A MEETING IN THE INTEREST OF OUR SUNDAY SCHOOL

Held in The Mother Church Extension, June 8, at 7.30 P. M.

Chairman, Dr. Arthur J. Todd, of Washington, D. C.

The meeting was opened with the singing of Hymn No. 30, "Brood o'er us with Thy shelt'ring wing," the words of which were written by our Leader, Mary Baker Eddy, after which Dr. Todd spoke as follows:

It is my firm conviction that the basic purpose of education, secular or religious, is understanding—wisdom in its deepest meaning. This is vastly more than facts, formal discipline, learning of texts, skillful forensics, or mastery of techniques. Laying a firm and lasting foundation for spiritual understanding is the function of the Christian Science Sunday School. That is the theme of our meeting tonight. Let me begin, therefore, with a few pertinent passages from the Bible and "Science and Health with Key to the Scriptures" by Mrs. Eddy:

The Bible

Proverbs 4:7
I Corinthians 1:20, 25, 29
I Corinthians 2:1, 4, 5, 16

Science and Health

126:8 (only), 15–21
127:23–24
128:4—6, 14—19
Pref. vii:13–15

From many denominations come cries of alarm that Sunday Schools in general are falling down on their job. One such voice recently predicted extinction of the Sunday School within thirty years if the present rate of loss continues. The situation is critical, he declares.

Without being complacent. Christian Scientists may take encouragement from the fact that, speaking generally, the increase of attendance in Christian Science Sunday Schools on the whole within recent years is substantial, wholesome, and heartening. But this increase should not be taken as warrant for relaxing our efforts for even more significant gains. The Christian Science Board of Directors has pointed the way by establishing three years ago the Sunday School Activities Division of its Executive Office as a clearing house for information under supervision of Miss Katherine Traband.

We as Christian Scientists cannot ignore the Sunday School and its inherent relation to the life and continuity of our movement. Our Leader considered it as a foundational trust (see The First Church of Christ, Scientist, and Miscellany 230:23). It is a sacred responsibility, for it offers the groundwork in the unique educational plan set up by her. That plan aims at no less than developing active church members able to work out their own salvation, able to heal, able to give the requisite proofs of their faith and piety, their self-reliant trustworthiness, the marks of genuine Christian Science. That plan includes a working familiarity with the fundamentals of the Bible, including both Old and New Testaments. It requires not mere verbal acquaintance but historical perspective, and above all, spiritual significance. In the sixteen or seventeen years available to the Sunday School pupil, he should be taught how to use his textbooks, how to interrelate them, how to apply their truth to his daily problems. And he should be led to study these textbooks not as an onerous duty, but should be inspired to love them, to recognize their supreme value, and to make them his chart of life. In short, the Sunday School should be the avenue by which our church membership is constantly enlarged, refreshed, and energized. Therefore we cannot overlook any situation which seems to threaten the effectiveness of the Sunday School. Likewise, we must be alert to any movement of human thought which holds promise of aid in the work of the Sunday School.

Here we are confronted with a very definite trend of thinking in the physical sciences which not only bids fair to transform their whole nature and outlook, but also right now to serve teachers and pupils in our Sunday School.

First let me say that many distinguished physical scientists are declaring openly that there is no real conflict between physical science and religion. Chancellor Arthur H. Compton of Washington University resolves the apparent conflict thus: "Science is a reliable method of finding truth. Religion is the search for a satisfying basis of life." All that he asks of religion is that "the language in which its great truths have been stated by prophets who lived in an age of magic, miracles, and mysticism be translated into a language of verifiable fact."

But isn't that just exactly what Christian Science has been doing ever since Mary Baker Eddy first began to demonstrate, teach, and publish her great discovery? Mrs. Eddy has for seventy-five years led the vanguard of enlightened Christendom by her declaring a universe governed by unfailing, universal Principle, that is, a universe of law and order, in which no accidents, invasions of order, interference with law, can occur, whether you call them miracles, acts of God, or insoluble mysteries. Moreover, in her own discovery and its testing she followed well-recognized and strict scientific procedures. That she was familiar with scientific procedure and even terminology appears in her accurate use of such terms as calculus, fourth dimension, syllogism, and in her astounding insight into the problem of atomic energy.

What Christian Science does object to, and as I shall show in a moment, what many modern physical scientists object to, is the assumption that exact science must be physical, material. If a student asks you, "Is Christian Science less scientific than physical science?" you can rightfully answer with assurance, "No." And back of that "No," you have the warrant of such distinguished physical scientists as Jeans, Eddington, Einstein, Dampier, Lecomte de Noüy, Compton, and many others.

It must be explained to the student that physical science is only one aspect of the world. Physical scientists view nature from a narrow slot in their conning tower, with certain unproved assumptions. Physical science can never come nearer than a secondor third-hand approximation to reality. The poet comes closer; the spiritual seer touches firsthand.

