9: This Chapter is largely drawn from International Sunday School Association, Second Division Leaflet Number 5.] [10: This Chapter is a compilation of articles written by the author in the _Westminster Teacher_ and _Illinois Trumpet Call_.] [11: This Chapter is a blending of articles written for the Boy Scout Master's Handbook, the _Adult Magazine_ and hitherto unpublished material.] 
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Fret and Scroll Sawing, Turning, Boring, Drilling, Grinding, Polishing, Screw Cutting. Price $5 to $50. Send 6 cents for 100 pages. EPHRAIM BROWN, Lowell, Mass. Use "Our Trade Mark" Hams and Boneless Bacon. =F. A. FERRIS & CO.= WORK SHOPS [Illustration] WITHOUT STEAM POWER BY USING OUTFITS OF =BARNES' PAT. FOOT POWER= machinery can compete with steam power. =Sold on trial.= Metal and woodworkers send for prices. Illustr'd catalogue free. =W. F. & Jno. Barnes Co. Rockford, Ill.= Address No. 291 Ruby St. _Volume 13, Number 9._ Copyright, 1886, by D. LOTHROP & Co. _Jan. 2, 1886._ THE PANSY. [Illustration: NEW YEAR'S FUN!] LIVES THAT TOUCHED. PART II. WHEN they reached their hotel, they had much to say about the brave little girl with a kind voice, and a strong arm. Daniel the cook knew at once by the description who they must be. "It will be Janet Burns, the fisherman's girl, Miss Celia; and a nicer one never breathed. The care she takes of them children; and the life they lead her!" The next morning the Raymond children left the shore, and went back to their city home. And they were sorry, for they wanted to see more of Janet. Weeks passed, and the business of Christmas time came again to the Raymonds. The box which the children were always allowed to send to whom they would, was being planned. "We would like to send it to the fisherman's children down the coast; Janet, you know, and all her children; Daniel told us all about them." This was the verdict of both Celia and Annie, and to it they clung, in the face of all objections in the shape of not knowing what they needed, or how they would receive a gift. "They need everything, mamma; if you had seen them, you would know. And of course they will like it; who wouldn't like to have a Christmas box?" So the box went its way. It was delayed, as boxes are apt to be, so it was Christmas morning when it reached the desolate little home where Janet lived. It was very desolate that day; and Janet who did not often lose her courage, had given up and cried. No work, and hungry mouths and worn-out clothes. That was the whole sad story. Positively, Christmas day as it was, there was not a mouthful in that house to eat! They had had some breakfast, but where the dinner was to come from none of them knew. The father, after sitting with his head leaning on his hands for awhile, had risen up very slowly as though he had grown old in a few hours, and said: "If worse comes to worst I can go to Daniel at the hotel and ask him for some cold pieces; but I do hate to beg." Then he went out, to take one more look through the dreary little village in search of work. It was then the express wagon stopped at the door, and a great box was carried in. "Janet Burns" was the name in heavy black letters on the box. It was a work of time to get it open. The hammer, axe, an old file and a big old knife each had to be tried in turn. But at last it was open and the treasures began to come out. Oh! the wonders of that box. Two plump fat chickens bearing in their breasts a card on which was written: "We are cooked all ready to be eaten; or, if you like us hot, just plump us into the oven a few minutes, for it is a cold day and we have come fifty miles by train." A beautiful ham which had another card: "I'm boiled, and am very good eaten cold." A bag of potatoes which said: "We are not cooked, but if you will wash our coats and put us in your oven you will see how fast we will get ready for dinner." So, through the box. There were two pies, and a cake full of raisins, and a bag of nuts and candies. And there was a package over which Janet cried for joy; she had laughed about all the rest; but this had warm flannels, and three dresses for the baby; and two suits almost as good as new for the little girls; and a woollen blanket for father's bed, and could it be! Yes, there was a new dress for herself; besides this, there were stockings and shoes, and two flannel sacks, and I really have not time to tell you what else. But pinned into a corner of a pretty handkerchief which had Janet's name on it, was a shining bit of gold worth five dollars! Can you imagine Mr. Burns' face when he came back with a loaf of bread he had earned, not begged, a bit of dried beef, and found the table set, a chicken before his plate, flanked by a dish of potatoes in such a hurry to be eaten every one burst through their coats? All the talk there was during the next hour, would make a book in itself. "And you ain't no notion where they came from?" he asked for the third or fourth time. "Not the least in the world. One card says: 'From Santa Claus, to the little girl who takes good care of her brothers and sisters;' but who knows whether I take good care of them or not?" "I suspect the Lord does," said Joseph Burns reverently, "and He has told some of his children to send you a Christmas box. We must thank the Lord, and trust to Him to pay the others. He will do it." But I cannot help thinking, what if Janet had been cross that windy day! SIX O'CLOCK IN THE EVENING. HE DID THAT WHICH WAS RIGHT IN THE SIGHT OF THE LORD. THE HARVEST IS PAST, THE SUMMER IS ENDED, AND WE ARE NOT SAVED. FOR UNTO THIS DAY THEY DRINK NONE, BUT OBEY THEIR FATHER'S COMMANDMENT. BY THE RIVERS OF BABYLON, THERE WE SAT DOWN, YEA, WE WEPT WHEN WE REMEMBERED ZION. "WHY, yes," said Grandma, with her finger on Rollo's verse, and her eyes tender with old memories, "I remember a story about that verse; and it is a story which I think likely I shall remember in Heaven." "Let's hear it right away, if you please," Ralph said, and the others settled into quiet as soon as possible. "It wasn't so very many years ago, not more than fifty-five," began Grandma, and then Rollo nudged Harold, and chuckled; and Marion looked with grave astonished eyes at a woman who thought fifty-five years was not a long, long time! But Grandma took no notice of them. "Yes," she said, "it is just about fifty-five years ago. There was a pretty little boy whom I knew; he had yellow hair, and the bluest eyes, and he was a dear bright little fellow. One day he went visiting out to a nice old lady's who lived near his father's old place. While he was there, who should come along but two trim little girls who were out getting signers to the Total Abstinence Pledge. We called it the tetotal pledge in those days. There was quite an excitement about it in town. A man lectured every evening, and had meetings for the children afternoons, and gave them each pledge books, and the one who got the greatest number of signers was to have a medal with his name on. It wasn't a gold medal, but it shone, and had a nice blue ribbon to put around your neck; and the children all liked it. "Well, these two came to aunt Patty's door and asked for signers. Aunt Patty invited them in and got out her quill pen which wasn't used very often, and she and her oldest girl, Prudence, put down their names. The little fellow stood looking on; he wasn't four years old yet, but he lived where he saw a great deal of writing going on, and behold he wanted to sign his name. Aunt Patty laughed, and tried to explain to him that he was too young; but he said No, he "writed" his name once when "favver" held his hand, and he wanted to do it again. That was true enough. One day his father bought him a picture book, and guided the pencil in his hand and let him put his name in it. After a good deal of coaxing, aunt Patty sat down and took him in her lap, and held that old quill, guiding it as well as she could, and he did get what looked something like his name in the book. It was very queer writing," said Grandma, stopping to laugh at the thought of it, with that same tender look in her eyes, "but the little fellow was just as proud of it as could be. He told of it the first thing when he went home, but his mother--oh! you don't know how badly she felt." "Why?" interrupted Marion and Rollo. "Wasn't she a good mother?" asked Marion. "Didn't she believe in temperance?" asked Rollo. "O, yes, she believed in temperance; but she had some very strong notions about promises. She wanted her little boy to understand all about it whenever he made one, and then to keep it as he would the eighth commandment; and she said he was too young to take a pledge, that he could not understand what it meant, and he would think that signing his name to a paper was a light thing, just for play. Why, children, she felt so badly about it that she just sat down and cried." "Ho!" said Rollo, "I think she was foolish. I dare say he understood." "Go on, Grandma," said Marion. "Well, while the mother was crying, the father came home, and wanted to know all about it; and he thought as Rollo does, that the boy understood, or could be made to. He took him on his knee and they had a long talk all about drinking; what a dreadful thing it was, and about pledges, and then what should he tell him but this old story of the Rechabites; how they kept the promise made to their father, never forgetting it once; and how God was pleased, and rewarded them. Then he made the little fellow hold up his hand and say after him: 'Unto this day they drink none, but obey their father's commandment.' Then he explained that the paper the child had signed was a promise that he would obey _his_ father's command and never touch liquor. 'I won't, favver,' the boy said; 'I'll 'member.' And he looked very earnest. But in two or three minutes he was playing with the cat; and his mother couldn't feel that he really understood much about it. [Illustration: THE LITTLE FELLOW LOOKED ON.] "It was three years afterwards, and the little boy was seven years old--a beautiful child. One winter his mother was very sick, every one thought she would die; she was so low that she didn't know her own little boy, and she couldn't bear the least noise; so her boy was taken to his auntie's, and stayed there for weeks. One evening he was in the parlor with his uncle, there were three or four gentlemen there, and pretty soon cider was brought in. The little boy sat beside a gentleman who offered him a drink of cider from his glass; the boy refused politely; and the gentleman thinking he was timid, coaxed him. Then his uncle spoke up: 'That young man has never tasted cider, he tells me.' At this they all laughed; it was a very unusual thing in those days to find a child seven years old who had never tasted cider; it sounded almost as strange as it would to say now that one had never tasted water. "The gentleman said that accounted for his not wanting some; that he did not know how good it was; so he urged him to just try a swallow, and kept coaxing until at last his uncle said, 'Try it, my boy; if you don't like it you need not take any more.' 'No, sir,' the boy said, 'I don't want to try it!' Well, then his uncle thought he was rude and disobedient and ought to be made to mind; so he said: 'I _command_ you to take a swallow of it, my boy, and I am to be obeyed, you know.' What did that little seven-year-old baby do but get up in the middle of the floor, with his eyes flashing, and his cheeks glowing, and shout out in a loud strong voice: '"Unto this day they drink none, but obey their father's commandment," and I don't either. I promised, I did; and I never will; not if you whip me to death.' Then he burst out crying, and ran out of the room." "Good for him!" said Rollo. "Oh, hurrah!" said Harold. "I am _so_ glad!" said Marion. "I wonder what his mother thought then, if she ever heard of it. Did she get well, Grandma?" "Yes, she got well; and was a proud and happy mother when she heard the story. But that is only the beginning of it. I saw that boy when he was a young man and came home from college as handsome as a picture, and I heard his father say to him: 'Well, my boy, they tell me most of the young men use liquor more or less; how do you get on with them?' "And he looked around with his bright laughing eyes and said: "'I'm all right, father; to this day I drink none, but obey my father's commandment. That pledge of mine ought to be printed in gold on my tombstone when I die, for it has held me in the midst of many temptations.' "And there his mother thought he was too young to understand!" And Grandma Burton actually wiped the tears from her eyes, though she was smiling yet. "Grandma," said Marion, "what was that boy's name? You haven't spoken his name once." "I guess something," said Ralph eagerly. "Wasn't his name Mott, Grandma?" "Robert Mott Burton, that was his name, my darlings." "Our own uncle Mott!" said astonished little Sarah. "Then that's what makes him such a red-hot temperance man now, isn't it?" said Rollo. "Didn't he begin early, though?" A CHRISTMAS STORY. [Illustration: THE LONELY LITTLE GIRL.] IT was Christmas morning. Gracie Bennett had wakened early and scrambled out of bed to take a look about her room to see if Santa Claus had paid her a visit while she slept. Santa Claus had queer ways of doing things in the Bennett household. He left packages scattered about in the most unexpected places. He was always sure to leave one for each member of the family in the dining-room, to be opened at the breakfast table, but the children did not have to wait so long for the beginning of the day's surprises. And Gracie found several of these before she had taken half a dozen steps from her bed. Indeed there was a large box on the foot of the bed. In it she found the hat she had been longing for--just exactly like Maud Spencer's! And there in a smaller box was the necklace--and O, how lovely! The bangle bracelet--mamma did not fancy bangles and Gracie did not expect to get that. But mamma knew that little girls' tastes have to be cultivated considerably before they get beyond bangles, and after talking it over with papa she concluded that Gracie's last whim should be indulged since there was really no harm in it. On went the necklace, and on went the bracelet. "One, two, three, four, five, six--six hooks. Let me see--cousin Tom promised me a bangle and of course papa and mamma will each give me one, and Maud's will make four--O, I'll soon have enough to fill it. My! it is shivery here," and Gracie looked around for something to put about her; the furnace fire had run low and it was quite cold. A dressing-gown belonging to cousin Tom which Louise had brought in to mend, hung over a chair, and Gracie was soon arrayed in it. And finding herself quite comfortable she concluded not to go back to bed, but busied herself with her new treasures, saying, "Just as soon as the first bell rings I'll go and wish papa and mamma 'Merry Christmas!'" Presently the bell pealed through the house, and Gracie, arrayed in her new hat, made her first call. Then she pattered down the hall to cousin Tom's room to be first with Christmas greetings. Tom was up, and opening the door, drew her into his room. "O, how nice! your grate burns lovely." After the new hat, necklace and bangle bracelet had been duly admired, Tom and Gracie, his little cousin, sat down in the great arm chair to enjoy the bright fire and have one of their chats. "Who are you going to make happy to-day?" "Me? How can I make anybody happy?" Tom smiled as he replied, "Do you not know that you make us all happy, just by being here?" "O, I thought you meant something different." "So I did, little one. There are a great many people in this city who have very little to make them happy, and you and I who have so much may make at least one heart joyful on this glad Christmas day, do you not think so?" "If I knew how," said Gracie. "We will try to find a way. I see you are quite dressed up this morning," referring to the dressing-gown. "Do you see my new one?" "Yes; you are the one that is dressed up." "I know a poor invalid to whom I mean to give the old one, and there is a little girl who has not a comfortable dress nor a pair of shoes." "Nor any nice hat and bracelet?" "No, I doubt if she has any hat or even a hood. I saw her out with an old shawl over her head." Just then the second bell rang and Gracie was obliged to go and get ready for breakfast. Other surprises awaited her, but she was unusually thoughtful, and at last Louise said, "Gracie, what makes you so sober? Are you not satisfied?" "O, yes; but I am thinking what I can give to a little girl who has nothing to make her happy to-day." "I don't believe there are any such people," said Louise; "everybody manages to get about so much out of something, I guess. They may not have just what we have, but there's something." "Do you believe that?" asked cousin Tom. "Maybe not exactly, but there's no use in making a child like Gracie miserable over what she can't help," replied Louise, in a low tone. "But she can help a little." "I am going to help," said Gracie earnestly, having caught the drift of Tom's question. "I have made up my mind what I shall send the little girl cousin Tom told me about." "Suppose I should take you to see her?" "I should like that! If mamma will let me go." "I think she will. Auntie, will you let me have Gracie for an hour this morning? I will take good care of her." "O, mamma!" expostulated Louise, "he is going to take her among his poor people! She will be sure to get a fever or something!" "I am going to take you, too," said Tom; "and I am not going to take either of you into any dangerous places." Louise arched her eyebrows as she replied, "Going to take me! We'll see." But she went. She generally did whatever Tom suggested. I am not certain whether it was the package of warm clothing, the basket containing the Christmas dinner, the toys which Gracie had packed, not forgetting a bead necklace, or the presence of the beautiful child and lovely young lady in that home, that brought the most of happiness upon that Christmas day to the sad heart of Karl Ritter and his lonely little girl. But this I do know, that the visitors carried away as much happiness as they brought, for Gracie declared it was the nicest Christmas she had ever spent, and even Louise confessed that there was a new joy in her heart that day, for she had tested the truth, "It is more blessed to give than to receive." FAYE HUNTINGTON. GEORGIE AND JACK. A SHIP lay becalmed on the ocean-- Of all beautiful, helpless things! She lay like a wounded sea-bird With motionless, snow-white wings. Day after day had she lain there With never a sail in sight; A cloudless sky above her Morning and noon and night. Precious and rare was the cargo Hidden deep in her hold, To be borne to a Northern market And changed into yellow gold. But naught was that to the captain Pacing the hot deck there, To the little wife who was with him, And the child with his sunny hair, The child who under the awning Lay moaning his life away, The child who was going to leave him Ere the close of that weary day. There was another on that good ship Whose race was nearly run, A bronzed and grizzled sailor Who would die ere the set of sun. And they two had loved each other-- The sailor old and gray, And dear little baby Georgie Whose life was a summer day. Was it only a childish fancy-- Or because he was worn and sad That the sinful, weary pilgrim Had been loved by the little lad? A weak voice calls the captain: "Papa, won't you please come here?" "I am here--I am listening to you, What is it, Georgie dear?" "Papa, I want to see Jack, And Jack wants to see me so-- Mamma says I am going to leave you, I must see him before I go. "Jack says that he has been wicked, But _I_ have been wicked too; I think if God forgives me He'll forgive him too, don't you? "I taught him the prayer our Saviour said And my last best little hymn, And _I_ think Jack is sorry, So I sha'n't worry for him. "But, papa, if they could bring him And lay him down here by me, And I might keep _fast_ hold of his hand, I could take him to Heaven with me." They brought the grim old sailor Whose life was so sad and wild, And laid him under the awning By the side of the little child. When the sun passed his meridian Little Georgie went away; The old man lived till round and red He dipped at the close of day. But ere he went his faltering tongue This prayer sent up from the sea: "For Georgie's sake--for the sake of Thy Son, Be merciful to me!" They treasured the small white body With its quiet little feet, But they gave to the brown old sailor A sailor's winding-sheet. There came at length a blessed breeze That filled the limp white sail And tightened the creaking halyards With the strength of a fair fresh gale. So it came to pass as all things do, That one fair and sunny day, Proud and staunch in the harbor The ship at her anchor lay. But the captain bent to the sad white face That rested against his arm, And said, "Dear wife, little Georgie Is safe from all sin and harm; "His life was bright and beautiful, With nothing its joy to dim, He gladdened the heart of a sinful man, And--'took him to Heaven with him.' "We will bury his dust, little mother, Under the trees at home, But Georgie beholds the face of Him Who said: 'Let the children come.'" EMILY BAKER SMALLE. [Illustration: MERRY CHRISTMAS HAPPY NEW YEAR A CHRISTMAS GREETING.