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

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

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

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

Training in giv