Show your students that Christian Science does not dodge or evade basic scientific problems. At least twelve Lesson-Sermons during each year bear upon this field of thought in such topics as substance, matter, reality, unreality, cosmic evolution. This should convince them that Christian Science is not a form of weak wishful thinking, escapism, or inability to face reality. These Lesson-Sermons strive to orient the student's thought spiritually; to enable him to distinguish between the symbol—the appearance—and the reality, and to integrate his thinking about the whole problem of nature and the universe; God's relation to His creation; nature, including man.

Since the term "natural science" is so often opposed to Christian Science or spiritual science, your students should be well grounded on the correct definition and usage of the word "nature." What can we teach about nature? Mrs. Eddy says (Science and Health, p. 119), "In one sense God is identical with nature, but this nature is spiritual and is not expressed in matter." Spiritually considered, that is, from the standpoint of universal law, nature and God are one, as our Leader says on the preceding page of the textbook. Hence there can be no supernaturalism in what Mrs. Eddy calls "the deific naturalism" (Science and Health, p. 44,marginal heading).

In certain views of nature, physical science and Christian Science agree. For example, both deny and reverse such common fallacious appearances as that the sky is blue, that the sun moves around the earth, that sky and earth actually meet at the horizon, that the parallel sides of a road or street converge, or that a mirage is anything but an optical illusion. But most people still fail to realize how recent physics almost startlingly confirms the teachings of Christian Science as to the nature of matter. The whole tendency to reduce matter to terms of differences in electrical potential bears out Mrs. Eddy's remarkable definition of electricity as "the sharp surplus of materiality which counterfeits the true essence of spirituality or truth" (ibid., p. 293), that is, a transitional stage of human belief in its progress from thing to thought.

If students can only be made to see that physical science is not a texture of demonstrated facts, but very largely a still unorganized set of theories, hypotheses, and hunches, they will not be persuaded that physical science is absolute, definite, positive, tangible, factual, by contrast with what they may be tempted to think of as the tenuous, vague, intangible, and unprovable nature of spiritual laws, phenomena, and science.

Without any gloating complacency, but with humble positiveness, show your students the utter untenability of any scientific theory which attempts to identify nature and matter. In her rejection of matter as a reality and the basis for true knowledge, Mrs. Eddy anticipated by half a century such philosophers as Whitehead who complain that for three hundred years human science has limited itself by its assumption of basic materiality. She puts the whole trouble in a nutshell: "Matter is an error of statement. This error in the premise leads to errors in the conclusion in every statement into which it enters" (ibid., p. 277). When Mrs. Eddy wrote, "We tread on forces," and, "Divine Science, rising above physical theories, excludes matter, resolves things into thoughts, and replaces the objects of material sense with spiritual ideas" (ibid., pp. 124, 123), such bold challenges shocked and even amused the academic world and scientific orthodoxy. But the past quarter century witnesses a steady, albeit cautious approach of many of the world's leading physical scientists to a not dissimilar ideology. For example, Sir James Jeans speaks of annihilating matter, and frankly confesses that "the universe begins to look more like a great thought than like a great machine." Professor Eddington also speaks of matter as "an imaginary something." and concludes that "the physical world is entirely abstract and without 'actuality' apart from its linkage to consciousness." Dampier in the third edition of his "History of Science" devotes a whole section to the "Evanescence of Matter" and likewise speaks of "annihilating matter."

Such statements as these from the world's leading men of science indicate that the whole history of Christian Science has pioneered higher education; that it stands for educating the whole man; that is has been amply justified in its teaching that physical science and its by-products should be rated as servants, not as master.

Now with these ideas before us, how shall we proceed to teach? Let me set down a few simple hints: First: Teach in the spirit of reasoning together, not pounding dogmatism. Emphasize that Christian Science is not restrictive to thinking, but urges the necessity of correct thinking as the price of life and progress.

Second: Teach that Christian Science is broad, positive, universal; physical science and some other academic subjects narrow, limited, hypothetical, and therefore tentative.

Third: Teach the consummate naturalness of translating these new discoveries of physical science into spiritual, that is, Christianly scientific terms.

Fourth: Teach with authority—based on facts. You do not need to apologize for Christian Science. It is already out ahead, and after seventy years physical science is just beginning to catch up.

Fifth: Don't stifle questions, but encourage them. Christian Science has nothing to fear from questions. Look at those Mrs. Eddy faced in "Miscellaneous Writings," in the chapter on Recapitulation in our textbook, or in "Rudimental Divine Science."

Sixth: Teach the student not to fear subject matter, for example, hygiene, psychology, physics. As to psychology, if such a course is required, the student may take it without fear if he recognizes in advance that no psychology is at present authoritative, and that in any event it aims to present only the manifestations, movements, and indeed antics of the human, mortal mind. Finally, teach your students that Christian Science is the greatest adventure in the world today. Stir their pioneer spirit to reach beyond the conventional limited horizons of materiality and physicality. Teach that Christian Science is radical, revolutionary in even a wider sense than were the discoveries of Copernicus, Galileo, Newton, Harvey, Darwin, Faraday, Maxwell, Hertz, Steinmetz, Planck, or Einstein— the greats in physical science.

