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THE CORRESPONDENCE
STUDY TEXT-BOOKS IN
TEACHER TRAINING

OF THE BOARD OF SUNDAY SCHOOLS,
METHODIST EPISCOPAL CHURCH.

THE WORKER AND HIS BIBLE. Eiultn-'Barclay.

Cloth. 55 cents postpaid.
THE ELEMENTARY WORKER AND HIS WORK.

Jacobs- Lincoln, Cloth. 55 cents postpaid.
THE JUNIOR WORKER AND HIS WORK. Robinson.

Cloth. 55 cents postpaid.
THE INTERMEDIATE WORKER AND HIS WORK.

Lewis, Cloth. 55 cents postpaid.
THE SENIOR WORKER AND HIS WORK. Lewis.

Cloth. 55 cents postpaid.
THE ADULT WORKER AND HIS WORK. Barclay,

Cloth. 55 cents postpaid.
THE SUPERINTENDENT AND HIS WORK. Brown.

Cloth. 55 cents postpaid.
THE WORKER AND HIS CHURCH. Beiler. Cloth.

55 cents postpaid.

THE WORKER AND HIS WORK SERIES.

Complete set, eight volumes. Cloth. Boxed. $3.75.
Express prepaid. Should be owned by every Sunday-
school as a Workers' Library. Address

THE BOARD OP SUNDAY SCHOOLS,
14 W. Washington St.,
Dept. E. Chicago, IU.

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The Worker and His Work Series

Text-books for the Correspondence Study
Courses of the Board of Sunday Schools

THE ELEMENTARY
WORKER AND
HIS WORK

(Treating the Beginners' and Primary
Departments only.)

ALICE JACOBS and
ERMINA C. LINCOLN

Authorized and issued by the Board of Sunday
Schools of the Methodist Episcopal Church,
Fourteen West Washington St., Chicago, Illinois,
Edgar Blake, Corresponding Secretary,
in co-operation with John T. McFarland, Editor of
Sunday School Publications, and with his approval.

Printed for the Board
by

JENNINGS AND GRAHAM

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HARVARD COLLEGE LIBRARY
SHELDON FUND
JULY 10. 1940

of THR

Methodist Episcopal Church

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CONTENTS

Page

Introductory Chapter : The Graded Sunday-School, - 7
PART I

I. The Beginner, 21

II. The Organization of the Beginners' Department, 33

III. The Teacher and Her Helpers, - - - - 40

IV. The Room and Its Equipment, 49

V. The Program for the Beginners' Department, 57

VI. The Lesson for the Beginners, - - - - 69
VII. The Music for the Beginners' Department, - 79

VIII. Special Occasions, 86

IX. Home Co-operation, ^

X. The Religious Life of Little Children, - . 100

PART II

XI. The Primary Child,

XII. The Organization of the Primary Department, - 124

XIII. Equipment, ,^8

XIV. The Lesson : Material and Important Truths, - 148
XV. The Lesson : Preparation and Presentation, - 158

XVI. The Program, ,5^

XVII. Handwork, ,78

XVIII. Music, l89

XIX. Outside Activities, I9 8

XX. The Goal, - - 208

3 »

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PREFACE

Within the compass of the text on the Beginners' De-
partment it is not possible to give an exhaustive treatment of
the subject It can only be suggestive. At the end of each
chapter will be found the titles of books which offer further
help along the lines intimated. There will be noticed a cer-
tain amount of repetition, which seems necessary, as the same
things must often be considered in relation to the various
chapter subjects.

Trusting that these pages may be fruitful in your work
for Christ with little children, Alice Jacobs.

Chicago, February, 191 1.

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INTRODUCTORY CHAPTER

THE GRADED SUNDAY-SCHOOL
By Wade Crawford Barclay,

Educational Director of the Board of Sunday Schools.

I. Standard of Organization

1. The purpose of organization. Organization is
simply a means to an end. Given a certain situation, the
Sunday-school should adopt such form of organization as
Conditions best enable it to adapt itself to that situ-
Dctcrmine ation, and to accomplish the ends for which it
Details of exists. If the school meets in a little country
Organization sc hoolhouse, has one teacher, one class, and an
enrollment of fifteen persons, it will not be aided in doing
its work by adopting the complicated organization demanded
by the city school of a thousand members. But even the
smallest and weakest frontier school may, in a simple or-
ganization suited to its situation and its needs, recognize the
fundamental principles which make its big brother of the
highest educational and religious efficiency. Conditions vary
so widely in different schools that it is impossible to sug-
gest a form of organization suited to all. Each school will
do best by acquainting itself thoroughly with the highest
ideals in Sunday-school work; then, having adopted a work-
ing plan suited to its situation, it may gradually advance
toward the ideal:

2. The ideal standard. So far as possible, every Sunday-
school should attain to the following ideal of organiza-
tion:

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8 ELEMENTARY WORKER AND HIS WORK

(1) The Sunday-school fully graded. (For complete

statement on graded organization, see pp. 12, 13.)

(2) A Cradle Roll.

(3) A Home Department.

(4) A Teacher Training Department

(5) Organized Adult Classes.

(6) A Sunday School Missionary Organization.

(7) A Sunday School Temperance Organization.

(8) Regular Meeting of the Sunday School Board.

3. Officers necessary to realize this ideal. We suggest
as advisable, in order to realize this ideal of organization
and all that it implies, to have at least the following officers :
Superintendent; an Assistant Superintendent, who shall be
Director of Graded Instruction; a second Assistant Super-
intendent, who shall be Director of Teacher Training; in
large schools superintendents of various departments, as Su-
perintendent of the Primary Department, Superintendent of
the Junior Department, etc. ; Superintendent of the Home De-
partment; Superintendent of the Cradle Roll; Secretary; an
Assistant Secretary, who shall be Secretary of Enrollment
and Classification; Treasurer; Organist; Chorister; one or
more Librarians; Ushers, and various committees, of which
one should be the Quarterly Conference Committee on Sun-
day-schools required by the Discipline, and another a Com-
mittee on Sunday School Evangelism.

4. The relation of the pastor to the Sunday-school.
Since the Sunday-school is integrally a part of the Church,
the pastor is as truly pastor of the Sunday-school as of the
Church itself. Methodist Episcopal Church polity recognizes
this and makes the pastor the executive head of the Sunday-
school, and clearly defines his prerogatives as such. This re-
lation should be cordially recognized by officers and school,
and every facility afforded the pastor to exercise a helpful
and fruitful ministry in that department of the Church which
offers him his largest spiritual opportunity.

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THE GRADED SUNDAY SCHOOL 9

II. The Graded School

1. What is a Graded School? There are few schools
but what have from the beginning made some approach to
grading. Seldom, indeed, is a school found which does not
All Schools separate the gray heads from the curly locks. Not
are to some only are classes formed, as a rule, with more or
Extent less successful attempt to group together those
Graded Q £ approximately the same age, but the lesson
helps commonly furnished bear titles such as Intermediate
Quarterly, Senior Quarterly, which thus by name recognize
the different departments from beginners to adults. Thus it
would seem at first glance that the average school has been
graded, both as to pupils and as to lesson materials. But as
a matter of fact, this is only a seeming gradation. Age alone
is not a proper basis for grading pupils. As for the cur-
riculum, since all lesson helps of the uniform series use the
same lesson material for all ages, and presuppose almost
entirely the same teaching methods for all, they can be said
to be graded only in name.

In order that a school may be properly and successfully
graded there must be, in both theory and practice, full recog-
nition of the following principles:

(a) The members of the school must be separated into
general divisions suggested by the natural periods of human
A life; and, secondly, into classes upon the basis of

Completely age, physical development, and mental capacity.
Graded (&) The curriculum must be so planned as

School to 0 £ er i esson material suited to the mental pow-
ers, the interests, and the spiritual needs of the pupils.

(c) The teaching methods used must likewise be deter-
mined by and suited to the mental development and spiritual
needs of the learners.

(d) Promotions from class to class and from department
to department must be upon the basis of a standard which
has regard both to proficiency in the curriculum and to age
and physical, mental, and spiritual development

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io ELEMENTARY WORKER AND HIS WORK

a. The necessity of grading. If the Sunday-school is
to realize its highest possibilities, grading is not a matter of
opinion or choice, but a necessity. This by no means declares
other methods a failure; "it recognizes the good already at-
tained, while it seeks a higher good." Grading rests upon
these established principles:

(a) Human life is by nature marked off into certain clearly
defined periods. A human being is a developing creature
with needs different in different periods of his developing

life. Grading is the recognition of this fact.
Fint Graded No Sunday-school consists of pupils all of one
Human age; rather, it is made up of people of all ages
LMe and in all stages of physical, mental, and spir-

itual growth. Grading is the means of adaptation to these
existing facts. It is a commonplace of child study to-day
that at one period play is a dominating interest; at another,
memory power reaches its culmination; at another, biography
makes its strongest appeal; at still another, "the chivalric
ideals and great altruistic principles of Christianity appeal
with almost irresistible force." The aptitudes, the needs, the
interests of the different periods can only be met and taken
advantage of by a graded system.

(b) In all teaching the mind of the learner is now the
point of departure. Teaching has to do with two principals :
the learner and the truth to be taught. In the Sunday-school
Teaching * n tne P ast a ^ most a ^ emphasis has been placed
Ha« Regard upon the body of material to be taught. The
First to the lesson system has been planned almost entirely

to b^Ta* 0 !* W ' th regard t0 the Bible * But the science of
* pedagogy has ' been coming more and more to

hold that effective teaching must regard first the mind of

the learner, and consider the teaching material as a means

of reaching desired ends. As soon as this point of view is

adopted, grading of the lesson material becomes necessary.

Only this secures the presentation of the different parts of

the Bible at the time at which they severally make their

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THE GRADED SUNDAY SCHOOL ij

strongest and most effective appeal. The application of this
principle would make forever impossible the presentation to
the minds of little children of lesson material which is fitted
to test the intellectual acumen of college graduates.

(c) The Bible itself is best studied in the order of its
development. The uniform lesson system ignores both the
fact that the Bible is a body of sacred literature which de-
Different veloped slowly through long centuries, and that
Parts of Bible it is a gradual and progressive revelation of the
Represent purpose and will of God concerning men. 1 The
Devetopment graded system is fitted to give due emphasis to
ve pmen ^ these facts. A graded course of study

presenting the Bible practically in the order in which it came
into existence, which order is singularly fitted to the periods
of mental growth, will give to the person who takes the
course complete and connected knowledge of the Scriptures
and their teaching quite impossible of impartation by means
of the fragmentary, patchwork method of the uniform system.

3. Objections to grading. It may be well to consider
briefly the most common objections made to grading the
Sunday-school. It is objected that:

(a) Grading will do away with uniformity, that is, the
use of the same lesson by the whole school and by all
schools throughout the world. There can be no doubt that
the uniform lesson system was at the time of its inaugu-
ration a great improvement over the previous lack of sys-
tem, and that it has been attended by many benefits and
advantages. It marked a distinct stage of advance in Sunday-
school development, but it has served its day and must now
give way in order that the Sunday-school may become still
more efficient We can afford to discard a good for a still
greater good. The uniform lesson idea appeals to sentiment,

1 "If the Bible is the history of a progressive revelation, and if, for
this reason, it yields its best results alike intellectually and religiously
when it is studied with due reference to the relation of part to part, and
to the unfolding of the great divine truth and revelation that runs
through it, then we shall give our suffrages to the graded curriculum
in preference to the system of uniformity." — Burton and Mathews,
Principles and Ideals for the Sunday School, p. 130. 7

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12 ELEMENTARY WORKER AND HIS WORK

but it is easily discernible that the strongest influence in its
favor at present is that growing out of the fact that it has
been financially remunerative. Surely all will concede that
neither mere sentiment nor financial gain should be allowed
to stand in the way of the Sunday-school becoming a greater
power for religion and morals.

