in the kingdom of God-a kingdom which they thoroughly misunderstood....The Illustrative Notes suggests as an outline: 1. The Divine Covenant Reverenced, verses 17-20. 2. The Divine Covenant Broken by Sin, verses 21-25. 3. The New Covenant Sealed, verses 26-30.... Three truths which reach out in many directions are brought to view: 1. It was God (Jehovah) who established the passover feast. Recall its historic meaning; recall its prophetic meaning. Notice that Jesus, although himself symbolized by the passover, felt it incumbent upon him to regularly partake of the passover. 2. This institution was the seal of the covenant between God and the chosen people, but Israel had broken that covenant. In like manner when Jesus came to establish a new covenant between God and men he selected twelve disciples, but they were now proving themselves unworthy. 3. The new covenant was sealed by a ceremony which for all Christendom takes the place held by the passover among the ancient Jews. It also has its historic import. It also has its prophetic import....Other names applied to the Lord's Supper: Eucharist, that is, Thanksgiving; The Sacrament, emphasizing this as the most solemn ordinance enjoined by Christ; Holy Communion, indicating the fellowship in Christ of participants.

Library References.

FEAST OF THE Passover.-Andrews, Life of Our Lord, pages 429-460. Stapfer, Palestine in the Time of Christ, pages 440-446. The Expositor, Third Series, vol. xi, page 475; vol. xii, page 82. McClintock & Strong, Cyclopædia (eighteen pages). Hastings, Bible Dictionary. Green, W. H., Hebrew Feasts, page 205. Taylor, Moses the Lawgiver, page 95. Kittell, H., History of Hebrews (Index).

THE LORD'S SUPPER.-Jacobs, G. A., The Lord's Supper Historically Considered. Davison, W. T., The Lord's Supper. Gore, The Body of Christ. Fox, N., Christ in the Daily Meal.

SUNG A HYMN.-Stapfer, Palestine in the Time of Christ, page 444. Edersheim, Life and Times of Jesus, vol. i, page 230; vol. ii, page 533. McClintock & Strong, Cyclopædia, article "Hallel." Hastings, Bible Dictionary. Parker, W. H., Psalmody of the Church, chap. iv.

SERMONS ON THE LESSON,

Verse 17.-Saurin, J., Sermons, vol. v. page 377. Verse 24.-Spring, The Bethel Flag, page

Verse 26.Homiletic

97. Mason, E., Legacy, page 386. Furlong, C. J., Sermons, page 202. Monthly, vol. vii, page 510. Fish, Pulpit Eloquence, vol. i, page 116. Verse 27.-Hare, A. W., Sermons, page 445. Verse 28.—Taylor, Jeremy, Works, vol. ii, page 356. Verse 29.Blair, Hugh, Sermons, page 344. Homiletic Monthly, vol. vii, page 146. Preach ers' Magazine, 1895, page 297. Melville, Prac tical Sermons, page 34. Alexander, Sacramental Discourses, page 89. The Homiletic Review, vol. xxxvii, page 70.

A NEW

JUDAS

BETRAYED
JESUS

AND
WENT OUT

Blackboard.

Verse 30.

COVENANT

WILL YOU

REMEMBER

JESUS

AND
COME IN

The life of our Saviour was fast nearing its close, and the long-promised revelation was soon to be completed by his death. The thought of what the morrow would bring was upon his mind, and he knew himself to be the paschal lamb whose death was prefigured by the sig nificant rites of the passover. As he seated

himself with the Twelve to partake of the meal, he saw its ancient purpose fulfilled in himself, and desired to perpetuate through its use the new meaning which it would have as the symbol of his own broken body and shed blood. The sanctity of the old covenant was marred by the presence of one whose selfchosen scheme was to betray his Lord. His detection seemed to be the signal for the commission of his crime, and he went out into night and darkness. In the contemplation of this solemn and touching service, shall we not remember our Lord, and seek his love and mercy through the doorway consecrated by his death?