The validity of Christian Science does not rest upon stirring changes in the physical sciences. We welcome these belated confirmations of our Leader's teachings, but it stands on its own ground. Why? Because it is a spiritual revelation; because it is based on fact; because its premises are unshakable, its logic is unerring, its conclusions are properly derived; and because it is consistent; because it is all-inclusive in its scope; because it is demonstrable. What better science could any student ask? What other system of thought so adequately resolves the old conflict between science and religion? God grant that the day may not be too far off when the academic world will accept Mrs. Eddy's declaration: "If God, the All-in-all, be the creator of the spiritual universe, including man, then everything entitled to a classification as truth, or Science, must be comprised in a knowledge or understanding of God, for there can be nothing beyond illimitable divinity" (Science and Health, p. 127).

Methods of Teaching

By Dr. Lillian A. Lamoreaux, of Ventura, California

A workshop is a learning situation in which teachers and officers of the Sunday School meet together to consider problems pertinent to the Sunday School and techniques for their solution. It may also be considered as a method of improving the Sunday School through in-service-training of teachers.

The purpose of the workshop must be clearly understood by all participating in the work. It offers an opportunity, through prayerful consideration and frank discussion, to grow in service to God and glorify Him through learning to serve His little ones in a better manner.

Let us consider briefly some of the opportunities for growth which are presented by workshop meetings. Some problems concern every level of the Sunday School and should be considered from the primary to intermediate and on to the upper levels. James tells us to be "doers of the word, and not hearers only" (James 1:22). Our Leader, Mary Baker Eddy, stresses the point that both the spirit and the letter are necessary for the practice of Christian Science (Science and Health, p. 451) and informs us that we can utilize only what we understand (ibid., p. 329). A series of workshop meetings might be held to consider what the children are learning in each level and what proof we have that each child is using what he has learned. The test of any learning is how it functions in the life of the learner.

Another series of workshop meetings might deal with the teaching of the Commandments, the Lord's Prayer and its spiritual interpretation by Mrs. Eddy, and the Sermon on the Mount, on each departmental level. In this series teachers might analyze the effectiveness of their teaching to see if the children are growing in the simpler meanings of the divine Principle to demonstrable understanding and broader uses of these basic lessons.

Teachers of the two-, three-, and four-year-olds would welcome help gained from workshop meetings on the technique of teaching the "first lessons" and choice and presentation of story material, as well as such problems as how to vary the class period and keep the little ones constructively busy and thereby attentive.

These workshop suggestions all deal with materials and procedures; however, it must not be forgotten that the deep, consecrated spiritual preparation of the teacher is of primary importance. Also there are other types of approach in teaching which would be beneficial to the Sunday School if properly considered, such as:

The teacher's opportunity to enlighten the parents of Sunday School children who are not students of Christian Science as to the aims, procedure, simple understanding, and results of Sunday School teaching and attendance.

In assigning and reassigning pupils to classes in order to promote their growth there are no hard and fast rules. Whatever procedure of classification, whether it be based on school grade, age group, social group, or the amount of Christian Science learning the child has, the procedure should be flexible enough to meet individual needs. The criterion for assignment should always be what class and what teacher will best meet the needs of this child.

A question often asked is whether it would not be wise to place incoming pupils who have never attended a Christian Science Sunday School before in a special class in order to acquaint them with the vocabulary of Christian Science, to quickly give them the background of "first lessons," and overcome some of the old theological beliefs the pupils have had.

It has been the experience of many that new pupils do not wish to be in special classes; that they are happier if placed in their normal group; that the Christian Science Sunday School offers a new challenge and the pupils are willing to do homework, under the guidance of the teacher, in order that they may fit into a regular class. The teachers should be alert in explaining, or having the pupils explain, to the new pupils the terms we use which are unfamiliar to them. If rightly utilized, the entrance of a new pupil offers a wonderful opportunity for review of past work, for the sharing of understanding, and for explaining how to use the truths learned. The new pupil should be encouraged to ask questions about the lesson or the Sunday School and receive clear and satisfying answers.

In a Christian Science Sunday School there is no general necessity for segregating boys and girls. There should be nothing taught in our classes that could not be handled in mixed classes; however, if it does seem wise at some period of the child's experience to segregate a group, the organization of the Sunday School should be flexible enough to provide for that need. The youngest classes can often best be taught by women teachers, but all pupils should have the experience of being taught by both men and women teachers if possible.

Reassigning pupils may cause distress among the teachers and pupils when not managed carefully. Sometimes teachers object when superintendents just by their own decisions move pupils to or from their classes. Teachers have told me that many times when pupils were moved in this manner their classes disintegrated. It is generally in the best interest of the Sunday School that the superintendent and teachers concerned sit down in conference and discuss the wisdom and reasons for reassigning pupils. Teachers in turn can discuss the move with their pupils; then the reassignments can take place without disturbing the harmony and attendance of the Sunday School.

When we speak of "technique of teaching," we are speaking of the expert manner or skillful method of teaching. It should always be borne in mind, however, that the method of Christian Science is wholly spiritual. In reality, technique but expresses the reflected perfection of divine Mind. It is at all times the vehicle, not the end, of adequate performance.