(b) Grading requires specialists. This objection, frequently
made, is not valid. The untrained teacher has at least as
much chance of doing good work in a graded as in an un-
graded school. The lesson material making a stronger appeal
to the interests of the pupils is easier to handle. Moreover,
the assignment of the teacher to a certain grade makes it
possible for him to become a specialist by attaining mastery
in that particular field. 1

(c) It is too difficult to effect a change. The difficulties
are likely to be unduly magnified. A graded system may be
introduced so gradually as to occasion little notice or diffi-
culty. When the advantages of a graded school are fully
realized, ways may be found to overcome what difficulties
really exist. It is only necessary that the plan be clearly
understood by those intimately concerned in necessary changes
and that they be brought to realize the force of the reasons
demanding the changes. 2

4. Plan of the graded organization.

(a) The natural divisions of human life. The great
primary divisions of human life have always been recognized
—childhood, the period of subjection, imitation, receptivity;
youth, the period of awakening powers; manhood, the period
of developed powers. Psychology, and especially child-study,
has made equally clear secondary natural periods, which, ex-

1 ''See how the primary teachers prow; they are head and shoulders
above the rest in organization, in printed helps, in sheer pedagogic effi-
ciency — why? Because they have accepted a narrow location, an age
limit of pupils, and maintained it through the years. They have done
the same kind of work over and over again; of course, they have grown
efficient." — E. M. Fergusson.

* "Failures have come only when the attempt has been made to force
on the school some mechanical contrivance in a mechanical manner. Let
the principle and plan be fully understood by all workers." — H. F. Cope.

THE GRADED SUNDAY SCHOOL 13

pressed in terms of age, are from one to three, three to seven,
seven to nine, nine to twelve or thirteen, thirteen to sixteen
or seventeen. The age division differs with the sexes, the
male sex developing more slowly. Even within sex limits
Grading is ^ c Periods vary with individuals, dependent upon
Working in the rapidity or tardiness of the physical, mental,
Harmony and spiritual development. This fact makes the
with God age standard alone an unsatisfactory one. These
natural divisions or periods of human life form the basis of
the organization of the graded Sunday-school.

(b) The divisions of the Sunday-school. On the foregoing
basis the graded Sunday-school has the following divisions:

Cradle Roll

Elementary Division.
Beginner's Dept

Primary Dept

Junior Dept.

Secondary Division.
Intermediate Dept. . .

Age.

3
4

9
10
11
12
13

\%
\l

19
20

Public School Grade.

9
10
11
12

Senior Dept

Adult Division.

Adult Dept Over 20.

With Organized Adult Bible Classes.
Teaching Training Department.
Home Department.

(Note. — Though the Teacher Training Department is here named as a
part of the Adult Division, it should be clearly recognized that young people of
senior age may be included. Often a Senior Department class forms an ideal
group for Teacher Training.)

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14 ELEMENTARY WORKER AND HIS WORK

III. Administration of the Graded School

In administration, again, to a certain extent, each school
must work out its own problems. Only general principles
can be enunciated here. These should be regarded in practice
to the largest extent which local conditions allow.

x. The departmental organization of the school should
be recognized in administration. An ideal arrangement
would be for each department of the school to constitute a
separate assembly. It is believed that the most effective school
work can be accomplished in this way.

The Beginner's Department should meet by itself. There
is no reason why it should form a part of an assembly made
up of older scholars. When assembled separately the entire
service may be adapted to young children, an impossibility
where the majority of those present are persons much older.
The same reasons hold for the Primary Department Other
reasons quite as cogent favor a separate assembly for each
of the more advanced departments.

Where it is entirely impracticable to assemble the school
entirely by departments, owing to a lack of proper facilities,
certain departments may be grouped together. If five assem-
blies can be provided for, let the Beginner's, the Primary, and
the Junior Departments each form a separate assembly, the
Intermediate and the Senior Departments be combined into
a Secondary Division Assembly, and the Adult Classes be
brought together into an Adult Assembly. If only four as-
semblies can be arranged for, probably the best plan is to
bring together the Primary and Junior Departments into
an Elementary Assembly.

If it is impossible to have more than two assemblies, as
is often the case to-day owing to the lack of a building
suited to school work, it may be necessary for the Begin-
ner's, Primary, and Junior Departments to be assembled to-
gether, and the Intermediate, Senior, and Adult Departments
together.

THE GRADED SUNDAY-SCHOOL 15

Some suggestions may be made as to the work within
the separate departments. The Beginners may be kept to-
gether in one group throughout the session. If too many
for this, they may be separated, after the opening, into two
classes, one of four year old children and one of five year
olds. In some large departments even more classes may be
deemed advisable.

It is well for the Primary Department to have at least
three classes, one class for each year or grade, boys and girls
together. If the department is large, two classes, one of boys
and one of girls, may be formed for each of the three grades.

In the Junior Department boys and girls should be in
separate classes. Small classes should be the rule. Six to
eight pupils are enough. If possible there should be one class
of boys and one of girls for each grade, making eight classes
in the department. In small schools pupils of two grades
may be combined in a single class. That is, fourth and fifth
grade (nine and ten year old) boys in one class, fourth and
fifth grade girls in another, sixth and seventh grade (eleven
and twelve year old) boys in one class, and sixth and seventh
grade girls in another.

In some schools an entirely different plan is being tried
with good results; namely, dividing the entire Junior De-
partment into four classes according to grades, boys and girls
together.

In the Intermediate Department let there be, if possible,
at least eight classes, one class of boys and one class of
girls for each grade. Small classes are a decided advantage.

In the Senior Department it may be well to have one or
more mixed classes. Here natural social groups should be
observed in forming classes.

In the Adult Department there should be, without fail, at
least one organized Men's Class, and another organized
Women's Class. In addition it may be well to have one mixed
class.

16 ELEMENTARY WORKER AND HIS WORK

a. Separate class rooms should be provided. It is quite
impossible for the class to do its best work without a separate
class room. The separate room is most important for Junior
and Intermediate boys' classes. As far as practicable every
class should be provided with a room of its own. When this
can not be, each class should be isolated by portable screens
or by curtains.

3. In general, teachers should remain in charge of the
same grade. This enables the teacher to become a specialist
in some one particular field. Sunday-school teachers are busy
people and can neither be required nor expected to thoroughly
acquaint themselves with the entire field of Sunday-school in-
struction and life. They may, however, reasonably be ex-
pected in time to become adept in the field of some one
department or grade. The objection is made that under the
old system the class became attached to the teacher and thus
by the bond of personal affection were held to the Sunday-
school. But did it always work out so happily? As a recent
writer puts it: "Suppose the teacher goes into heaven, into
matrimony, or elsewhere. Where will the class go? They
will go— be very sure of that." Whatever weight this argu-
ment has is counterbalanced by the fact that passing from
one teacher to another aids in giving to the pupils a distinct
sense of advance and by so doing promotes interest and effort.

An exception to this general rule may be made in the
Intermediate and Senior Departments. Here a teacher who
has shown himself capable of interesting and influencing the
boys or girls should be allowed to continue with the same
class through the three grades of the department. Confidence
of the pupils in their teacher, personal friendship, and in-
timate acquaintanceship of the teacher with the pupils are
at this period indispensable. These can only exist as teacher
and class may be together more than one year. But this
continuance of the same teacher with the class should not
extend beyond the limits of the department

THE GRADED SUNDAY-SCHOOL

How important, in view of the light shed in recent years
upon the period of adolescence, that the teacher who is to be
entrusted with the moral and religious guidance of young
people of this age have an intimate acquaintanceship with
the most important literature on the subject — such an ac-
quaintanceship as can only be attained by giving exclusive
attention to this one department! The age is by common
consent difficult to deal with. How important, again, that a
man who has come through experience to understand and
sympathize with adolescent boys, and has attained power to
lead and mold them, be allowed the opportunity to exercise
continuously this much needed ministry!

4. The best possible facilities and equipment should
be provided. Altogether too little attention has been paid
in the past to adequate facilities for the work of the Sunday-
school. In plans of architects and committees, the require-
ments of the Sunday-school have been ignored or given, at
the best, slight consideration. Along with increased interest
Ad uate * n ^ c Sunday-school and improved methods must
BuUdmg 8° better facilities and more complete equipment,
and Equip- Sunday-school workers themselves have a right
meat to be to be heard upon this subject, and should insist
on the Sunday-school being provided for in ac-
cord with its importance to the Church and the kingdom.
Some large Sunday-schools now have a building all their own,
especially designed for Sunday-school work and elaborately
equipped. This is as it should be. No longer should any
Sunday-school be compelled to carry on its work in one room
of a large church, and that a dark, damp, illy furnished
basement

Careful consideration should be paid to securing graded
equipment, proper text-books in sufficient number, and teach-
ers who have been prepared for their work. It would be
unwise for any school to endeavor to introduce a graded
curriculum without attention being paid to these essentials.

18 ELEMENTARY WORKER AND HIS WORK

Lesson Outline:

I. Standard of Organization.
II. The Graded School.

1. What is a graded school?

2. The necessity of grading.

3. Objections to grading.

4. Plan of graded organization.

III. Administration of the Graded School,

Topics for Special Study:

1. Sunday-school architecture.

2. Some successful graded schools.

Topics for Class Discussion:

1. To what extent can a standard of organization be

fixed for all schools?

2. State the ideal standard.

3. What officers are essential?

4. What is the relation of the pastor to the Sunday-

school?

5. What principles must be given recognition in the

fully graded school?

6. What reasons make grading necessary to the best

work?

7. State and answer the common objections to grading.
& Name the divisions or departments of a graded

school.

PART I

THE BEGINNERS' DEPARTMENT
By ALICE JACOBS

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CHAPTER I

THE BEGINNER

The Beginner himself must be the starting point in any
study of work to be done with him. Unless we know his

needs, we shall not know what to do for him;
^Knowing um<ess we know his interests, abilities, and limi-
the Child tations we shall not know how to do that which

we desire. Therefore, "Come, let us live with
our children" in the very outset of our study, that we may
know how to plan rightly for them, organization, program,
lesson, and method.

I. General Characteristics of the Early Years of Life

The early years of life are pre-eminently years of impres-
sion and absorption. The child absorbs ideals from persons
and actions about him. He constantly receives impressions
from everything in the little world in which he lives. These

ideals and impressions find expression as life
Impression develops, and remain into eternity. Hence, the
Absorption child's environment largely determines his whole

future life. How great care should be exercised,
therefore, to see that in atmosphere, influence, and ideals it
gives to the little, unresisting life those impressions which
we would wish to have flower into expression in later years !

II. Specific Characteristics of Beginners

i. Hungry senses. Through the gateway of the senses,
the child is becoming acquainted with the facts of the world
around him. Indeed, in these early years he receives knowl-
edge in practically no other way. The pictures or images

21 *

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22 ELEMENTARY WORKER AND HIS WORK

carried to the mind through the senses form sense percep-
tions. With these the child does his thinking. Much, there-
Sense Per- *° re ' ( * e P en( * s u P on tne number, accuracy, and
ceptions sort °* sense perceptions received at this time.

(a) Interest The child is supremely inter-
ested in things upon which he may exercise his senses, espe-
cially the senses of sight and touch.

(b) Limitation. The child can not grasp an abstract
idea in this period.

(c) Needs. The work of the senses means so much to
all future living and thinking that their training is highly-
important. This is secured through giving the child op-
portunity to use his senses as fully and accurately as pos-
Treini sible. The training is made easy through the
the Senses child's interest in the things which he can taste,

smell, touch, hear, see, and do, as illustrated in
his enjoyment of the Kindergarten Sense Games, when, for
instance, with blinded eyes he feels of an object and guesses
its name.

The child also needs instruction which is made concrete
through something visible, or its likeness to some-
Teaching thing he has previously seen. For example : He
Through the « , « . , . , ,

Concrete can what love is only through seeing what

one who loves him does for him. He learns
God's love through its likeness to mother and father love
in its expression.

2. Activity or restlessness. Self-activity is the law of
development. If a child is to develop, he must be active.
Every one who knows little children knows that they are ex-
amples of perpetual motion. They not only move constantly,

but they can not help it. The activity of a little
Movement c *"^ * s mor e accurately termed restlessness,

since it is largely undirected movement. He
moves for the sake of moving, without the direction of his
will, while his older brother thinks of something definite he
wants to do or accomplish, and directs his activities toward
that end. 7

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THE BEGINNER

(a) Interest. Since the child enjoys action himself, he
is greatly interested in movement outside of himself. Action
Interest °* P^P^ an ^ things anywhere attracts him.
in Action "What will it do?" is his question, and if it

won't do anything he loses interest in it. He is
particularly interested in animals and wants living pets as his
companions.

(b) Limitation. Every impulse of the child is toward
lMkof movement at this time, and self-control or the
Self-control power to hold back a desire is undeveloped. We

must, therefore, conclude that God's law for the
child at this period is free movement, and that, if he be nor-
mal, he can not keep still.

