peration, with a clear understanding of
the gang principle which clamors for a club or organization that
satisfies the social and fraternal need. In fact, it is the neglect of
the latter by the Sunday school that has brought the countless boys'
organizations into existence, and the well-conducted Boys' Department,
composed of well-organized, self-governing Bible classes, will mean much
to the general church life, as well as to the simplifying of the present
complicated scheme of work with boys. Nearly all of these auxiliary boy
organizations have had their birth in the Sunday school, through the
attempt to meet the boy need, which the Sunday school hitherto has not
seen its way clear to do.

When departmental organization, however, is mentioned, the genius of the
individual leader and teacher must come into play. The form of
organization that may be successful with one leader may be a failure
with another. This chance does not lie or inhere in the organization,
but in the leader; for the gifts, talents, equipment and adaptability of
leaders vary just as much in Sunday school organization as in the
so-called secular forms of activity. The best form of organization,
then, as well as the most successful form for the local school, is the
"kind that works."

_Three Proved Forms of Departmental Organization_

Successful organization is the result of experiment. None but the result
of experiment has a right to be exploited. Sunday school teen age
workers have tried, proved and found satisfactory to their own liking,
by its results, the following three kinds of teen age organization for
the local school:

_Intermediate and Senior Departments_

The first of these is known as the Intermediate and Senior Departmental
organization. Its characteristic is the dividing of the teen age into
two groups--Intermediate, 13 to 16 years, and Senior, 17 to 20 years. In
some schools these departments meet separately for Sunday school work.
Wherever this is done there should be at least a superintendent and
secretary for each. While the general principles of the work are the
same, the problems and details of the classes are sometimes different.
The department superintendent should have special charge of his
department and be responsible for building it up; also for department
teachers' meetings, and should be personally acquainted with every
scholar. The department secretary should keep an alphabetical and
birthday card index of schol