--_A Christmas Story._] _Volume 13, Number 10._ Copyright, 1886, by D. LOTHROP & CO. _Jan. 9, 1886._ THE PANSY. [Illustration: MOTHER TOPKNOT AND HER FAMILY.] REACHING OUT. (_A Further Account of Nettie Decker and Her Friends._) BY PANSY. CHAPTER III. "NEXT thing we want to do is to earn some money." This, Jerry said, as he sat on the side step with Nettie, after sunset. They had been having a long talk, planning the campaign against the enemy, which they had made up their minds should be carried on with vigor. At least, they had been trying to plan; but that obstacle which seems to delight to step into the midst of so many plans and overturn them, viz. money, met them at every point. So when Jerry made that emphatic announcement, Nettie was prepared to agree with him fully; but none the less did she turn anxious eyes on him as she said: "How can we?" "I don't know yet," Jerry said, whistling a few bars of Oh, do not be discouraged, and stopping in the middle of the line to answer, "But of course there is a way. There was an old man who worked for my father, who used to say so often: 'Where there's a will there's a way,' that after awhile we boys got to calling him 'Will and Way' for short, you know; his name was John," and here Jerry stopped to laugh a little over that method of shortening a name; "but it was wonderful to see how true it proved; he would make out to do the most surprising things that even my father thought sometimes could not be done. We must _make_ a way to earn some money." Nettie laughed a little. "Well, I am sure," she said, "there is a will in this case; in fact, there are two wills; for you seem to have a large one, and I know if ever I was determined to do a thing I am now; but for all that I can't think of a possible way to earn a cent." Now Sarah Ann Smith was at this moment standing by the kitchen window, looking out on the two schemers. Her sleeves were rolled above her elbow, for she was about to set the sponge for bread; she had her large neat work apron tied over her neat dress-up calico; and on her head was perched the frame out of which, with Nettie's skilful help, and some pieces of lace from her mother's old treasure bag, she meant to make herself a bonnet every bit as pretty as the one worn by Miss Sherrill the Sabbath before. "Talk of keeping things seven years and they'll come good," said Mrs. Smith, watching with satisfaction while Nettie tumbled over the contents of the bag in eager haste and exclaimed over this and that piece which would be "just lovely." "I've kept the rubbish in that bag going on to twenty years, just because the pretty girls where I used to do clear-starching, gave them to me. I had no kind of notion what I should ever do with them; but they looked bright and pretty, and I always was a master hand for bright colors, and so whenever they would hand out a bit of ribbon or lace, and say, 'Cerinthy, do you want that?' I was sure to say I did; and chuck it into this bag; and now to think after keeping of them for more than twenty years, my girl should be planning to make a bonnet out of them! Things is queer! I don't ever mean to throw away _anything_. I never was much at throwing away; now that's a fact." Now the truth was that Sarah Ann, left to herself, would as soon have thought of making a _house_ out of the contents of that bag, as a bonnet; but Nettie Decker's deft fingers had a natural tact for all cunning contrivances in lace and silk, and her skill in copying what she saw, was something before which Sarah Ann stood in silent admiration; when, therefore, she offered to construct for Sarah Ann, out of the treasures of that bag, a bonnet which should be both becoming and economical, Sarah Ann's gratitude knew no bounds. She went that very afternoon to the milliner's to select her frame, and had it perched at that moment as I said, on her head, while she listened to the clear young voices under the window. She had a great desire to be helpful; but money was far from plenty at Job Smith's. What was it which made her at that moment think of a bit of news which she had heard while at the milliner's? Why, nothing more remarkable than that the color of Nettie Decker's hair in the fading light was just the same as Mantie Horton's. But what made her suddenly speak her bit of news, interrupting the young planners? Ah, that Sarah Ann does not know; she only knows she felt just like saying it, so she said it. "Mantie Horton's folks are all going to move to the city; they are selling off lots of things; I saw her this afternoon when I was at the milliner's, and she says about the only thing now that they don't know what to do with is her old hen and chickens; a nice lot of chicks as ever she saw, but of course they can't take them to the city. My! I should think they would feel dreadful lonesome without chickens, nor pigs, nor nothing! _We_ might have some chickens as well as not, if we only had a place to keep 'em; enough scrapings come from the table every day, to feed 'em, most." Before this sentence was concluded, Jerry had turned and given Nettie a sudden look as if to ask if she saw what he did; then he whistled a low strain which had in it a note of triumph; and the moment Sarah Ann paused for breath he asked: "Where do the Hortons live?" "Why, out on the pike about a mile; that nice white house set back from the road a piece; don't you know? It is just a pleasant walk out there." Then Sarah Ann turned away to attend to her bread, and as she did so her somewhat homely face was lighted by a smile; for an idea had just dawned upon her, and she chuckled over it: "I shouldn't wonder if those young things would go into business; he's got contrivance enough to make a coop, any day, and mother would let them have the scrapings, and welcome." Sarah Ann was right; though Nettie, unused to country ways and plans, did not think of such a thing, Jerry did. The next morning he was up, even before the sun; in fact that luminary peeped at him just as he was turning into the long carriage drive which led finally to the Horton barnyard. There a beautiful sight met his eyes; a white and yellow topknot mother, and eight or ten fluffy chickens scampering about her. "They are nice and plump," said Jerry to himself; "I'm afraid I haven't money enough to buy them; but then, there is a great deal of risk in raising a brood of chickens like these; perhaps he will sell them cheap." Farmer Horton was an early riser, and was busy about his stables when Jerry reached there. He was anxious to get rid of all his live stock, and be away as soon as possible, and here was a customer anxious to buy; so in much less time than Jerry had supposed it would take, the hen and chickens changed owners and much whistling was done by the new owner as he walked rapidly back to town to build a house for his family. Mrs. Smith had been taken into confidence; so indeed had Job, before the purchase was made; but the whole thing was to be a profound surprise to Nettie. Therefore, she saw little of him that day, and I will not deny was a trifle hurt because he kept himself so busy about something which he did not share with her. But I want you to imagine, if you can, her surprise the next morning when just as she was ready to set the potatoes to frying, she heard Jerry's eager voice calling her to come and see his house. "See what?" asked Nettie, appearing in the doorway, coffee pot in hand. "A new house. I built it yesterday, and rented it; the family moved in last night. That is the reason I was so busy. I had to go out and help move them; and I must say they were as ill-behaved a set as I ever had anything to do with. The mother is the crossest party I ever saw; and she has no government whatever; her children scurry around just where they please." "What are you talking about?" said astonished Nettie, her face growing more and more bewildered as he continued his merry description. "Come out and see. It is a new house, I tell you; I built it yesterday; that is the reason I did not come to help you about the bonnet. Didn't you miss me? Sarah Ann thinks it is actually nicer than the one Miss Sherrill wore." And he broke into a merry laugh, checking himself to urge Nettie once more to come out and see his treasures. "Well," said Nettie, "wait until I cover the potatoes, and set the teakettle off." This done she went in haste and eagerness to discover what was taking place behind Job Smith's barn. A hen and chickens! Beautiful little yellow darlings, racing about as though they were crazy; and a speckled mother clucking after them in a dignified way, pretending to have authority over them, when one could see at a glance that they did exactly as they pleased. Then came a storm of questions. "Where? and When? and Why?" "It is a stock company concern," exclaimed Jerry, his merry eyes dancing with pleasure. Nettie was fully as astonished and pleased as he had hoped. "Don't you know I told you yesterday we must plan a way to earn money? This is one way, planned for us. _We_ own Mrs. Biddy; every feather on her knot, of which she is so proud, belongs to us, and she must not only earn her own living and that of her children, but bring us in a nice profit besides. Those are plump little fellows; I can imagine them making lovely pot pies for some one who is willing to pay a good price for them. Cannot you?" "Poor little chickens," said Nettie in such a mournful tone that Jerry went off into shouts of laughter. He was a humane boy, but he could not help thinking it very funny that anybody should sigh over the thought of a chicken pot pie. [Illustration: "NANNIE FOUND THEM," SHE EXPLAINED.] "Oh, I know they are to eat," Nettie said, smiling in answer to his laughter, "and I know how to make nice crust for pot pie; but for all that, I cannot help feeling sort of sorry for the pretty fluffy chickens. Are you going to fat them all, to eat; or raise some of them to lay eggs?" "I don't know what _we_ are going to do, yet," Jerry said with pointed emphasis on the we. "You see, we have not had time to consult; this is a company concern, I told you. What do you think about it?" Nettie's cheeks began to grow a deep pink; she looked down at the hurrying chickens with a grave face for a moment, then said gently: "You know, Jerry, I haven't any money to help buy the chickens, and I cannot help own what I do not help buy; they are your chickens, but I shall like to watch them and help you plan about them." Jerry sat down on an old nail keg, crossed one foot over the other, and clasped his hands over his knees, as Job Smith was fond of doing, and prepared for argument: "Now, see here, Nettie Decker, let us understand each other once for all; I thought we had gone into partnership in this whole business; that we were to fight that old fiend Rum, in every possible way we could; and were to help each other plan, and work all the time, and in all ways we possibly could. Now if you are tired of me and want to work alone, why, I mustn't force myself upon you." "O, Jerry!" came in a reproachful murmur from Nettie, whose cheeks were now flaming. "Well, what is a fellow to do? You see you hurt my feelings worse than old Mother Topknot did this morning when she pecked me; I want to belong, and I mean to; but all that kind of talk about helping to buy these half-dozen little puff-balls is all nonsense, and a girl of your sense ought to be ashamed of it." Said Nettie, "O, Jerry, I smell the potatoes; they are scorching!" and she ran away. Jerry looked after her a moment, as though astonished at the sudden change of subject, then laughed, and rising slowly from the nail-keg addressed himself to the hen. "Now, Mother Topknot, I want you to understand that you belong to the firm; that little woman who was just here is your mistress, and if you peck her and scratch her as you did me, this morning, it will be the worse for you. You are just like some people I have seen; haven't sense enough to know who is your best friend; why, there is no end to the nice little bits she will contrive for you and your children, if you behave yourself; for that matter, I suspect she would do it whether you behaved yourself or not; but that part it is quite as well you should not understand. I want you to bring these children up to take care of themselves, just as soon as you can; and then you are to give your attention to laying a nice fresh egg every morning; and the sooner you begin, the better we shall like it." Then he went in to breakfast. There was no need to say anything more about the partnership. Nettie seemed to come to the conclusion that she must be ashamed of herself or her pride in the matter; and after a very short time grew accustomed to hearing Jerry talk about "Our chicks," and dropped into the fashion of caring for and planning about them. None the less was she resolved to find some way of earning a little money for her share of the stock company. Curiously enough it was Susie and little Sate who helped again. They came in one morning, with their hands full of the lovely field daisies. The moment Nettie looked at the two little faces, she knew that a dispute of some sort was in progress. Susie's lips were curved with that air of superior wisdom, not to say scorn, which she knew how to assume; and little Sate's eyes were full of the half-grieved but wholly positive look which they could wear on occasion. [Illustration: SARAH ANN.] "What is it?" Nettie asked, stopping on her way to the cellar with a nice little pat of butter which she was saving for her father's supper. Butter was a luxury which she had decided the children at least, herself included, must not expect every day. "Why," said Susie, her eyes flashing her contempt of the whole thing, "she says these are folks; old women with caps, and eyes, and noses, and everything; she says they look at her, and some of them are pleasant, and some are cross. She is too silly for anything. They don't look the least bit in the world like old women. I told her so, fifty-eleven times, and she keeps saying it!" Nettie held out her hand for the bunch of daisies and looked at them carefully, and laughed. "Can't you see them?" was little Sate's eager question. "They are just as plain! Don't you see them a little bit of a speck, Nannie?" "Of course she doesn't!" said scornful Susie. "Nobody but a silly baby like you would think of such a thing." "I don't know," said Nettie, still smiling, "I don't think I see them as plain as Sate does, but maybe we can, after awhile; wait till I get my butter put away, and I'll put on my spectacles and see what I can find." So the two waited, Susie incredulous and disgusted, Sate with a hopeful light in her eyes, which made Nettie very anxious to find the old ladies. On her way up stairs she felt in her pocket for the pencil Jerry had sharpened with such care the evening before; yes, it was there, and the point was safe. Jerry had made a neat little tube of soft wood for it to slip into, and so protect itself. "Now, let us look for the old lady," she said, taking a daisy in hand and retiring to the closet window for inspection; it was the work of a moment for her fingers which often ached for such work, to fashion a pair of eyes, a nose, and a mouth; and then to turn down the white petals for a cap border, leaving two under the chin for strings! "Does your old lady look anything like that?" she questioned, as she came out from her hiding place. Little Sate looked, and clasped her hands in an ecstacy of delight: "Look, Susie, look, quick! there she is, just as plain! O Nannie! I'm _so_ glad you found her." "Humph!" said Susie, "she made her with a pencil; she wasn't there at all; and there couldn't nobody have found her. So!" And to this day, I suppose it would not be possible to make Susie Decker believe that the spirits of beautiful old ladies hid in the daisies! Some people cannot see things, you know, show them as much as you may. But Nettie was charmed with the little old woman. She left the potatoes waiting to be washed, and sat down on the steps with eager little Sate, and made old lady after old lady. Some with spectacles, and some without. Some with smooth hair drawn quietly back from quiet foreheads, some with the old-fashioned puffs and curls which she had seen in old, old pictures of "truly" grandmothers. What fun they had! The potatoes came near being forgotten entirely. It was the faithful old clock in Mrs. Smith's kitchen which finally clanged out the hour and made Nettie rise in haste, scattering old ladies right and left. But little Sate gathered them, every one, holding them with as careful hand as though she feared a rough touch would really hurt their feelings, and went out to hunt Susie and soothe her ruffled dignity. She did not find Susie; that young woman was helping Jerry nail laths on the chicken coop; but she found her sweet-faced Sabbath-school teacher, who was sure to stop and kiss the child, whenever she passed. To her, Sate at once showed the sweet old women. "Nannie found them," she explained; "Susie could not see them at all, and she kept saying they were not there; but Nannie said she would make them look plainer so Susie could see, and now Susie thinks she made them out of a pencil; but they were there, before, I saw them." "Oh, you quaint little darling!" said Miss Sherrill, kissing her again. "And so your sister Nettie