(c) Needs. Because the activity of a child is his means
Direction °* ^ earnm & he needs opportunity for action,
of Activity ^ e a * so nee< ^ s parents and teachers who can

make his activity and his interest in it count
in his development, through directing the activity rather
than repressing it.

3. Imitation. One way in which the activity of the child
shows itself is through his instinct of imitation. He imitates
sounds and movements of everything about him. Sometimes
we underrate the educational value of this imitative instinct.
Value of * n rea ** tv » ^ e * s trvm 8 to P ut himself, for
Imitation ^ e t * me being, mto tne place of the person or
thing he imitates. He is trying to understand,
and he better understands that which he imitates. The su-
preme significance of this instinct, however, lies in this fact:
what the child imitates he builds permanently into himself.
(a) Interest. He is interested in life about him, in what
people say and do, and how they say and do it.
Things* ls mtereste d in the movements and speech

of animals, and he attempts to reproduce these.
He is also interested in seeing how things work, and then

trying to make the same motions.
Jj^JJ^d (b) Limitation. He sees now only the exter-
nal, simply what the person is doing, not the

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24 ELEMENTARY WORKER AND HIS WORK

character or motive back of the action. Yet in imitating the
external he catches something of the spirit of the action.

R ht Models ^ ee( * s * n stor * es to innate. He needs to have
e Jesus Christ presented as the One to pattern
after, not by precept and exhortation, but through stories of
the things He did. If these are told attractively the child will
desire to imitate Christ's action.

4. Imagination or fancy. The child puts on mother's
bonnet. Imagination supplies the other articles of clothing,
and the child is a lady making a call on an imaginary friend.
O, the kindness of a Providence that provides a childish
imagination, which with the fairy wand turns rags to satin
gowns for children I The imagination of a little child is per-
Power of ^ apS k etter termed fancy, since it is marked
Imagination ^ v m 8ftts, which know no bounds. Never-
theless, let us not underestimate the value of the
imagination. It is one of God's good gifts for the building
of ideals, which shall beautify and uplift life. The imagina-
tion furnishes the vision of what may be which lures on the
artist, the inventor, the statesman, the reformer. Progress
and art follow in the wake of the ideal furnished by the
imagination. This originating imagination of later life finds
its beginning in the fancy of the little child.

_ , (a) Interest. The child is interested in the

Building •! «•« .... «.

Air Castles plav an( * m "* e storv which gives range to his
fancy. He finds joy in his air castles, and he
who never built invisible air castles never built the visible
castle later.

(b) Limitation. Often the child is limited in
truthfulness" P ower to distinguish between fact and fancy;

hence, children are frequently blamed unjustly
with untruthfulness.

(c) Needs. The child needs wholesome and sufficient
food for his imagination. This is furnished largely by good
stories. He needs sympathetic friends, who will appreciate

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THE BEGINNER 25

his viewpoint. He needs patient friends to bear with his lack
of discernment, and help him to see the difference between

Pood and ^ rea * an( * *** e * ma S marv ' **e needs close ob-
Training servation and tactful handling to correct fancy
by fact. The imagination of some children needs
curbing. The imagination of other children needs cultivating.
The imagination of all children needs directing.

5. Animism. Closely allied to the imagination is the
child's tendency to attribute life and man's emotions to every-
Lifein thing. In this he is like primitive man. For
Everything mm a spirit resides in every tree and running

brook. Even a chair or a stone has feelings and
thoughts. Everything lives.

(a) Interest. This animism gives to the child an inter-
est in nature which older people may have lost. Myths,
stories of elfs and driads, and stories of animals that parallel
Nature ^ s experiences have a great fascination for him.

He loves Bible verses containing personification,
such as, "The trees of the field shall clap their hands."

(b) Limitations. He is limited by his inability to see
Child ^ e wor ^ * rom ^ e v * ew P° mt °f older people,
Viewpoint ^ ave forgotten tne Y ever had these tenden-
cies themselves. He is limited by his failure to

discern between what has life and what has not.
Patience Needs. He needs patient dealing and di-

in Dealing rection. His thoughts need sympathetic hear-
ing. His is the poet soul in embryo.

6. Faith or credulity. "The faith of a little child," is
an expression we often hear. Yet real faith has some basis
of knowledge, and since the child believes without any such

imitles b as * s > we might better speak of the child's cre-
BeUef*** dulity: his readiness to believe everything told
him, until he finds that he has been deceived.
How sacred a trust we have! Shall we be worthy?

(a) Interest. He is a truth seeker. He wants
Seeking to know tne truth, and hence listens eagerly
to learn it t

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26 ELEMENTARY WORKER AND HIS WORK

(b) Limitation. His own knowledge and experience are
^ ^ limited. He must depend upon those about him

Kn^wfcdge for the truth -

men and women worthy of confidence and re-
Faith 11 * s P ect » sa * e to believe and follow. He needs prom-
" ises kept, unbroken. He needs a God to trust.

He needs to have his faith centered in Jesus Christ, the true
friend of little children.

7. Reverence. The little child is naturally reverent. He
comes into the big world helpless, a stranger. He is sur-
rounded by great forces which he does not understand, and,
like primitive man, he is awed by them. Alas!
Reverence tnat any thing should ever alter this child rever-
ence; yet in our day the spirit of reverence is
sadly lacking. As a people are we coming to know so much
that we think we know it all and thereby lose reverence?
One problem of education is to foster, and not hinder, the
child's reverent spirit as his knowledge increases and he be-
comes more and more master of himself and his surroundings.
Obectsof ^ I n * erest ' * s interested in the sublime,

Reverence tne won ^ er ^ u l» the powerful, and the mysterious.

(b) Limitations. The child may be ignorant
of the true God, the loving Father, to whom
ignorance reverence should be directed. He always has the
and in- limitation of inexperience, which confuses things
experience wor thy D f reverence. He may be limited in the
opportunity and example of reverence by the irreverence of
people about him.

to respect the things and the rights of others.
Reverence? nee ^ s the atmosphere of reverence, for rever-
ence is less imparted than absorbed. Like char-
acter, it is "caught, not taught." He needs his reverence
directed toward God, through stories which show His great-

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THE BEGINNER

ness and power, through the hush of worshipful music, the
majestic rhythm of the words of Scripture itself concerning
God, and through the attitude of the teacher.

8. Curiosity. A small child has aptly been called a walk-
ing interrogation point. "Mother, where are you going?
Mother, why are you going there? Mother, what will you
do when you get there? Mother, when will you come back?
Mother, can I go with you? Mother, will there be any chil-
dren there? Mother, why won't there be any children
there?" And so it goes on from morning till night. Why
Mental ^° c ^ 1 ^^ ren as ^ so man y questions? Because

Hunger tkey want to know. Curiosity is mental hunger,
and is as necessary for mental growth as phys-
ical hunger for the growth of the body. The child comes
into the world ignorant. He needs to begin at once to learn.
Curiosity keeps him at his great task of learning, that he may
be made ready for life. The brighter the child, the more
curious he is concerning everything about him. Curiosity is
the mother of interest, and interest is the mother of atten-
tion. Curiosity is the forerunner of investigation, which
plays so important a part in world progress.

(a) Interest The child is curious about the things which
touch his life personally and contribute in any
Interests way to *" s pleasure or pain. In other words,
he is curious about whatever satisfies any of the
characteristics we have noted, as, for example, he is curious
about the moving objects which satisfy his interest in action;

Attention ^ ^ r * en( ^ & yes mm tne * ove ne craves.
Weak (b) Limitation. The child's power of at-

tention is weak. Through an appeal to his curi-
osity the attention may be roused and strengthened.

(c) Needs. He needs patient friends to answer his ques-
8*tisfying tions and answer them truthfully, whatever
Curiosity they may be. He needs tactful friends to excite
and direct his curiosity along helpful lines. He needs teach-
ers who will study his interests to know what he is curious

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28 ELEMENTARY WORKER AND HIS WORK

to learn. He needs trained senses, through which to satisfy
his curiosity.

9. Affection. The emotional life is dominant in chil-

dren. A conspicuous emotion, characteristic of
of Love every child and capable of highest service in the

world, is love. Little children are naturally af-
fectionate. They love any one who is kind to them, and in
turn they crave love.

(a) Interests. They are interested in observing
ofTove manifestations of love in all living beings in the

animal world, as well as among people.

(b) Limitation. The child is unable to realize love which

is never spoken, and which is shown only in
Unspoken matter-of-fact ways. He does not know with-
recognise out mstruct * on *h at tne providing of food and

clothing and necessities by his parents is the evi-
dence of love, if there be no smile, nor tenderness, nor
caress as an accompaniment.

taught that real love shows itself in service. He
toLove* needs to be led to love aright, to be loving to-
ward all, and to show his love in service. He
needs Jesus Christ as his loving Friend and the One to love
and serve.

10. Self-interest. The little child is egoistic and self-
centered. He is more interested in himself than in any one

else, and he desires recognition. This is nat-
centered " ura * an( * at the outset of life. The child

must find himself, and see the world in its bear-
ing upon his life, before he can begin to think of others.

(a) Interest. His interest in things and people depends
Self largely upon their relation to him: how closely

they touch his life, and what they contribute
to it. The universe is a very personal matter to Willie.
Sun, moon, and stars shine for Willie.

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THE BEGINNER

(b) Limitation. The child's horizon is bounded
Interest ^y his self -interest ; hence, it is difficult to se-
cure interest in what does not personally con-
cern him.

(c) Needs. He needs to be gently led out of the mere
thought of self to the consideration of others.
faUn 1 "* ^*" S k e done through giving him oppor-

selfishness tumties of helpfulness and kindness to those
about him.

In addition to the more prominent characteristics of lit-
tle children already noted, there may be mentioned light-
heartedness or buoyancy, love of the beautiful, a sense of

rhythm, a sense of justice, and a social instinct
Character 1 wmcn gives the desire to be at one with people
istics " anc * t nm gs about them. Further limitations also

appear in their dependence upon others, limited
physical strength and mental vigor (they are babies in mind
as well as body), meager vocabulary, lack of experience,
scanty knowledge, narrowed vision, slight power of attention
or of reasoning, and inability to do abstract thinking.

III. Types of Children

While these characteristics with the interests, limitations,
and needs growing out of them are present in greater or
less degree in all young and normal children, they do not
in consequence make all children alike.

Two types may be found in every group of children: the
motor minded and the sensory minded, the difference in
type being based on difference of conditions in the nervous
system. The sensory minded child loves to receive, the
motor minded child would rather do. To the one the mes-
sages brought to the brain by sense organs and nerves mean
most; to the other the messages of action that go out from
brain and nerve to the muscles mean most.

Haslett in his "Pedagogical Bible School" sets forth very
clearly the differences in the two types, and the treatment

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30 ELEMENTARY WORKER AND HIS WORK

each type requires: "Some children are more sensory
minded in their neural activity than motor minded. That
means that some children are more sensitive, more receptive,
passive, and impressionable than others. The sensory minded
child is often thoughtful, quiet, bashful, slow to act, repres-
sive, not very suggestible. He is apt to be sullen, slow to
forgive, slow in revealing his feelings, easily im-
Sensory pressed, and not very practical Such children
Children are a P* to become good counsellors but not cap-
able leaders. The poets, painters, thinkers come
from this class, but not the reformers, philanthropists, rulers.
The sensory minded child should be led to express himself
as frequently as possible, and given tasks to perform requir-
ing motor activity. Serious truths or those tending to self-
reflection should not be taught to this child. He should be
encouraged to get out and go and do and accomplish some-
thing visible.

"The motor minded child is more active, impulsive, prac-
tical, energetic, than reflective. He is very responsive to sug-
gestion. He is quickly impressed by his environment He
is apt to 'jump' at conclusions and is anxious to know hi
order to act. Such a child is largely a creature of habit.

This child needs restraint. He should be taught

Motor truths that tend to make him think more before

Minded tt « «

Children acting. He requires an environment that is le*s

exciting and more even. The motor minded child

should be encouraged to listen more while the sensory minded

child should be led to ask questions. The motor minded

child needs fewer incentives to action, the sensory minded

child requires more. The motor minded child seems brighter

and smarter but this is not necessarily true. He is more

expressive and appears to be brighter."

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THE BEGINNER

IV. Significance of These Facts to the Beginners'
Teacher

If the teacher of Beginners is to help them, she must plan
all her work in accordance with their life as it is now. She
Love, the must make use of their characteristics. She
Keyto8uc- must watch their interests, deal wisely with their
cessfulWork limitations, and supply their needs. She must
have the right attitude toward the children, the attitude of
loving appreciation bound up with sympathy, for love is the
key to successful work with Beginners.

