centuries, the life stories of great missionaries and pioneers in Christian civilization, may next have their place. The object should be not so much to study all characters in the Bible, and in church history, nor again to study any exhaustively, but rather to select those which exhibit qualities which appeal to young people at this age characters like Abraham, Jacob, Joseph, Moses, David, Isaiah, Jeremiah, Amos, John the Baptist, Peter, John and through discussion and criticism arrive at the secret of their strength. Time should especially be taken for a careful, intensive study of the character of Jesus. Young people may be encouraged to use their reasoning powers now rapidly developing in forming simple generalizations as to the principles underlying Christian conduct.

Agencies

A variety of agencies is at hand, for instruction and training at this age. Ideally, there should be but one agency, and that the spontaneously formed group, "gang," or "bunch," into which young people at this period almost inevitably organize themselves. This constitutes the real world of these young people, to this they yield their loyalty, for this they sacrifice themselves and before the bar of public opinion of this group they stand justified or condemned. It is safe to say that no other educational agency compares with this in potency, at this time. If there is a Sunday-school class, therefore, it should be co-extensive with this natural group, several groups of boys, and of girls, uniting in the Sunday-school Intermediate Department. The same combination of groups may meet at another time as an Intermediate young people's society; or the groups may meet separately, for specific purposes, as Boy Scouts, Camp Fire Girls, Mission Study Class, Choir, Boys' Club, Girls' Club, or as otherwise it may be designated. It is important, however, to recognize that, if it is to be successful, it will include practically the same young people, boys or girls, whatever the designation. It is therefore highly desirable in the interest of economy that the contribution which each agency is to make to the life of the group should be clearly understood by the leader or teacher not only of that agency, but of the others as well.

The Home. The home may exert a great influence during these years, through its natural relationships and more or less unconsciously. Happy is that boy whose father is his best chum, or that girl whose most intimate confidences are shared by her mother. This is the period when friendships count for most, and no friendships are more beautiful or valuable than those between parent and child. Through such intimacy the parent may safeguard the child from danger, explain the nature and meaning of the new physical life which is now developing, and cultivate feelings of respect and chivalry in each sex toward the other. Such friendships are exacting and demand sympathy and patience on the part of the parent, but they are wonderfully rewarding.

The School Relationships. Parent, pastor and Sunday-school teacher should know the school life of young people at this age, in order, on the

one hand, to relate the material of Sunday-school lessons to the school studies and, on the other hand, to relate the activities and plans of service to the activities of school life. Thus the whole thought life of a child will have unity and the religious teaching of home and church will be seen to bear directly upon the duties and friendships of the week-day, and many an unfortunate experience may thus be forestalled.

The Sunday-school. The Intermediate Department includes four grades; the eighth school grade and the first three years of high school, for ages thirteen to sixteen, inclusive. The class should consist of the spontaneously formed natural group, as described in an earlier paragraph, the sexes being taught separately, not over six or eight in a class. On account of the reticence and sensitiveness of young people at this age, the task of the teacher is peculiarly delicate, requiring much tact and sympathy. Reason must now be substituted for authority and confidence must be cultivated by considerate and frank treatment. At the same time the teacher may maintain a wholesome dignity and reserve. A man will be more advantageous as a teacher for boys, provided he possesses the requisite qualities for a teacher of this age, and a woman is preferable for a class of girls. It will often be advisable at this period for the teacher to remain with a class longer than one year, and indeed through the whole time spent in the Intermediate Department. Thus friendships will be given time to form and ripen, through which young people may be led into full appreciation of and commitment to the Christian life.

The equipment of the Intermediate Department should include graded lessons, of the type referred to above, and should provide an assembly room with piano and other facilities for worship. Moreover, each class should, if possible, have its own room, with pictures of an idealistic nature (e.g. Hofmann's "Christ and the Young Ruler," Michael Angelo's "Moses," "Christ and the Fishermen," etc.) This room should have a good-sized table, with books of reference, maps, stereographs, note books and other facilities for study.

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The work for boys and girls at this age may well center largely in the Intermediate Department of the Sunday-school. In addition to the instruction offered through the lessons which may include not only Biblical but missionary and other types of Christian character department should provide for training in worship. This period in the life of young people is strongly emotional, and opportunity should be given for proper expression, in song and prayer and acts of service. In this department more than ever pupils should be encouraged to co-operate with the leader in the conduct of worship, suggesting favorite hymns (which now may be less martial in quality than in the previous period, and with more of sentiment in words and music). Fine, poetic passages from the Bible (such as, e. g., I Cor. xiii) may be committed to memory in connection with the class-work and utilized in the worship period. Nothing else, such as the giving of notices or other irrelevant matters, should be allowed to intrude upon the time set apart for worship.

The Intermediate Department should also provide for training in service and in missions. Each class may be encouraged to seek out its own cases of need to which to minister, singing or carrying flowers to the sick; reading to the aged and infirm; making clothing, or collecting clothing which has been used, for distribution among the needy; providing school privileges for boys and girls in mission lands or raising the salary of a native preacher, evangelist, nurse or doctor. At the same time it may be desirable for all the classes of the department to join in some common cause requiring more assistance than the resources of any one class can well supply. The aim should be constantly to widen the sympathies, and the ministry, from the local group, the local church, the local community outward, to include the Negro, the Indian, the Chinese, and the other peoples beyond the sea. While the objects presented should be specific and concrete they may also be related to those enterprises in which the Church as a whole is engaged and thus serve to prepare boys and girls for intelligent participation later in the wider benevolences of the church.