made them plainer for you. I must say she has done it with a skilful hand. Sate dear, would you give one little old woman to me? Just one; this dear old face with puffs, I want her very much." So Sate gazed at her with wistful, tender eyes, kissed her tenderly, and let Miss Sherrill carry her away. She carried her straight to the minister's study, and laid her on the open page of a great black commentary which he was studying. "Did you ever see anything so cunning? That little darling of a Sate says Nannie 'found' her; she doesn't seem to think it was made, but simply developed, you know, so that commoner eyes than hers could see it; that child was born for a poet, or an artist, I don't know which. Tremayne, I'm going to take this down to the flower committee, and get them to invite Nettie to make some bouquets of dear old grandmothers, and let little Sate come to the flower party and sell them. Won't that be lovely? Every gentleman there will want a bouquet of the nice old ladies in caps, and spectacles; we will make it the fashion; then they will sell beautifully, and the little merchant shall go shares on the proceeds, for the sake of her artist sister." "It is a good idea," said the minister. "I infer from what that handsome boy Jerry has told me, that they have some scheme on hand which requires money. I am very much interested in those young people, my dear. I wish you would keep a watch on them, and lend a helping hand when you can." NEVER GIVE UP. WILLIAM J. was the son of a very poor man. He was born near sawmills and shipyards. His home was humble, but piety and industry were seen there. William made up his mind that he would have an education. His motto was, "No such word as fail." He did not have the chances that you have in these good days. No, indeed, to get an education meant to him hard work, _hard work_! When working in the shipyard he often had a book open before him, and thus every golden moment was improved. What do you think he used at night, in the winter, for his lamp? Can you guess? A _pine knot_! And in summer his lamp was the light of the moon. Once he rode thirty miles to attend a spelling match. When sixteen he opened a little school, and the next thing was to study Latin and Greek. The boy had set his heart on college, and it almost looks as though a boy can accomplish anything with such a motto as poor William's. He borrowed some Latin and Greek books, and set hard to work. Soon his dear parents died, and so the care of a brother and sister fell upon him. On entering college he found that he had worked too hard--for his eyes so failed that he had to leave off study and wear a green shade, but still he would not give up. He got his room-mate to _read to him_. He not only pushed through college himself, but helped his brother through also. Amid all these difficulties he graduated with high honors, became a professor in the same college, and was ever found in the path of duty and rectitude. Remember William, my little ones, and resolve on some plan of life, and pursue it with all your heart and soul. RINGWOOD. RECITATION FOR JANUARY 1, 1886. THE NEW YEAR. IT tolls from the tower, a midnight strain, Tolls the bell, telling us well That "Eighty-five" has gone away; That he ended his life this very day. That he could with us no longer stay. Ah, solemnly sounds the sad refrain, As the tolling bell doth the sad news tell. It tolls from the tower, and wakens the night; Tolls the bell, telling us well That "Eighty-five" we'll see no more; The year which has yielded such precious store, Brought us bounties unknown before. Ah! never again shall we see its light; With the toll of the bell, we must say farewell. It _rings_ from the tower, a midnight peal! Rings the bell, telling us well That Eighty-six is born to-night. Eighty-six! so young and bright; A brand-new year all plumed for flight. Ah! precious year, may it bring us weal; And its moments tell that we spent them well. REV. G. R. ALDEN. [Illustration: A NEW YEAR'S BREAKFAST.] _Volume 13, Number 11._ Copyright, 1886, by D. LOTHROP & CO. _Jan. 16, 1886._ THE PANSY. [Illustration: HAPPY NEW YEAR!] ARTHUR IN THE MUSEUM. MR. ESSEX and his son Arthur had spent an hour riding through the park. For a change, they entered the museum to see the curiosities there. Arthur preferred the great hall where the animals were confined in their iron cages. He never tired of gazing at the glaring eyes of the tiger, and watching his tread round and round his prison, as if to find some way out. Now and then he would utter a terrible growl that would make Arthur tremble. Near by lay asleep "the king of the forest," as the lion is called. And a little farther yet was the monkey department. [Illustration: THE STUFFED DONKEY.] Once there, laughing at their funny pranks, Arthur cared not to go a step further or see anything else. Suddenly looking around he exclaimed, "Father, do see that queer chap up there, making faces and shaking his head at some of us. I wonder what he would do if he could get at us." "Scratch your eyes out, maybe," said a strange voice. Arthur started at the unaccustomed tones and searched anxiously the many faces for his father's, but it was not among them. Where was he? Was Arthur alone? Had his father left him in such a place? He pressed his way out of the throng, hurried this way and that, wondering what he should do, when to his great joy there sat his father looking up at a donkey that stood in a high place calmly contemplating the people below. "Why, father," broke out Arthur, "I feared I or you was lost. But what are you doing in this spot, looking at that stupid beast? Did you never see a donkey before?" "Not such a donkey," was the answer. "Umph! what's a donkey pray, but--a donkey? Stubborn, ugly thing. Come and see the monkeys and enjoy yourself. All the people are there. They are cutting up enough to make you laugh yourself to pieces." "And yet, my boy, there is more in that dead, stuffed donkey to interest your father than all the rest of this museum and every monkey in Africa to boot. You see the donkey has not a very beautiful face, neither is his motion the most rapid or graceful, and sometimes he is a bit stubborn, though that is because he is cruelly treated, yet the world of business could get on quite well without tigers and monkeys; not so well without donkeys. They are not for show, but for work, like some plain folks whose hands are rough doing other people good." "But what about this donkey? I never saw one in a museum before." "And you may never again. This one wrote his own history, and he did it in five minutes, and with his heels!" "How in the world was that?" asked Arthur. "That donkey, I am told, was at work in the park. A lion broke from his cage. He was hungry. He saw the donkey as he went leaping through the grounds and sprang upon him. A terrible fight followed. The donkey had neither teeth nor claws like the lion to defend himself. He could not get away. But God had given him great strength--so, with a mighty effort, he shook off his enemy and quickly turning, dealt him rapid and strong kicks, planting his blows between the eyes of the lion and tumbling him into an abyss, where the stunned beast died from his wounds. The brave donkey, however, was so dreadfully cut here and there by the lion's teeth that he soon bled to death. "The battle was witnessed by many amid great excitement. Their sympathy was all with the donkey who was only doing what every one should do when attacked by a bloodthirsty foe--defend themselves. "Such was the admiration for this beast which you call ugly and stubborn, that as soon as he died, a taxidermist who makes it his business to preserve the skins of animals and give them a life-like look, took this donkey in charge and there you see him. "Here I've been sitting for one long hour looking at this stuffed beast. And I've been wondering how many of all that crowd over there by the monkeys would do and die if necessary for some noble cause. Would you, my boy?" said Mr. Essex, giving Arthur a searching look. "God helping me," he answered, "I'll try to be right and true everywhere and every time. I should be ashamed to be outdone by a donkey." C. M. L. MANUFACTURE OF SILVER SPOONS. PROBABLY there is no article of table or of other household use in the production of which so little of machine working is employed. Almost all the work on solid silver spoons is hand work; the exceptions are the rolling of the ingot into plates, and the production of spoons with ornamentation in relief, which is produced by recessed patterns on the rolls. The material for spoons is coin silver obtained from the Government mints in ingots, or from trade for old silver, or from the use of current coin. This is melted over a charcoal fire in plumbago crucibles to a certain heat, known to the adept by the appearance of the surface of the molten metal; it is poured into castiron moulds, forming bars of about seventy ounces each. These bars are heated over a forge fire of charcoal and worked on the anvil by hammer and sledge, precisely as iron or steel is worked, or are rolled into plates or ribbons. Occasional annealings are necessary to prevent cracking. The ribbon for the ordinary teaspoon is four and a half inches long by three eighths of an inch wide. When rolled, a blank of two and a quarter inches is lengthened to four and a half inches, to thin it down to spoon thickness. Before rolling or hammering, silver is very nearly as soft as lead; but with these mechanical processes it can be made hard and rigid. Good springs can be made of silver hammered or rolled. To form the bowl of the teaspoon, the bar, of three eighths of an inch wide and less than three thirty-seconds of an inch thick, is hammered flat on an anvil with a crowning face until the workman has spread it into an oval, which is much thinner in the middle than at the edges, as the edges are to receive the bulk of the wear. The handles are formed also by the hammer. The curvature of the bowl is produced by repeated "coaxing" blows by a steel punch and a die of cast composition of lead and tin. No file dressing is employed on the faces of the spoon; only the edges are file-dressed to form. From the anvil and the die the spoons come to hand-smoothing with Scotch gray stones and polishing by stiff brushes, generally revolving brushes charged with "grits" and oil. Burnishing is the finish of spoons as of all bright silver goods. A LITTLE STUDY IN ANATOMY. HOW many bones in the human face? Fourteen, when they're all in place. How many bones in the human head? Eight, my child, as I've often said. How many bones in the human ear? Four in each, and they help to hear. How many bones in the human spine? Twenty-four, like a climbing vine. How many bones in the human chest? Twenty-four ribs, and two of the rest. How many bones the shoulders bind? Two in each--one before, one behind. How many bones in the human arm? In each arm one; two in each forearm. How many bones in the human wrist? Eight in each, if none are missed. How many bones in the palm of the hand? Five in each, with many a band. How many bones in the fingers ten? Twenty-eight, and by joints they bend. How many bones in the human hip? One in each; like a dish they dip. How many bones in the human thigh? One in each, and deep they lie. How many bones in the human knees? One in each, the kneepan, please. How many bones in the leg from the knee? Two in each, we can plainly see. How many bones in the ankle strong? Seven in each, but none are long. How many bones in the ball of the foot? Five in each, as the palms are put. How many bones in the toes, half a score? Twenty-eight, and there are no more. And now altogether these many bones wait, And they count, in a body, two hundred and eight. And then we have in the human mouth, Of upper and under, thirty-two teeth. And now and then have a bone, I should think, That forms on a joint or to fill up a chink-- A Sesamoid bone or a Wormian, we call. And now we may rest, for we've told them all. --_Christian at Work._ [Illustration: MR. LINCOLN AND TAD.] OUR ALPHABET OF GREAT MEN. L.--LINCOLN, ABRAHAM. OF course; who should it be if not our Lincoln? The name is a household word in all our homes, and I doubt if I can tell you anything which you do not already know about this great man; the story of his life and his deeds are familiar to every schoolboy. His features are well known to you all, for there is scarcely a home that has not his portrait upon its walls. In 1809 Abraham Lincoln was born in a lonely cabin on the banks of a small river or creek in Kentucky; born to poverty, hardship and obscurity, born to rise from obscurity, through poverty, hardship and toil to the highest point of an American boy's ambition. He early learned the meaning of privation and self-denial. The accounts of his early life are somewhat meagre, but he has told us himself that he had only about one year of school-life. Think of that, you boys who are going steadily forward year after year, from the primary school through all the intermediate grades up to the advanced, then to the academy, thence to college, and afterwards to law and divinity schools, think of Abraham Lincoln's school privileges and be thankful for your own. And more, show your appreciation by your improvement of your advantages. Like many of our great men, Lincoln was what we style a self-made man, and yet it seems that he owed something of his making to his stepmother. His own mother died when he was a small boy, and the new mother who sometime after came into the family was very helpful to the boy, encouraging him in his love of books, and under her guidance he became a great reader, devouring every book he could lay his hands upon. Did it ever occur to you that it might be an advantage to some of us if we had fewer books? Driven back again and again to the few, we should read them more carefully and make the thoughts our own, and perhaps the stock of ideas gathered from books would even exceed that which we gain from the multitude of books we have in these days of bookmaking. Whether you read much or little, few books or many, boys, read with careful thought. Take in and digest thoroughly the thoughts presented to you. Well, this young man had but few books, but he seems to have laid by a number of ideas which should develop in time into acts which were to startle the world and overthrow existing institutions. He worked through his boyhood and early manhood with his hands, sometimes on a farm, sometimes as a clerk in a country store. Now as a boatman, now at clearing up and fencing a farm. [Illustration: LINCOLN'S EARLY HOME IN KENTUCKY.] It was while engaged in this last-mentioned employment that he earned the title afterwards given him in derision by his political opponents, "The rail splitter," but I suspect that he could have answered as did the boy who in the days of prosperity was taunted with having been a bootblack, "Didn't I do it well?" At length the way opened--or, as I think, he by his exertions forced a way to study law, and he began his practice of the profession in Springfield, Ill. I ought to have told you, however, that before his admission to the bar he served in the Black Hawk War as captain of a company of volunteers. He soon gained distinction as a lawyer, but presently became interested in politics. And from that time his history is closely identified with that of his country. To tell you of the leading incidents even of his career would be to give you in a nutshell the history of the United States for that period. His noted contest with Stephen A. Douglas, his election to the presidency, his re-election, his celebrated Emancipation Proclamation, all these matters belong to the story of the stirring events of those years of our history. Then came the sad ending of this noble life; the cruel assassination of the beloved President, and the great man of the time. [Illustration: LINCOLN'S FIRST HOUSE IN ILLINOIS.] Boys, you who have studied his character, will you tell me what made Abraham Lincoln great? FAYE HUNTINGTON. [Illustration: FLATBOAT.] - - - - - - - Be good, dear child, and let who will be clever; Do noble things, not dream them all day long; And so make life, death, and that vast forever One grand, sweet song. MY BRAINLESS ACQUAINTANCE. III.--A STRANGE HISTORY. BY PARANETE. "[Illustration: I] WAS born, as you might say," began the pin, "in two different places, which I suppose you must think is very queer, but I assure you it is true. You see I am composed of two different kinds of metal, and one kind came from the State of Minnesota, in this country, and the other from the country of Wales, in the British Isles. The first kind is copper, and the second is zinc. Also, if you ask your mother what I am made of, she will say brass. I will tell you about my early history. My first part was born deep down in the earth, in Minnesota. One day the stone I was in heard a great pounding, and soon it was brought to light. It was piled into a car, with many other stones of its kind, and was taken a long way off where the car dumped it into a hole; then great hammers came down and crushed it, with others, into little bits of pieces. Then it was taken out, burned, put in a lot of liquids about which I do not know, till it came out a beautiful shining sheet of copper; that's all I know of my first part. "As for my second part, that came from way down in the earth too, in the form of a black stone. Then it was, like the copper ore, carried off and dumped, and great rollers came and crushed it as small as those nuts that you like so much--I don't know their name. "From there, the little stones were all shoveled into big pots, and roasted for a very long while until they turned into liquid and dropped in little drops down into great pans. From there they were put into other pots, where they were again melted and stirred and skimmed, just as your mother treats her milk. Then the liquid was poured into great holes that cooled it off, and it came out one great beautiful cake of zinc. That is all that there is about my second part. "The two large sheets were then both sent in a train to a large manufactory, and the zinc was put in a furnace, where it was entirely melted, and then the sheet of copper (twice as big as that of zinc) was broken up and mixed in, where it also melted. After this was roasted a good deal, it was poured into moulds which made it into good-sized plates, and it was called brass. So my first and second parts were united, and I was neither copper nor zinc, but brass. "The sheet of brass out of which I came was packed with many others, and sent to another large building, where it was unpacked, and by means that I never understood, and never expect to, was drawn through enormous rollers, which cut it into long, square rods. I will only tell you of the one out of which I came. "It was speedily made pointed, and a workman passed it through a small hole, where a pair of pincers took right hold and pulled it along; then it was put around a sort of wheel, which went round and round, drawing the rod through the hole, and making it smaller and smaller all the while, and winding it around itself. Then the point was put through a smaller hole, and drawn through again, until it went through actually twenty-five holes! I counted. "Every little while the rod which had become wire then, was melted red-hot, and then