Lesson Outline:

I. General Characteristics of Early Years of Life.
1. Impressibility and absorptiveness.
II. Specific Characteristics of Beginners.

1. Hungry senses.

2. Activity or restlessness.

3. Imitation.

4. Imagination.

5. Animism.

6. Faith or credulity.

7. Reverence.

8. Curiosity.

9. Affection.

10. Self-interest.

11. Additional Characteristics.
III. Types of Children.

Sensory minded.
Motor minded.
IV. Significance of These Facts to the Beginners'
Teacher.

Bibliography:

DuBois, "Beckonings From Little Hands."
Sully, "Studies of Childhood."
Lamoreaux, "The Unfolding Life."

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32 ELEMENTARY WORKER AND HIS WORK

Topics for Special Study:

1. The abnormal child.

2. Classification of certain given children under types.

Topics for Class Discussion:

1. What is the value of the early years for character

formation?

2. How may teaching appeal to the hungry senses?

3. How shall children's activity be directed in Sunday-

school?

4. What shall be done with an over-imaginative child?

5. How may reverence be fostered?

6. How may children be trained in unselfishness?

7. How shall a sensory minded child be trained?
& How shall a motor minded child be trained?

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CHAPTER II

THE ORGANIZATION OF THE BEGINNERS'
DEPARTMENT

I. The Need of a Beginners' Department

When a child between the ages of three and six is en-
rolled in the Sunday-school, he becomes in Sunday-school
terminology a Beginner. Before the age of three his Sun-
The Beginner day-school membership is in the Cradle Roll,
even though he may attend the Beginners' Depart-
ment with quite a degree of regularity. (For such Cradle
Roll children some schools provide a special class in the Be-
ginners' Department, under the supervision of the Cradle
Roll Superintendent.)

In the study of the early years of a child's life we have
noted some of his characteristics, interests, limitations, and
needs. We recognize that these differ radically from those
of older children. In the matter of physical
Needs** nourishment the little child requires food espe-
cially prepared for him, easily digested and as-
similated. His mental and spiritual nourishment needs the
same adaptation, in order to be real food.

The secular school has long recognized these differences
and has separated pupils of various ages and capacities,
graded the instruction, and adapted the method
Need8° " m or( ^ er to meet tne physical and intellectual
needs of all. Shall the Sunday-school be less
eager to meet the spiritual requirements of a little child?
Surely the teaching of arithmetic and reading is not more
important than the teaching of religion.

% 33 7

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34 ELEMENTARY WORKER AND HIS WORK

In the separation of the pupils the secular school has pro-
vided the kindergarten for the child under six, where all
the instruction and plans of work are especially adapted

to the characteristics, interests, and needs of that
Needs 1 * 1 period. The wise Sunday-school will provide for

this same child a Beginners' Department, where
instruction in spiritual things, and plans and methods neces-
sary to this instruction may be adapted with equal care
to the conditions which obtain in his life.

II. Relationship of the Beginners' Department to

the Whole School

The Beginners' Department is an integral part of the
school, and not an independent organization. The superin-
tendent of this department and all her helpers
Department are un( ^ er tne general direction of the Superin-
Under Super- tendent of the main school. All plans should be
intendentof submitted to him before being put into operation,
Main School an( j m Q f difference in judgment his deci-
sion should prevail. This submission, however, does not pre-
clude the right of the teacher to quietly work for the super-
intendent's conversion to her point of view.

III. The Housing of the Beginners' Department

There are two plans in use in the matter of providing a
meeting place for the Beginners' Department.

i. Entire separation from every other department.

Where a suitable room is available, this plan returns the best
results. Many will agree that a .sparate Beginners' Depart-
ment can thus do the best work in the best way

Brin* ^Best W * th ^ W3Ste ° f timC ^ effort ' wh ° are

Results not rea dy to advocate a separate room for the
department. On the other hand, there are reasons
against having the Beginners in the same room with the
rest of the school.

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ORGANIZATION

(a) They are apt to be a disturbing element to the older
Disturbance P U P** S * Th ev are to ° young to understand and
toothers conform to all the customs and ways of the

school, and their non-conformity attracts at-
tention.

(b) They receive little or no good from a session planned
for older pupils, and time and opportunities are too precious
to waste. The element of worship may sometimes be fos-
Wasteof tere< l it tne Beginner is with his elders, but the
Time element of worship is only one of the things

for which the Sunday-school must plan. In
point of fact, that is better emphasized in the Church services
than in the exercises of most Sunday-schools. All too fre-
quently the child receives ideas of irreverence from being with
the older boys and girls, while a Beginners' Department,
rightly conducted, promotes true worship.

(c) They can be taught most effectively by themselves.
The Beginners need brief exercises, with plenty of variety
and movement. They can not sit still long at a time, hence
must have an opportunity to move about. This is possible
only when they are in a separate room, where their marches
Effective anc * ot ^ er exerc * ses will not disturb others. Their
Teaching power of attention is weak and needs fostering

and protecting. This is well-nigh impossible in a
room with others. The exercises adapted to the older chil-
dren are tiresome and unintelligible and unprofitable for the
little people. These peculiar conditions can be met most sat-
isfactorily only in a separate room.

(d) Some will object that the spirit of unity will be de-
stroyed if this department of the school is segregated, but this

has not proven true in the public school, nor in
Lost'through Sunday-schools where it has been tried. To guard
Segregation a 8 ams t an Y tendency to this, however, it is desir-
able for the whole school to meet together oc-
casionally. Special days furnish a natural occasion for such
assembling, and each department should be considered in ar-

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36 ELEMENTARY WORKER AND HIS WORK

ranging the program. Holidays, however, are not for every
day of the year, nor is regular teaching expected at such times.

a. Partial separation from other departments. In this
plan the Beginners meet with another department or the
entire school for the opening and possibly the closing exer-
cises, but are separated for the lesson teaching.
Merging with this is found necessary, the merging

Department snou ^ ^ w i*h tne Primary Department, prefer-
ably, since the interests and needs of tlie Begin-
ner and Primary child are akin. Even with this arrange-
ment the needs of the younger children must be considered.
Curtains or screens will make much distinctive Beginners'
work possible.

IV. Officers

The Beginners' Department, or class, will require a su-
perintendent, director, or teacher, and assisting
Superintend- h er as many helpers as the size of the depart-
Heipers ment may demand. This subject is so important
that a subsequent chapter is given to its discus-
sion. (See Chapter III.)

V. Records

The keeping of records, whether they be simple or com-
plex, is essential to any organization. Five classes of records
are desirable in the Beginners' Department.

i. Record of new pupils. Enrollment blanks, to be sent
home and filled out by the parents, are found helpful in the
case of new pupils, as little children can not give satisfactory
information. These blanks may call for: Name
BU^ii» nCnt of child ; name of parents ; parents' Church mem-
bership ; address ; age ; birthday ; date of entering
the department; class assignment (first or second year's
work) ; miscellaneous information. This information should
be tabulated, either in a book, or on cards, if the card system
is preferred.

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ORGANIZATION

a. Record of attendance. Some method of recording
the attendance is necessary. A class book or card system is
desirable, the record to be quietly made by the secretary or
helper early in the session. As a rule, a roll call is not only
Marking without interest but a serious waste of time,
Attendance especially if the school last but an hour. There
are many simple devices which enlist the interests
of the children in being present, and punctual as well. For
example, the names may be written on a sheet of cardboard
with spaces after each name, and gilt stars attached to -indi-
cate attendance. The children who come early may be al-
lowed to place their own stars. There is always pleasure in
any plan which permits the child to assist in keeping his
own record.

3. Record of absentees. The secretary gathers the list
of absentees from the attendance record weekly. Cards with

the names of the absent children upon them, and

Absentee •

Q ar £ B containing spaces for stating the cause of ab-

sence are put into the hands of those responsible

for the children in question. These cards are to be filled out

from information secured through call or letter, and returned

to the secretary by the following Sunday.

4. Record of birthdays. This is a help to the teacher
who plans ahead for the birthday. The record may be kept

in a birthday book with separate pages for each
Booh * month. The child's name is entered under the

proper month and day. This enables the teacher
to mail the birthday letter, so that it shall reach the child
on time.

5. Record of visitors. A visitors' register extends a
Visitors' pleasing courtesy to those who come into the de-
Register partment. In the course of time it will be a much

prized and valuable possession of the school.

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38 ELEMENTARY WORKER AND HIS WORK

VI. Supplies

A fully equipped department requires certain supplies, to
be provided by the school.

i. Teachers' supplies. Teacher's text-book or quarterly;
pictures ; material needed for teaching ; song books from which
suitable music may be secured; stationery; postage.

a. Secretary's supplies. Record books; blank cards;
stationery; postage; manifolder.

3. Children's supplies. Lesson papers; birthday cards;
cradle roll cards.

VII. Finances

The expenses of the Beginners' Department should be met
in the same way as those of the other departments of the
school. Preferably, this would be by the Church.
•ndthe UrC ^ stipulated allowance for the Beginners' De-
Bxpensesof partment is a good thing, since the teacher then
the Sunday- knows how to plan more wisely. If the ex-
school penses are paid by the Church, the offerings of
this department can be used with those from the rest of the
school for the Church and for benevolent causes. All money
received from every source should be accounted for to the
treasurer of the school.

Lesson Outline:

I. The Need of the Beginners' Department.
II. The Relationship of the Beginners' Department
to the Whole School.

III. The Housing of the Beginners' Department.

1. Entire separation from other departments.

(a) To avoid disturbance of others.

(b) To most wisely utilize time.

(d) Does not destroy school unity.

2. Partial separation from other departments.

IV. Officers.

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ORGANIZATION

V. Records.

1. Record of new pupils.

2. Record of attendance.

3. Record of absentees.

4. Record of birthdays.

5. Record of visitors.
VI. Supplies.

1. Teachers' supplies.

2. Secretary's supplies.

3. Children's supplies.
VII. Finances.

Bibliography:

Meyer, "The Graded Sunday School in Principle and
Practice."

Cope, "The Modern Sunday School."
Wray, "The Beginners' Department"

Topics for Special Study:

1. The absentee problem.

2. Sunday-school finances.

Topics for Class Discussion:

1. What is the need of a separate Beginners' Depart-

ment?

2. What should be the relation between the Beginners'

Superintendent and the General Superintendent
of the school?

3. Why is a separate place desirable for the depart-

ment?

4. How may this separate place be secured where no

room is available?

5. What is the best plan for recording attendance?

6. How shall the record of absentees be made valuable?

7. What supplies will make the work most effective?

8. What are the arguments for and against the Church

defraying the expenses of the Sunday-school ?

CHAPTER IH

THE TEACHER AND HER HELPERS

I. The Teacher of the Beginners' Department

z. Her value. The most approved plans of organization
can not make a successful Beginners' Department The best
equipment in the world can not do it It is a matter of the
teacher. She is always the chief factor in the work. Whether
she be called the Superintendent of the Beginners' Depart-
ment, or the director, or the teacher is a matter of minor

importance. She is the power that makes the
MrtwtiM** department If she be a good teacher, she will
DcpZxtaictit ma ^ ce a successful department, even under most

unfavorable conditions, and with almost nothing
in the way of equipment She will find some way to override
the difficulties. She will build a class about her. Therefore,
secure the right teacher, give her a fair chance, and the result
is a good Beginners' Department When once such a teacher
is found, value her enough to keep her. Do not permit her
to break down because of hard conditions, which could be
changed. Do not force her to give up the work because she
has not the chance to which she is entitled. Do not discour-
age her through lack of consideration. Be merciful, be sym-
pathetic, be helpful.

2. Her Personality. At the session for primary teachers

in a great Sunday-school convention several fine-
Sympathy looking, attractive women spoke and captured

the audience. A very plain, ordinary little wo-
man also spoke. There was a small child in the audience,
sitting beside her mother. After the meeting a lady said to

40 *

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THE TEACHER AND HER HELPERS

the child, "Which of the speakers did you like best?" "Miss
Blank," was the reply, "she is so pretty when she smiles."
Miss Blank was the plain little woman! What was there in
her face which so attracted this little stranger? It was the
presence of a subtle sympathy which defies analysis, but
which children always recognize.