During this period other organizations may be freely utilized, to supplement the work of instruction and training attempted in the Sundayschool. The Intermediate Society for Christian Endeavor may cultivate the spirit of worship, encouraging young people to commit to memory longer and richly emotional Bible passages and telling them the stories of the great hymns and prayers. The same Society may instruct in missionary and contemporary biography. It may also provide an opportunity to discuss with the boys and girls the principles underlying Christian character and conduct, or may present to them the life stories of denominational leaders. It may further assist in the gathering or distribution of benevolent gifts and offerings, and in suggesting forms of personal and social service.

The Boy Scouts and Camp Fire Girls may give instruction in practical ethics for boys and girls and lead them into a closer appreciation of Nature, a respect for homely duties and relationships, an ambition for physical well-being and a desire to be constantly helpful.

The Sunday-school class may itself be organized as a Boys' Club or Girls' Club for some special study, or to render some special form of service, this being possibly the most flexible method, under a good leader, for carrying forward into the week the instruction and training of the Sunday class. It will be advantageous, in any case, if the same room may be at the disposal of the group for their meetings on Sunday and during the week, thus associating in their minds the instruction with its appropriate expression.

Whatever be the agencies utilized, their program should be planned in common with that of the Sunday-school, to insure the greatest economy and effectiveness. Wherever possible it is desirable that the person who serves the class as teacher should also participate in the activities planned through other agencies.

At the appropriate time, generally toward the last of this period, opportunity should be given, through the Pastor's Class, to talk over with

the young people in a frank and intimate fashion the meaning of the Christian life, their relationship to Jesus Christ and to the Church. Better results will generally be secured if boys and girls are instructed in separate classes. This opportunity should be given as the culmination of the experience of conversion, and should normally result in church membership.

GROUP VI. Young People, 16 to 20 Years

A crisis occurs in the lives of most young people at about the age of sixteen earlier, with many; later, with some. Many a boy or girl leaves school before this age is reached and begins to earn a living. Many others, at about this age, leave home to attend school or college. This change, in any case, usually means an increase of economic responsibility, and often increased freedom for decision and action. During this period the bonds which connected life with the home are loosened, while on the other hand, the young person begins to make connection with institutional life, with an educational institution, an industrial enterprise, a civic or religious organization. A change also takes place in the attitude of the sexes toward each other, attraction taking the place of indifference or repulsion. As the previous period was a time of critical and severe analysis, this becomes a time of organization and synthesis.

Aim

1. To help young people to find and to accept their places as useful members of the economic and industrial order and of the body politic.

2. To this end, to provide opportunity for becoming acquainted with the nature, aims and methods of the familiar social institutions which they are to touch, and through which they are to work in society; the family, the factory, the business house, the school, the church; and, through free and frank discussion, to help them arrive at an intelligent, appreciative and helpful attitude toward them.

3. To acquaint them with the great social and religious movements of history and to enable them so to live over again these movements as to understand the cost, and the value, of our present social ideals.

4. To present to them the religious interpretation of life, as found in the more philosophical portions of the Old Testament and the New Testament, as well as to introduce them to the historic struggles by which men have worked out their creeds, in the hope that these will help them to a formulation of life-principles for themselves.

Lesson Material

In the Old Testament, the early narratives of Genesis offer a fruitful field of study. It will be profitable to trace, historically, the development of the religion of Israel, as well as its political, social and religious institutions. The historical narrative furnishes a background, against which may be studied the work of prophets and sages. The thrilling scenes portrayed in the Apocryphal literature will appeal to this age,

while in the New Testament young people will be interested in the movement with which Jesus allied himself and which developed later into Christianity, creating the literature and the institutions of the Christian church. The more philosophical interpretation of Christianity, as found in the Gospel of John and the Epistles of Paul, may be studied at this time in relation to the historic movements and crises which called them forth. But still more interesting will be a discussion of the teaching of Jesus, particularly his social message. The later developments of the movement he began, traced down through the centuries, will give new meaning to creeds and forms and ceremonies, and to institutions as well. The modern missionary movement, the modern scientific movement and the modern educational movement particularly for religious education will all help to inspire and to steady the hearts of young people. Those who find themselves drawn toward the teaching work of the Church, or its social activities, or to some other form of ministry, will welcome courses of study and practice which will make them more efficient in service, such as teachers' training courses, social service courses, etc.

Agencies

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The Home. Many young people leave home at this period. Parents should make special effort to keep in close touch with sons and daughters away from home. The church may facilitate their connection with other homes in the places to which work or study have called them. And the church should endeavor to provide, for homeless young people in the community, an atmosphere and a fellowship as homelike as possible. Young people are subject to great contrasts of feeling, hope and ambition, exaltation of spirit often being followed by seasons of depression and discouragement. At such times of danger there is great need of strong, friendly and sympathetic companionship, and this the church should seek to provide.

The Sunday-school. Many young people drop out of Sunday-school before this period is reached. To counteract this tendency the Sundayschool should strive to offer graded courses of study, as above described, designed especially to deal with the peculiar problems of youth. These courses need not, however, follow a prescribed order, but may be regarded as elective courses." Classes in the Senior Department of the Sunday-school may now be somewhat larger and, especially in the older years, 19 to 20, may be composed of both sexes. The classes in this department should not be subjected to so rigid a program as is desirable for the younger departments. There is not the sam need here for providing a program of worship; these classes should be encouraged to participate fully in the church services of worship; or, the Young People's Society may supply whatever is needed in this line. Every class in the Senior Department should, however, be organized, for some definite social, personal or missionary service, which may be closely related to the various adult activities of the church. By this time they are often able to undertake a somewhat exhaustive study of the