doused in cold water. I do not know what this was for. "Soon the wire was quite small, of a bright yellow color, and was coiled on wheels, and put in large dark boxes, to take a journey. The journey seemed long to me, though I do not suppose it was. When we reached our destination, several coils of wire were sent up in wagons, to a large building in the city, where we were unloaded, and carried in. My coil was taken off the wheel and wound round a little reel that stood at the end of a queer-looking machine. "My part of the wire was at the very end, and I felt myself suddenly seized by a little steel thumb and finger, and drawn forward a little, where an immense pair of shears suddenly cut me off to about the length that you see me now. Going on a little further in my journey through the machine, I was suddenly between a pair of rollers that mashed me all down except where my head is, so that while I had had no head before, I was possessed of one now. Going on still further, I confronted a sort of a grindstone, which rubbed my point down so speedily that while I was wondering what it was going to do, I found I had a point. Then my journey suddenly ended, and I dropped into a trough where there were many pins like myself; and now that I may give you an idea of the amazing velocity with which I journeyed, I will tell you what cannot but be true, I was not longer than ten seconds in going from the coil of wire to the trough. "You may think, my dear friend, that this must have been very uncomfortable, and have hurt me a great deal, but Providence is good, and has provided for me so greatly, that I, because I have to go through adventures that would cost you mortals so much sufferings, actually have no feelings at all! Therefore it was, that while it was disagreeable, this being pounded and jammed so much, I cannot truthfully say that it hurt me in the least. You must excuse that bit of moralizing. "Well, from the trough we were carried off, and put in kettles of what they called nitric acid, with pieces of tin in it. Then we were boiled again over a hot fire, much to my dismay, for I thought that now I was a pin, I had got through being boiled and roasted. But there I was boiling again, and the tin melted and stuck to me all over, so that I looked like silver instead of the bright yellow that I had been before. When we had dried sufficiently we were all buried in a barrel of sawdust, and rolled and rolled. This, it seems, was to make us shine more, and when I came out, I shone like crystal. "From this place we were all carried off in barrels again, and thrown ruthlessly down where there were some steel bars awaiting us, and we started to drop through them, but were caught by our heads, and the bars dropped down with us, and we again dropped--into the holes pricked in the green paper. All of my companions had not been caught by the steel bars, but had dropped below them, and I never saw them again. "Now that I was a pin, all dressed up in my coat of tin, and having a couple of holes to stick through, I was perfectly happy, especially as I had so many pleasant companions. "The paper that I had dropped in, had a row of black pins as well as silver-colored ones. These informed me that when they had been carried up to the pots to boil, Japan varnish--whatever that may be--had been used, instead of tin, making them black. "Soon we were packed, with many others, in a large box, taken to the depot in a wagon, and sent off on the cars. It was very dark in the box; but there were so many of us we had rather lively times, after all. Still we by no means regretted it when at last the journey was ended and our box was opened." WATCH AND THE MINISTER. THE minister's pew was a large square one near the pulpit and exposed to a fire of eyes. Mr. Tyler, the minister, owned a large dog named Watch, who was bent on going to church with Mrs. Tyler. She was opposed, fearing that he might excite the mirth of the children. Every Sunday a series of manoeuvres took place between the two, in which Watch often proved himself the keenest. Sometimes he slipped away very early; and Mrs. Tyler, after having searched for him to shut him up, would go to church and find Watch seated in the family pew, looking very grave and decorous, but evidently aware that it was too late now to turn him out. Sometimes he would hide himself until the family had all started for church, and would then follow the footsteps of some tardy worshiper who tiptoed in during prayers with creaking boots; and then didn't Watch know that Mrs. Tyler would open the pew door in haste, to prevent his whining for admission? When Mr. Tyler became in earnest in his appeals, he often repeated the same word with a ringing emphasis and a blow on the desk cushion that startled the sleepers in the pews. One day he thus shouted out, quoting the well-known text, "Watch! watch! watch, I say!" when bounce, came the dog almost into his arms. You may be sure that the boys all took occasion to relieve their pent-up restlessness by one uproarious laugh, before their astonished parents had time to frown them into silence. Honest Watch had been sitting with his eye fixed, as usual, on the minister. At the first mention of his name, he went, his ears and his eyes kindled; at the second, he was still more deeply moved; at the third, he obeyed, and flew completely over the pew rail and pulpit door, with leaps that did equal honor to his muscular powers and his desire to obey. After such a strict interpretation of the letter rather than the spirit, Watch was effectually forbidden church-going.--_Selected._ [Illustration: MY LITTLE PLAYMATE.] _Volume 13, Number 12._ Copyright, 1886, by D. LOTHROP & CO. _Jan. 23, 1886._ THE PANSY. [Illustration: THE BABE IN THE MANGER.] ST. GEORGE AND THE DRAGON. BY MARGARET SIDNEY. III. "IT was nothing," said George Edward carelessly, as the family assembled around him in excited gratitude, and with fulsome praise, drawn thither by queer little noises down stairs in the library, and rattlings of window, suggestive of burglars, "I only pulled her in. She was good, and helped. Do stop talking of it; let's have the stockings. It's most morning." "You are a brave boy," cried Hortense's father, uncle Gerald. "You've saved her life," exclaimed Hortense's mother. Hortense disengaged herself from her parents, and ran up to her cousin, putting her arms around him. "I wasn't good. I wouldn't go up stairs when he told me, and I climbed up on the window-sill to lean out and see Santa Claus coming, and I slipped, and the window came down on my fingers, and I rolled around on the shed and most pulled him off." "And you needn't try to hide your hand," said uncle Thomas, where they were visiting, "because we all see that it is bleeding." At that there was a second rush for the hero of the hour, and the excited relatives each had to examine for himself and herself George Edward's thumb torn by the catch of the blind as he pulled himself up. To save him from further sympathy, his mother seconded his proposition to have the Christmas stockings then and there. "I know it is only quarter-past two," she said laughingly, "but these young folks won't sleep a wink if we send them to bed, nor I fancy will we elders do much better. Let us all go up to our rooms, give ourselves just ten minutes to array ourselves in something more festive and befitting the occasion than"-- "These bath wrappers, mackintoshes, and gossamer waterproofs," finished somebody in the group for her. "O, aunt Fannie, aunt Fannie, what a Christmas frolic," cried two of the other mammas, not waiting for her to finish. "O, aunt Fannie, aunt Fannie, what fun!" cried the young people. George Edward swelled with pride at his mother's popularity. "Come on," he cried, "see who gets down first." At that there was a regular stampede, old as well as young taking part, uncle Thomas only remaining to light the Christmas candles on the mantel and in the tall candlesticks on the piano underneath the holly and pine branches. When the company assembled again in the library it was hard to believe that it was the same one so lately within those walls, and it was marvelous how much in the way of adornment could be accomplished in ten moments by one who gave "his whole mind to it." Some of the neckties however were tied on the way down stairs, and even boots buttoned in the same convenient resting-place, but these were only trifling matters when the general dress-parade was so fine, and nobody noticed any little discrepancy of attire in another. The children planted themselves before the row of stockings hanging in the candlelight, and before the fire on the hearth, now poked up to its duty, and crackling away in all the proper Christmas jollity. They pretended not to be excited, but it was pretty hard work. At last Bamford said, "Hortense is in a dreadful hurry. It's too bad to keep her waiting. Let's begin." "So she should," said uncle Thomas, with a twinkle in his eye, "have hers at once. Hurry up, Hortie, and pull it off the nail. Bamford is so big I suppose he's going to wait till the last." Bamford glared at him, and burst out: "Indeed I'm not. We are all children tonight." "That's right, my boy," said uncle Thomas approvingly, "only say what you mean at first, and not get things over other people's shoulders. Now, one, two, three, see who gets his Christmas stocking first." It carried the older part of the company back to their young days to see the scramble that followed, and they laughed until the tears came, to witness the gale the children were in. It was a Christmas frolic pure and simple, and pretty soon every soul in the room was engaged in it; the end was a shower of comfits and bonbons scattered in approved style after the stockings were declared really empty, yielding nothing more from vigorous shakings. "I never was so rich in my life," cried George Edward in a burst of gratitude, patting his pile of presents. "It was just the jolliest stocking my Santa Claus ever brought," and he marched up to put his arm around his mother's neck. "I don't think I got as much as I did last year when I staid at home," remarked Fisher slowly and examining once more his pile. It was an awful speech to make, and it showed the soul of the boy. But it was forgiven as a slip of the tongue due to Christmas hilarity. What a gala day! Nobody thought of being tired till well on into the night again, and then games and Christmas songs around aunt Ruth's cottage piano, being over, they one and all began to think of bed, and to speak even lovingly of the old routine to-morrow. "I shall help you shovel the snow off, uncle Thomas, in front of the house," declared Bamford. "So will I," cried George Edward, coming out of a yawn; "oh dear, I feel full of candy to my ears. I'd like a good pinch of salt." "I'm al_most_ sick of caramels," acknowledged Effie, daintily laying one by one in her bon-bon box to pick out a plain lemon drop. "Wouldn't it be dreadful to have to eat them always?" George Edward made a wry face. Then he twisted his mouth up into a funny little pucker. "Let's make a candy bag and drop it at Tim Ryan's door to-morrow," he cried. Tim Ryan was the man who took care of uncle Thomas' furnace, and swept out his store. He lived two blocks off in a dingy tenement house. Effie closed her fingers involuntarily on her caramel with old-time fondness. "Candy isn't good for poor folks," said Bamford sententiously, and cramming his mouth full of taffy. "They get so little, it surprises their digestive apparatus," said uncle Thomas dryly. "I don't believe our contributions however in that line will harm them." Hortense turned a stiff little back upon her precious candy pile, most of it saved with provident forethought to eat in the following days when amusements would run low. Could she? She swallowed very hard an obstacle in her throat, said _no_ in big letters to her own small mind, then ran over to George Edward, both hands full of sweets, and said in an odd little way all her own: "There, that's to make the poor people sick." A shout greeted her; but her mother kissed her, and Hortense was satisfied. The baby of the group must not shame them all. So it was quite a respectable pile that at last lay in a good-sized paper bag tied with a flaming red ribbon, all ready for the expedition to Tim Ryan's after breakfast the next morning. The candy did not injure the Ryans big and little, we will only say, but they came out of the feast with blooming sticky faces, and hearts full of gratitude toward the "Allen childer." And then in two days they were all, that merry company, back once more in their homes, happy in the memory of the good time they had had, and full of pluck and enthusiasm for school and home life. It was about this time that Jared Lewis, a rather dull boy in No. 9, the room that held George Edward in school-hours, broke out one day in the reading class with a new idea before them all. Jared was of a somewhat dull turn of mind, I have said. Certainly not a brilliant boy. But he held to a thought with wonderful pertinacity that once got into his mind; nothing could shake it. They happened in the reading upon an abridged version of the Eastern legend of St. George and the Dragon, woven into a touching little English tale. We all know the stirring legend of the patron saint of England, Germany, and Venice, and of all chivalrous soldiers in the army battling against cruelty and injustice. It makes the blood leap in one's veins to read or to tell it, and one longs to grasp the good sword and go out to fight in the great world with the noble army of martyrs who enroll themselves on the side of the weak and suffering. There was many a sober little face, and one or two who pretended the light was bad for their eyes when Jared had stumbled through his rendition of the closing part. But he was so full of his new idea that his countenance was radiant and he cried in a loud assured tone, "Why, he goes to our school--he's here to-day." "Who?" cried the teacher, and the children thrilled too suddenly, began to titter nervously. "George Edward Allen," said Jared confidently. "He's Saint George, and he's always fighting a Dragon. He knocked a boy down yesterday for yanking a cat's tail." The children stopped laughing, and, sharing his enthusiasm, nodded "yes, yes," to Jared. George Edward on the back seat studying his geography raised his head at the commotion. His face turned as red as fire and he made as though he would shoot his book through the air at the speaker's head. Jared went on in admiration more forcible than elegant: "He's always for the littlest dog in the fight, against the big fellows. I'd like to know if that isn't St. George." [Illustration: TOMB OF FERDINAND AND ISABELLA.] SOME REMARKABLE WOMEN. I.--ISABELLA I. [Illustration: FERDINAND AND ISABELLA.] This remarkable woman, Isabella of Spain, lived four hundred years ago. Her name is always associated with that of her husband, Ferdinand, King of Castile and Aragon. Isabella was a woman of strong character and great resolution, as well as of remarkable talent. She married the one whom she wished to marry in spite of the opposition of her brother, and his threats of imprisonment. Upon the death of her brother, Henry the Fourth, Isabella was the heir to the throne. However, she met with opposition, and it was only after warring with the partisans of her rival that she gained her seat upon the throne. She reigned jointly with her husband, and their reign is spoken of as that of Ferdinand and Isabella. It was an eventful reign; many reforms were introduced, justice was firmly administered and crimes punished. The nobility were restrained from acts of oppression. Their reign is also conspicuous for the conquest of Granada; it is said that the honors of the Moorish war belonged by right to Isabella rather than her husband, for she personally directed the campaigns, and during the ten years the war lasted spent much of the time in camp. There are some dark spots which mar the brilliancy of this woman's record; one is the establishment of the Inquisition. We find that when a certain cardinal of the Roman Church presented his plan of the "Spanish Inquisition" to the King and Queen, that while Ferdinand approved, Isabella hesitated for a time; it may be that her woman's heart made her hesitate to condemn all who did not agree with her in religious matters. Perhaps you do not know what is meant by the Inquisition. The Inquisition was a court established for the purpose of seeking out and punishing, or in some cases banishing, heretics. This meant all who were not Romanists. I cannot think that a woman so amiable, so kind and so devout, had other than good intentions in even this matter. The King and Queen doubtless had the best interests of their people at heart, and they looked also to the advancement of their church. They wanted too to gain the favor of the Pope. Doubtless there was a variety of motives urging them on; one writer says-- "Fear, piety, patriotism, absolutism and ambition" all influenced them. And when we are inclined to condemn our beautiful queen, we must remember that she was educated by a bigoted mother, that she lived in bigoted times and that her advisers were sustained by the highest authority she recognized--the Papal court. Let us judge her leniently and put the blame of this act and of that other edict, the expulsion of the Jews, elsewhere. Let us think of her interest in Columbus, for it was she who took an interest in his project of seeking a new world beyond the seas, and who offered even to part with her jewels in order to furnish means for the carrying out of his grand scheme. We all know how it ended, and surely we as Americans will ever cherish her memory. [Illustration: THE PRISON OF THE INQUISITION.] She was a most gracious queen, beautiful in face, pleasing in manner, and very loving as a wife and mother. And among the royal personages of her beloved Spain the name of Isabella stands foremost. FAYE HUNTINGTON. - - - - - - - GUNPOWDER, which is as you know a mixture of saltpetre, sulphur, and charcoal separately pulverized, then granulated and dried, and guns, were first invented by Swartz, a monk of Cologne, in 1340; Edward the Third had four pieces of cannon, which contributed to gain him the battle of Cressy, 1346; bombs and mortars were invented in the same year. [Illustration: ROUND THE FAMILY LAMP] MUMMIES.