This is not dependent upon a pretty face, according to the
world's standard of beauty, nor is it a matter of dress, al-
though children love pretty clothes. It certainly is not gush,
for children at once suspect insincerity. It is not forcing
one's self upon the child's acquaintance. This children dis-
like as truly as grown people do. It is not playing with the
child a little while, nor is it a superficial attempt to* "get
down to his level." (Rather, we need frequently to come
ThcM et Up t0 l eve *-) Tim subtle magnetism which
ism of Love" attracts a child's love is a love for childhood,

genuine and deep; it has real enjoyment in the
society of little children, real and sympathetic appreciation
and understanding of their lives, and a real mother-heart that
reaches out and brings them close. A teacher with such a
love will win the love, trust, response, and obedience of the
children. Tact, patience, and wisdom which are born of love
will be there. Those not knowing the secret will say, "It is
wonderful how Miss Blank gets on with the children."

Nevertheless, not all the natural fitness in the world, not
all the training / and advantages possible can by themselves
fit a woman for the position of teacher of Beginners. She
must live close to God, and her spiritual life must be the

manifestation of that close communion with Him.
^vdpment Nothin S can take the P lace of this - Study of the
Necessary Word, prayer, daily fellowship, and a real, not

feigned, acquaintance with God must character-
ize the teacher of Beginners. If her relationship to God
and to the child is what it should be, the teacher's person-
ality will create the right atmosphere in the Sunday-school,
since children tend to become like their teacher. This per-

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42 ELEMENTARY WORKER AND HIS WORK

sonality, God-filled and child-loving, will help to make the
children what they ought to be.

3. Her training. If a teacher can have a regular course

in kindergarten training, she will find it inval-
Value of Kin- uab j e in any sort of work with i itt i e children,

Training* especially in the Beginners' Department of the
Sunday-school. If a kindergarten course be im-
possible, other lines of training are open through observation,
study and practice.

(a) Observation. Beginners' Departments and kindergar-
Vaiueof tenS s ^ ou ^ k e visited for the purpose of obser-
Observation va ^ on * The work done in these places should

be carefully studied, points of success or failure
noted, and, if possible, reasons given for the success or failure.

(b) Study. There are many books and articles on teach-
Vaiucof mg ' anC * ^ e growmg teacher »s the reading
Instruction teacher. Conventions and conversations with

successful teachers are helpful, but nothing will
take the place of determined application to a course of study
arranged for teachers of little children.

(c) Practice. It is very helpful to a young teacher to be
Vai eof an ass * stant to some one °f experience, thus
Practice practicing under supervision. After a certain

amount of such training, the test of efficiency
may be made in assuming the whole responsibility of a Be-
ginners' Department.

4. Her purpose. To make any work a real success there
must be purpose in it. Every part of the work will be colored
by it. Indeed, the final achievement will probably be in pro-
portion to the strength and quality of the purpose.

If the Beginners' teacher purposes to slide along without
personal inconvenience and effort, she will un-
toeTwhc^s doubtedl y succeed in dom 8 that thing; but of
Purpose * * cours e the department will be a failure. If she
purposes to give the children a good time, prob-
ably they will have it, but we would not recommend that

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THE TEACHER AND HER HELPERS 43

Sunday-school. If the teacher wills to lead the children
to love God, His house and His Book, and to seek to serve
Him, this purpose will influence the character of her whole
work. Therefore in a sense we may say everything depends
on the purpose back of the work.

Then let the purpose be worthy of the priceless opportu-
nity. A purpose to do her best for Christ and the children
committed to her care will lead the teacher to observe, study,
and pray, and to use every opportunity to fit herself for effi-
cient service. This high purpose will also control the prep-
aration of program, lesson, and method in each specific Sun-
day's work.

5. Her privilege in training others. The one in charge
of the Beginners' Department should consider it both a
privilege and a duty to train one or more helpers, who may
in time themselves become efficient teachers. In
Smtructlon addition to tne training gained from observa-
of Helpers t ' on > tnere should be a definite time and plan
for the superintendent and her helpers to read
and study together. If possible the willingness to do this
training work should constitute one of the requirements for
admission to the rank of helpers.

II. The Helpers in the Beginners' Department

1. Number. The number needed will depend upon the
size of the department and the work planned.

2. Personality. The personal characteristics required in
the superintendent of the department are as necessary in her

assistants. The same high purpose to do the best
of U Hetpert° n8 wor ^ should actuate them. This will show itself

in a desire to be true helpers, not only in doing
what they are asked, but in being alert to discover needs and
meet them. The assistant who waits to be told is not truly
an assistant.

The right purpose will show itself also in a lively interest
in all that pertains to the department, a readiness to render

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44 ELEMENTARY WORKER AND HIS WORK

any assistance, a willingness to learn and study to become
efficient, and a realization of the importance of little details
which might be unnoticed by the casual observer. Some help-
ers think if they do not teach they are of no vital importance,
and consequently need not inconvenience themselves to attend
Sunday-school. But no Sunday-school can be a success un-
less there are people willing to do the little and seemingly
unimportant and unobserved things.

3. Duties of Helpers. In a department of any size there
are some general duties which may belong to all the assist-
ants, and other duties which require assignment to special
helpers.

(a) General duties. Beginners need much help, because
of their lack of experience and judgment They need assist-
ance with their wraps, putting them off and on, and disposing
of them for the Sunday-school hour. They require help in
Assisting the marc ^' ng an( * m ta king a part in the exercises.
Children They must be directed in handwork, if used,

and aided in listening. They must be kept
friendly with their neighbors, as, for example, Johnny's wan-
dering feet removed from Willie's inhospitable chair. In
the kindergarten these many general duties are performed by
all the assistants, each caring for the little group of children
especially assigned to her. This plan works equally well in
the Beginners' Department

(b) Specific Duties, (t) Duties of a secretary. The im-
portance of complete records has already been emphasized.
That they may be had, a good secretary is a necessity, espe-
cially if the department be of any considerable size. Aside
from keeping the records mentioned in the previous chapter,

the secretary may grade and assign new schol-
TastaTofthe arS ' P rov "k ^ tm w * tn enrollment cards (often
Secretary these need to be pinned to the child's clothing),

see to the folding and distributing of papers,
take charge of the offerings, and fill out the absentee cards
for group teachers before the close of the session. During

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THE TEACHER AND HER HELPERS

the week she may attend to the manifolding of any letters
or announcements to be sent to the child or his parents.

(2) Duties of a pianist. Music fills such an important
place in work with Beginners that the best musician obtain-
able is none too good for the position of pianist. The way
in which the quieting music is played may do more to evoke

the spirit of reverence than any other one part
Mu«lc ° f a °* ^ C open * ng exerc ^ ses - The clear, bright tone
thc*CWldren °* ^ e P* ano mav P ut sunshine into a whole hour's

work. There should be such close sympathy be-
tween pianist and superintendent that a word or even a look
will suffice to convey instantly to the pianist the superintend-
ent's desire.

While there can not be great variety in songs in this
department, the pianist should secure suitable
Scrap-Book mus * c *° De available as occasion demands. She
should also have her Song Scrap-Book, contain-
ing all music used in the department, that the work may
not be crippled in case of her absence.

(3) Duties of a superintendents assistant. The Cradle
Roll superintendent may be used most effectively in this po-
sition, provided she does not have a Cradle Roll

t^the^dds c * ass * s ^ e can not assume these duties, some
and Ends one e * se snou ^ be appointed to look after the
countless little details, which belong to no one in
particular. This assistant should courteously welcome vis-
itors, showing them to seats, answer their questions, and guard
against any disturbance in the program. She should also se-
cure their names in the Visitors' Register.

She should attend to the door, detaining tardy children
until the proper time arrives for them to take their seats.
David thought it a privilege to be a doortender in the House
of the Lord. She should save needless noise and interruption
during prayer and teaching of the lesson. Supervision of ven-
tilation and temperature should also be included in her duties.

This position would be an admirable one for the initiate to

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46 ELEMENTARY WORKER AND HIS WORK

occupy as she enters upon her training for Beginners' work.
In a very small department one assistant may be found who
can assume many or all of these specific duties.

III. The Teacher Enlisting Helpers

This is a problem if, as in some cases, the Beginners' Su-
perintendent is not closely connected with other lines of work
in the particular Church where she teaches, but comes from
another Church or neighborhood just for the Sunday-school.
If, however, she be intimately connected with the Church,
attending its Sunday and week-day services, she will know
the young people on whom to call for assistance.

If she is as attractive to young women as she is to the
children, she will have no trouble in securing helpers. Many
young women in a Church would be glad to help some one
they liked, if they were asked, and the task assigned seemed
possible. But not every one who would like to help is fitted
for this important work. The most careful
Care in selection must be made. Prayer has much to do

Helpers* **• ^ e " g ^ lt P^pk CSLn De prayed into the

department, and the wrong ones prayed out of it
as well. Yet, although prayer holds such a vital relationship
to the selection of teachers, the superintendent has her part
to do personally. She should try to know young women whom
she thinks may make good helpers. When a certain one is
being considered, the superintendent should quietly study her
qualifications and fitness, and after being satisfied as to her
ability, she should lay the matter before the young woman,
telling her frankly what will be expected in the matter of at-
tendance, study, and the special duties of the department.
The standard should be set high, and the privileges of the
work be emphasized. If in addition to helping in the de-
partment a young woman can be led to see the responsibilities
and privileges of Beginners' work, and then given the oppor-
tunity for training, there is no work which will be more al-
luring to her ardent, eager young life.

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THE TEACHER AND HER HELPERS 47

Lesson Outline:

I. The Teacher of the Beginners' Department.

1. Her value.

2. Her personality.

Love for the child the secret of winning.
Fellowship with God the secret of power.

3. Her training.

(a) Observation.

(b) Study.

4. Her purpose.

5. Her privilege in training others.

II. The Helpers in the Beginners' Department.

1. Number.

2. Personality.

3. Duties.

(a) General.

(b) Specific.

(1) Duties of secretary.

(2) Duties of pianist.

(3) Duties of superintendent's assistant.
III. The Teacher Enlisting Helpers.

Bibliography:

Slattery, "Talks to the Training Class."
Brumbaugh, "The Making of a Teacher."

Topic for Special Study:

1. The personal qualities of the best teacher of children
you know.

Topics for Class Discussion:

1. How may the personality of the teacher influence

the whole department?

2. How help a teacher who loves children but is spirit-

ually deficient?

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ELEMENTARY WORKER AND HIS WORK

3. How will observation help in training a teacher?

4. How may assistants be found?

5. How may the secretary perform her duties without

disturbing the department?

6. Should non-Christian helpers be used in a Begin-

ners' Department for teaching, or other duties?

7. How many children should be in a group under one

teacher ?

8. Should very young helpers be used in a Beginners'

Department? Give reasons for your answer.

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CHAPTER IV

THE ROOM AND ITS EQUIPMENT

I. Environment and Atmosphere

Much is said in these days upon the influence of environ-
ment. We are realizing more and more how surroundings
affect life. This is true in every case, but particularly so
Infl enceof a ^ tt * C c ^^^* Attention has already been

Environment ca ^ e( ^ t0 tne * act ^ at tne early years of a child's
life are the years of absorption and impression,
and that unconsciously ideas and ideals never to be wholly
lost are coming into his mind from everything about him.

The largest part of the teaching in the Beginners' Depart-
ment is done in this unconscious way; unconscious, however,
only to the child. The teacher should clearly know what
she desires the child to acquire, and the way in which it may
be given. What should she desire that the child may get
in the Sunday-school? Certainly not less than
er's Goal " ideas °* worship, reverence, order, and the
beauty of religion growing out of the Bible
stories themselves, and the whole setting of their presenta-
tion: a real love for the Sunday-school and everything for
which it stands, supreme above all the awakening of love for
the Lord Himself and His worship and service. Anything
less than this is unworthy of being a goal for a consecrated
Beginners' teacher. How then shall it be reached?

It is largely a matter of atmosphere, that
Environment su btle, indefinable thing produced by all that is
Atmosphere a ^ out tne child* A right Sunday-school environ-
ment will always produce a right atmosphere; a
wrong environment — never! The two principal factors in
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50 ELEMENTARY WORKER AND HIS WORK

the environment of the Beginners' Department are the
teacher and the room. We have already discussed the teacher
and her influence upon the child. It remains then to con-
sider the room which shall contribute towards the right at-
mosphere.

