Here is a section dealing with a concrete subject, and illustrations will be within the range of vision of every one who is associated with Sunday-school work. At the very outset there may be found those who will take exception to many of the suggestions made, because they are deemed to be impracticable in "our school." This attitude should be firmly but patiently overcome. If discussion proves that the thing suggested is undesirable, or that a better method may prevail, that is a point worth making. But the argument that a thing is desirable but "impossible" should have no footing in a teacher-training class. Let the motto be, "If it ought to be, it can be." The teacher may be inclined to skip a paragraph like that on The Secretary. "Of what interest is that to me?" she may ask. The answer is simple: No one is equipped to be a teacher who doesn't know the school as a whole; and no one knows the school as a whole who doesn't know it in its several essential parts. Only when the teacher knows the secretary's duties, for instance, is that teacher prepared to see how careful he should be in meeting his obligations to the secretary in the line of the latter's official work. Each teacher should be encouraged to study executive problems, such as those relating to the superintendent and other officers, as if they were his own; and at least he should discover his part as a teacher in helping the executive officers to make the school a success. In many localities sections of the class may visit other schools and report back to the class upon the features in which these schools excel. This offers a practical laboratory method for the concrete teaching of these lessons. Of course, such visits should be made with the knowledge and consent of the superintendent of the school visited; and at such times and in such manner that the work of the school will not be disturbed. Teachers of regular classes will greatly profit by an occasional trip to another school; it is time gained rather than lost. * * * * * Teacher-training superintendents find a marked tendency in some classes to discontinue the work after the section on The Bible has been covered. It is a false notion that a knowledge of the Bible is the only thing necessary for Sunday-school teachers. Leaders should enthusiastically carry their classes past this common "dead-point" over into the sections on The Pupil, The Teacher, and The School; this special effort to arouse enthusiastic interest in what is to come after the Bible course will often prevent students from dropping out of the class. In all the work "make haste slowly." It is more important to get the work done well than it is to get it done in a given time. Charts of Paul's Journeyings From "A Chart of Paul's Journeyings," Arnold, Published by The Sunday School Times Co. [Illustration: First Journey Copyright, 1897, BY JOHN D. WATTLES & CO.] First Journey