ing.--The missionary enterprises of the church afford
one of the best opportunities for giving the child practical training in
the social aspect of religion. It is not enough that the children shall
be told the stories of the missionary heroes and given the picture of
the needs of the people in far-away lands. Once the imagination is
stirred and the emotions wanned by this instruction, an immediate and
natural outlet in expression must be found if these lessons are to
fulfill their end.

Children should early be led into giving money for missionary purposes,
and this as far as possible should be their _own_ money which they
themselves have earned. For the child to go to his father on a Sunday
morning for money for the missionary collection does not answer the need
on the educational side; it is the child's real _sharing_ that leaves
the impression and teaches the lesson.

There is also real educational value in leading children to give
clothing, food, or other necessities for the use of the needy. Here,
again, the giving should involve something of real sacrifice and
sharing, and not consist merely in giving away that for which the child
himself no longer cares. The joint giving by a class or the entire
school for the support of a missionary worker whose name is known, and a
somewhat detailed report of whose work is received, lends immediateness
and reality to the participation of the pupils. A strong appeal can be
made to the spirit of giving by the adoption by the class of some needy
boy or girl whose Christian education is provided for by the efforts of
the class, and to whom personal letters can be written and from whom
replies may be received.

Social service.--The children of our Sunday schools should be given an
active and prominent part in all forms of community welfare service. The
successful enlistment of the Boy Scouts and the Girl Scouts in many
valuable forms of community enterprises contains a vital suggestion and
lesson for the church school. Wherever good deeds need to be done,
wherever help needs to be rendered, wherever kindness and service are
necessary, there the children should be called upon to do their part.
If the tasks and responsibilities are suited to the various ages, there
will be no trouble about securing response. Nor, on the other hand, will
there be any doubt but that the lessons learned will be entirely vital
and will serve to connect the religious motive with everyday life and
its a