II. Adaptation of Room to Needs of Beginners

Broadly stated the room must meet three classes of needs
in the Beginner's life: physical, mental, and aesthetic and
spiritual.

i. Physical needs met. The little child's power of at-
tention is very weak, and he is lacking in self-control. He
is keenly sensitive and responsive to physical discomforts.

He can not keep still for long at a time. There-
Avoiding fore, unless provision is made for movement and
DUcomforu P n y s * ca l comfort, some assistance given his power
to attend, and some allowances made for his lack
of self-control, the Sunday-school lesson will have little chance
to gain an entrance into his thought and feeling. Let us
note therefore some of the arrangements necessary to meet
these conditions.

(a) Accessibility of the room. The room for the Be-
ginners should be on the ground floor, if possible, that the

danger and difficulties of stairs may be avoided.

Ground Floor ^ separate entrance for the children, so ar-
ranged as not to disturb the other departments

of the school, is a great advantage.

(b) Partitions. Partitions shutting away all sight and
sound should separate this department from others, wher-
ever possible. Neither glass nor wooden shut-

From<)ther ters are sat * s * actorv > smce they do not sufficiently
Departments deaden the sound. Screens and curtains help the
eyes, but not the ears. However, any sort of par-
tition is better than none at all. An ideal arrangement will
permit the Beginners' and Primary rooms to be thrown into
one when desired, while providing also for a complete separa-
tion. *

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THE ROOM AND ITS EQUIPMENT 51

(c) Space. Space is one of the physical demands: space
for the child to be comfortable, and to move without inter-
8 cefor * erm S w * tn ms utt l e neighbor. The method of
Movement "packing sardines" is not a desirable model for

seating little children. The room should be
large enough to allow the desirable activity described in
Chapter V.

(d) Light, air, heat The room should be well lighted,
heated, and ventilated. Some people think that little children
can be tucked off into any corner, gallery, kitchen, closet,
or basement. Any of these places may be better than no

place to themselves, but the best is not too good
Sunshine £ Qr fa ost w h 0 are absorbing their lasting im-
Ventilation pressions from their surroundings. The small

child who cried and refused to go into a Begin-
ners' class was justified, for, accurately speaking, the place
was a dark hole, and the baby was afraid of the dark. Sun-
shine, the right temperature (68°), and good air add to the
comfort of the body, help the mind to work, and the soul to
respond.

(e) Seating arrangement. The seating arrangement must
meet the needs of Beginners. Little chairs, not fastened to-
gether, which enable the feet of the three-year-old to touch
the floor, are necessary for the best work. Some teachers
Co foruble P re * er t0 arran & e the chairs in a circle, kinder-
Chain garten fashion; some prefer to have the semi-
circle. If two rows are required, it is well to

have space enough between the rows to prevent small feet
from touching the chair in front. That arrangement is best
which enables the children to see and hear without interfer-
ing with others. There should also be seats provided for
parents and visitors.

(f) Floor covering. A floor covering of linoleum is
Linoleum very satisfactory from a sanitary standpoint.

It is also attractive if secured in unobtrusive
colors and chaste design. If the floor must be bare, rub-

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52 ELEMENTARY WORKER AND HIS WORK

ber tips on the legs of the chairs will help in the
matter of quiet

(g) Hooks for wraps. Removing the children's wraps
adds to their comfort and also takes away one source of dis-
traction. Some arrangement must be made to care for these

wraps in an orderly manner, that those belong-

of WrapT in 8 to onc child not be confused with those
of another, as children often do not know their
own clothing. A separate hook for each child is desirable.
Clothespins with the names of the children upon them will
help in the care of the rubbers.

(h) Tables. Low tables will be of great assistance, if the
Provision for c ^^ dren are to do nan dwork. Some departments,
Handwork ° nowever » nay e done excellent work by using the

seats of the chairs in lieu of tables. Still others
have used a shelf placed at the side of the room, and adjust-
able as needed.

a. Mental needs met. Whatever equipment will serve
to make the direct teaching work of the Beginners' Depart-
ment more attractive will help in that proportion to meet
the child's mental needs. A well-furnished Beginners' room
may contain:

(a) Materials, such as crayons, blunt scissors, pictures
and colored papers, to be used in teaching and in the chil-
dren's handwork.

(b) Class boxes, in which all materials and work of each
group may be kept.

(c) Cabinet or closet, in which may be kept
Equipment a jj secretary's supplies, Cradle Roll accessories,
tag Work birthday supplies, receptacles for offerings, pa-
pers and cards for children.

(d) A blackboard, which shall be long and low, so that
the children can use it.

(e) A sand table is sometimes a help in making the story
real, but never under any circumstances whatever is it to be
used in teaching Bible geography to children of Beginners' age.

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THE ROOM AND ITS EQUIPMENT 53

(f) Curios, including models from Oriental life and some
missionary curios within the child's plane of experience, will
be both interesting and instructive.

3. The aesthetic and spiritual needs met. There is a
subtle connection between the aesthetic sense and religious
emotions. The orderly, the beautiful, and the sublime which
appeal to the aesthetic sense suggest the God of sublimity, of
beauty, and of order.

Great cathedrals call to worship. They represent wor-
ship in architecture, and are the products of man's desire
to worship God fittingly. Reflexively, they suggest worship
to all who behold or enter them. The worshiper feels their
power; it seems easy to be reverent within their walls. Yet
men and women can worship anywhere. The spirit of the
man may rise above his surroundings. Not so with a little
Connection c ^^^* ^ike a chameleon, taking color from its
Between the surroundings, he is for the time, at least, like
/Bathetic the people and things about him A harmonious,
Sense and beautiful Sunday-school environment not only
amotions a PP ea * s to tne child's aesthetic sense, giving a
feeling of satisfaction, but it also touches his
spiritual consciousness in a subtle way. The room itself
may suggest the thought of God to his sensitive heart. How
important then that on the side of beauty the Beginners' room
and its equipment be conducive to the spirit of joyous and
reverent approach to the Heavenly Father, giving the child an
uplift that shall help him to live nearer to God! What shall
we seek, therefore, in furnishings to secure this high end ?

(a) A harmonious treatment of the room itself. The
walls should be tinted a quiet, restful color, preferably green
or brown. Windows may be curtained with pretty, inex-
pensive material, softening the garish light that
Room some stained glass produces. The floor covering

should harmonize with the walls in color. Any
cabinets or cupboards should be made attractive, at least by
being kept in good repair, free from dust without and or-

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54 ELEMENTARY WORKER AND HIS WORK

derly within. Sometimes a simple, gathered curtain behind
the glass door will change a piece of ugly furniture into a
real contribution to the beauty of the room.

(b) Pictures. Pictures have an unconscious but great
power over children. This does not mean pictures of former
pastors and officers, but pictures that represent a child in-
terest, such as, "Christ Blessing Little Children," Carl Muel
ler's "Nativity" and "The Good Shepherd." Pictures not dis-
tinctly religious, but which convey a thought that

The Influence , . . . . , . . , ,

of Pictures may "^P m s P ,ntua l teaching, also have a place
in the Beginners' room. Those expressing pa-
rental love and care, and pictures of child helpfulness are espe-
cially desirable for this purpose. It is possible, however, to
have too many pictures, even of the best, so that the room
seems confused and crowded.

Whatever pictures are used should be of the choicest, make
their appeal to the child's interest, and be hung where they
can easily be seen.

by the children more readily than the blended
Instrument tones °* an organ. (The discussion of music and

its place in the spiritual life of the child requires
the space of a full chapter for presentation, Chapter VII.)

(d) A Bible. A large Bible belonging to the Department,
The Bible anC * ^ avmg * ts own P* ace > ls a silent yet eloquent
a Teacher teacher. It should be used every Sunday in the

most reverent way and never be covered over by
other books and papers.

The Influence ^ Flowers. Growing vines and plants in
of Flowers tne wm< *ows, and cut flowers which the children
themselves may bring, add greatly to the beauty
of the room and afford a constant object lesson of God's love
and goodness.

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THE ROOM AND ITS EQUIPMENT

Lesson Outline:

I. Environment and Atmosphere.
II. Adaptation of Room to Needs of Beginners.

1. Physical Needs Met.

(a) Accessibility of the room.

(b) Partitions.

(d) Light, air, heat.

(e) Seating arrangement.

(f) Floor covering.

(g) Hooks for wraps.

(h) Tables.

2. Mental Needs Met.

(a) Materials.

(b) Class boxes.

(d) Blackboard.

(e) Sandtable.

(f) Curios.

3. The Esthetic and Spiritual Needs Met.

(a) Harmonious treatment of the room itself.

(b) Pictures.

(d) Bible.

(e) Flowers.

Bibliography:

Huntington, "Unconscious Tuition."
Beard, "The Kindergarten Sunday School."
DuBois, "The Natural Way in Moral Training."

Topics for Special Study:

1. Good pictures for little children.

2. Effect of a Church service upon a little child.

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56 ELEMENTARY WORKER AND HIS WORK

Topics for Class Discussion:

1. What can be taught the Beginner through atmos-

phere ?

2. Why does physical discomfort make attention diffi-

cult for the child?

3. What is the best way of ventilating a Sunday-school

room ?

4. How may a sandtable be helpfully used in a Begin-

ners' Department?

5. What use may be made of a blackboard with little

children ?

6. What is a test for suitable pictures for Beginners'

Departments ?

7. How may a Bible be used in a Beginners' Depart-

ment?

8. How may a suitable room be secured for the Begin-

ners' Department?

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CHAPTER V

THE PROGRAM FOR THE BEGINNERS'
DEPARTMENT

I. Essential Elements

In planning the program for any department of the Sun-
day-school, three elements should always be included: the
element of fellowship, the element of worship, and the ele-
ment of instruction.

The element of fellowship is that which deals with the
social side, contributing to the spirit of good-will, and mani-
festing friendliness. Kate Douglas Wiggin speaks of the
Fellowship "Magic of together." It is just that need which
this element of the program is designed to
meet. Since it is the teacher's aim to win lives for Christ,
not by force, but by love, there must be in every Sunday-
school some expression of personal interest. Accordingly
in the Beginners' Department there are greetings and good-
byes and the informal conversation. Birthdays, new pupils,
the return of absent pupils, new babies, are recognized and
everything is done to give the children a happy time.

A kindergartner once visited the Beginners' Department
of a friend of hers. At the close of Sunday-school the Begin-
ners' teacher said, "Well, I do n't know as the children learn
much, but they have a happy time and love to come." The
kindergartner replied, "They have learned something this
morning; but even if they had not, it would be worth while
for them to come to have a happy time, for they are gaining
a love for the Sunday-school and forming the habit of at-
tendance."

The element of worship fosters reverence through bring-
ing the thought of God directly to the child. It is aided by

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58 ELEMENTARY WORKER AND HIS WORK

the right atmosphere, as we have seen, and especially by the
teacher's manner and spirit. Worship includes prayer, Scrip-
ture, and certain songs. Great care should be exercised in
Worship these prayers and songs of worship that the chil-
dren may really worship "in spirit and in truth."
The offering also should be a part of the worship. The chil-
dren should recognize that they are giving to God, but "God
loveth a cheerful (hilarious) giver;" so it is not necessary
that solemnity characterize the giving service.

Since the Sunday-school is a school for the study of
God's Word, the element of instruction is very important.
Instruction ^his phase of the work includes not only the les-
son of the day, but the teaching of texts and
songs and prayers and instruction relative to prayer and
praise, missions and giving.

II. Adaptation

The adaptation of a program to the interests and needs
of those for whom it is planned is always a vital considera-
tion. In view of our study of the Beginners, certain charac-
teristics should mark the program of the Beginners' Depart-
ment.

Simplicity is essential because of the limited knowledge,
experience, ability, and vocabulary of the child. Everything
Simplicity must ^ e Planned with reference to the plane of
his experience. Simplicity forbids the teacher
both to attempt too much and to bring too much that is
new at one time.

Owing to the child's limited power of attention and his
Variety inability to sit still long, there must also be va-
riety. It is well to change the program fre-
quently, for sameness is monotonous and wearisome.

The program of the Beginners' Department should allow
Freedom freedom of movement and freedom of thought
and expression. Think how much liberty these
little children have in a well-regulated home or kindergarten!

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PROGRAM FOR BEGINNERS' DEPARTMENT 50

This does not mean that order and plan are not necessary.
It does mean, however, that too great rigidity should be
avoided; that allowance should be made for spontaneity; that
the program should include opportunities for freedom of
movement, informal conversation, and other forms of expres-
sion, and that it should be sufficiently elastic to meet the un-
expected.

