We read in the "explanatory note" of our Quarterly that "the Bible and the Christian Science text-book are our only preachers," and the testimonial meetings and periodicals constantly reiterate that their correlative use in the Lesson-Sermon is the basis for demonstration in disproving error by proving good. As every Christian Scientist, notwithstanding age or experience, is only a student of this eternal Science, the same tools are given all; hence it is as imperative for the pupil in the Sunday School to study the Lesson-Sermon as it is for the parent. It is, therefore, both the privilege and duty of the parent to assist the pupil and cooperate with the Sunday School teacher by constantly stimulating the child to earnest and intelligent study of this unique preaching.

It seems most obvious that when the committee takes up a given subject, its first step is to make a topical outline. This outline comprises six thoughts in sequence, of which the first may give the premise, or introduction, the second to fifth what may be called the argument, and the sixth the conclusion or result. The argument is presented in various forms, contrast through positive and negative standpoints being its usual procedure. The work of reducing each set of Bible citations to its simplest denomination, so as to perceive the correlation in Science and Health, requires practice and concentration. These Scriptural passages and Christian Science correlatives may be likened to a pair of scales, for however apparently unlike in variety and quantity, they prove to be accurately balanced in quality and value of thought. To secure the balance or reciprocal relation, however, is a sifting, weighing, analyzing process, a process mainly of elimination. It is the finding, in the Bible citations of each section, of the thought which is emphasized and brought out in the sections as a whole, and this is comparatively easy when the citations present merely a spiritual quality or mortal mind error, but in the case of a narrative or allegory it is more difficult, and we must train the children to deduce therefrom the basic truth or quality which it exemplifies, and so rid thought of the sense of personality around which the narrative is woven. Exchange of personality for Principle is the teacher's work in life, as it will be the pupil's. and it cannot be done too early or too well.

July 31, 1909

We'd love to hear from you!

Easily submit your testimonies, articles, and poems online.