The Unfolding Life

and rapid in every direction. The larger social world, entered through school life, and the new intellectual world, r

ge," from nine to twelve, basing the division as accurately as is possible upon the awakening of these latent

RY AGE-SI

igorous physical growth is a mental growth and development equally rapid and many sided. Curiosity is as hungry as ever, still more eager concerning things than abstract ideas, and still a goad to active senses. The mind has inc

e longing for others does not reach the intensity which demands the club and gang until later. A feeling of sympathy and desire to help must still be awakened by definite cases

nce. "How is it that you always have a perfect spelling lesson at school?" a primary teacher asked of one of her boys. "Why, don't you know that Jesus sits in the seat with me every day and helps me?" he replied. The teach

orted by other considerations. This is evident in the matter of obedience, whose strengthening into a habit is one of the most imperative tasks of nurture during childhood. Abstract laws and principles of rig

ics, which demand more than a passing notice, because t

TI

nterested in what it will accomplish than formerly, but an end is not yet sufficiently attractive in itself to hold him to an unpleasant activity for its achievement. For example, he enjoys both

directed. The Sunday School is beginning to recognize what the day school has learned, that the child both enjoys and masters a lesson which can be approached through physical as well as menta

SE

of the musician hears in an orchestra what the child or the adult without the knowledge of music could never detect, because he listens with more than they. The child can see in a picture or circumstance, and hear in a conversation or a song, what once he could not, because he brings a larger experience to bear u

Rightly used, there is great value in this mode of instruction, but a serious perversion of its legitimate use has developed in connection with religious i

mission field are examples of this. The second use is to illustrate a fact. The flower is the visible expression of God's loving care; the table, heaped high with grains and fruits and vegetables at the Tha

agination he can transform one object into another object, as we have already observed, but in this case he is asked to transform an object into an abstract idea. This he does not easily do, since such transformation is made by reason, not by imagination. Further, the spiritual teachings are drawn from the a

thought of life, and water into the thought of blessing. This is difficult, for it involves reason and deals with resemblances which are artificial, not real. The child's literalism, therefore, assert

tory, a red cardboard heart into life, and a picture of Jesus Christ pinned upon it into regeneration. He does not make these transformations until reas

being interested and being instructed are not necessarily equivalent terms. The lesson must always

ERE

fond mothers as in this period. Games and active outdoor sports appeal to both boys and girls, those games being particularly enjoyable which give the individual an opportunity to shine. Real team play is impossible at this time, since in honor each prefers himself. Any scepticism upon this point will be dispelled by listening to the modest aspirants for offi

e the deed but also to emulate the doer. Out of this a little later comes real hero worship, an incentive to action than which life holds no greater. Another fact in connection with this is also significant; those whom he desires to resemble need not be in the home ci

hat are never satisfied, nor say, "It is enough," the hunger of a child for a story. Since hunger is always indicative of a need in the devel

ason, and can be understood only in the light of experience; the second requires simply the exercise of a vivid imagination. Of reasoning power, the child at this time has little, but he has an imagination vivid, strong and hungry, eagerly reaching

ht suggesting the ideal must be understood; second, it must rouse the

t in the brain. The story of Paul or Livingston brings the truth out of that intangible world, puts flesh upon it and t

d therefore to be grasped thro

erstood, though the reasons for it may not be comprehended. While no man may ever know why God so loved the world that He gave His only begotten Son, we understand that He does love us, as we see the Babe in the manger and the blessed Savior

s seen it always

him, his soul quivers in its presence. One of the greatest needs of our teachers is to see the Master among the hills and by the blue waters of Gennesaret, to look into His face, to hear His voice till hearts burn.

s seen and felt

nnection with the feelings, and an il

es!" "Did you know," he continued, "that if you were to take a sharp-pointed stick and write your name in the cement while it was soft, it would harden and remain there as long as the walk lasted?" "Of course," he hastily added, as a significa

rated men and women are in Africa and China and Japan because they saw the heroes in God's Hall of Fame. Surely this is why the Holy Spirit inspired Paul to write, "Whatsoever things are true, whatsoever things

y hold the picture, some d

of Ernest into the image of the Great Stone Face, and, in so doing, has told the story of every life that gazes fixedly on its ideal. Herein lies the blessed secret of Christ

-quoted words of Stanley Hall are most significant, "Of all the things that a teacher should

TO SUNDAY

' class, save that a song roll may now be helpfully added, since the children are learning to read. In the matter of instr

al Pr

e worshipful and joyous, the program must be pl

be presented

during one hour's work. Memory in this period depends upon the force of the impression rather than upon association, as in later periods, hence all songs and exercises should emphasize the one thought to be given in th

h week, even with familiar features, and second, cumulative emphasis upon on

ity of th

place of some of the physical outlets for activity necessary in the prece

shoulders taller than any other child in the primary department, as he stood pointing to pedal extremities, not less than number fours, and singing, "

or the older ones, is growing in favor as a means of utilizing the activity and impressing the lesson.

he time for han

of the action in the story with all the intensity that has been aroused, instead of being expended in a mechanical way. In view of this fact, the proper subject of the hand work would seem to be the lesson of the week preceding, and the best time for it, just prior to the beginning of the session, if that be of the usual hour length.

son, it is only a shell containing the truth. Therefore, a teacher who occupies a large

aised above the level of s

le stories, and special care must be used to make it beautiful and worthy. A mission

ned with reference to tr

e earlier years. The children in this department are not too young to lay the foundations of regular and punctual attendance, bringing of Bibles,

ruct

each habit to be formed, the supplemental work and the

mental

hought of God's love, and incite loving obedience to Him and to their parents, and loving service to others, are fundamental and should predominate. The Twenty-third Psalm and Lord's Prayer will have real meaning, and therefore help

Le

ready discussed bears upon th

he negative side, or the absence of the truth in life, the positive side must also be presented and made more attractive, since the child's impuls

abstract, like the Epistles or Psalms, a truth to be taught should be

e mainspring to action

lans for imitating the activity which has been pictured. Even this is not always to be done. Jesus left the most wonderful story He ever told with no words of application, for they were unnecessary. He knew that every prodigal would feel a tug at the heartstrings and an impulse to go home. At the conclusion of the story of the Good Samaritan He mere