--GAME FOR NEW YEAR'S NIGHT. "DO you think you could pick out your papa, if you only saw his eyes?" "Oh, what a question!" Ethel laughs in great amusement. "I guess I couldn't help knowing my papa, if I only saw one eye!" Well, now you try it, Ethel, and let all the others try it--this funny and perplexing game of mummies. Get the clothes-frame in from the kitchen, cover it nicely with newspapers, first taking the precaution to see that sheets or waterproofs conceal all the bottom of it, for of course if you saw your papa's boots sticking out, Ethel; or you, Fred, saw just an inch of mamma's blue gown that you think is just the prettiest gown in all the world, why, then you could guess the eyes that were above the boots or the gown! If you have several pairs of eyes to guess at the same time, it is necessary to paste the newspapers securely together so as to admit back of them, a row of people. Now then, cut holes in your newspaper just large enough for a pair of eyes to see through. This is a nice job to do, as you will find out whoever does it for the first time. You will be quite surprised to see that your pair of holes look as if one eye was to be on the further side of the cheek, and, as the children say, "a mile too big," showing all the shading of eyelashes and brows. You must expect a shout at your expense as you triumphantly stand up to fit them to the one who is waiting to have them tried on him. But you will bear the fun nicely, and join in it, I hope, for let me tell you that no one who is unable to bear a joke or a bit of nice fun at himself, ought to play games. Why, the jolliest, loveliest companion in a frolic is the girl or boy who is sweet-tempered, and is so intent on making other people happy that he or she has no time to get suspicious in the mind that "somebody is laughing at him." The member of a family party who spoiled all the sweet fun of everybody, by resentment in this way at every bit of amusement started, thinking it pointed at him, was at last, all patience exhausted, dubbed "Old Porcupine," because his quills were always out, angrily trying to defend himself from nothing! Don't you begin the New Year in this way, will you, dear Pansies, but play your games fairly, and in a kind, loving spirit. Well, after you have your--not button-holes, but--eye-holes all ready, and your frame completed, you are all prepared for the company. If you want a row of people to exhibit their eyes, of course you must have a row of the holes. Supposing you have only one. The frame is placed in front of a door opening into another room or a hall, from which the actors are to come, the audience sitting on chairs on the other side of the frame. Now a boy or girl who is ready at speaking, and can say funny little things nicely, must stand before the frame, and introduce the strange beast or bird, or man or woman, or child, or mummy, just what the showman chooses to call it, to the assembled company. He must say, "Ladies and gentlemen, this creature is such a dangerous creature, that we can show you nothing of it but its eyes, for it might scare you. Walk up, ladies and gentlemen, and examine it at your leisure, and tell the name of this 'What is it?'" etc. The audience after the conclusion of the speech, are allowed to walk in front of the paper frame, and give two guesses each, to whom the eyes staring at them through the eye-holes belong. If you make as wrong guesses as I do, you will distinguish yourselves! Then after every one has guessed who the mummy is, and all wrongly, the showman commands it to step out and show itself. Then what shouts! When all the mummies in the outer room have been exhibited, the audience can take their places, the former mummies taking the seats as guessers. If you choose, there can be a change of showmen, and Ben, who did so nicely and kept everybody laughing, will now, I am sure, be willing to give his place to cousin Louise, and the game will roll on fairly. May you have great sport in it. MARGARET SIDNEY. In future, when the game is a long one, involving many words, there will be but one given. "Round the Evening Lamp" must not crowd out the other good things planned for the Pansies, and we must all respect the printer. When you grow up and write for magazines, dear children, you will understand this! M. S. HEAT. THERE is no such thing as _cold_. When we call a thing cold we only mean it has but little heat in it, for everything, even _ice_, has some heat in it. We can readily measure the amount of heat in different things, and we know a great deal about how it acts, but we really do not know what it is. Heat is never _by itself_, but always with something else. We may have hot water, we may have hot iron, but no one has ever been able to divide the heat from the water or iron, and keep it divided. We can easily make heat pass from one thing into another, but when things which have different amounts of heat are put together the heat will spread itself around so as to make all of the same temperature. A piece of iron put into fire becomes hot, because the warmth passes from the fire into the iron until both have the game amount of heat. Most of the heat in the world comes from the sun. We can set fire to things by gathering the sun's rays and bringing them to a point with a lens. Ice, you well know, "is water in a solid state. It is formed under the influence of extreme cold. It is a nearly solid, transparent, brittle substance, of a crystalline structure. It melts into water at the temperature of thirty-two degrees Fahrenheit." In hot countries ice is made in a machine worked on philosophic principles.--_Selected._ SKATING IN HOLLAND. HOLLAND is the country for skating. People of all ages engage in it. The rivers there are very numerous. It is a pretty sight to see a grand plain of ice covered with persons thus amusing themselves. The most skilful skater is at the head; each catches the coat of the one before him--the weakest in the middle. Some of the best-trained ones perform all manner of dexterous tricks, much to the amusement of the great crowds. A good skater makes twelve miles an hour. Some who do not like skating have a curious sledge, resembling a ship, in which you may go twenty-four miles an hour. Is not that very wonderful? They fasten to the vessel a very strong piece of iron which cuts into the ice. It has a sail larger than that of a real vessel of the same size, so the wind propels it, and it is steered as though on water. This, however, is quite a dangerous amusement. They are often dashed against something and broken to pieces. Besides, some cannot endure cutting the air at such a speed. It is a grand sight to see all things like a fine panorama before you whilst travelling at lightning speed, in one of those singular sledges. In these they often go from Amsterdam to Saardam; this latter place is one of the nicest in Holland. The houses are wooden, and all nicely painted. The people are so neat that they will not permit a carriage to pass through their streets. Wealthy Dutch merchants reside here. Here Peter the Great once worked as a carpenter, to learn ship-building. Near by are two thousand windmills, and one for grinding coffee, and also sawmills, which saw thirty planks at a time. There is a story told which I think will amuse you. An ambassador wrote to the Emperor of Morocco, that during certain seasons all the rivers of the Netherlands were covered with something resembling sugar-candy, and which could bear horses and carriages, and that vast multitudes glided over these cakes like ostriches, with smooth irons fastened to their feet. The Emperor thought this so marvellous that he called him a story-teller. The people are very reckless; sometimes go gliding over the ice in sledges when it is really bending under their weight. RINGWOOD. [Illustration: QUEEN EMMA OF HOLLAND, AND PRINCESS WILHELMINA.] _Volume 13, Number 13._ Copyright, 1886, by D. LOTHROP & CO. _Jan. 30, 1886._ THE PANSY. [Illustration: THE CEDARS OF LEBANON.] WHERE I WENT, AND WHAT I SAW. [Illustration: I] STARTED from Walnut Hills. You may not find the name in your geographies, so I will just hint to you that it is one of the parlors of Cincinnati; _that_ you can find. Down Gilbert Avenue in a car which made good progress, notwithstanding its frequent stops to take on more people. "Who makes it go?" asked a wee girlie who was evidently taking her first ride of the kind. Sure enough! Who did? No horse or mule; no engine to be seen; no visible means of making that car slip over the road as it did. The child repeated her eager question: "Mamma, who makes it go? There isn't any horsie." "It is a cable car, my child," the mother answered, with a look of profound wisdom in her eyes. "What is a cable car, mamma?" "It is a car that goes without horses." "But what _makes_ it go?" was the third time repeated query. Then the small questioner, and I, listened for words of wisdom from the mother's lips. "I told you, Alice, it was a cable car; now be quiet; you ask too many questions." I think Alice and I came to the same conclusion; that the mother did not understand how to explain a cable car, and did not want to own it. Now you are asking _me_ what a cable car is. Oh, dear! I don't understand how to tell you; and I will own it. I have questioned until it is pretty clear to me, but as I said, I don't know how to tell it. You see, the one who explained it to me, seated me in a chair at one side, and said: "You are the engine." This astonishing statement held me quiet, while he put into my hand a tiny cord which he said was a very strong and heavy band. Being bound to believe him, I watched the band placed around a great wheel, on the street in front of me. Away down the street, about two miles, was another wheel, and a rope which had neither beginning nor end was placed around both wheels; at least that was what "he" said. To be sure, it looked to me like the study table, and an inkstand, and a tin can with some twine around them. But since _I_ was an engine, why could not they be two great wheels connected by a rope? "Now," said the speaker, "you--being the engine, you understand--are set in motion, and the band about you being connected with this great wheel, when the band moves, the great wheels do the same, and the iron rope responds, and moves round and round. Now here comes along a car" (it wasn't, it was a spool of thread; never mind!) "here comes along a car drawn by horses; but this a steep ascent" (it was as level as the floor), "and they want to use engine power, so they take off the horses, and a little contrivance underneath grasps the chain, and away goes the car. Understand?" Yes, I understand, after a fashion. The question is, Do you? Well, we went down town on the cable car. Arrived at the city, we went with speed to a music store, made our way up stairs to the "parlors." We were late; every chair taken; very little standing room left. We found some, however, to stand in, and were glad even for this opportunity of hearing the sweet-voiced speaker. Who who she? Her name is Layah Barrakat. A strange-sounding name? Oh, yes, she is a foreigner. Her birthplace is away among the mountains of Lebanon. Once she was a little heathen girl; and the strange sad things she told would have made the tears come to your eyes. If ever you hear or read that Layah Barrakat is to speak on Foreign Missions in any building near where you live, I want you to be sure to hear her. Let me tell you the story of a pair of red shoes. Our missionaries had a Sabbath-school near where Layah lived; but she had been taught that it was a very wicked place, and she must have nothing to do with it. One day a lady from the Mission met Layah and invited her to Sabbath-school, telling her she would make her a present of a pair of new shoes if she would come. Layah wanted the shoes; she told her mother about it and begged to go, just once, to get the shoes, promising she would not listen to, or remember a word that was said; so the mother agreed, and she went. But there she heard such wonderful things she could not help listening, and remembering; for the first time she heard about Jesus; how he loved her very much, and had a beautiful home waiting for her, and would show her the way to it if she would follow him. In all her life Layah had never heard of anything like this. She wanted to follow the kind friend who loved her. She received her shoes, beautiful red ones, and she thought a good deal of them, but when Sunday came again she wanted to go back to the school, and hear more about Jesus. She did not dare tell her mother of her wish, for she knew punishment would follow; but at last her desire to go grew so strong that she ran away. Her brother found out where she was, and came for her, scolding and whipping her all the way home. But all the scolding could not take from her what she had learned. It is a long story, the trials she went through, and the punishments she received for wanting to be a Christian. She used to be cruelly whipped, and shut up in a dark cellar without anything to eat. But it was all to no purpose; she had heard enough of Jesus to make her hungry for _him_. Nothing else would satisfy her; she was determined to follow him, cost what it might. By and by, good Doctor Nassau, a missionary, became interested in her; he wrote to some friends in America, telling her story, and a Sabbath-school in West Philadelphia determined to adopt and educate her. So they gathered their pennies, and sent them out, and Layah went to the mission school; but she had to run away from home in order to do so. The story of her life since then reads almost like a fairy tale; one can hardly imagine it possible that all the strange experiences of which she tells, could have come to her. How she grew up, and married, and went to Egypt as a missionary; how her brother, the very one who used to whip her through the streets, became a Christian, and a teacher in the Mission; how her mother, soon after, learned to love Jesus; how Layah saved many little girls in Egypt; how when the troubles came there, she escaped with her husband and child, after suffering dreadful things, and came to this country, and went wandering through the streets of Philadelphia, in search of one man whom she had met in Egypt--Dr. Dulles Chestnuts--this was his name, as she remembered it. How the children of the streets chased them, calling them gypsies, how the very dogs barked at them, how she sat down at last on a doorstep, and cried to think that she had come to Christian America, and could find no friend; all these things are deeply interesting. I wish you could have heard her tell them. Was it not wonderful that at last she should have found the very friend whom she sought? a policeman spoke kindly to her, took her into a store, looked in a directory for her, and found that her friend was Doctor Dulles, on Chestnut street. After that, the way to rest and help was smooth; she began to realize that she was indeed in a Christian country. For three years she has been living in Philadelphia. She goes over the country to visit churches, and Mission Bands, wherever she is invited, to tell her beautiful, and sorrowful, and joyful, and altogether wonderful story. PANSY. - - - - - - - Happiness is a perfume that one cannot shed over another without a few drops falling on one's self. AT NUMBER FIVE. THE scholars at Number Five, or many of them, brought a noon-day lunch instead of going home to dinner. And very pleasant times they had, sitting under the trees in summer, picnic fashion, or gathering in little groups in doors, in winter. Sometimes they had games after lunch, and sometimes the teacher told stories. One day she told them a story of a missionary hen, and straightway several of the scholars determined to have missionary hens. Helen Lynch pondered the matter, but saw no way of getting the hen. Her father might give her one, but she was not sure; she had heard him say that missions were a humbug, and she had little hope of his co-operation in the scheme. She was walking slowly along the river path when she heard a fluttering on the bank and a sound which seemed like that of a bird in distress. Putting down her lunch basket and umbrella she went to see what was the matter and found hid among the tall grass a young duck that seemed to be hurt in some way. "It must be Mr. Brown's," she said to herself, "for I do not know of any one else who has young ducks," and she took the frightened and suffering duck in her arms and carried it to Mr. Brown, but that gentleman looking down upon the little girl smilingly said, "See here, little one, what would you do with it if it were yours?" "I'd try to make it well, and then I'd make a missionary duck of it." "A missionary duck! What is that?" Then Helen explained that a missionary hen was one the proceeds of which in eggs and chickens were set apart by the owner for missionary money and of course a missionary duck would be the same. Mr. Brown laughed. "Well, that is a funny idea. Suppose I give you a pair--that is, I will give you this one if you will cure it, and I will give you a mate to it and we will see how much money you make out of the investment." [Illustration: HELEN'S FLOCK, AND HER MISCHIEVOUS BROTHERS.] Helen's eyes danced with pleasure. The wounded duck soon recovered, and before the end of summer she had quite a flock of young ducks which afforded her no end of enjoyment. True she had to watch them closely and look out for her mischievous brothers lest her flock come to harm, but she did not mind the trouble. Meantime there was a great interest growing up among the scholars in missionary enterprises. There were missionary hens and turkeys; missionary cabbages and turnips, and even missionary pigs. The months went by and Thanksgiving was near at hand. After considerable thinking as to the feasibility of the scheme, Miss Lee, the teacher in Number Five, proposed a plan by which some of the chickens and turkeys might be disposed of to good advantage. Willie Smith was the owner of a small printing press, and about two weeks before Thanksgiving twenty tickets bearing the words, "Thanksgiving dinner at two o'clock at the schoolhouse. Admit one," were put into the hands of two of the most energetic boys to be sold at forty cents each. "There are a number of people in the neighborhood who will be glad to get a nice dinner and save themselves the hard work of getting it up," reasoned Miss Lee. "Mrs. Graves told me the other day that she should not try for anything extra this year on account of her lame wrist, and Miss Smith is so lonely since her brother went away, I am sure she will be glad to eat her dinner in good company." Sure enough the twenty tickets were soon sold and more called for. Twenty more were sent out. "That is positively all we can accommodate," said Miss Lee. The dinner was a success. Four large turkeys, three ducks and a chicken pie or two were disposed of. Interested fathers and mothers had lent some slight assistance, but for the most part the work was done by Miss Lee and the scholars. The forty guests were well pleased with their dinner. The tired mothers were grateful in their hearts to Miss Lee for the thought which had given them a rest; surely it was to them a day of Thanksgiving. At the end of the feast Mr. Brown arose and moved a vote of thanks to their entertainers, which being properly seconded and carried the gentleman continued, "I suppose it is well understood that we have been feasting upon missionary turkeys, and missionary hens, and missionary ducks as well as other good things to which the same adjective belongs. Now I trust that none of us suppose for one instant that _we_ have given one cent to the mission cause by coming here to eat our dinner and paying a small sum for it. That is purely a business transaction; these young people have earned the money, and I congratulate them upon their enterprise. Now I understand that they have several turkeys and ducks as well as other things left over. And I wish to call out an expression from the friends here who have enjoyed their hospitality to-day. Shall we have our Christmas dinner prepared for us at the same place and under the same auspices? All in favor say 'aye.'" Then such a shout as went up seemed almost to raise the roof. A little time was spent socially, during which Mr. Brown told the story of the lame duck, and