[From a teacher in a branch church Sunday School]

A teacher assigned to a class of boys in their late teens was troubled to find that they had been reading the Lesson-Sermon, outlined in the Christian Science Quarterly, in the class with little or no discussion. It was evident also that the boys very much wished to continue in the same way. One argument was that they just didn't have time to read the Lesson-Sermon during the week.

When the new teacher tried to change this procedure, she met with apathetic co-operation, and in the case of one boy, definite antagonism. He simply remained silent or shook his head when asked a question. But the teacher was thankful that he continued to come to the Sunday School.

Undoubtedly it was a much easier and simpler method to use the instruction period for reading. But this is not in accordance with the Manual of The Mother Church by our Leader, Mary Baker Eddy (see Art. XX, Sect. 3).

After several Sundays and her persistent study, as well as prayerful searching, of the requirements of Article XX of the Manual, it came to the teacher that perhaps the boys thought of her efforts as ideas of her own, which were not backed by authority. The teacher told the boys of the Manual and of what it says regarding the requirements for Sunday School teaching.

A thorough discussion of the Manual followed. What was the Manual? Why did we have it? It was pointed out that the Manual was a book containing By-Laws and Rules provided by Mrs. Eddy for our guidance and protection. This appealed to the boys' reason and what might be termed their sportsmanship. They accepted with graciousness the defeat of their own notion of a "reading class" and agreed to co-operate.

The boys did not at once begin reading the Lesson-Sermon at home. But they did promise to read the Bible and "Science and Health with Key to the Scriptures" by Mrs. Eddy each day if only for a minute or two. No pressure was allowed to creep into the teacher's thought. She came to class with thought-provoking questions and also some answers to questions which she hoped would be asked. Thus fortified, she was able to take her place with a relaxed, listening attitude.

Soon the boys had progressed so much that each one agreed to read the lesson through during the week, at least once. The class became a happy one, and the boys had many questions as well as good answers, which were often read from the books to verify them.

The teacher always endeavored to make certain that the boys understood whatever was under discussion. She often spent much time on one point and avoided skimming superficially over a wide variety of topics. An effort was made to apply the Lesson-Sermon to problems in school and in sports. Bible stories were correlated to their daily problems, and in time the Bible characters were referred to as freely as if they were part of our present-day living.

[From another teacher in a branch church Sunday School]

One Sunday I was assigned as a substitute teacher to a class of pupils of kindergarten age. The class was eager and attentive except for one pupil. Among his dismaying forms of behavior was that of inflicting physical discomfort on other pupils. His classmates looked at him reproachfully and said in unison, "He always acts that way!"

I was sure this child would be glad to have the approval of his classmates and teacher and to experience the fruits of loving obedience, and this had to be proved. Commendation is a reward for right desire and activity, and although the little boy was busy, he was working industriously in the wrong way.

Without any emotional stir, without condemning myself or the child, I took the step that seemed nearest right under the circumstances. I sat the child rather firmly in his little chair and told him that he must stay there. He looked startled. I recalled the words of our Leader, Mrs. Eddy (Science and Health, p. 201), "The way to extract error from mortal mind is to pour in truth through flood-tides of Love." So before he had time to speak, I said: "Children, you know that Johnnie wants to learn about God. We all love Johnnie and know that he really wants to be good and that God's perfect child is good."

Then I continued with the teaching. In a short time the child again reached for his neighbor. Firmly but lovingly he was put back into his chair, and once more I told the children that Johnnie was God's perfect child and that in reality he could only act as one. The children joyfully acknowledged that this was true and that they loved him. Johnnie began to smile happily.

A third time the child was placed in his chair. And while I was again repeating the truth about God's perfect and obedient child, he sprang from his chair, threw his arms around my neck, hugged me, and then sat down quietly. Now he knew that we loved him. The thought of the pupils had turned from condemnation to judging righteous judgment, and we had a very harmonious session.