OUR SUNDAY SCHOOLS.

Otago Daily Times, Issue 19970, 11 December 1926, Page 5

OUR SUNDAY SCHOOLS.

By Auplics The future of the Sunday school lies with, the graded movement. —Dr Ritchie. A large number of schools are now using the unique opportunity presented by Christmas for training their boys and girls in gracious habits of Christian giving. Gift Sundays arranged to direct their thoughts to giving instead of receiving and to familiarise them with the idea of giving to Christ through His needy ones who are always with us, are indeed twice blest, blessing those who give and those who receive. In youth is the time to introduce them to the delights of unselfish giving. The keynote of such Christmas gift services is well summed up in the words: God loved; and so He gave. We give and take, Our little Christmas gifts For that Gift's take. '’The child is one child, and his religious nature is susceptible of and must be trained by the same treatment as his other life phases if he is to meet the religious phase of his own life problems in a four-square facing to every wind that blows.” I have to acknowledge with thanks receipt of the latest number of Progress, which well maintains its standard of interest and practk .1 usefulness to Sunday school workers. Edited and published quarterly in the interests of religious education by Mr A. H. Reed, of this city. Progress deserves to be still more widely known. Probably the great majority of Sunday school workers cannot really afford either the «h:-.e or the money, necessary to keep them in touch with the latest religious education journals ana publications, but there is no such reason to prevent them in learning through Progress of much that is helpful in current thought about the problems of their work. Prayer and the devotional life, worship, and telling stories are among the subjects dealt .with in this latest number. NEW YEAR REFLECTIONS. I will study newest and best methods of primary work, so that I may better direct the work of my department. I I will give to the children every opportunity for best development of their minds, that they may learn to see and choose right ways of living. I will endeavour to visit each home represented in my department at least twice during the coming year. During those visits I will do my best to have the mother feel my true and loving interest in her child. I will also try to f have her feel that I want to be her friend, too. I will try to explain to the mothers just what the primary department stands for, how she can help us, and ask her co-operation in our efforts to help her r child form right habits of thought and action. . , , I will arrange for meetings whereby | mothers and teachers will come together and talk over the work. I will endeavour, through such meetings, to _ help both teachers and mothers get a vision of the pm-ilege and opportunity they have by working with one another in helping the children seek and know the best and highest things of life. I will try to make my department the best in the community. 1 will take as my motto; Good, better, best. Never be at rest. Till your good is better, .And your better best. s But, above all, ever and always will I ask the help and guidance of the heavenly Father in the work of trying to help his little ones.—F. H., in the Primary Department Superintendent. CHILDREN’S WORSHIP. Teachers of little children of beginner’s age realise how natural their worship is. “At everything for which the child is glad, and sometimes at the feeling of joy and gladness for which he knows no cause, his heart overflows with love and gratitude.” Such worship takes the form of speaking to God in words of prayer and song; wonder which is aroused by some manifestation of, God’s power in Nature; and of awe, or reverent but unexpressed feeling. , , , . As he grows older the child becomes more reserved, and is less ready to express himself spontaneously. He is conscious of others. He has more interests. He has become accustomed to the things around him, and, if not reminded, is in danger of forgetting to associate his world with God. He needs to have his feelings stirred and be brought close to God so that he will feel His presence and rejoice in it.” —Lucy Stock Chapin. THE GREATEST WORK. Horace Bushnell and Henry Clay Trumbull, loved by us all for their works sake, were great friends. After the Civil War, Mr Trumbull threw his mam energies into Sunday school work, somewhat to the surprise of his friend, who asked him one day if he did not think he was devoting too much of his time and stiength and outstanding talents to such work. Trumbull replied that he did not think so. Years after, upon one of their meetings, Bushnell referred to this conversation, and said- “Trumbull, you knew better than I did where the Lord wanted you. I honestly thought the pulpit was a bigger place for you, and I tried to get you into it. But now I’ve come to see that the work you are doing is the greatest work in the world.” And after a moment s pause he added: “Sometimes I think it is the only work there is in the world. THE PIANIST AS MINISTER. The Sunday school pianist is not only a musician, he is a minister a leader in worship. Let me address to you, then, the following exhortations; 1. Be prayerful. Earnestly endeavour to fit yourself in mind and mood for your work You need God’s help as surely as does the minister or Sunday school superintendent. , , TT , ~ 2 Study the hymn book. Help the song leader or the superintendent to choSse good songs, and not to repeat songs too often. _ , . «r 3. Develop a worship service. You must do this in co-operation with the superintendent. Do away with _ the rough-and-tumble “opening exercises. Let the 20 minutes at the opening of the school session be a real worship period.Have the superintendent work with you in choosing a theme and in fitting bcripture, prayer, hymns, and perhaps a bnet talk or story or poem to that theme, _ 4 Play a voluntary. A voluntary is played to prepare the mind and mood of the listeners for worship. Have one at the opening of the service of worship. Choose simple and devotional music. A familiar hymn is better than a show piece. Ask the superintendent to assist iyou in obtaining a quiet and reverent hearing. 5. Play responses. After prayer and after the benediction let the pupils sit or stand with bowed heads while you play a response. A short fragment of a familiar hymn will do, not the _ whole hymn; or a suitable and brief instrumental phrase. It must not be long. Or simply play chords suggestive of ‘ Amen. It should be two or three-fold. 6. Consider your instrument a means of ministry. Seek to bring from it the most beautiful tone possible. —Earl Enyeart Harper in “The Officer.