In Article XX, Section 3, of the Manual of The Mother Church, Mrs. Eddy gives us this instruction: "The next lessons consist of such questions and answers as are adapted to a juvenile class, and may be found in the Christian Science Quarterly Lessons, read in Church services."

There are four important points in this statement: first, this statement applies to those ready for "the next lessons"; second, the method to be used is the question and answer method; third, these questions and answers are to be adapted to the pupils; fourth, the questions and answers are to be based on the current Lesson topic as found in the Christian Science Quarterly. There is to be no deviation from these instructions.

The expert manner or skillfulness of teaching which reflects the divine Mind rests upon the understanding of the four points in this statement and the prayerful desire and endeavor to be obedient in fulfilling each point. It involves a study of the child, knowing first his absolute nature as a child of God, then his human needs; it involves a careful and prayerful study of the Lesson with the individuals of the class in mind. The teacher's preparation should be sufficiently deep and broad to enable him to help every pupil in the class.

The teacher should prepare questions on the whole Lesson. These questions should help the child gain an appreciation of Christian Science as the Christ Science, the promised Comforter; they should help each child understand that each specific Lesson meets his daily needs and contains an understanding of God, or Truth, that he can make function in his life if he will use it.

The question and answer method is the method to be used by both teacher and pupils. Pupils should be encouraged to ask questions on all appropriate problems and be taught how to use the Bible and Science and Health as source material in seeking the answers to their own questions. They need to be shown that no matter what question may arise in their thought, a correct and satisfying answer can be found in their textbooks.

Many pupils need help in stating their questions so that they convey to others the question in thought. This can be done easily and helpfully by restating the question more clearly, then asking, "Does this question bring out what you want to ask?" or, "I stated a similar question thus. Do you think it is to the point?" Some teachers assign questions for home study; others assign sections of the Lesson-Sermon to be studied and ask pupils to bring questions on their section to class.

It should not be disturbing to a teacher when pupils do not readily read the Bible selections but have to be assisted with words and meanings. When a teacher has a class which has difficulty in reading the Bible or Science and Health, it would be helpful periodically to have individuals read short passages in the Lesson and then ask questions to bring out the meaning of the passage. Many pupils never have an opportunity to read the Bible except when they are in Sunday School. The classwork is not primarily for the purpose of teaching reading, but to aid pupils in gaining spiritual understanding from the Bible and our textbook. When pupils read readily in the texts, it is usually better to ask the questions first, then refer to the books for confirmation or to enlarge upon the answers.

The amount of sincere prayer and conscientious study and application determines the expertness of teaching. Good teaching demands the surrender of self in the conscious reflection of divine Mind. Simplicity in instruction such as the master Teacher, Christ Jesus, expressed is the keynote of good teaching and the direct result of spiritual inspiration.

Building Up the Sunday School

By Edward W. Fager, of Dallas, Texas

This paper which it is my privilege to read, is based on experience gained in the Sunday School of Third Church of Christ, Scientist, Dallas, Texas.

I want to give full credit to all my fellow workers, and to tell you that my contribution has been largely to assemble and co-ordinate this summary of our joint efforts.

The subject is in two parts: first, "How to Deal with Absentees and Irregular Attendance in the Sunday School:" second, "How to Attract Pupils to Our Sunday School." One answer, however, will satisfy both propositions. That answer, simply expressed, is that the Sunday School superintendent, the teachers, and the workers should, above all, understand and demonstrate in their individual activities the declaration of Christ Jesus, "And I, if I be lifted up from the earth, will draw all men unto me" (John 12:32), and that they should be obedient to the final instructions of Jesus to his disciples, as recorded in the twenty-first chapter of John: "Feed my lambs. ... Feed my sheep."

In a message to a First Reader, which I think would be equally applicable to a Sunday School worker, Mrs. Eddy writes: "Do you come to your little flock so filled with divine food that you cast your bread upon the waters? Then be sure that after many or a few days it will return to you" (The First Church of Christ, Scientist, and Miscellany, p. 247).

If we, as Sunday School teachers, talk with the children rather than down to them, we shall lift them up, and we shall have less of a problem of irregular attendance.

One of our teachers, when questioned, said to me: "The problem does not exist in my class. First, I am always there myself, on time, and prepared to the extent of my understanding through study of the weekly Lesson and prayerful metaphysical work. I welcome the pupils cordially and treat them as individuals. I am interested in every one, his progress and his problems. If there is one whose parents are not Christian Scientists or who has some other home problem, I frequently 'phone, or write him a note during the week, so that he knows that he is an important part of our class activity and we need his contribution. Each pupil is assigned a section of the weekly Lesson-Sermon for special study and interpretation, and each feels that he is needed every Sunday in order that there be no missing parts. Prayerful effort is made to teach each pupil how to deny whatever error may seem to confront him in his daily experiences, and how to affirm the truth that heals his problem, whether it be one of physical ills, human relations at school or at home, or making good grades at school. The pupils are eager to exchange experiences in class and to learn more of Truth. There is no problem of absenteeism and, as to attracting pupils to our Sunday School, these joyous, spiritually uplifted youngsters, solving their problems at home and at school through Christian Science and letting their light shine, draw others naturally."

