ndance is irregular. The sense of pride and emulation in such work,
and the feeling on the part of our pupils that they are actually
accomplishing something definite for their class or school will do much
to cement loyalty and train the children to assume responsibility for
their comrades.

This _pride of the group_ is a strong force during later childhood and
adolescence, and can be fruitfully used in religious training. The boy
or the girl Scout takes great pride in doing acts of kindness and
service without personal reward, just _because that is one of the things
that scouting stands for_. "Scouts are expected to do this," or "Scouts
are not expected to do that," has all the force of law to the loyal
Scout.

The Sunday school class can command the same spirit if the proper appeal
is made. In its neighborhood work and on many special occasions the
church and the Sunday school will have need of messenger service.
Errands will have to be run, articles will have to be gathered and
distributed, calls will have to be made, funds will have to be
collected, and a hundred other things done which children can do as well
or better than anyone else. And it is precisely in these practical acts
of homely service that the child gets his best training in the social
side of religion.

Laboratory work in religion.--The wise teacher will therefore seize
upon every opportunity to find something worth while for his pupils _to
do_. He will have them help with the distribution of supplies in the
classroom; he will see that they volunteer to help the super-intendent
or other officials who may need assistance; he will give them
responsibility in decorating the church or classroom for special
occasions; he will leave to their cooperation as large a measure as
possible of the work to be done in arranging and carrying out class or
school picnics, excursions, social gatherings, and the like; he will
arrange for special groups to visit the aged, sick, or shut-in for the
purpose of singing gospel songs, and will open the way for those who are
qualified to do so to read the Bible or other matter to the blind or
those whose sight is failing. In short, the devoted teacher who
understands the laws of childhood will make his instruction as nearly as
possible a _laboratory course_ in religion, finding the material and the
occasion in the human needs and the opportunities for loving service
which lie closest at hand.

Assuming personal responsibilit