Coloring. Doorway, cream,

shaded with charcoal blood-marks, red; first line, yellow; other words, white.

What is Put into Primary Work,

BY A PRIMARY TEACHER.

AN authority in primary teaching tells us that we may expect to get out of the work exactly what we put into it. A housewife who mixes flour and yeast, and other essentials, expects bread from the process in due time; as truly may a teacher, in a certain sense and with due limitations, dependent upon the difference in the work, expect a certain kind of results, according to what she puts into her service for the children.

A very practical question grows out of this thought: What are we putting into our work? Do we not spend an undue proportion of time in looking for what may come out of it, forgetting that something must go into it, first of all?

No housewifely service requires such a mingling of materials as this. We must put into our work faith in God, ardent love for our Master and his little ones, as well as for the work itself, joy in service, patience, prayer, preparation, perseverance, tact, wisdom, readiness for emergencies, versatility, child-study, home-visitation, power to adapt means and methods to the individual need, many ounces of prevention, to guard against disorder and inattention, so hard to cure, an indomitable purpose, abundant hopefulness, an opulent store of good cheer and sunshine, plenty of good common sense and discrimination, time, and thought, with incessant interest and alertness and-is there anything more? Yes, various incidentals to be sprinkled in by way of seasoning, perhaps, but there is one more large thing, all-comprehensive and essential, and that islife. The teacher's life must go into her work. Then, by the blessing of the Lord's dear hand upon all this, young lives molded for him, and the joy of the final "Well done" will be the outcome of the outlay.

Primary Notes.

THIS is the delightful season when the wise primary teacher avails herself of nature's help in impressing lessons of the love and care of the heavenly Father upon her little flock. Impressive symbols are all about us in the natural world; let us use them thoughtfully, prayerfully.

MRS. KENNEDY, the gifted and faithful teacher of the young for so many years, says, "Saturate the children with Bible stories." The counsel is good. Children like nothing better in the way of stories, and, fortunately, they enjoy hearing the same story again and again. Some teachers feel themselves unequal to the task of making the Bible narratives attractive. This is an art which can be acquired, however. Study First Steps, by Charles Foster, as a guide to simplicity and clearness. Another excellent help in this direction is the old-time classic The Peep of Day.

ARE primary libraries out of date? Some teachers, remembering perhaps their own delight in carrying home a book, when a child, have not banished the library. There are others who feel that it involves too much of a burden, especially since so many of the little ones cannot read. It should be remembered that the child is sure to find some one in the home to read the book aloud, and it should also be remembered that there are many poor homes into which no reading enters reminding of God and heaven and eternal life, save through the hands of the children!

IT was a rough, burly workingman who read every word of the Picture Lesson Paper to his little daughter. It was his sole religious reading, too, until the awakened heart and conscience called out for something more, for the "word shall not return unto me void," saith the Lord. The Catholic mother said to the primary teacher: "It's her father that says the child may go to the Protestant Sunday school. It's none of my doings! An' I believe it's all along of them little papers."

Do

HAVE the little library, if possible, but make sure that the books are of the right sort. not accept a "made-up" library because it is cheap, or because it bears a pretty name. There are plenty of pure, sweet, natural child stories which will powerfully help in the forming of true ideals of life and character. Spend time upon the selection of the books, and let the children know that you are deeply interested in what they read. The little books may easily be made a very helpful adjunct to your teaching.

Approach. This lesson has two distinct yet closely interwoven thoughtsGod's part and ours. Even little children need to be taught the relation between asking and receiving. Let this thought and teaching permeate Begin by drawing intersecting circles on the board. See how they take hold of each other, how they hold together. How do we make a chain? We put links together. we take the links apart, is it a chain any longer? Will it hold anything? We ought not to expect a broken-up chain to hold anything, surely.

to-day's lesson.