Another teacher, when asked how she maintained orderliness and attention in her class of small children, replied, "The teacher must hold in thought Mrs. Eddy's definition of children in the Glossary of Science and Health (p. 582): 'Children. The spiritual thoughts and representatives of Life, Truth, and Love.' I say to my small pupils, 'I am going to tell you a story.' All respond by settling down to listen. Then I continue, 'The story which I shall tell you today is about a man named Moses.' The teaching of the Ten Commandments is my aim, and by dividing the life of Moses into several stories that will require several Sundays, we establish continuity and a desire to be present and hear more. Orderliness and attentiveness are spontaneous, and so a contribution is made to the drawing power of the entire Sunday School."

Small children, naturally and without effort, put into practice their improved understanding, as did one five-year-old pupil whose mother fell from a step-ladder in the home and seemed to be injured and in great pain and filled with fear. This little lad said to her, "Mother, you are God's child, the same as I am, and you can no more be hurt or be afraid than God can." The mother's fear was healed, and the physical healing was accomplished at the same moment. The boy's teacher was grateful for the inspiration this testimony of healing brought to the class.

A teacher of an intermediate class told us that she finds it helpful to remember always that God is the Teacher, Christ Jesus the Way-shower, and Mary Baker Eddy the Leader; and the children, as well as she herself, are students of Christian Science, studying and working together to understand the Word of God. She continued: "I do not 'take the case' of a pupil who seems to have a problem, but I endeavor to make his growing understanding of Christian Science workable in the solution of his problem. One boy was distressed about his poor grades in public school. He was attributing the difficulty to inability to hear, but we found that the real trouble lay in lack of attention and obedience. He was led to recognize inattention and disobedience as errors which were depriving him of his rights and joys as a child of his Father-Mother God. He promised to listen carefully to his teacher and do what he was told. The following Sunday he joyously told the class that he could hear, and that he had learned to listen and to understand. This child was leading his grade by the end of the year. His joy in his new-found freedom, and his gratitude, are an inspiration to the members of his Sunday School class and to others."

Christian Science is a practical religion. When pupils reach the age where they might be attracted by smoking, drinking, or gambling, they must be equipped with "the whole armour of God" (Eph. 6:13) to see the falsity of the suggestion that indulgence is sweet, brings a pleasurable sense, or quiets the nerves, or that through gambling one can win money he has not earned. Through study of the Sunday School lessons and the help of his teacher the pupil's thought is stirred. As our textbook states, "The effect of this Science is to stir the human mind to a change of base, on which it may yield to the harmony of the divine Mind" (Science and Health, p. 162). The pupil realizes that the carnal mind's argument for indulgence in the name of freedom would rob him of freedom through bondage to false appetites. Application of Christian Science to individual problems is a stirring, adventurous experience, assuring keen interest on the part of the pupil.

A teacher of one of the older classes said: "When a pupil has learned in Sunday School and proved in his daily experiences that God, divine Love, is the supplier of all his strength, his ability to grasp school subjects, his presence of mind, he has no inclination to accept into his consciousness belief in the power and attraction of error. He recognizes false attractions which would keep him away from Sunday School for what they are—nothing, without attraction. He has proved that Christian Science, accepted and practiced, works in all the details of human affairs, and he wants to be continuously active in Sunday School, to learn more of the operation of divine Principle. This older pupil is usually interested in national and international affairs, and his inquiring thoughts must be answered through spiritual research in God's laboratory. As this research is pursued, there will unfold to the Sunday School pupil a vision of the spiritual power that is his from God, divine Mind, the one and only power, ever available. As the teacher and pupil recognize, as we read in Science and Health, that 'honesty is spiritual power' Science and Health, p. 453), and understand the supremacy of spiritual power over atomic energy, the pupil will accept and apply to the affairs of our nation and of the world the statement of Mary Baker Eddy in Science and Health p. 340), 'One infinite God, good, unifies men and nations; constitutes the brotherhood of man; ends wars; fulfils the Scripture, "Love thy neighbor as thyself;" annihilates pagan and Christian idolatry,— whatever is wrong in social, civil, criminal, political, and religious codes; equalizes the sexes; annuls the curse on man, and leaves nothing that can sin, suffer, be punished or destroyed.' "

The propositions were: "How to Deal with Absentees and Irregular Attendance in the Sunday School, and How to Attract Pupils to Our Sunday School." The answer to both is, it seems to me: That the Sunday School superintendent, the teachers, and workers understand and demonstrate in their individual activities the declaration of Christ Jesus. "And I, if I be lifted up from the earth, will draw all men unto me" (John 12:32), and that they be obedient to the final instructions of Jesus to his disciples: "Feed my lambs. ... Feed my sheep" (John 21).

Support of the Sunday School

By Mrs. Marguerite Little Young, of New York City

The tender provision of our Father-Mother God for His children is exemplified by the Christian Science Sunday School. We know that no human planning or mere personal effort can either promote or hinder the unfoldment of this God-inspired activity, but loving acknowledgment and appreciation of its divine origin will reveal to each one of us ways in which we can help to strengthen and support the work of our Sunday School.