added as he finished, "Our little Helen here gave me an idea and I do not know but I may as well tell you that I have a missionary cow nowadays!" Presently the diners-out went to their homes, leaving the young people to their dinner and their work of clearing up. FAYE HUNTINGTON. A WORD IN SEASON. BERTIE and his mother were spending the summer at the Thousand Islands; they had a pretty cottage that overlooked the river, and Bertie was very fond of watching the never-ceasing ripple of the waters, and he learned to look for the different boats that ply the waters of the St. Lawrence during the season. One day an excursion boat touched the pier and a company of gayly dressed soldiers stepped off. What boy's heart does not beat quicker at the sight of a finely-uniformed military company? Bertie was no exception to the rule, and gave his mother no rest until she had promised to take him out into the park where he could see the soldiers. And accordingly after dinner they strolled out and Mrs. Grant and a friend found seats under the trees where they could read or talk and keep an eye upon the restless boy. Just before leaving home for the Islands Bertie had been taught a bit of a poem which he had recited at a Sunday-school concert. One line ran: I'm a little soldier fighting for the right. The soldiers were strolling about in pairs and singly, and Bertie stood near the fountain watching a fine-looking fellow who had stopped for a cool drink of sparkling water. Suddenly the words of his recitation came into his mind and without hesitation he stepped up to the stranger and said: "Man, are you a soldier fighting for the right?" and then stood still looking at the soldier as if waiting for a reply. "Who are you?" asked the stranger. "Oh, I'm a little soldier fighting for the right!" and then, Bertie seized with a sudden spasm of timidity, ran away to find his mother. The soldier's name was John Lewis; he turned away and rejoined his companions, but the words of the fair-faced, soft-voiced child still sounded in his ear. He was _not_ fighting for the right; he was perfectly well aware that he had enlisted upon the side of the leader who is bound to oppose the right under all circumstances. [Illustration: HELEN TOOK THE DUCK IN HER ARMS.] He knew that the banner under which he was marching had sin written all over it. It was Satan's banner, and he was doing work for that leader that was telling upon his own life. It already, young as he was, began to show in his face, in his unsteady step and foul breath. He knew that so surely was he bound to the service of that master, that if he could have found a glass of liquor upon the grounds he would not have stopped to drink at the fountain, and would not have given Bertie the opportunity for his childish questioning. Some way, the voice would not be stilled. "Fighting for the right!" If not, why not? Because I am a fool; he did not say this aloud, but in his own heart he knew it was true. And there came to him the memory of a quiet country village, of a little sitting-room, a round stand, a Bible, a chair where he knew that mother often knelt and prayed for him, asking that he might be led to enlist under that other banner, even the banner of Jesus Christ. "What is going on under that big tent?" asked one of his comrades. "They are having some sort of a religious meeting, I reckon," replied another. "We may as well stroll over that way and look in for a while. It will do no harm to mix in a little religion, I suppose." And so the three "looked in" upon a religious service held in the great tabernacle. Strangely enough the speaker who occupied the platform uttered words which exactly matched John Lewis' mood. The others thought them commonplace enough, but to John Lewis' newly-awakened consciousness they seemed simply wonderful. "That man is fighting for the right," he said to himself; "now if _I_ were! What if I _should_ turn right about and resign my commission in Satan's army and enlist in the army of the Lord? What if I should now? Wouldn't the boys stare?" and he chuckled inwardly over the thought of their amazement at such a move on his part. "And what would mother say? I don't know but she would die of joy. That would be a pity, but, after all, it might be better than to die of grief, and I reckon she'll do that if I keep on fighting under the old leader. I believe I will make a swap." "Next summer" had come. Again John Lewis joined his comrades on an excursion to the Islands; again he drank from the fountain, and as he turned away he said to a friend: "It was right here that the little fellow asked me that question. I would like to see him again and tell him I am fighting for the right now." But Bertie was not to know of the result of his interest in the stranger. He has never seen his soldier friend since that day of his first missionary effort, but we hope that both are still fighting for the right. FAYE HUNTINGTON. GUZNE, TAURUS MOUNTAINS. _September 16, 1885._ MY DEAR PANSIES: I hope you will never see such a sad sight as our little children saw this evening. A Turcoman who has his tent in our yard was beating his poor wife, and the little children--his children, I mean--were running away screaming. You would think their houses very curious were you to see them. His wives build his house for him in a very short time when the fleas become so plenty that they are compelled to move. The materials consist of a ridgepole, some boards, and two wooden troughs, one for each side. Crotched sticks are driven in to hold the ridgepole, the pole laid across, and the boards set up against it with the ends placed in the troughs which are for the purpose of carrying off the rain. This man's mother lives in a tent of black cloth made of goat's hair. Poor old woman! She has quite a number of grandchildren whom one would think she might pet, but she sits nursing and fondling a little kid. It is a pretty sight to see the great flock of goats go out in the morning, and come home in the evening. There are black, white, gray and mottled. Some are huge fellows, as large as a calf. A few nights ago a wild beast of some kind caught a kid. The kid made an outcry, and the dogs came and rescued it. We heard afterwards that the beast was a leopard, which has its den about half a mile away from us. It has carried off seven goats from one of our neighbors. Now I must tell you a little about our schoolgirls. There are nine. Two of these are Moslems and had heard nothing about the true religion except what little they may have learned from their brother, who was last year baptized into the Christian church. Since coming here in the last of June they have committed to memory all of the Short Catechism known in English as Brown's, and ten Psalms. The eldest a few days ago when taking some gum arabic to her teacher, took a lump and hid it away. Some of the girls saw her trying to hide something away, and found out what it was. Her teacher then talked to her, and told her how wrong she had done. Since then she asked if it was stealing to taste the food as she was cooking it. It is so new to them to be taught that it is wrong to break the Sabbath, to tell lies or to steal, if the article stolen is of little value. The man of whom I told you above says of us, "Ah, you have everything very nice here, and we have nothing, but hereafter you will be tormented, and we will be happy in the Paradise that Mohammed has prepared for us." Is it not sad to think of such delusion? This very man cheats on all hands, and is even said to be connected with a gang of thieves. And now I will give you an instance of an Arab's self-respect. A day or two ago a man brought three quails, and said such a man had sent them as a present to the doctor. The doctor thanked him, and then the man wanted a present for bringing them. "Give him the quails," said the doctor, and off he went with them again. I could fill pages with accounts of the dreadful effects of heathenism on this people, but it is only what is seen in every place where the Gospel has not yet gone. This is the hardest trial of the missionaries' life--more than any physical deprivation--the being compelled to live among such people. It always makes me think what a long martyrdom the life of our blessed Saviour must have been on earth. It was not only that he _saw_ and _heard_ such things, but he knew every _thought_ in the wicked hearts of those about him. Dear little sisters, will you not begin even in your childhood to work for Him? To _deny_ yourselves that these benighted miserable people all over the world may have this Gospel light? And you can always pray for those who are engaged in this work. I hope some of you may grow up to go far away to the Gentiles yourselves. Lovingly, your friend, MARY E. METHENY. - - - - - - - A little Moslem child accounted for her preference for the Christian religion by saying, "I like your Jesus because he loves little girls. Our Mohammed did not love little girls." With unerring instinct she had seized upon at least one of the great differences between the two religions. GIVE GOD THE BEST. THE following touching story is told of a poor Hindoo mother, a native of Kedgeree in India: This woman lived on the Ganges, near Sanger Island. She was the mother of a pair of beautiful twin babies. But one of these children was a girl, and the poor benighted mother on that account supposed herself to be under "Gunga's" curse for some offence she had committed. A missionary's wife found her lamenting, and heard the story of her grief. The god must be appeased, the woman said. He was certainly angry, or the children would have both been boys, and with good eyes. She would have to make a sacrifice to soothe his wrath. The Christian lady did what she could to impress her with better teachings, but with little effect. She left her sadly, never for one moment dreaming what the wretched mother meditated doing. A day or two later the lady called again. As before, the mother sat beside the little basket cradle weeping--for this time there was but one baby in the cradle. It was the poor little blind girl. The other had been drowned in the Ganges. The Christian lady was horror-struck when she knew the truth. "Unhappy woman!" she exclaimed; "if you were driven to do this, why did you destroy the child you loved, and spare the one you hated?" The woman sobbed and beat her breast piteously. "O, it is that that breaks my heart," she said. "The god must have the _best_. When I had a perfect one he would not take the other. Alas, my boy, my boy!" Why should not many who live in this land of light be shamed--not by the deed, but by the devotion of this poor heathen? Under the gentle law of Christ, we know that God's demand for the best we have only bids us use it for him, and devote it to him. If we serve him selfishly, may not even the poor dark-souled Hindoo mother rise up and condemn us?--_Selected._ [Illustration: BEGINNING TO WORK.] [Illustration: The P.S. CORNER] HAPPY NEW YEAR! Only three little words, yet how much they mean! Isn't it a wonderful thought that it rests with each one of you to decide whether you will be happy this year or not? Now I see you open your eyes! "How, can we tell what is going to happen to us?" Ah, I did not say that; but don't you know, if you are soldiers of the great King, he will take care of you; and whatever happens will give you the sweetest, highest happiness there is in this world? We talk about things "happening," but it is well for us to remember that this King of ours manages all things, and is pledged to make "all things work together for good," to those who belong to him. How many of you are blooming for him? How many of you who have not yet settled the question, will come over to His side before this New Year's Day is done? Oh, I hope you are all preparing for a Happy New Year. Lovingly, PANSY. _Fred_ from Rhode Island. I am sorry your "other letter" was not answered, but glad that you did not wait for it. It is so pleasant to hear that the badges help our young people. So you found THE PANSY blooming where you did not expect it? The truth is, we Pansies are a very large family, and are wonderfully scattered. I have marked your letter to be copied, for the other Blossoms to enjoy. _Mary_ and _John_ from Tarsus. Dear, far-away Blossoms, we welcome you. How strange it is to think that in the very country where the great Paul lived so many years ago, two little Pansy buds are growing for Jesus. I hope you may be very fragrant flowers in that far-away land. Will you give my love to little Robert Livingstone? _Gertrude_ from New York. I am glad for you. "Whining" is a habit very easy to form, and very hard to break. It requires a good, strong resolution, such as you have made. As for "prompt obedience," I heard a gentleman once say, that no one was fit to command, who had not learned to obey. _Grace_ from Pennsylvania. You have asked a hard question, my dear. How can we interest people in things in which they have no interest? Let us see. In the first place, we must be very much interested ourselves, and must know just why we are interested, and just what we hope to do, by securing others to join us. Many of the P. S. have weekly meetings where they do some benevolent work, and have many an interesting book read to them while they work. Others have a literary society. What have you tried to do? Tell us the whole story, and we will try to help you. _Susie_ from Pennsylvania. The "Whisper Motto" is: "_For Jesus' Sake_." All the Pansies who choose it for their motto are expected to try to live by it. To do nothing which they think Jesus would not like, and to take him for their pattern. I am glad you like THE PANSY. _Nettie_ from Ohio. Dear little Blossom, I was very much interested in your letter. I read it to a friend who said she would send you THE PANSY for one year, for a Christmas present. So you may expect it to visit you as usual. I am glad you and your little sisters like it so well. For a little girl who has never been to school, I think you write an excellent letter. _Harriet_ from Deddington. So a little American Blossom has gone to bloom in England! That is good. May the fragrance of your life be enough to give joy to all around you. Did you ever notice how easy it is to find things to fret about, if one only tries? _Edith_ from New York. Now, my dear, I hope you will this time understand that you are the "Edith" meant. I would like to make it "sound like you" if I could. Since you live in Chautauqua County, perhaps you have been to the beautiful Chautauqua, where so many young people go every summer. _Richard_ from Virginia. We welcome you, my boy. If you succeed in raising a P. S. company, an officer's badge will be sent you in place of the one you now have. The habit of using "by-words" seems to be growing among our young people, both girls and boys. I am glad for every one who joins the ranks to fight against it. _Myra_ from New York. My wee Blossom, I was glad to receive your letter. So you want to write "nice stories"? Well, who can tell but you may write beautiful stories, one of these days? I'll tell you what you might begin to do now. _Live_ a story, a beautiful one, so that people who know you will say one to another, "How gentle, and unselfish, and truthful, and loving _Myra_ is!" How would that do? Yes, I know it is much harder to _live_ stories than it is to write them; but then, they are worth more. _Bessie_ and _Gracie_ from Wisconsin. Two dear sisters who are going to "help each other." I know all about that habit of impatience, Bessie; ever so many people are troubled with it. As for "contradicting," I have spent part of the day with a boy who contradicted his mother five times in the course of half an hour. Think of it! _Miriam_ from New Jersey. You have chosen a fault which is very common, and very trying to one's friends. "Slow obedience is only _half_ obedience," a dear old friend of mine used to say. I have often thought of it; and I believe it is quite true. Do not you? I think you must have had a pleasant time at your celebration. _Stella_ from Omaha. Your pledge reminds me of a day when I was looking through a gentleman's autograph album, and came to a name which I could not pronounce. This was it: Inaminute. "What is this name?" I asked, in wonder. The young man laughed. "Oh, that was one of our boys who was always keeping us waiting; he was sure to shout out: "In a minute!" no matter how much haste we were in. So we took to calling him that; and the name stuck, somehow, and fits to this day. Some one told me only yesterday, that he never succeeded in anything he undertook, because he was always behindhand." _Harry_ from Pennsylvania. "A better boy in every way that I can." That is a grand pledge, Harry. It has given me great comfort to write it out in full on our pledge book, and to think while I am writing it, what a grand man there will be in Pennsylvania, one of these days, if Harry lives, and keeps his pledge. I pray God to help you every day to keep it. _May_ from New York. A May flower that shall help somebody every day, will be sure to shed sweet perfume. I hope my little May will blossom some day in our Father's garden, where flowers never fade. _Bella_ from Canada. A Pansy Blossom in Canada! Yes, indeed, many of them. This one we welcome with special joy because you are such a wee bud; only six, and pledged to try to make sunshine for the people around you, every day. God bless our little Canadian Bella! _Cora_ from New York. Poor little "finger nails!" I am glad they are not to suffer any more. A lady once told me that she was so in the habit of biting her nails, that when she stood before a great audience once, to speak on temperance, she found herself tugging at her glove to get to her fingers so she could bite them! Would not that have been an astonishing sight? Habit is a strange tyrant. Break away from this one, while you are young. _Henry_ from New York. Good for you, my boy! Half-learned lessons are very common, and very disgraceful. Please don't wear your badge at all, on any day when you fail in a lesson; I should hate to think of its being treated in that way. _Clyde_ from Virginia. Welcome to our Pansy Society. What kind word have you said this month, I wonder, that has helped some one on his way. A kind word a day, would make a lovely chain of kindness each year. Then, if we could follow the words and see what they did for others, what a story they would make! _Mary_ from Indiana. So you have overcome that habit of saying "Wait a minute." How glad mamma must be! I rejoice with you. What are you going to take up next? I presume Satan keeps you busy fighting against his wishes. He is very industrious, and when he fails in one direction, he tries in another. _Frankie_ from Michigan. I hope mamma was not only surprised but pleased with the badge, and your reason for receiving it. Does she see you growing patient? That is not an easy lesson to learn. In fact it takes a great deal of patience to be patient! _Ida_ from Kansas. Your pledge was rather indefinite, my dear. I have not a very clear idea of what you mean to do. However, if _you_ have, and are trying for it, the main point has been gained. Perhaps you will write and make the matter plainer to me. _George_ from Minnesota. I know a boy who has taught himself to be so cross to his little sister that she actually cries sometimes, when