It is needless to say that the program of the Beginners'
Department should be interesting. These little people have
not the power to give voluntary attention. Their attention
Interest must ^ e ca ^ e< l forth by the teacher, and this is
possible only through interest. Knowledge of the
child's general interests and recognition of any immediate
interest, such as Christmas or Valentine's Day, will aid the
teacher in planning her program.

Certain things in a program bear a relationship to certain
others. This relationship will be felt if the parts of the pro-
gram are properly articulated. When they have been thus put
Articulation together, the program should proceed in an or-
derly, natural way, without sudden transitions
or loss of time and energy, and with a smoothness and de-
liberation which give a feeling of rest. When things are
done in the right order and in the right way, there is always
a sense of leisure and quiet. It is the program whose parts
are illogical in their placing and wrong in their execution
which produces unrest and confusion in the room.

III. A Suggestive Program

The following program is suggested as a type of those
adapted to a Beginners' Department. It is presented first in
outline — as the Superintendent of the department would ar-
range it prior to the session, and then elaborated — as it might
be used with the children.
1. Program outlined.
Pre-session preparation.
Quiet.

March with chairs to circle. 7

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Morning circle.

Greetings and Good Morning song.
Informal talk.
Counting children.
Welcome to new children.
Welcoming back of absentees.
Birthday recognition.
Cradle Roll recognition.
Prayer.

New song introduced, or

Talk, story or exercise preparing for thought of

the day.
Offering.

Texts about God's day or God's house.
Song, "Church Bells."
Playing going to church.
Prayer.
Songs.
The lesson.
Prayer.
Song.
Handwork.

Circle games and Good-bye song,
a. Program elaborated.

(a) Pre-session preparations. At least fifteen minutes
should be allowed before the opening of the Sunday-school to
make preparations for the session.

The room should look its best, that order and attractive-
ness may give the children a pleasant feeling as they enter.
The ventilation and temperature should also receive proper
attention.

The pianist should arrange the songs and marches desired
by the Superintendent in order that no time be wasted later
in hunting for music.

The secretary should attend to the boxes for the offerings,
the birthday book, bank and cards, the blanks for the new

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PROGRAM FOR BEGINNERS' DEPARTMENT 61

scholars, the children's papers, the attendance record, visitors'
book, and cradle roll supplies. There will usually be new
children for her to enroll, and she must also oversee the
marking of the day's attendance, provided little fingers are
to help in making their own record.

The teachers should welcome their own children, help
with the wraps, and bring out the material to be used in
the day's work.

The Superintendent should oversee everything, welcome
children, parents, and visitors, and make ready whatever she
will need to use during the session.

The children may be busy visiting and helping. The older
ones may help the little ones with their wraps, some may
carry things for the teacher, some arrange the chairs. The
time just before Sunday-school is the time for spreading the
spirit of good cheer and helpfulness.

All should be ready by the time the clock points to the
hour for beginning. (A Sunday-school which does not begin
on time will fail in many other ways. Promptness is as
essential in religion and religious services as in the business
world. While the Beginner can not be blamed for coming
late since he is dependent on others to bring him, yet he
can be encouraged to come early.)

(b) Program conducted. Soft music from the piano tells
every one to be in his chair, quiet, and ready for the signal*
A chord from the piano tells Miss Annie's children to rise,
take their chairs, and march on the circle. Thus each group
of children will come in turn till the circle is complete.

When all are seated quietly the teacher says, "Good morn-
ing, children." And the children reply, "Good morning, Miss
Greetings Smith." Then the children have their individual
greetings. Mary may come to the center of the
circle and bow to the child of her choice; when this child
comes to the center, they shake hands with a pleasant "Good
morning/' and Mary takes her seat. The other child then

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62 ELEMENTARY WORKER AND HIS WORK

chooses a little friend, and so on till all have been greeted.
Then together they sing,

"This is such a beautiful morning. I wonder if you saw
some things that I saw this morning? Did you notice the
trees as you came to Sunday-school? What did you notice,
Harold? Yes, the little new leaves. Who else noticed some-
thing beautiful this morning? The grass, yes; and even some
flower buds. Who made all these beautiful things? God, the
loving Heavenly Father. Let us sing about the things God
has made."

In this informal conversation, which makes every one feel
at home and comfortable, the children may tell about their
pleasures, such as new shoes or a ride in an automobile or a
party. The more they love the Sunday-school teacher, the
more they will have to tell her, and possibly some child will
have something to show her.

"I wonder how many children we have here to-day. Jack,
help me count them." Taking Jack by the hand the teacher
goes round the circle, Jack touching each child lightly, as
all the children count aloud with the teacher. (The chil-
dren enjoy being counted.)

"Have we any new children to-day? Two? Isn't that
Recognitions nice ** ^ rec ^ an( * J enn * e > bring your little iriends
to me that we may welcome them." As they
stand by the teacher, if not too timid, the children sing a
welcome song,

"Good morning to you,
Good morning to you,

Good morning, dear children,
Good morning to all."

"All things bright and beautiful,
All things great and small,
All things wise and wonderful,
Our Father made them all."

PROGRAM FOR BEGINNERS' DEPARTMENT 63

"A welcome to you,
A welcome to you,
A welcome, dear children,
We're glad to see you."
(Sung to same tune as the "Good Morning.")

"Nellie is here this morning. She has been away so many
Sundays. Come, Nellie, we all want to sing our welcome to
you."

All together,

"A welcome to you,
A welcome to you,
A welcome, dear Nellie,
We're glad to see you."

"Did any one have a birthday this week? John had a
birthday. How old is John? Now every one be ready to
count as he drops his pennies in the bank. One, two, three,
four! Four years old. Shall we clap for him? All the
hands, one, two, three, four, and one to grow on. And we
want to sing our birthday song to John,

"Happy birthday to you,
Happy birthday to you,
Happy birthday, dear John,
Happy birthday to you."
(Sung to the same tune as the "Good Morning.")
"All together, let us say our birthday wish:

"Many happy returns of the day of thy birth,

May sunshine and gladness be given;
And may the dear Father prepare thee on earth
For a beautiful birthday in heaven."

The birthday child is then given a birthday card. If there
is a new name for the cradle roll, the children are told about
the baby, and as the name is placed in a tiny cradle, tied with
pink bows, the children say together:

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64 ELEMENTARY WORKER AND HIS WORK

"Little cradle, do you think,
With your pretty bows of pink,
You can faithful be and true
To the name we trust with you?

"As we lay it gently there
We will add a little prayer
That the little baby face
In our class may find a place."

Prayer is offered for the new children, the birthday child,
the new baby, and all the babies on the cradle roll.

A new song may be introduced here, or some exercise,
familiar song or game, suggestive of the thought of the les-
son for the day. This will in a measure prepare for the les-
son and give the children relaxation and rest
T the mstance> some °* tne children may be trees,

Lesson wlt ^ t * ie * r spreading branches (arms extended) ;

others flowers or bushes, with their buds open-
ing (hands to represent opening buds), and some the whist-
ling wind blowing the trees and flowers. The rain may come
(children tapping with fingers on the floor), and then a rain
song follow. This time may occasionally be used for the
review of some previous lesson or possibly the telling of a
favorite story.

The offering boxes are now brought, the objects for which
Offering tne monev mav t> e given are discussed briefly
(sometimes a simple missionary story may be
told), and then the children drop their money in the boxes
as they choose.

Gradually the children's thought is led to the fact that
this is God's day and God's house. The children may say
The Church together some such text as this, "I was glad
when they said unto me, let us go into the house
of the Lord." Or, "This is the day which the Lord hath
made. We will rejoice and be glad in it." The children like
to sing about the church bells calling people to church:

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PROGRAM FOR BEGINNERS' DEPARTMENT 65

"Come! Come! People, come!

This is the bells' message to me, to you ;
Come! Come! All may come!

Fathers and mothers and children, too."

With their arms they can represent the ringing of the bell.
After the song they may play going to church by walking
quietly about the room.

When they have reached the church, all sit quietly till the
piano suggests the- prayer, and then a prayer song follows.
Lesson Story Some other songs may also be sung. Then the
lesson story is given. Usually it will be well to
follow the conclusion of the lesson with a simple prayer di-
rectly bearing on the lesson, and perhaps a song may express
the truth taught.

(c) Handwork. If time and equipment permit the chil-
dren may now do some simple handwork, which will empha-
size the lesson taught. Pasting and crude draw-

^"izedby * ng are °* ten P oss *b^ e m connection with the
Handwork* ^ esson * For instance, if the Beginners' lesson was
on helpfulness, the children may paste or draw
something suggestive of helpfulness, such as a broom, indica-
tive of a way that a child can help mother. Any handwork
which is planned for the Beginners must be extremely simple.

(d) Circle games and good-bye. The lesson may further
be emphasized by other activities. As previously indicated,
some phase of the lesson may be dramatized. If the lesson
has suggested things in nature, such as birds or flowers, the

children may be birds or flowers, the birds with
Other Post- spreading wings, flying among the flowers. If
. Activities tne ^ esson ls on helpfulness, the children may play
"house," each member of the family having some
specific work to do, perhaps to help in making ready for go-
ing to church. Whatever form of expression is used, it must
be in line with the thought of the lesson.

After a good-bye song the children put on their

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66 ELEMENTARY WORKER AND HIS WORK

wraps and quietly pass out, receiving papers and cards
as they go.

(e) General suggestions. The high lights of the program
should be on prayer and on the teaching of the lesson.

If the room is too small and the session too short to
admit of handwork, or other exercises suggested in the above,
a program may be arranged to suit the existing conditions.
In very crowded quarters the only opportunity for marching

may be to take the children out into the hall and
back again. Yet this may be made interesting,
perhaps by connecting it with the giving service.

Where any marching at all is impossible, the children can
at least stand and mark time. They may also stand for songs
and other exercises.

Finger games and motion songs offer physical relief and
interest to the children, and can be used helpfully oftentimes.
For instance, if the lesson has to do with the springtime and
the ^awakening of nature, this finger song may be used:
"In my little garden bed, raked so nicely over,

First the tiny seeds I sow, then with soft earth cover;

Shining down, the great round sun smiles upon it often;

Little raindrops pattering down help the seeds to soften."

The child's lap will be the garden, where he plants the imag-
inary seeds; his own smile is the sunshine, and with his fin-
gers he represents the pattering rain.

Some of these finger games or songs may be introduced
just before the lesson, closing with this, which will secure
quiet for the lesson :

"Where do all the fingers go?
I know. I know.
Into each child's lap they creep,
And they lie there fast asleep.
That is where they go!"

As far as possible make the rest exercises expressive of
some thought, rather than mere mechanical movement

PROGRAM FOR BEGINNERS' DEPARTMENT 67

The threefold aim in arranging a program for the Begin-
ners' Department is to direct the physical and mental activi-
ties of the Beginner in such a way as to aid his spiritual
jy^gi growth; to adapt religious thought so that even
p.^^.ll the smallest child may come to know and love
the Heavenly Father; to interweave the elements
of fellowship, worship, and instruction so that the children
will love to come, will learn that which will truly help them,
and will worship the Father "in spirit and in truth."

[Note: The songs and exercises referred to in this pro-
gram may be found in these books:

1. Beginners' Teachers' Text-Book. First Year. Part 1.

2. "Song Stories for the Sunday School," by Patty Hill.
Price, 15 cents.

3. "Carols," by Leyda and Burgener. Price, 25 cents.

4. "Finger Plays," by Emilie Poulsson.

These may be ordered from the Methodist Book Concern,
New York, Cincinnati, or Chicago.]

Lesson Outline:

I. Essential Elements.
Fellowship.
Worship.
Instruction.

II. Adaptation.
Simplicity.
Variety.
Freedom.
Interest.
Articulation.
III. A Suggestive Program.

1. Program outlined.

2. Program elaborated.

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68 ELEMENTARY WORKER AND HIS WORK
Bibliography:

Wiggin and Smith, "Kindergarten Principles and Prac-
tice."

Darnell, "Blackboard Work."

Thomas, "Supplemental Lessons for Beginners."

Topics for Special Study:

1. The problem of directing activities.

2. Critical study of programs of the Beginners' De-

partment of various Sunday-schools.

Topics for Class Discussion:

1. What three elements should be in every Sunday-

school program? Why?

2. Give some essential characteristics of a Beginners'

program.

3. How closely should the teacher follow a set pro-

gram?

4. What should be done before the Sunday-school ses-

sion?

