ls to well-made, well-bound books, with good
paper and clear, readable print, cannot be expected to respond favorably
to the ordinary lesson pamphlet. The child should be encouraged and
helped in the building of his own library of religious books, but this
can hardly be done as long as his church-school material comes to him in
temporary form, much of it less attractive on the mechanical side than
the average advertising leaflet which so freely finds its unread way to
the waste basket.

Many of the Sunday school leaflets carry at the top (or the bottom) of
the page an advertisement of the denominational lesson series--matter in
which the child is not concerned, which injures the appearance of the
page, and which lowers the dignity and value of the publication. And
some lesson pamphlets are even disfigured with commercial
advertisements, sometimes of articles of doubtful value, and always with
the effect of lowering the tone of the subject matter to which it is
attached. Religious material printed in worthy book form escapes these
indignities. That textbooks in religion will cost more than the present
cheap form of material is possible. But what matter! We are willing to
supply our children with the texts needed in their day-school work;
shall we not supply them with the books required for their training in
religion? If the texts prove too much of a financial burden for the
children or their parents, there is no reason why the church should not
follow the example of the public school district and itself own the
books, lending them for free use to the pupils.

Guiding principles.--The principles for the organization of the
church-school curriculum, are, then, clear. Its lessons should start
with matter adapted to the youngest child. It should present a
continuous series of steps providing material of broadening scope
adapted to each age or stage from childhood to full maturity. Its order
and arrangement should at all times be decided by the needs and
development of the learner, and should make constant point of contact
with his life and experience. It should be printed in attractive
textbook form, the paper, type, illustrations, and binding being equal
to the best standards prevailing in public-school texts. In short, we
should apply the same scientific and educational knowledge, and the
same business ability in preparing and issuing our religious material
that we devote to this phase of general education.

ORGANIZIN