Perhaps in years to come we shall have good courses of lessons, six or eight weeks in length, which will help the teacher to do just these things. Courses which shall deal with church history for six or eight weeks, then with missions, with charities, with the history of the Bible, with the definite teachings of the New Testament and their relation to society to-day, dealing always with _life_ and always with Christ as the great helper and redeemer of man in his struggles to live aright. While we wait for such courses the individual teacher must attempt, with the material she has, to make real and vital connections with life, broaden the pupil’s horizon and increase her desire for knowledge. New courses and better lesson material, either in public school or Sunday-school, never come through folding one’s arms and spending one’s time criticizing the material at hand, but by using it, changing it, adapting and experimenting with it until something is found which more nearly meets the need. Any teacher now reading this chapter may be the one to discover through her own experience just the material for which teachers of the girl in her teens are waiting. That is the reason every one may teach with courage and joy. It makes little difference where one starts in the discussion of public-school or Sunday-school problems, he always comes back to the teacher. After all has been said, the teacher is the greatest force in establishing and maintaining a close relationship between the girl in her teens and the Sunday-school. “Ways and means” are necessary and to critics of the so-called “machinery” of the Sunday-school, I have only one answer—unless I can get a pupil to come, I can’t teach him. Absent and irregular pupils receive no benefit even from the finest of teachers, and any legitimate “means” by which a pupil may be induced to come, and a regularity of attendance be established, we have a right to welcome and use. But after the pupil has entered and become regularly enrolled it is the teacher who is the stimulating, guiding and holding power. To analyze the charm of personality which attracts and holds the girl in her teens is impossible, but there are certain things which the teacher must do that we may discuss.