she sees him coming. Yet he loves her, and would shed bitter tears if God where to take her away. Why do you suppose he wants to heap up sad memories for himself, by yielding to such a foolish habit? I am glad you have taken the pledge you send. _Nellie_ from ---- If one only gets used to it, my dear, it is really quite an easy thing to do a thing at once, as it is to linger awhile. In fact it is easier; there is such a delightful feeling about having a thing done that we did not want to do. A young girl told me once that she remembered a certain summer day in which life was bright to her, all day, because she succeeded in making her bed before her mother said to her, "Come, dear, it is time your morning work was done." A BOX-FULL OF HAPPINESS. DO you know where it came from? Far down in Maine, four little girls, Lottie, Sibbie, Minnie and May, looked into each other's eyes one day, and with hearts full of love for the suffering little children who could not run and play as they did, they resolved to give up some of their time each day to preparing a box for a children's hospital. The box was some happy weeks in growing. Dollies after being dressed by patient little fingers, hopped into it gladly as if to say, "Just think of me going to comfort a little sick child. I am _so glad_ to go." Cunning little wooden barrels and boxes that were manufactured in that Maine village, rolled and tumbled in too; toys that looked as if then their whole mission in life were to amuse hospital children, tucked themselves into all the nooks and corners until I can whisper to you all, dear members of the Pansy Society, _there wasn't a bit of room left_. Oh, what a rich box! The dear little girls, those four members of the Pansy Society who believed in making others happy _for Jesus' sake_, put the precious box on the cars all nicely addressed to Boston. It travelled and travelled till it came to my hands; and then it took a wee journey to the hospital where it was opened by the good head nurse, who is superintendent of the wards. I can do no better than to give you her words in the letter she stopped in her busy life to write me concerning its arrival. She speaks of the reception of the box, "that your little friends from Maine so kindly and lovingly put up for the sick children, and can I trouble you with one message of 'thank you'? Our hands are full, and all playthings are appreciated. One of the dolls has fallen to a little girl who has recently been through a very serious operation. She clings to it night and day, and as she is too sick to have the out-of-bed children play with or about her bed, dollie is quite sure to be long-lived." Only think of the blessed mission of that one doll! That the suffering child away from its mother can "cling to it day and night." O, children, is there any sacrifice too great to be made to have the blessed privilege of comforting Christ's little ones, and helping them bear their sufferings! Dear Minnie, Lottie, Sibbie and May, your "box-full of happiness" will never cease growing. It has made the little hospital children happy, and your own hearts warm and tender with the love that is like unto Christ's. May this New Year bring to you and to all the members of the Pansy Society many sweet, loving thoughts and desires toward making others happy. This is the best wish of my heart for you. MARGARET SIDNEY. P. S. Will the four little Maine girls please send me their address? The old one has been lost, and I want to write them a letter. THE PANSY SOCIETY P. S. THE motto of the Society is "Pansies for Thoughts." What kind of thoughts? Oh, sweet, good, pure, unselfish, hopeful thoughts, such as Pansies, beautiful Pansies ought to inspire. Now "who may join?" Every boy and girl who takes the PANSY, and is willing to promise to try to overcome his or her faults, to encourage every good impulse, to try to conquer some hard lesson at school, to do anything that shows a disposition to help the cause of right in the world. Any one who will say from the heart: "I promise to try each day to do some kind act, or to say some kind word that shall help somebody;" honest effort will be accepted as much as if success were gained. This promise must be dated, and will be copied into the "P. S." roll-book. The most important of all to remember is our whisper motto: "I will do it for Jesus' sake." "FOR JESUS' SAKE." Whatever He will own, the "P. S." will be proud and glad to copy on its roll-book. Then you must write a letter to Pansy (Mrs. G. R. Alden, Cincinnati, O.), saying that you thus pledge yourself, and you will become a member of the Pansy Society, and receive a badge. Now, about the badges. The officer's is of satin, trimmed with gilt fringe, and has a gilt pin to fasten the badge to the dress or coat. In the centre is a pansy in colors--above it the words, _Pansy Society_, and beneath it, _Pansies for Thoughts_. The badge for members will be the same as the officer's, with the exception of having no fringe and a silver pin. And the PANSY will help. As it has always been glad to encourage those who are struggling up toward the light, so now it reaches forth its helping hand to those little ones who will rally bravely around it, to the work of putting down the evil, and the support of all things good and beautiful. So many of you have little brothers and sisters who want to join the P. S., and who of course do not need an extra copy of the paper, that we have concluded to receive all such, letting them pay ten cents each for their badges, if they wish them. Understand! If you are a subscriber to THE PANSY, and have a badge, and have a little sister who would like a badge, write at her dictation a little letter to Pansy, taking the pledge, telling of some habit which she means to try to break, and enclosing twelve cents in two-cent stamps, ten to pay for the badge, and two to pay the postage for sending it. Her name will be enrolled as if she were a subscriber. The same advice applies of course to little brothers. Send your letters to Mrs. G. R. ALDEN, Chapel Street, Walnut Hills, Cincinnati, O. It is also asked:-- What makes an officer of the Pansy Society? You are to endeavor to organize a club of as many members as you can. Each one forming such a Club or Society will receive the Officer's badge, and become President of the same. The local Society may contain as many members as can be secured. Then, of course, you will plan for your Society; how often it shall be called together, and what your rules shall be; whether you will sing, or visit, or work, or have a literary society, or read a book. The only thing you call on the members to positively promise is that each will try to overcome some bad habit, and will take for the whisper motto the words-- "FOR JESUS' SAKE." Each member of the "P. S." is invited to write to the editor, Mrs. G. R. Alden (Pansy), Cincinnati, O., how far the trial has proved a success, how many temptations have been resisted, how much progress in any direction has been made, etc., feeling sure of encouragement and loving help. THE PANSY has extra pages each month under the heading, "The Pansy Corner," in which Pansy holds monthly talks with her correspondents. There is ample space in the corner devoted to interesting items connected with the Pansy Society; also letters from its members. Mrs. Alden would also be pleased to know how the members are getting on--what they are reading, studying, talking about, etc., and whether the badges are helping them to keep their pledges. PROSPECTUS--BABYLAND--FOR 1886. The Magazine for the Babies, this coming year, in addition to its bright pictures, and gay little jingles, and sweet stories, will have some especial delights for both Mamma and Baby: =THE MAGIC PEAR= will provide Twelve Entertainments of dainty jugglery and funny sleight-of-hand for the nursery pencils. This novelty is by the artist-humorist, M. J. Sweeney ("Boz"). =ALL AROUND THE CLOCK= will give Baby Twelve tiny Lessons in Counting, each with wee verses for little lips to say, and pictures for bright eyes to see, to help the little mind to remember. =LITTLE CRIB-CURTAINS= will give Mamma Twelve Sleepy-time Stories to tell when the Babies go to cribs and cradle. In short, BABYLAND the whole year will be the happiest, sweetest sort of a home kindergarten. _Beautiful and novel New Cover. Only Fifty Cents a year._ PROSPECTUS--OUR LITTLE MEN AND WOMEN--FOR 1886. This magazine, for youngest readers, has earned golden gratitude from teachers and parents this past year. While its short stories and beautiful pictures have made it welcome everywhere as a general Magazine for Little Folks, its series of instructive articles have rendered it of unrivalled value to educators. For 1886 several specialties have been prepared in accordance with the suggestions of teachers who wish to start their "little primaries" in the lines on which older brothers and sisters are being taught. As a beginning in American History, there will be twelve charming chapters about =THE ADVENTURES OF COLUMBUS.= This story of the Great Discoverer, while historically correct and valuable, will be perfectly adapted to young minds and fitted to take hold upon a child's attention and memory; many pictures. =LITTLE TALKS ABOUT INSECT LIFE= will interest the children in one branch of Natural History; with anecdotes and pictures. =OUR COLORADO PETS= will describe wild creatures little known to children in general. These twelve stories all are true, and are full of life and adventure; each will be illustrated. ="ME AND MY DOLLS"= is a "cunning little serial story," written for American children by the popular English author, Miss L. T. Meade. It will have Twelve Full-page Pictures by Margaret Johnson. From time to time fresh "Stories about Favorite Authors" will be given, so that teachers and friends may have material for little literature lessons suited to young children. _Seventy-five Full-page Pictures. Only $1.00 a year._ PROSPECTUS--THE PANSY--FOR 1886. For both week-day and Sunday reading, THE PANSY, edited by "Pansy" herself, holds the first place in the hearts of the children, and in the approval of earnest-minded parents. Among the more interesting features for 1886 will be Pansy's serial story, =REACHING OUT,= being a further account of "Little Fishers: and their Nets." The Golden Text Stories, under the title, "Six O'clock in the Evening," will be told by a dear old Grandma, who knows many interesting things about what happened to herself when she was a little girl. Margaret Sidney will furnish a charming story, =ST. GEORGE AND THE DRAGON,= to run through the year. Rev. C. M. Livingston will tell stories of discoveries, inventions, books, people, places. Faye Huntington will be a regular contributor during the year. Pansy will take the readers with her wherever she goes, in papers under the title of =WHERE I WENT, AND WHAT I SAW.= There will be, in each number, a selection from our best standard poets suitable for recitation in school or circle. From time to time colloquies for Mission Bands, or for general school exercises, will appear. There will be new and interesting books for the members of the Pansy Society, and, as before, a generous space will be devoted to answers to correspondents in the P. S. Corner. _Fully Illustrated. Only $1.00 a year._ Address all orders to D. LOTHROP & CO., Publishers, Franklin and Hawley Streets, Boston, Mass. D. LOTHROP & COMPANY'S CHOICE NEW BOOKS. 1885-86. D. LOTHROP & CO. present a remarkably attractive list of new publications possessing genuine value from every point of view, as will be evident from the following notes. The literature offered, which includes history, biography, general literature, romance, poetry, and various scientific works, presents a sufficiently wide range to meet the needs of all classes of readers. =A Family Flight Around Home, and a Family Flight Through Mexico= are the two latest volumes of the Family Flight Series, by Edward Everett and Susan Hale, and deal largely with the picturesque side of history, as well as of life and scenery in the countries treated. Illustrated, extra cloth, $2.50. =Art for Young Folks.= Contains a description of an art school for children in New York; biographies and portraits of twenty-four of the leading American artists, with engravings of paintings, studios, etc., etc. Quarto, boards, $2.00; cloth gilt, $3.00. =Boys and Girls' Annual, 1885.= Contains original stories expressly prepared by the best of living authors who are favorites with the young folks. Extra cloth, gilt, $3.00. =Our Little Men and Women.= Contains a miscellany more charming than ever. Dainty short stories with seventy-five full-page attractive illustrations, and countless smaller ones. It is especially suited for use in homes and schools, having a variety of articles on plant-life, natural history, and like subjects, written most attractively to please the little ones. Among serial articles of permanent value are "Kings and Queens at Home," "Stories of Favorite Authors," "Nests and Nest Builders," and Margaret Sidney's "Polly." Quarto, illuminated cover, $1.50: cloth, $1.00. =We Young Folks.= All young people will be attracted by this book with its stories of hunting and fishing, of life in the "good old times," of famous men and women, etc. Lithograph covers, $1.50. =The Pansy, 1885=, is distinguished among annuals, as formerly, by articles which commend it especially to Christian homes. It abounds in delightful stories, interesting descriptions of famous men and places, and the brightest of pictures. Lithograph covers, $1.25; cloth, $1.75; cloth, gilt, $2.00. =Some Boys and Girls.= Edited by Pansy. These are stories of good times--the delightful experiences of genuine merry-hearted boys and girls in this and other lands, with much that is entertaining in biography and history. Lithograph covers, $1.25. =Storyland.= A land which all little people will delight to visit. Its stories are illustrated by beautiful pictures and appear in handsome type. Lithograph covers, $1.25. =Chautauqua Young Folks' Annual, 1885.= This annual has been styled "a young folks' cyclopædia." The present volume exceeds in richness all of its predecessors, new editions of each of which have been made to meet the demand for them. Lithograph cover, $1.00; cloth, $1.50. =Young Folks' Cyclopædia of Stories of Famous Authors.= Favorite stories by such authors as Mary Hartwell Catherwood, Ella Farman, C. R. Talbot, Julia A. Eastman, Mrs. Hallowell, and others. Elegant cloth binding, $3.00. =Wide Awake Volume T.= Contains beside other notable features Charles Egbert Craddock's brilliant Tennessee story "Down the Ravine," a stirring historical serial, "In Leisler's Time," by Elbridge S. Brooks, and Mrs. Champney's "Bubbling Teapot," with stories, poems and papers by Mrs. A. T. D. Whitney, Edwin Arnold, Margaret Sidney, Susan Coolidge, Edward Abbott, Rose Terry Cooke, etc. A frontispiece in eighteen colors, "A Merry Christmas to you," is reproduced by L. Prang & Co. in their choicest style, from drawings by L. H. Lungren. Quarto, 400 pages, boards, $1.75; cloth, gilt, $2.25. =The Golden West=, as seen by the Ridgway Club, by Margaret Sidney. The fascinating record of a journey embodying material collected in personal travels by the author, and admirably adapted not only to the instruction of the young, but of older readers. It presents authentic information as to the people, natural scenery and customs of our newer States and Territories. Lithograph cover, $1.75; cloth, $2.25. =Wide Awake S.= (Popular edition). Contains tales, biography, history, and poetry, with an intermingling of lighter matter, profusely illustrated, and especially adapted to the taste of intelligent and inquiring young folks. Handsome lithograph cover, $1.50. =Little Folks' Art Book.= Such artists as Bodfish, Sweeney, Barnes, and Francis, have furnished outline drawings calculated to entice the little ones into attempts at copying, and thus lead them to a taste for art. =Babyland, 1885=, is, as usual, "radiant with pictures of bonny baby life, and its rhymes and jingles ring with sweet glee and laughter." Quarto, lithograph cover, 75 cents; cloth, $1.00. =The Procession of the Zodiac.= Here are twelve ideal figures and landscapes representative of the Zodiac signs, drawn by Jessie McDermott, and effectively printed in brown. A pretty legend or story, by Margaret Johnson, accompanies each picture. Quarto, lithograph cover, 75 cents, cloth, tinted edges, $1.00. =No Questions Asked.= In this volume we have a characteristic comedy by Charles R. Talbot ("More than they bargained for"), with two sparkling stories for children in the style of Howell's "The Elevator." =Baby Barefoot.= By Mary Harris McQueen. The life and adventures of a wonderful and lovable baby (as all babies are), including its journey to Florida. Quarto, boards, 75 cents. =In No-Man's Land=, by Elbridge S. Brooks. With seventy-five pen and ink character drawings by Hassam. A book of wonder stories worthy of comparison with "Alice in Wonderland," and calculated to fascinate all young people. Quarto, boards, 75 cents. =My Cat Pickwick.= By Mrs. F. A. Humphrey. The tale of a wonderful cat, and other delightful stories for young readers. Quarto, illustrated, boards, 75 cents. =Five Little Chickens=, and other quaint songs for little ones. Collected and arranged by Aunt Carrie. Illustrated, quarto, boards, 75 cents. =Little Folks.= How children in other lands amuse themselves. Illustrated, quarto, boards, 75 cents. =Where was the Baby?= A question and how it was answered. Illustrated, quarto, boards, 50 cents. =Queen Victoria at Home.= By Mrs. Frances A. Humphrey. A delightful biography of the "good queen," adapted for young folk's reading, with portraits of the English royal family, and views of the English royal palaces. Quarto, boards, 35 cents. =Seashore Chats and Beach Stories.= By Mrs. Fannie A. Dean. Companion volume to "Little Talks about Plants," affords much valuable and interesting information relating to aquatic matters, with instructions as to the construction and care of an aquarium. Quarto, boards, 35 cents. =In the King's Garden, and Other Poems=, by James Berry Bensel, one of the most pleasing and creditable of recent poetical volumes, introduces to the public a young New England poet, whose stray verses, appearing from time to time, have attracted, unwonted attention by their delicacy of imagery, poetic insight, and purity of sentiment. Sold only by subscription. Price $1.00. D. LOTHROP & CO.'S holiday volumes now ready include =Heroines Of the Poets=, a superb folio volume, the text of which consists of twelve poems by the most famous poets, from Chaucer to Browning. The heroines of these poems are presented in full page drawings specially prepared by Lungren, each drawing printed by hand on india paper, and no two in the same tint or color. The engravings are masterpieces of photogravure, and the various delightful features of the volume unite to produce a most artistic effect. Handsome cloth binding, gilt top, rough edges with exquisite inset in color, and lettering in gold, $12.00. Leather binding, $15.00. The same book, popular edition, octavo size, illustrations printed from the finest wood engravings, 8vo, cloth, gilt edges, $3.00. Alligator, $3.00, silk plush, $6.00. =Wonderful Christmases Of Old.