In the hearts of Christian Science church members the words of our Leader's hymn find their echo (Poems, p. 12):

Perhaps this statement may find expression in a desire to teach in the Sunday School and much joy and spiritual growth be gained in so doing, but it may also be expressed by us all in more consecrated mental work for the protection and progress of this important church activity. There is no doubt that our Sunday School needs this prayerful support. The scientific religious instruction of our young people must be recognized as the most important youth movement in the world today.

We listen with enjoyment and gratitude to the Sunday School superintendents' reports at our church business meetings. We love to hear of the children's spiritual growth and are inspired by their individual demonstrations of Christian Science. We appreciate the testimonies given at Wednesday evening meetings and in our periodicals by parents who express their sincere gratitude for what their children are learning in the Sunday School; but is that enough? Does our responsibility end there? No, we must embrace our Sunday School, as we do our church services, in our loving prayers with ever-increasing understanding that the Christ-idea is present there to feed, heal, and inspire every pupil. One of the most beautiful and comprehensive prayers of this sort is to be found in Mrs. Eddy's poem, "To the Sunday School Children" on page 43 of her Poems. Every church member will be blessed by the frequent reading of this poem—breathing, as it does, our Leader's love for children and her yearning for their continuous unfoldment in Science.

A vital way in which we can help to support our Sunday School is in our daily living of our religion. Children learn much from observing their elders, and we have a genuine responsibility in this respect. The "young of the flock" (Jer. 31:12) are our wards, and if we do not make Christian Science attractive to them by our sincerity and integrity in its application in our everyday contacts with them, we cannot wonder if their interest in it falters and they express indifference or even active resistance to Truth. We can all remember how the shining example of some loving, faithful relative or friend inspired us in our early experience, and it is well for us honestly to recognize that some young students of this Science have temporarily turned away from it because of what they have felt was inconsistency or even hypocrisy in the lives of professed Christian Scientists. It is not our talking about it, but our quietly living it because we love it, that attracts others to this practical, healing Science.

A Sunday School teacher was asked to take a class one morning where he was confronted by two boys about twelve years of age. As they were preparing to begin the Lesson, he saw the larger boy nudge the smaller one, who announced, "We're skeptics." "That's interesting," replied the teacher with a chuckle, "you're talking to just the right man, for no one could have been more of a skeptic than I was before I began to really study and use Christian Science." Then followed a very helpful discussion in which a number of misconceptions were corrected. This is an amusing incident, but perhaps it also has a serious side, in that the avowed skepticism of these small boys may have been caused by the failure of someone to provide proof rather than profession. Our Master said (Mark 10: 14), "Suffer the little children to come unto me, and forbid them not"—hinder them not by word or deed which may rob the Christ of its vitality and attraction for them.

Mrs. Eddy's words in her poem "The Mother's Evening Prayer" (Poems, p. 4),

are the constant prayer of every loving Christian Science mother—just as our Leader's words (ibid.,p. 14),

express the sincere desire of every consecrated Christian Science Sunday School teacher. There are many ways in which these prayers find fulfillment as parents and teachers turn to God, the one divine Parent and Teacher, for inspiration and guidance.

Wise help on the part of Mother (or Father) in seeing that homework assignments are accomplished and the Bible Lesson studied is, of course, a very practical way in which co-operation may be expressed. Coaching the smaller children in the "first lessons," prescribed in Article XX, Section 3, of our Church Manual, will prove either a valuable primary or refresher course in the Commandments and Beatitudes for those who, because they entertain the belief that they are parents, consider that they have left their Sunday School days behind them. And, of course, the example set by older members of the family in the daily study of the Lesson-Sermon and enjoyment of our periodicals is invaluable.

Our children are learning—as are we all—to demonstrate their at-one-ment with Truth and Love. In speaking of Jesus' exemplification of man's unity with God, in the chapter "Atonement and Eucharist" in our textbook (p. 18), Mrs. Eddy says, "He did life's work aright not only in justice to himself, but in mercy to mortals,—to show them how to do theirs, but not to do it for them nor to relieve them of a single responsibility." This is an important point for us to remember in our care and training of children. We can show them as early as possible how to do their own studying and work in Science, but if we constantly do it for them, we are not being really helpful in promoting their growth. They will inevitably progress as they express increasing individuality and spiritual independence in their study and application of Christian Science.

To keep alive the children's love for their Sunday School and expect and encourage their regular and prompt attendance is another practical help. This may require unselfish overcoming of the temptation to sleep late on Sunday mornings, and also resisting the false sense of kindness which would prompt Mother not to wake Sally and Jack in time to get ready for Sunday School because they have been out late the evening before.

Getting acquainted with the child's teacher and inquiring tactfully how to be of help is another loving act on the part of a Christian Science parent. We may not have a Parent Teachers' Association in our movement (although some branch churches are finding practical ways in which parents and teachers can work together), but this can be a private enterprise lovingly worked out in individual ways by alert and appreciative mothers and fathers.