If

Now our Lord Jesus has put two things together that must not be put apart, and to-day we are to learn about them. Let us not forget the lesson hymn verse (Tune, "I think when I read"). We may sing it now, just before the lesson:

The lessons are all about Jesus our Lord,
The Saviour who came from above,

Of the truths that he taught and the works that he wrought,

And his goodness, and mercy, and love.

Now we are to learn one of the great, wonderful, beautiful truths that Jesus taught. He has taught us that he promises us good things and we are to ask for them. (Drill on title of lesson and Golden Text.)

Prayer. First of all what does Jesus teach us about praying? It is very important to know. The disciples long ago felt this and they said to the Master, "Lord, teach us to pray." So he did, and he teaches us too. Let us be good scholars and learn of Jesus, for he says, "Learn of me."

Pray as Jesus Prayed. The prayer he taught begins, "Our Father." We must pray to our

Father, asking that his name may be loved and held high by all, that his kingdom may come, his will be done, that we may have what we need, be forgiven, and kept from temptation, and all because everything-kingdom, power, and glory-belong to our Father. (Take time to explain the Lord's Prayer more fully.)

Be in Earnest. Jesus tells a story about man who wanted something very much, and how he got it. He cared for it, or he would not have asked as he did. Tell story of the friend and the loaves, and make very realistic.

Keep On. This man who wished for bread kept on asking. A boy once rang a door bell and ran away at once without waiting to see if anyone came. Did he care much to be heard. and answered?

God's Promise. Would it do any good to knock and knock at the door of a house where no one lived? Would it do any good to pray if there were none to answer? But God has promised to answer and give us what is best. What is the promise in this lesson? (Drill again on Golden Text.)

God is Able to Keep His Promise. Dwell on the mighty power of our Father.

He Knows How. Compare the "knowing how to give good gifts" of earthly parents, who understand children's wants, yet sometimes fail. with God's understanding.

He Will. Impress this thought deeply. We may trust our Father. He will "Do as he has said."

Lesson Circle: Ask-Receive. Now we put the two parts together. God promises, but we must pray.

Thought for Teachers. In almost every class there are little ones who have not been taught to pray, and we must teach them, if they are to

learn. A simple form of prayer may be taught, or a single petition given to be repeated each day for a week or more, and another given, if

best.

LESSON VI. (May 8.)

WATCHFULNESS (Temperance). Luke 12.

35-48.

GOLDEN TEXT: "Blessed are those servants whom the Lord when he cometh shall find watching." Luke 12. 37. Primary Notes. Approach. What do you live in? A tent? No, a house. Are the walls of your house twɔ or three feet thick? Why, there is no need of that. Is there a thick stone wall around it? There's no need of that.

Is there a tower where you keep a man watching day and night for fear some enemy will come to hurt you? There's no need of that. Away down in Florida there is a city called Saint Augustine, and there is an old, old city gate, with part of a wall that once was built around the city, nobody knows quite how long ago. The two tall towers of the old gate have stone boxes, or little cells, built big enough to hold a soldier. These were called sentry boxes, and a sentry, or a soldier who had to watch, was always in his place in each box. The watching soldiers had to be looking for enemies, because there were many who might come. There are none there how, for there is no such danger. But if there were would it not be a pity to have those sentry boxes empty one moment? When there is danger we need to watch.

Lesson Story. Jesus told his disciples about the wise servants who were always watching for their master to come home. He was not an enemy, but they had to watch for him, because they did not know when he would come, and they had to be ready any minute. He also told them about watching against a thief. Nobody knew when the thief would come, and so the watch had to be kept all the time.

