Despite the weather there were many people at church, so I was glad that I had made the effort. These prairie services really were an inspiration. In the afternoon I superintended the Sunday school, which consisted as usual of children from six to sixteen. Winifred and I divided the children into two classes, and the vicar and a teacher listened to our teaching. The greatest difficulty, here as elsewhere, was the grading of hymns and prayers. The best way seemed to be to open with devotions suitable to the infants and then to let them go off to another part of the church for their lesson while we had other prayers and hymns for the elder ones, closing the school in a similar manner; but if this made the session too long, we began with devotions suited to the younger children and closed with those more suited to the elder. After school there was the usual family service, at which I specially noticed how well the organist played. We were afterwards invited to supper with him and his wife, and were interested to find that they used to live at Leeds and had sung at Morecambe Musical Festival. Canadian meals are delicious, and we had a sumptuous supper--bacon and eggs, layer cake and stewed fruit, and strong tea, very acceptable after our sketchy caravan meals. After supper we had some good music, and the organist told us some of his experiences as a prairie choir-master. His choir showed talent, so he felt that they were capable of chanting the psalms, and trained them to do so. He kept this as a pleasant surprise for the congregation, and felt very proud of his pupils when they duly acquitted themselves well. But the real surprise was his. Next day most of the congregation waited upon him in a body and stated that they would not attend church in future if such High Church practices were followed. We had obtained permission from the trustees of the public school at Loreburn to give religious instruction in school hours, as it was more convenient for us. I took the upper division, children of twelve to eighteen, and Winifred took the lower form, children of six to twelve, it being a two-roomed school. (In these prairie schools the scholars stay from six to eighteen.) The teachers were very nice. They showed interest in our work and listened to our lessons. As I could give them only one lesson, I wanted it to be one of permanent value, sufficiently connected with their everyday experience to recur frequently to their minds, so I spoke on the Union Jack, which floats over almost all of these little schools. I began with the splendid work of Canada in the War, and referred to the men of the widespread British Empire all united under one flag, thus leading on to the unity of Christian soldiers and telling the stories of the three saints whose crosses unite in the British flag. (A further bond of empire now is the photograph of the Prince of Wales, which is found everywhere in this neighbourhood since his visit to Regina.)