= Edition de Luxe, presents the story as told by Hezekiah Butterworth, of ten of the famous events which have occurred on Christmas day, from the time of the catacombs in Rome to that of the "Mayflower." Each story is illustrated by dramatic pictures drawn by F. H. Lungren, and printed on india paper in tints, no two colors alike, as in "Heroines of the Poets." Large quarto, bound in the same style as the "Heroines of the Poets," $8.00, leather binding, $10.00. The same book, popular edition, small quarto with illustrations printed from the finest wood engravings, bound in a unique antique fashion, gilt edges $2.00; satin, $4.00. =The Stabat Mater.= With historical and critical notes by Franklin Johnson, contains, with photogravure illustrations from the old masters, the famous Latin hymns Stabat Mater Specioso, and Stabat Mater Doloroso, with English translations. 8vo. cloth, gilt edges, $3.00, morocco, $6.00. =The Old Arm Chair.= This old heart song, long enshrined in popular favor, in the beautiful setting here given, will commend itself anew to popular favor. The illustrations are admirable, especially the frontispiece, by Miss L. B. Humphrey. Small quarto, style of "Old Oaken Bucket," handsomely bound in cloth, $1.50; alligator, $1.50; silk plush, $5.00. =Artists' Gallery Series.= Six volumes. First, _Millais_, second _Alma Tadema_, third _Rosa Bonheur_, fourth _Bouguereau_, fifth _Fortuny_, sixth _Munkacsy_. Each of these volumes is a miniature gallery devoted to a single modern artist, containing nine superb fac-simile photogravures of the artist's most famous representative paintings, with portraits and biography. Printed on finest plate paper in three tones. Exquisite binding, new style, full gilt, per volume, $1.50, satin, $2.00. =Helps by the Way.= Compiled by S. W. W. and M. S. H. with an introduction by Rev. Phillips Brooks, D.D., contains triple quotations for each day in the year. Elegant cloth, 16mo, $1.00, gilt edges, $1.25. =The Children of Westminster Abbey.= By Rose G. Kingsley, daughter of Canon Kingsley. Reading Union Library. Profusely illustrated from photographs and old prints, 16mo, cloth, $1.00. A graphic descriptive narrative of all that relates to the old Abbey, with stories of secret statecraft, gorgeous pageants of weddings, christenings and coronations, and a fine description of the old Abbey itself. =Boys' Heroes.= By Edward Everett Hale. Reading Union Library, 16mo, illustrated, cloth, $1.00. Twelve chapters containing the story told in Dr Hale's characteristic style, of a dozen characters famed in history as worthy to bear the title of heroes, and the story of whose deeds and lives possesses a special interest for boys. =The Temperance Teachings of Science.= By Prof. A. B. Palmer, M.D. LL.D. A book for home and school use, presenting the strongest arguments in favor of temperance from the standpoint of the highest scientific authority, with an introduction by Mrs. Mary A. Livermore. 16mo, cloth, $.60. =But Half a Heart.= Seventh volume of the famous V. I. F. Series. By Marie Oliver. 12mo, $1.25. A new volume by a charming writer whose vigor and originality are winning for her a high place as a writer of choice romance. =Wonder Stories of Science.= Popular studies in elementary science, by various authors, very fully illustrated. 16mo, cloth, $1.50. =Health.= The physical life of men and women. Their structure and functions. How to supply their wants, direct their powers, avoid their afflictions, and sustain their lives. By Franklin D. Clum, M. D. A practical presentation of the most important facts relating to the welfare of men and women. New edition, 12mo, cloth, $1.50. =Pine Cones.= By Willis Boyd Allen. 12mo, cloth, illustrated, $1.00. A story of adventure for girls and boys by an author who possesses the secret of success as a writer for the young. =What's Mine's Mine.= By Geo. MacDonald, author of "Annals of a Quiet Neighborhood." 12mo, cloth, illustrated, $1.50. Published from the original manuscript in advance of its appearance in England. A fascinating fairy tale. =Echoes of Many Voices.= A collection of short sayings from various sources, compiled by Elizabeth A. Thurston. Spare Minute Series. 12mo, extra cloth, $1.00. As a compendium of wit and wisdom, sense and sentiment, in their most terse and attractive expressions, this volume is unrivalled. =Tom Tits and Other Bits.= With other verses, by Amelia M. Starkweather. Quarto, extra cloth, finely illustrated, $1.00. Pleasant stories and sketches in verse, with illustrative pictures of unusual merit. =Life of General U. S. Grant= by E. E. Brown. 12mo. $1.50. Containing a sketch of his political services, with portrait and illustrations. Has been long in preparation and is the careful and successful work of a popular writer. =Up Hill and Down Dale.= By Laura D. Nichols. One of the valuable and fascinating natural history volumes, or "nature-books," similar to "Overhead" and "Underfoot," which have proven so popular in home circles and reading unions. 12mo, cloth, $1.75. Boards, $1.25. =How Success is Won.= (Little Biographies. Third Series.) By Sarah K. Bolton. This is the best of the recent books of this popular class of biography; all its "successful men" are Americans, and with two or three exceptions they are living and in the full tide of business and power. In each case, the facts have been furnished to the author by the subject of the biography, or by family friends; and Mrs. Bolton has chosen from this authentic material those incidents which most fully illustrate the successive steps and the ruling principles, by which success has been gained. A portrait accompanies each biography. Price $1.00. =Many Colored Threads.= Selections from the writings of Goethe, edited by Carrie Adelaide Cook. Those familiar with the writings of the great German author, and those who know little of them, will be alike interested in this collection of "best thoughts." Eloquence, pathos, romance, philosophy--a wide range of sentiment and feeling, characteristic of the life of Goethe--are revealed in these selections. The book is a worthy companion to the six preceding volumes of the widely-circulated "Spare Minute Series"--"Thoughts that Breathe," Dean Stanley; "Cheerful Words," George MacDonald; "The Might of Right," Gladstone; "True Manliness," Thos. Hughes; "Living Truths," Charles Kingsley; "Right to the Point," Doctor Cuyler. Extra cloth, $1.00. =The Gray Masque, and Other Poems.= By Mary Barker Dodge. This little volume of "tender and beautiful poems" as the London _Literary World_ styles them, has passed to second edition, which appears in a rich dress of cardinal, red and gilt. 12mo, $1.25. =Treasure Thoughts.= Notable utterances of the eloquent Canon Farrar, compiled by Rose Porter. This volume, which appears in the popular "Spare Minute Series," is one of the most attractive of its kind ever published. It brims over with wise words, eloquently and epigrammatically spoken. Its appearance, at the time of Canon Farrar's visit to this country, is most opportune. 12mo, extra cloth, $1.00. LOTHROP'S YOUNG FOLKS' LIBRARY Nothing at once so good and cheap is anywhere to be found. Each volume has 300 to 500 pages, clear type, and illustrated by popular American authors. Price 25 cents. Postpaid. =1. TIP LEWIS AND HIS LAMP, by Pansy.= =2. MARGIE'S MISSION, by Marie Oliver.= =3. KITTY KENT'S TROUBLES, by Julia A. Eastman.= =4. MRS. HURD'S NIECE, by Ella Farman Pratt, Editor of Wide Awake.= =5. EVENING REST, by J. L. Pratt.= =6. THE TRIPLE "E," by the author of Yensie Walton.= =7. SHINING HOURS, by a brilliant author.= =8. THE OLD STONE HOUSE, by Anne March (Constance Fennimore Woolson.)= =9. BATTLES LOST AND WON, by George E. Merrill. A story of schoolboy life.= =10. THE JUDGE'S SONS, by Mrs. E. D. Kendall.= =11. SHELL COVE, by Rev. Z. A. Mudge. A story of the seashore and of the sea.= =12. LUTE FALCONER, by the author of "Andy Luttrell." A story of rare interest.= These twelve volumes constitute the first year's series. The twelve volumes announced below constitute the second year's series. =13. FABRICS, by the author of "Finished, or Not." It inculcates a lesson of loving and living for others.= =14. THE PRINCE AND THE PAGE, by Miss C. M. Yonge. A story of the last Crusade.= =15. MYRA SHERWOOD'S CROSS, AND HOW SHE BORE IT.= =16. THIS ONE THING I DO, by Mrs. A. E. Porter.= =17. SO AS BY FIRE, by Margaret Sidney.= =18. OLD SCHOOLFELLOWS, AND WHAT BECAME OF THEM.= =19. ROSE AND MILLIE, by the author of "Hester's Happy Summer."= =20. VEIL ON THE HEART (The), by Miss L. L. Phelps. Issued Nov. 15th.= =21. THE NEIGHBOR'S HOUSE, by the author of "The New Commandment." Issued Dec. 15.= =22. FROM NIGHT TO LIGHT, by E. E. Brown. A beautiful and thrilling story of Bible times.= =23. SURE; or, IT PAYS. It ministers naturally to what is highest in social morals and vital in religion.= =24. SISTER ELEANOR'S BROOD, by Mrs. S. B. Phelps. It has a fascination in its purity of tone and moral sentiment.= THE HOUSEHOLD LIBRARY. The Choicest Works of Popular Authors in a cheap and substantial Form. D. Lothrop & Co. desire to call your attention to their new =HOUSEHOLD LIBRARY= to be issued monthly at the low price of =fifty cents a volume, $5.00 a year=. The works to be issued in this library will be uniformly of a high standard and may well come under that class of literature styled "home fiction," a literature, that, while free from the flashy, sensational effect of much of the fiction of to-day, is, nevertheless, brilliant in style, fresh and strong in action, and of absorbing interest. It is a class that all the young folks, as well as the fathers and mothers and older brothers and sisters, may read with profit as well as great pleasure. The first volume in the =HOUSEHOLD LIBRARY=, was issued Nov. 15th. THE =PETTIBONE NAME, by Margaret Sidney=, author of _The Five Little Peppers_, etc. It is a delightful story of New England life and manners, sparkling in style, bright and effective in incident, and of intense interest. There has been no recent figure in American fiction more clearly or skilfully drawn than Miss Judith Pettibone. Most of the characters of the book are such as may be met with in any New England village. The second volume of the =HOUSEHOLD LIBRARY= will be =BUT HALF A HEART, by Marie Oliver=, to be issued Dec. 15th. (_In Preparation._) =MY GIRLS. By Lida A. Churchill.= A story of four ambitious girls. Their struggles to realize their ambitions and their trials and successes, make a story of intense interest. =FAR FROM HOME.= From the German of Johannes Van Derval. Translated by =Kathrine Hamilton=. A fascinating story of life and travel in foreign lands. =GRANDMOTHER NORMANDY. By the author of Silent Tom.= KENSINGTON OUTFIT WORTH $8.80 FOR ONLY $1.00 [Illustration] As all the ladies are interested in Kensington and fancy work, we have prepared complete outfit for every branch of Kensington Embroidery, Painting and Fancy Work, containing all the articles enumerated below, neatly put up in an imitation Alligator, Nickel trimmed Shopping Bag, (see illustration) with nickel handle, seal and clasp. This Bag contains an outfit for Kensington Stamping, Embroidery and Painting, as follows: 100 Perforated Stamping Patterns, retail price =$6.50= 1 Box White Powder, retail price =.05= 1 Box Blue Powder, retail price =.05= 2 Patent reversible Ponsets, retail price =.10= 1 Manual of Kensington and Fancy Work, retail price =.25= 1 Red Satin Banner 9 x 18 inches, stamped, " =.75= 25 Assorted Fancy Work Needles, " =.25= 1 Kensington Pen for Painting, " =.05= 1 Camel's Hair Brush for Lustre Painting, " =.15= 4 Assorted Colors of Genuine Tube Paints, " =.40= 1 Pkg. Assorted Embroidery Silk, Chenille and Arasene, =.25= ----- =$8.80= All the above, neatly packed in an Alligator Shopping Bag and sent Postpaid, for only =$1.00=. Among the 100 Perforated Stamping Patterns are Golden Rod, 5 inches; Bunches of Fuschias, 4 in.; Pansies, 3-1/2 in.; Butter Cups, 3-1/2 in; Clusters of Forget-me-nots, 3-1/2 in.; Love-lies-bleeding, 4-1/2 in.; Bachelor's Button, 2-1/2 in.; Barberry, 2-1/2 in.; Strawberry, 4 in.; Wild Roses, 4 in.; Daisies, 3 in.; Calla Lily, 4 in.; Pond Lily, 4 in.; Tulip, 4 in.; Sprigs of Jessamine, 3 in.; Thistles, 6 in.; Lily of the Valley, 4 in.; Moss Rose, 3 in.; Cat-tails, 5 in.; Daisy and Forget-me-not Border, 6 in.; 4 Scollops for Skirts, 5 in.; Spider's Web Corner, 3 in.; 4 Sprigs of Ferns, 3-1/2 in.; 10 assorted Crystal Etchings, (new); also Peacocks' Feathers, Girls, Boys, Bees, Butterflies, Grasshoppers, Spiders, Flies, Dogs, Owls, Bicycles, Roller Skates, Storks, Crazy Stitch Patterns, Lace Stitch Patterns, Borders and many others ranging in size from 1-1/2 in. to 6 in., also a Complete Alphabet, entirely new. These patterns are all new, designed =expressly for this outfit=, on heavy parchment bond paper, and are handled by no other house. =THE FANCY WORK MANUAL= is a new book by the well-known authoress =Madame Worth=, and contains full directions and instructions for Kensington Stamping and Embroidery, Kensington, Lustre, Metallic Flitter and Irridescent Painting, Colors of all the different Flowers, Ribbon Embroidery, Wax Work and every description of Fancy Needle and Crochet Work. It contains over 200 Original Illustrations and is the most complete book ever published. =THE SATIN BANNER= sent with outfit is 9x18 in., stamped ready for embroidery or painting with a beautiful design of Golden Rod and Thistle, which, finished in colors on the red satin background makes a lovely and striking effect. These with the other articles named above, in the Alligator Shopping Bag, make the most complete outfit for Kensington or Fancy Work ever offered. With this outfit any lady can beautify the home at no expense, embroider ladies' or children's clothing, or make a snug little sum for herself by doing stamping for her neighbors. Many ladies are supporting themselves by doing Kensington Stamping, Embroidery and Painting with an outfit not as good as this. So confident are we that this outfit will give PERFECT SATISFACTION that we will =cheerfully refund money= to any lady who is dissatisfied on receiving it. This outfit sells ordinarily by single piece at retail for $8.80. We will send it =post paid for only $1.00=, and pack it in a nice shopping bag that you can use with or without the outfit. For our responsibility we refer to any Bank or Commercial Agency. Conn. Manufacturing Co., Hartford, Conn. SPECIAL COMBINATION OFFER. The =WIDE AWAKE= one year, and the =Detroit Weekly Free Press= until Dec. 31, 1886, will be mailed on receipt of $3.60 for the two. =THE WEEKLY FREE PRESS ALONE IS $1.00 A YEAR.= The _Detroit Free Press_ is one of the best, most interesting and purest family papers published. It should be in thousands of homes where it is not now taken. No family will regret having subscribed for this choicest of papers for the household. BABYLAND AND THE WEEKLY FREE PRESS, One Year, $1.25. WIDE AWAKE, BABYLAND AND FREE PRESS, One Year, $4.00. A combination that will afford instructive and entertaining reading to a whole household for a year. Address D. LOTHROP & CO., Boston. LE PAGE'S LIQUID GLUE [Illustration] =UNEQUALLED FOR CEMENTING= WOOD, GLASS, CHINA, PAPER, LEATHER, &c. Awarded GOLD MEDAL, LONDON, 1883. Used by Mason & Hamlin Organ and Piano Co., Pullman Palace Car Co., &c. Mf'd only by the =RUSSIA CEMENT CO.= GLOUCESTER, MASS. SOLD EVERYWHERE. [Illustration: Hand] Sample Tin Can by Mail, 25c. [Illustration: ROLLER and ICE SKATES BARNEY & BERRY SPRINGFIELD, MASS. 40 PAGE CATALOGUE MAILED ON RECEIPT OF 2 CENTS] [Illustration: IMPERIAL GRANUM IS THE SAFEST, MOST ACCEPTABLE AND RELIABLE FOOD FOR INVALIDS AND THE AGED, FOR NURSING MOTHERS, INFANTS AND CHILDREN. IT IS CREAMY AND DELICIOUS. NOURISHING AND STRENGTHENING AND OF RARE MEDICINAL EXCELLENCE. SOLD BY DRUGGISTS. JOHN CARLE & SONS. NEW YORK.] BABY'S BIRTHDAY. [Illustration] A Beautiful Imported Birthday Card sent to any baby whose mother will send us the names of two or more other babies, and their parents' addresses. Also a handsome Diamond Dye Sample Card to the mother and much valuable information. =Wells, Richardson & Co., Burlington, Vt.= =Mentholette= the true Japanese Headache Cure instantly relieves and cures Headache, Toothache, and other pains by simply rubbing. This curious remedy used in Japan for ages can now be had in Drug Stores for 10c. a box, a larger size, called MENTHOLINE, is sold at 25c. [Illustration] The British Government awarded a Medal for this article October, 1885. Dundas Dick & Co., 112 White Street, N. Y.--By Mail 10c. BEWARE OF IMITATIONS, SOME OF WHICH ARE DANGEROUS. =SHORTHAND= Writing _thoroughly taught_ =by mail= or personally. =Situations procured= for pupils when competent. Send for circular. =W. G. CHAFFEE=, Oswego, N.Y. =SHORTHAND= Slocum's Stenographic School, Largest in U. S. Circulars. Buffalo, N. Y. FOR 10 CENTS. The _St. Louis Magazine_, edited by Alexander N. de Menil, now in its fifteenth year, is brilliantly illustrated, purely Western in make-up, replete with stories, poems, timely reading and humor. Sample copy and a set of gold-colored picture cards sent for ten cents. Address T. J. GILMORE, 213 North Eighth Street, St. Louis. THE PANSY and _St. Louis Magazine_ sent one year for $1.75. A GREAT OFFER. Recognizing the superior excellence of the _St. Louis Magazine_, we have arranged to furnish it in connection with THE PANSY at the low price of $1.75 a year for both publications, the _Magazine_, under its enlarged and improved condition, being $1.50 a year alone. Those wishing to see a sample copy of the _Magazine_ before subscribing should send 10 cents to _St. Louis Magazine_, 213 North Eighth street, St. Louis, Mo., or send $1.75 _net_ either to THE PANSY or _Magazine_, and receive both for one year. Sample copy and a beautiful set of gold-colored Picture Cards sent for =Ten Cents=. [Illustration] THOUGHTFUL SANTA CLAUS. "I'VE traveled through the sleet and snow, Across the country high and low, To fill the stockings small and great That here in line my coming wait. In creeping baby's tiny hose The india rubber rattle goes; A handsome doll, with staring eyes, Will much the little miss surprise; And what will more delight the boys Than musket, drum or bugle toys? And now, before I climb the flue, I'll bear in mind the mother true, Who works so hard by day and night To keep the clothing clean and white, And in her stocking, long and wide, Some cakes of IVORY SOAP I'll hide." If your grocer does not keep the Ivory Soap, send six two-cent stamps, to pay the postage, to Procter & Gamble, Cincinnati, and they will send you _free_ a large cake of IVORY SOAP. * * * * * Transcriber's Notes: Punctuation errors repaired. Page 74, extraneous word "a" removed from text. Original read (We must _make_ a way to a) Page 78, "word" changed to "world" (bit in the world like old) Page 87, "thoir" changed to "their" (relieve their pent-up) Page 90, word "the" added to text (the mantel and in) Page 94, "quils" changed to "quills" (his quills were always) Page 98, "recieved" changed to "received" (received for wanting to) Page 99, "Christain" changed to "Christian" (she had come to Christian) Page 6, advertisements, "are" changed to "care" (care of an aquarium) Page 8, advertisements, "choolboy" changed to "schoolboy" (of schoolboy life) Page 9, advertisements, "otherhouse" changed to "other house" (handled by no other house)