It cannot be said that any one of these six essentials of a good Sunday school stands supreme. They do not march in Indian file; nor are they to be set one against another in a comparison of values. These traits of a complete Sunday school should rather be regarded as one of the New Testament writers describes the traits of a complete character, in that familiar yet only half-understood passage, "As in the harmony of a choral song, blend with your faith the note of energy, and with your energy the note of knowledge, and with your knowledge the note of self-mastery,"[12] through all the eight aspects of the Christian; so let these six essential elements be combined to form that noble institution, the ideal Sunday school. FOOTNOTE: [12] 2 Pet. 1. 5-7. APPENDIX BLACKBOARD OUTLINE AND REVIEW QUESTIONS I. THE HISTORIC PRINCIPLES UNDERLYING THE SUNDAY-SCHOOL MOVEMENT BLACKBOARD OUTLINE 1. =Mag.= 2. =Mod.= 3. =Lay.= 4. =Unp. Wor.= 5. =Sel.-sup.= 6. =Sel.-gov.= 7. =Sel.-dev.= 8. =Bib. stu.= REVIEW QUESTIONS To what race in the world does the Sunday school mainly belong? What are some of the lands in which it is found? What does the circulation of its literature show? What influence is the Sunday-school movement exercising upon the world? How many salient traits of the Sunday school are named in this chapter? What are those traits in the order named? To what race can the ancient germ of the Sunday school be traced? What institutions among that people contained the elemental principle of the Sunday school? What gathering similar to a Sunday school is described in the Bible? Who was the founder of the modern Sunday school? In what place, and what year, was the first Sunday school held? What aided to make this institution known? Was the first Sunday school established under direction of the clergy or the laity? Has the clergy, or the laity, been the more prominent in the work of the Sunday school throughout its history? What has been the attitude of the church toward this institution? What has been stated concerning the compensation of the teachers in the earliest Sunday school? Was the plan of paying teachers for their services continued? Are the majority of Sunday-school officers and teachers now paid for their services? What has been the effect of this condition, of unpaid service, upon the growth of the Sunday-school movement? How has this condition of voluntary, unpaid work affected the moral influence of the Sunday school? How have the expenses of the Sunday school in most places been met in the past? How are such expenses met in the best schools at the present time? How has the self-support of the Sunday school in the past affected its government? What is the present share of the church in the government of the school? What forces have directed the development of the Sunday school as a movement? What fact in its origin largely accounts for the unity of method in the Sunday school?