Scarcely less important is the element of song. Unconsciously to themselves, the audience should become a normal training-class, learning how to conduct the singing of their schools in fresh and uplifting ways. Many, if not all of the methods mentioned in my chapter on this theme find fit application to the convention. The social features deserve careful attention. Set the teachers to talking together; conversation was Socrates' university. One of the most helpful events may be a light supper given by the entertaining church. A small fee is charged, all sit down together, and at the close a series of happy speeches will bring out flashes of wit and bushels of sense. The business should be kept under. Introduce it a little at a time, rather than spend a fatiguing hour and a half. Make no parade of money-raising. Giving should be done quietly. Teach your teachers the grace of envelopes. Reduce all business to a minimum, remembering that the convention comes together not for legislation, but for inspiration. The Sunday-school convention is not only a conference, but an exposition. Here should be gathered whatever new teaching apparatus any school has bought: wall-maps, sand-maps, relief-maps, material for object-lessons, portable blackboards, colored pictures illustrating the lessons, specimens of class tests, library catalogues, new kinds of class-books, collection-envelopes, singing-books, new editions of the Bible, lesson helps of all kinds,--it is clear how varied and valuable a collection may easily be brought together when once the teachers and officers understand what is wanted. The library of the entertaining school should be open for visiting librarians to examine books and methods. The best new books might be brought in from all the libraries of the district, and if each school sent only one or two, the entire exhibit would furnish many a suggestion to wide-awake library committees. One of the most important exhibits is a Sunday-school map of the district, indicating where schools are in existence, and also where schools might and should be placed. There is one kind of exhibit that should rarely be made, if ever: an exhibit of the children themselves, either to "speak pieces" or to play Sunday-school and be taught. The latter use of them has advantages, but, to my mind, the gain to the audience is nothing compared to the children's increase of self-consciousness. I hide my head whenever I think of such a mock recitation in which I figured when a little boy, and remember how proud I was of my pert forwardness in answering all of the questions; before all those people, too!