reading it aloud, or having it read aloud by one of the young people; where it is possible, having one of the class-members commit it to memory and recite it afterwards in the presence of the whole class, and later on before the school. Is there not a charm in such poems as "Stay at Home, My Heart!" by Longfellow, which can aid us in emphasizing the sanctity of the family relationship? There are not many of these gems. The number is not large. But they should be looked upon as exceedingly choice, and not thrown together in a mass with miscellaneous collections of poems. They should be used like music in connection with the ethical points we are trying to work out in these studies. They should be selected with the greatest care, and kept by themselves as gems pertaining to the home and home-life.

In this connection it may be seen what is the one main trend we are working for, on the subject of "The Home ". At the outset, in the introductory chapter, it was stated that we were looking rather to the attitude of mind or heart or will on the general subject dealt with, rather than aiming to fix specific precepts or theories on the young. We may put into this course of the study of "The Home" enough material for years of thinking. Much of it will pass out of the memories of the class-members.

But we are looking to the future-to the time when

those young people will be grown men and women. We are thinking of the period in their lives when they may come to the point of having homes of their own. More than all, we are aware of the sad experience in the break-up of home-life, when the young are to leave the family-nest and go out into the world, when the old tie of affection will begin to wane, and something like a sense of duty must take its place.

It is our hope to give a set to the young minds in the direction of feeling the ideal sanctity of the family relationship, as something applying not merely to the time when little ones cluster around the mother's knee, but as a permanent relationship-as a nursery for training in life, as a place where we learn selfsacrifice by witnessing others sacrificing themselves for us, as a school where we learn the one supreme lesson of self-control by the drill of obedience to father or mother, and where we learn what true brotherliness means. Thus, when we are grown up, when the material tie is broken and we separate from each other, we shall feel a stern sense of duty added to the influence of affection, making us be true to our aged fathers and mothers, true to our brothers and sisters, with whom we once sat at the table; but most of all, true and faithful in the new homes we may establish for ourselves.

In connection with the study of the Home as an

institution, we also introduce a series of lessons explaining the meaning of Festivals. It adds a little variety or charm to what may seem like the monotony of the subject. Hence, for instance, in this special series of lessons, the Sunday after "Thanksgiving Day" is devoted to a talk about that festival, what it means, how it arose, what sort of significance it may have, or what it stands for.

So, too, during the holidays, a Sunday morning is devoted to a talk as to the meaning of the Christmas festival. It may be well if I insert at this point the notes for the lesson on this subject, as illustrating our method in dealing with the "Festivals".

THE CHRISTMAS FESTIVAL.

You all know about Christmas, I am sure. I wonder what your first idea of Christmas was when you were a little child.

Who was it that you always had in mind when Christmas was mentioned ? What person was it? "Santa Claus," you say? Yes, surely it was Santa Claus. We have all been fond of Santa Claus.

Do you remember anything about him, how he used to look; what your idea of him was? Tell me what you remember about it. What did you think he looked like? Where did you think he came from? What sort of clothes did he wear? Was he old or young? Did he travel by night or by day? Do you remember how old you were before you found out that there was no real Santa Claus ?

Tell me, each of you, if you can remember.

And were

It is a

you sorry to find out that there was no Santa Claus ? Did you really wish there was such a person? beautiful story, is it not, and we all like to read about it. Even grown people like to think about Santa Claus.

But, now, what is the other thing that children always connect with Santa Claus? What was it that Santa Claus was supposed to bring?

Toys and play-things," you answer? Yes, toys and play-things. But you get something now at Christmas, don't you, although it may not be toys or play-things? What do you get? "Why, presents," you say, "gifts".

Yes, I suppose your father or mother makes presents to you at Christmas time. Perhaps you make gifts to each other or to your father and mother, and they may also make gifts to each other. And so you connect Christmas with the idea of "gifts," do you not?

But what is the difference, do you suppose, between the meaning of Christmas to children and to grown people? Who do you think care the most for it, the little ones or the grown men and women?

"Oh," you say, "you think the children care the most for it." I am not so sure about that. Wait until you are older and see.

What is the difference, however? Both grown men and women and children think of " gifts" in connection with Christmas, you say. But is there a difference in reference to those gifts? How is it, for instance, when you are little; do you usually think more about giving presents or receiving them? "Why," you answer me, you probably think more about receiving them."

Yes, I suppose you do, and it is all right that you should think that way just now. But how is it with

“Oh," you

your father and mother and grown people? suggest," they probably think more about giving presents than receiving them." Yes, I agree with you there.

Which ones do you suppose get the greater pleasure, those who receive the gifts or those who give them? "As to that," you tell me, "you think it would be a greater pleasure to receive them." I can only warn you, don't be too sure about that.

Did you ever hear of a beautiful old maxim that came from a great teacher about "It is more blessed to give than to receive?" Some time when you are older and become very fond of a person, you may find that there is more pleasure in making a present than in receiving one. And thus you see that grown people can take the keenest pleasure in making gifts, and so also be fond of the Christmas time. There is an immense amount of pleasure in giving pleasure to others.

I wonder, then, what is the kind of feeling all over the world at Christmas time? Is it a gloomy time or a happy time? "Oh," you exclaim, "it is a happy time everywhere." And what makes it so?

Why," you answer, "it is the gifts which make it happy; the pleasure everybody is getting from making or receiving gifts; it is a time when children are unusually happy; and, as people are all fond of children, that makes it a very happy season."

But what else do we usually connect with the Christmas season beside gifts? What do a great many people have in their houses on Christmas eve? "The tree,"

An

you say, "the Christmas tree." Yes, that is true. immense number of families have a Christmas tree of evergreens, all finely lighted, on Christmas eve. I wonder if you have any idea where that old custom comes