should be allowed to do it and to suffer to the
full the uncomfortable consequences. If, on the contrary, he will
not spend it at all, his mother must use every means in her power to
lessen the desire for ownership and to increase his love for others
and his eagerness to please them.

As judgment develops the allowance may well be increased to provide
for necessities in the way of incidentals and clothing until at the
"age of discretion" he is in full charge of the funds for his personal
expenses. He should be encouraged to apply his knowledge of commercial
arithmetic in the keeping of personal accounts.

Experience in spending a fixed amount of money is especially needful
for the daughters. Most young men have the value of money and
financial responsibility forced upon them in the natural course
of events, but too often the young wife has not had the training
qualifying her for the equal financial partnership which should exist
in the ideal marriage.

[Illustration: THE INFANT GALAHAD--FIRST SIGHT OF THE GRAIL

From the mural paintings by Edwin A. Abbey in the Boston Public
Library]

RELIGIOUS TRAINING

[Sidenote: Sunday School Teachers]

If the common school is not sufficient for the secular education
of the child, certainly the Sunday School is not sufficient for his
religious education. In the common schools the teachers are more or
less trained for their work. It is a life occupation with them; by
means of it they earn their living, and their daily success with their
pupils marks their rate of progress toward higher fields of endeavor.
Nothing of this sort is true in the Sunday School. While occasionally
it happens that a day school teacher becomes a Sunday School teacher,
this is seldom true, for most teachers who teach during the week
feel that they need the Sunday for rest; and while some Sunday School
teachers betray a commendable earnestness and zeal for their work, and
associations and conventions have latterly added somewhat to the
joint effort to better the conditions, still it remains true that the
teaching in the Sunday Schools is far below the pedagogic level of
the common schools. Yet the subject which is dealt with in the Sunday
Schools, instead of being of less importance than that dealt with in
the common schools, is of pre-eminently greater importance. Because
of its subtlety, its intimacy with the hidden springs of conduct, it
calls for the exercise of the very highest teaching ski