I wonder that they can read their Bibles and fail to learn from the examples of the Hebrew prophets what God would have man say concerning the government and wise ordering of a backsliding people. Those brave men of old were not afraid of preaching politics; and how can one, the follower of him who taught us to pray, ‘Thy kingdom come, Thy will be done on earth as it is in heaven,’ dare to make this but mere lip-service? Surely they will be the first to give the influence of their Christian manhood to bring that kingdom here and now in this city of Chicago. The clergyman who fails to teach his people that God as truly leads this nation now as in the days of old is recreant to his trust, is unworthy of his calling, as it seems to me. “I would have our church vestries, which are closed and vacant a great part of the week, thrown open at least one evening in a week for discussions, lectures, debates, or small classes grouped together for the study of subjects that will promote good citizenship. “I suggest that all classes of people, whether church-goers or not, who are willing to join in this work, be divided into four sections. “First and largest of all would be the section containing those who know little of American history, civil government, and political economy. These would form themselves into bands for studying a well-selected course of reading, beginning with elementary work, and proceeding from such books as Mr. Dole’s ‘The Citizen and the Neighbor,’ to profound works like Mulford’s ‘The Nation,’ or perhaps Hegel’s ‘Philosophy of History.’ “I see no reason why with a proper system and the natural interest which I think the subject will awaken there should not eventually result as widespread and beneficent a work as that which the Chatauqua classes have done. “There should be a secretary for each little centre of study to whom reports of work should be made, and certificates or diplomas should be bestowed by the directors on those who have successfully passed through different courses. “I also suggest public debates and dissertations by members of both sexes. It is not so difficult a matter as you may think to interest young people in such work. I know of a teacher in Somerville, Massachusetts, who for years has been the means of carrying on a historical club of about seventy-five boys and girls under fifteen years of age. These children meet regularly, conducting their meetings themselves according to Cushing’s ‘Manual of Parliamentary Rules,’ and girls as well as boys take part in a modest, fearless way. They get not only much historical information on the subjects they discuss, but also a very valuable discipline which renders them self-possessed in manner, and discriminating in their thought, and is the best of training for many duties of good citizenship. “All these results take time and patience and tact in the planners of the classes, lest rivalry and jealousy and short-sightedness defeat the end in view. But when a