In the first place, the Sunday-school as a whole makes a great difference to the girl in her teens. She likes enthusiasm, the impression that the school is popular with its students, that indefinite atmosphere which makes her know that pupils and teachers alike enjoy the hour and come because they want to. A superintendent who is popular with young people, who is thoroughly likable, is almost indispensable in the teen age. The Sunday-school choir with fortnightly rehearsals, if impossible to meet oftener, is a great help, and after a year or two of training will do splendid work. I have in mind a school where the organized choir meets only once a month. The music for the next few Sundays is practised; those who are to be soloists or those to sing the duets are chosen; light refreshments are served by the committee from the choir, and a most enjoyable evening spent. The regular attendance of the choir at Sunday-school has been remarkable, and a number of new members gained. The same methods can be used with a Sunday-school orchestra when there are enough members who play the various instruments. The girl in her teens enjoys and responds to the well-arranged program when the prayers, the responses and the whole order of service are dignified and impressive. Just watch the college girl and her younger sister in the preparatory school at chapel and you can read her response in her face. She enjoys variety, too, and the program which remains in use so long that after three years’ absence she can come back and go through it exactly as it was when she left, is not the kind likely to appeal to her. We have seen in our previous studies that the girl in her teens is in love with real life. She likes people, and the Sunday-school lesson must discuss real people and present problems if it is to deeply interest her.