l holds a place in many of the public school texts, the
psychological point of view, which considers the needs of the child
first, is characteristic of all the better schoolbooks of the present.
Just because religion is more difficult to teach than grammar or history
or arithmetic, we should plan with all the insight and skill at our
command to prepare the religious material for our children so that its
arrangement will not suffer by comparison with day-school material.

Three types of lesson material.--Material representing three different
types of organization and content of curriculum material is now
available and being used in our church schools:

1. The _Uniform Lessons_, which are ungraded, and which give (with few
minor exceptions) the same topics and material to all ages of pupils
from the youngest children to adults.

2. The _Graded Lessons_, which seek to adapt the topics and subject
matter to the age and needs of the child, and which therefore present
different material for the various grades or divisions of the school.
These are usually printed in leaflet or pamphlet form.

3. Real _textbooks of religion_ which are based on the principles used
in making day-school texts. The material is divided into chapters, each
dealing with some theme or topic adapted to the age of the child, the
lessons not being dated nor arranged to cover a certain cycle of subject
matter as in the case of the regular lesson series. The books are
printed and bound much the same as day-school texts.

The uniform lessons.--Although many churches still employ the _Uniform
Lessons_, we shall not hesitate to say that no church school is
justified in this day of educational enlightenment in using a system of
ungraded lessons. Such lessons are planned for adults. They ignore the
needs of the child, and force upon him material for which he is in no
sense ready, while at the same time omitting matter that he needs and is
capable of understanding and using. For example, some of the topics
which primary children, juniors, and all alike find in their ungraded
lessons of current date are, _man's fall_, the _atonement_,
_regeneration_, the _city of God_, _faith_--splendid topics all, but too
strong meat for babes.

Why should we thus ignore the educational progress of the age, starve
our children spiritually, and hamper them in their religious development
by this obsolete system of education which has been long since outgrown
in the public sch