activity, and a practical demonstration of the priesthood of all
believers. Nevertheless its best friends concede its limitations. From a
pedagogical standpoint, no one thinks of comparing it with the secular
school. With but half an hour a week for instruction, even the best of
teachers could not expect important results. Its chief value lies in the
personal influence of the teacher. But instruction in religion involves
more than this.

Nor does the Sunday School reach all the children. Attendance is
voluntary, and hence there is no guarantee that all the children of
school age will obtain any instruction, to say nothing of graded and
systematic instruction, taking account of the entire school life, and
holding in mind the ultimate object of instruction, the preparation of
children for full membership in the church. But this is one of the first
duties of the churches, to look after all their children with this end
in view.

As a supplement and an aid the Sunday School has untold possibilities of
usefulness. But all its merits and advantages cannot close our eyes to
the fact that it does not and cannot meet the chief requirement of the
Christian school, the systematic preparation of all the children for the
duties of church membership. In this work the church cannot shirk her
responsibility. Her very existence depends upon it.

Recognizing this obligation some of our churches maintain the Parochial
School. Thirty churches out of one hundred and fifty are making a heroic
effort to be loyal to their ideals. The total number of pupils is 1,612.
In other words, out of 42,106 children in attendance at Sunday School
only 4 per cent. get instruction in religion through the Parochial
School. So far as numbers show it would seem to be a failure. But one