Sometimes a mother is so eager to have her child begin to profit by Sunday School attendance that she tries to force the experience before the time is quite ripe. This may result in weeping and wailing which could have been avoided by the expression of more wisdom and less zeal. A wise young mother who had been informed that her little girl could begin Sunday School as soon as she had learned to sit quietly, put her in a little chair at home for a few minutes each day while she talked to her about God, taught her the seven synonyms, and even the First (blessedly short) Commandment. The time was gradually increased until the little one was sitting happily this way for some minutes. When she was enrolled in the Sunday School, at a very tender age, she was a receptive and obedient pupil, a joy to everyone around her. I heard recently of another small girl who, when asked by her father what she had learned her first morning in Sunday School, replied proudly, "I learned to sit!"

Yes, our Sunday School is the provision of divine Love for its own nestlings —oftentimes their first gentle push from the home nest. It is the happy place where the fledglings begin to try their wings and find the upward way. Here they learn how to avoid "the snare of the fowler" (Ps. 91:3) so that they may later spread their wings in active church membership. May they all learn that, as our beloved Leader writes in "Miscellaneous Writings" (p. 213), "Christian Science gives a fearless wing and firm foundation."

Preparing Pupils for Church Membership

By Richard J. Davis, of Saratoga, California

That our churches and members everywhere have an increased appreciation of the part our Sunday School plays in the development of our movement is an encouraging evidence of growth. The whole question of youth—our Christian Science youth in particular—is coming to the fore, demanding our thoughtful and prayerful consideration.

Recent years have made great demands upon youth. Their character and moral stamina have been subjected to unusual temptations and tests. These tests have revealed the strong as well as the weak qualities that distinguish the youth of today. All those who have studied the problem and are best informed say that it is the parents and not the children who are responsible. Educators, and those who have the welfare of youth at heart, declare that true character development must begin in the home. Our beloved Leader, Mary Baker Eddy, has had much to say on this subject that will be helpful to many parents. On page 236 of Science and Health she writes: "A mother is the strongest educator, either for or against crime. Her thoughts form the embryo of another mortal mind, and unconsciously mould it, either after a model odious to herself or through divine influence, 'according to the pattern showed to thee in the mount.'" She also says in Science and Health (p. 61), "The offspring of heavenly-minded parents inherit more intellect, better balanced minds, and sounder constitutions."

There can and should be a right cooperation between the Sunday School and the parents. Christian Science teaches that our great concern should be not to make our children materially happy but spiritually Godlike. Moral home training for young people cannot be overemphasized.

Since every mother has the great opportunity and responsibility of molding her child's character, "How," it may be asked, "can this be done?" The answer is through prayer as we understand it in Christian Science. It is the privilege of every mother and father to know that man, being the expression and likeness of God, reflects and images forth only Godlike qualities. The child of God's creating, therefore, manifests and expresses alertness, keenness, honesty, courage, purity, unlimited intelligence, capability, and talent—every Godlike, spiritual attribute.

Christian Science teaches any thoughtful parent to study the character traits and propensities of his child. A child can be taught and understand that the building of character is not unlike the building of a home. We know that if we would have a firm, well-built house we must put into it the best material and bricks obtainable. So, in building a strong and noble character we must through spiritual affirmation and knowing put into it only spiritual qualities.

Through his entire life the Master, Christ Jesus, was spiritually aware of his divine mission and frequently declared that he came not to do his own will, but the will of the Father. Understanding his Christ-selfhood as the unfolding spiritual idea, he was continuously obedient to the will of God, and in so doing he provided an example for us all.

We recognize that in the infinite universe of Mind's creating every idea must have a divine purpose, and that as individual man discerns his true being, he also sees why he should only want to express and fulfill God's will and purpose here and now. I speak of this because it does seem important at this hour to awaken in our young people the concept and realization that they are, because of the revelation of Christian Science, here to bless their fellow men with the understanding of the Christ. Happily there are indications that many of our young people are awakening to this high ideal, and as they do, they are appreciating the important part that our church organization plays in promoting our Cause and disseminating the teaching of Christian Science.

Among the encouraging things about our Christian Science youth have been the experiences and accounts related by them following their return from the war areas. Many of these young men have come back with deep-rooted spiritual convictions based on experiences that parallel accounts in the Bible. These men know that God is, and they have proved it. They have learned that they have in Christian Science the pearl of great price and are eager to learn more of the divine facts of being.

The teachers of our Sunday School have an unusual opportunity to express to the students the great value and purpose of our church organization, particularly why our services, lectures, and other activities have a necessary place in the unfoldment of the movement. Referring to Mrs. Eddy's definition of Church on page 583 of Science and Health, our young people can be shown that they may now have an immediate part in "elevating the race, rousing the dormant understanding from material beliefs to the apprehension of spiritual ideas and the demonstration of divine Science, thereby casting out devils, or error, and healing the sick." Our young people can also be shown that they are building the true Church, "the structure of Truth and Love," when they are reflecting every Godlike quality in thought and making it operative in their lives.

A study and perception of the spiritual meaning of church will prepare and encourage the older pupils to apply for membership in The Mother Church and in its branches as well, and if their thought is open to this Step, there is no reason why they need to wait until they leave the Sunday School to do this.

