A rainy day is the best test of a Sunday-school, and its best opportunity.

For the scholars it is a sieve, separating the zealous workers from the careless ones.

For the general school it is an index, since if Christ is not "in the midst" of the few on rainy days, surely the many on sunny days are not wont to gather "in his name."

For the teacher it is a revealing question: "Do you teach for the excitement and praise of crowded benches, or is a single soul, with its issues of life and death, inspiration enough?"

It is the superintendent's chance, because then he learns his staff, the pick, the enthusiastic nucleus, of his school. It is a good day for "setting balls to rolling."

It is the scholar's chance,—his chance to show appreciation of the school by attendance; his chance for help on questions that try his soul.

It is the teacher's chance. He will never draw close to his scholars if not now; never see their nobility or their faults if not through the troubled lens of a rainy day.

It is the opportunity of the general school. Prayer-meeting workers often observe that the meetings held on stormy evenings are always the best, because every attendant feels it his duty to take active part. For the same reason a rainy day brings out the mettle of a Sunday-school. The bashful are impelled to greater boldness, the careless to stricter attention. Responsibilities are thrown upon unwonted shoulders. Many a Sunday-school worker has been developed by rainy days.

Teachers must do their scolding for poor attendance, if ever, on the days of crowded seats, because then only are the truants present. Have nothing but words of good cheer for the few who come on stormy days.

We are often told about preachers who, as a reward and an incentive, wisely preach their best (if they can) on rainy days, to the faithful few. For such days the teacher also must make his highest preparation, because then his work will produce best results; because then he will need to bring most inspiration with him, as he gets none from well-filled seats; because his scholars then not only deserve his best, but, lacking the zest of numbers, need his best to hold their attention; because they will appreciate better what they have come through difficulties to get.

On rainy days there are many late comers, and therefore many fine chances for practical Christianity. Greet them cheerfully, if you must stop your finest exhortation to do it. Such a close will be its most eloquent period.

If you investigate tactfully the absences of rainy days, you will often come upon a truer knowledge of the home life and needs of your scholars than any sunshiny observations could give you.

On rainy days, if ever, scholars should be sure of finding their own teacher; yet, as human nature is, on rainy days there is always necessary some fusion of classes. The teachers of joined classes may do much good or infinite harm. Criticism, expressed or implied, of the plans or precepts of the other teacher, is a poison which has few antidotes. If he has been teaching false doctrine, he, not his scholars, is to be told that fact. And, on the contrary, a word of wise praise for whatever of solid acquirement you may see in his scholars, as it comes from an outsider, will discover marvelously their teacher to them, and their possibilities to themselves.

As we need to emphasize the advantages of bad weather, so we need to remember the dangers of fine weather. Now, the teacher must be mindful not to lose the individuals in the crowd, or his teaching sense in the temptation to harangue. Now, the superintendent must remember that his unifying and organizing skill is especially needed. If rainy days are best for study and personal work, fair days, and, above all, hot days, are best for singing and concert drill in reading and questioning.

As our days, so shall our strength be, if we are Christ's, dear Sunday-school workers; but different kinds of days need different kinds of strength.