Let the teacher take this picture of the thief coming to steal, and make it especially vivid, emphasizing such points as will make the parallel forceful, when portraying the thief Alcohol, that steals brain and health and home. Our Danger. Now picture the thief that will steal so much from body and mind and heart, if we let him pass through the gates of the lips. Never fail, in a temperance lesson, to impress the ruin wrought by strong drink upon body and mind, and how this body, meant to be God's temple, is spoiled for his use when this thief

gets in. The other thief, Nicotine, should also be mentioned in connection, for its thefts are appalling. Speak of the continual danger from these two thieves, because we never know where we may meet them or when they may try to find their way in. Tell of the drink-sellers who, fearing there will not be drunkards enough by and by to bring in money, have tried to make little children love the stuff that makes drunkards by giving them candy with it in, and by trying to make them like the smell and taste in many ways.

Lesson Circle: Watch. The reason your teachers tell you about these sad and dreadful things, and about these dangers, is that you may begin at once to watch, for these thieves are all about us. There is only One who is strong enough to keep us from being hurt by them, and that is our Lord Jesus. He has promised to help us, and we must ask him, as we learned last Sunday.

Thought for Teachers. We, too, must watch

must go back, and at once, without waiting to "spend all." By way of introduction ask what must be done when one finds that he is on the wrong road. He must turn right around and go back as soon as possible. Tell story of a boy who was tempted to take the wrong path, because it was easier, and found that it led into dangerous places. He did not stop to see if there were any way around, or through; he went straight back. It was the only safe thing.

The Boy who Went Away from Home. Nothing which human thought can picture can compare with this matchless story. Describe to the children the pleasant home, with its peace and plenty, the loving father, the restless, thoughtless son, who thought "good times" meant doing as he liked away from home. Picture the last talk with his father, and the boy's going away, and what he did and what he came to in the far country. Explain that a prodigal is one who spends too much. This son spent his father's money, his own time and strength and health, and all foolishly and wrongly.

The Boy's Return. Put the heart into this picture. Show the wretchedness, the lonesomeness, the sorry feeling in the son's heart, and how he made up his mind to go home, turning away from his sin and turning to his father. Tell the steps: He felt sorry, made up his mind to say so and ask forgiveness, then he started home.

The Father's Welcome. This is the climax. The sinning, sorrowing son returned and found his watching father ready to restore him-put him back in his place again, not only forgiving him, but giving him the best robe and the ring -not any common clothes, but the best, and the ring of gold to show his love. Then came the feast because they were so happy over this return. The boy whose going made them sad, by his returning made them glad, because the father's heart was full of love. It was his boy, not a stranger, who had come back. His going away did not make him another's son. So the father welcomed the wanderer home.

Lesson Circle: Return. Teach Golden Text. What good will it do to hear about a boy who went away and came back to his father, if people now who do wrong stay away from their heavenly Father and do not go back to him, saying, "I am sorry. Please forgive me"? It will do no good at all. The text tells us what we must do, "Come and let us return unto the Lord."

Thought for Teachers. Here is another chance to refute the old childish error that if we are not good God will not love us. Don't

let a child leave the class with that thought if possible to help it. Teach that because he loves so much it grieves his heart when we disobey.

He arose and came to his father.

LESSON VIII. (May 22.)

JESUS TEACHES HUMILITY. Mark 10.

35-46.

GOLDEN TEXT: "For even the Son of man came not to be ministered unto, but to minister." Mark 10. 45.

Primary Notes.

Approach. There was once a king who loved his people so much that instead of making every. one wait upon him he put off his royal robes and went among the poor and sick waiting upon them. He wished to know how they lived, what hard things they had to bear, how they suffered, and how they toiled. In this way he learned how to help them and spent his time in doing it. At first no one knew him, but after they had learned to love him for what he did they found out who he was. There never was a king so loved. It was not because he was rich and great, but because he was willing to leave his riches and his beautiful home to do lowly, loving things for others. It was because he was so lowly that they held him so high in their hearts. Not one of the rich and great people in the kingdom was loved so much. After this it was said that if anyone wished to be loved and held high in the hearts of others let him do lowly, loving things, as this king did.

Lesson Story. This little story, just told, is only another way of telling what King Jesus did. He was the King who left all to help his