When our Sunday School teaching is vital, interesting, and practical, students have no desire to leave before they are twenty, and the teaching should actually make them eager to join the branch church and look forward to partaking in its activities. Our branch churches will find that as they take into membership our young men and women there are important outlets for their activity on committees in support of advertising in The Christian Science Monitor, and may I add here that the basic reason for supporting Monitor advertising is our love for the Cause of Christian Science and our desire to forward our Leader's demonstration in establishing the Monitor.

For our young church members there are also opportunities for service on the literature distribution committees and the usher force. In Science, youth should not and cannot be held under the belief of immaturity, but should be made to feel that they have a vital and important role to play in forwarding every activity of our church. The Bible says, "Out of the mouth of babes and sucklings thou hast perfected praise" (Matt. 21:16); and it is well to recall that at the age of twelve the boy Jesus was spiritually mature, sufficiently so to discuss with the doctors weighty matters of the law.

Alert students of Christian Science are aware of the continued effort of error to misrepresent the life and character of our beloved Leader. They recognize that any misconception of the revelator of Christian Science would necessarily express itself in a misconception of the revelation itself. For this reason it is important that our children and young people should early be informed why we as loyal Christian Scientists love and follow Mrs. Eddy. Her life presents a beautiful ideal and example of Christlike living to set before them. There are many incidents in her life that they may be told. Her love of humanity, her selflessness and other Christlike qualities should be stressed. Our young people should clearly understand why Mrs. Eddy is the revelator and why our textbook is divinely inspired. They can be told something of her healings and why Christian Science emphasizes the healing of the sick. At the same time it is important that our children should understand the redemptive character of our religion. They should understand that Mrs. Eddy followed implicitly the redemptive teachings of the Master, Christ Jesus, and that therefore individual redemption underlies all real progress in Christian Science.

It is particularly important for our children and adults alike to see and understand that we are living in the great day of the fulfillment of John's prophecy, the appearing of the Christ, or spiritual idea, in human consciousness. Jesus' promise regarding the Comforter which he said would come and lead all into the light of Truth should be explained. The pupils may be shown what its activity means in their lives.

The Christian world has been waiting through centuries for the fulfillment of John's prophecy—a fulfillment which is now at hand. When our children and young people understand this, it will speed the growth of Christian Science. It will give them an underlying conviction that God's purpose is now being fulfilled in the revelation and teaching of Christian Science, and most of all it will give them an appreciation of our Leader's place in that prophecy.

The meeting closed with the singing of Hymn No. 226.

Announcements

The Church Treasurer

Per Capita Tax , as provided in the Church Manual, Article VIII, Section 13, is due annually from "every member of The Mother Church" and "shall be forwarded each year to the Church Treasurer." Payments may be sent during the year at any time between January 1 and December 31. Special printed forms are mailed annually to all members for their convenience in making payments. Receipts are sent only when requested at the time of remitting. Please inform the Treasurer of any change in your permanent address.

Contributions from members and friends may be sent direct to the Treasurer or given through Churches of Christ, Scientist, and Christian Science Societies.

Please make all remittances payable to Roy Garrett Watson, Treasurer, and address them to him at 107 Falmouth Street, Boston 15, Massachusetts, U. S. A.

From Christian Science Benevolent Associations

Requests for information regarding applications for admission as guests at the Sanatorium in Chestnut Hill should be addressed: Christian Science Benevolent Association, 910 Boylston Street, CHESTNUT HILL 67, Massachusetts, U. S. A. Telephone: ASpinwall 7–7000. Cable: Sanabrook, Boston. Boston office: 107 Falmouth Street, Boston 15.

Requests for information regarding applications for admission as guests at the Sanatorium in San Francisco should be sent to Christian Science Benevolent Association on Pacific Coast, 400 West Portal Avenue (formerly known as 2700 Eighteenth Avenue), San Francisco 16, California, U.S.A. Telephone: OVerland 1–6121. Cable: Pacificsan, San Francisco.

In emergency the telegraph or telephone may be used. Applicants should always await notice of acceptance before starting for either Sanatorium.

Christian Science Trustees for Gifts and Endowments

Members of The Mother Church desiring information in regard to establishing a trust fund should address letters of inquiry to Roy Garrett Watson, Trustee and Treasurer of the Christian Science Trustees for Gifts and Endowments, 107 Falmouth Street, Boston 15, Massachusetts, U. S. A.

Tenets of The Mother Church

The Tenets of The Mother Church are copyrighted, and branch organizations are not permitted to print them or to have them printed. But they may be obtained in two sizes from the Clerk of The Mother Church in the quantity desired. The large size is suitable as a basis for membership blanks, and the small size for binding into by-law booklets. Prices for Tenets are as follows:
Lots of 100 or more—either size $.75
Lots of 100—50 large and 50 small .75
Lots of 50—either size .50
Unless otherwise specified, the large size will be sent. Minimum orders are for lots us of 50.

Remittances should be made payable and sent with orders to Gordon V. Comer, Clerk, 107 Falmouth Street, Boston 15, Massachusetts.