5. Suggest some ways of helpfully directing children's

activities in the Beginners' Department.

6. What should be done with a restless child during

the lesson story?

7. What handwork may be done in a Beginners' De-

partment ?

8. What is the threefold aim in arranging a program

for the Beginners' Department?

CHAPTER VI

THE LESSON FOR THE BEGINNERS

I. The Lesson Selected

i. The necessity of adaptation. In our previous study
we have considered some of the characteristics, interests, and
limitations of the Beginner, and have realized how the needs
growing out of these conditions differ from the needs of older
people. Yet granting these differences in the realm of food,
clothing, sports, and instruction, there is sometimes a dispo-
sition to ignore any difference in need between the child and
the adult when it comes to spiritual things. Be-
in Spiritual cause both the child and the adult require the
Needs Be- Word of God to feed the spiritual life, these
tween Child ignorers of differing needs say, "Give all the
and Adult Bible to every one." Yet these same people who
ignore difference in souls recognize difference in the require-
ments of different occasions, and the appropriateness of Scrip-
ture for them. No one of them would read the account of
the death of Ananias and Sapphira at a funeral service, nor
that of the stoning of Stephen at a Christmas celebration.
They would not use the story of Elijah's translation when a
lesson on obedience was needed, neither would they consider
the tables of genealogy and migration in Genesis valuable
as a Bible reading in an Epworth League meeting when the
subject was prayer. Is it consistent to adapt Scriptures to
times and seasons and not to souls?

All parts and truths of the Bible are not equally helpful
6q »

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70 ELEMENTARY WORKER AND HIS WORK

to every age and capacity. The Epistle to the Romans is a
treasure house to a mature mind, but only a verse here and
there can have any meaning for the little child.
St^^c* ^k' S samc mm K * s true oi many sections of the
the 'child Bible. The story portions of the Bible are of
chief interest to the children, and furnish them
with spiritual food which they can assimilate.

This fact has been partially recognized in the selection of
International Uniform Lessons. Great sections of the Bible
have never been touched by these lessons, sections which con-
tain valuable help for mature minds, but with
Serf 0 ** 11 !© ° ne consent are w * tnne ld from children. More
Individual an< * more as we study the Bible, and as we study
Needs human needs, we realize that one passage fits

one need, while another passage fits another need.
It is, therefore, the business of the Sunday-school worker
teaching the Bible to ascertain definitely the pupil's need, and
the particular passage of Scripture which will meet that need.

Much good work has been done in adapting passages so
that they may be used for the Beginner as well as for the
adult, but why all this effort when there is a wiser solution of
the situation? That solution is to select Scripture for the
Beginner's lesson which is already adapted to his need. So
Beginners' stron £ nas Dcen tne conviction among teachers of
Courses'* children that this is the thing to do that

several excellent Beginners' courses have made
their appearance within the past few years. The course, how-
ever, which is coming into greatest prominence now is that
which forms a part of the International Graded Lesson series.
In framing this Series the special needs of each particular
age from the Beginner to the Adult were carefully considered,
then Scripture fitted to meet these needs was selected.

a. Graded Lessons for Beginners. The course for the
Length of Beginners covers two years in time, and includes
Time Covered various themes suited to the child's needs, with
several lessons upon each theme.

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THE LESSON FOR THE BEGINNERS 71

The aim of the Beginners' course is crystallized into the
following statement of purpose, which appears
Co J^ e in connection with the lessons:

"To lead the little child to the Father by help-
ing him:

"1. To know God, the Heavenly Father, who loves him,
provides for, and protects him.

"2. To know Jesus, the Son of God, who became a little
child, who went about doing good, and who is the Friend and
Savior of little children.

"3. To know about the heavenly home.

"4. To distinguish between right and wrong.

"5. To show his love for God by working with Him and
for others."

The following themes found in the first year's work will
serve to illustrate how wise has been the understanding of
the need of the little child, and how apt the choice of Scrip-
ture to meet his need:

"The Heavenly Father's care" (seven lessons), taught by
stories of Samuel, Moses, Elijah, and God's provision in
Nature.

"Thanksgiving for care" (three lessons, coming at Thanks-
mustration S* vm & time), taught through Miriam's song of
of Themes thanksgiving, and the story of the widow's gift,
in Graded "Thanksgiving for God's best Gift" (three

Lessons lessons, coming at Christmas time), taught by
stories of the Baby Jesus and the visit of the Wise Men.

"Love shown by kindness," taught by the stories of the
room built for Elisha and the sick boy, the story of Rebecca,
David and a Lame Prince, the Shepherd and his sheep, and
the Good Samaritan. 1

lFull information regarding the course, together with description of the
splendid helps provided for teachers and pupils, may be had from the Methodist
Book Concern, New York, Cincinnati, or Chicago.

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72 ELEMENTARY WORKER AND HIS WORK

II. The Lesson Prepared

The lesson is the pivotal point of the Sunday-school ses-
sion. It is this which more than anything else makes de-
mands upon the earnest purpose discussed in connection
The Lesson, ^ e wor ^ °* tne teacher. The Word of

the Pivotal God to be imparted, and the children in need
Point of of that Word! Surely no one dare be careless
Program or ne giig en t i n preparing the Word for
engrafting.

1. Lesson helps. Nothing can take the place of direct
and original study of the Bible in beginning the preparation
of a lesson. Valuable as lesson helps are, particularly in the

new Graded Lessons, the teacher who uses them
Stud^before as su ^ st * tutes * or personal, direct contact with
Using Lea^* tne Won* of God is crippling herself. The helps
•on Helps become crutches, and both teacher and class will

be the losers. After the original study, it is legit-
imate to look in as many other directions as possible for sug-
gestions. No reversing of this order is permissible, however,
if a teacher really wants to learn to teach and to do the hon-
est, faithful work which deserves results.

2. Steps in lesson preparation. Three simple steps out-
line the teacher's preparation:

(a) Study of the assigned lesson material
A Plan f t A

of Stndy for facts -

(b) A deeper study of the lesson material

for its truths.

Passing over the first two steps, which are self-explana-
tory, a few hints may be given concerning the third
step.

A definite plan for teaching the lesson is essential Its
absence means lack of clearness in presentation, and lack of
definite impression after the lesson is taught. One truth
should be selected, and then the lesson plan best adapted to
teach that truth be outlined.

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THE LESSON FOR THE BEGINNERS

There are three parts to be considered in every lesson
plan:

(i) The introduction or approach to the lesson.

Parts of a ^ ^ e P resentat * on °* t ^ le ksson.
Lesson Plan (3) The conclusion of the lesson, or its signifi-
cance to the pupils taught.

III. The Lesson Presented

Since the lesson presentation is the expression of the les-
son plan, we may consider the three parts of the plan as
they appear in the teaching of the lesson.

i. The approach. While the whole program bears a
part in making ready for the lesson, the introduction or ap-
proach to the lesson is the specific preparation. After the
truth has been selected, the teacher asks herself, "What ex-
perience of the children is like this truth?" This experience
must be the starting point to lead the child into the new
thought of the lesson. To illustrate, one of the
from Chikr. themes in the Graded Lessons for Beginners is
Experience "Thanksgiving for care." The first lesson under
the theme is "A Song of Thanksgiving." The
Scripture assigned is Exodus 13 : 15, or the song of Moses and
of Miriam and the children of Israel. The Memory Verse
embodying the truth to be taught is, "Let us sing unto the
Lord." A suitable introduction would be a talk with the chil-
dren about their singing when they are glad, or saying
"Thank you" to those who do something for them. This
will prepare the children for the lesson on thanking God, and
will secure their attention through their interest.

a. The development of the lesson story. The Bible
material must be woven into story form for presentation.
This involves the whole subject of story preparation, which
is obviously too large for specific discussion here. The
student is referred to the list of valuable books upon the
subject mentioned in the Bibliography at the close of the
chapter. It is possible in passing merely to note certain

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74 ELEMENTARY WORKER AND HIS WORK

of the fundamentals in story work for very little chil-
dren.

The story for the little child must be largely the putting
together of simple word pictures stripped of all cumbersome

details. These pictures must be logically ar-
Important ranged, proceed to a climax with the conclusion
Btory'coo- immediately following. For a Beginner, the
•traction story must always deal with an action, and be

told largely in terms of nouns and verbs, not
adjectives or adverbs.

Little children do not care for descriptions to any ex-
tent, especially descriptions of thoughts and feelings. The

simplest recital of the action suffices. The story
Prominent which the child himself tells is a guide to what

he enjoys hearing. It is a help to a teacher
to listen to the story telling of a child and note especially
what he omits.

3. The conclusion. The most difficult part of the lesson
is the conclusion. Perhaps one reason teachers feel the diffi-
culty is that they attempt too much. They endeavor to make
an application which is all too apt to be didactic The chil-
dren do not like to be told what they ought to do, directly,
Lesson Con ne * tner ^° like moralizing. What then

elusion not' sna ^ tne conclusion be? No two lessons call
Didactic. for exactly the same ending. If the story has been
Merely rightly told, the child already desires to imitate
Suggestive ^ act j on j t h as described. The conclusion may
show him how to do it, sometimes through a song, a word
of prayer, the teacher's expression as to what she is going to
do, or his own personal expression regarding it. Again, the
conclusion may simply round the story out, so that the child
will draw a long breath of satisfaction, and go home to live
the action over in imagination, and finally work it out for
himself.

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THE LESSON FOR THE BEGINNERS - 75

IV. The Lesson Emphasized

1. Stories. In addition to the lesson story from the
Stories from Bible, other stories may sometimes be used to
Chua*« emphasize the thought, or to suggest its applica-
Bxperience tion to the child's daily life. Not too many sto-
ries, however, should be told in connection with one lesson.

2. Pictures. Pictures may make the story more clear
and real. The large pictures, prepared for use with the
Value df Graded Lessons, are particularly good. Other
p|cturei| pictures may often be used to advantage. A

wise teacher will be on the alert to gather pic-
tures to use as she may require.

3. Objects. Objects sometimes help to make the lesson

more interesting, clear, and helpful, but they
^Make should never be used in this period to teach
Pacts Clear trutn symbolically. They should only be used

to make facts in the lesson more clearly under-
stood.

4. Songs. Songs can be selected that bear on the les-
son. It is often helpful to have a song sung by the teacher

during the telling of the story. Then the chil-
AppUcation .

iaSonff " ren may sm £ together at the close a stanza
which gathers up the thought of the lesson.

5. Handwork. Handwork has been introduced into many
schools. This term is used for any sort of manual work
which the children can do that will emphasize the lesson. For
instance, in the lesson mentioned from Exodus, the children

might draw or paste pictures of things for which

Thro**? 00 they thank ^ od ' e ' s '* the sun ' ra * n ' fl° wers > and
Handwork birds. Where this work is done the children sit
together in the circle while the lesson is taught,
then arrange themselves for the handwork at its conclusion.
In connection with each lesson in the graded series, sugges-
tions for handwork are given, so that the teacher may have
wise guidance in planning her work.

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76 ELEMENTARY WORKER AND HIS WORK

6. Dramatization. In kindergarten the children often
play their stories. Children like to act whatever they are
thinking about, and to do so helps them to understand it bet-
ter. In one kindergarten in Chicago the teacher had told the
story of the lost sheep. Later the children played the story.
They made the fold of chairs. One child was the shepherd,
another child was the wandering sheep, and the other chil-

dren were the sheep who followed the shepherd
the Story safely back to the fold. When the shepherd real-
ized that one sheep was missing he started out
to hunt for it. He looked behind great rocks (chairs), and
in all dangerous places until he found the lost sheep and took
him home. Will those children ever forget that story? Cer-
tainly, the child who took the part of the little lost sheep will
not forget. In such a simple way the Beginners in Sunday-
school may act out the story, or something relating to the
lesson.

7. Children's folders. In connection with the Graded
Lessons, the child's folder emphasizes the lesson taught that

day. Thus the lesson is carried into the home.
Children s more ways in which the lesson can be taught

to the child, the more clear will be his under-
standing of it. As many of the sense gates as possible should
be used. The teacher must not be content with the ear gate
alone.

V. Results

The lesson has its setting in the program. All that pre-
cedes makes ready for it. All that follows empha-
Bearing Fruit s * zes * t# Surely, if this is wisely done the Fath-
er's message will find lodgment in the hearts
of His little children, and under the Holy Spirit's nurture
bear fruit in their lives.

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THE LESSON FOR THE BEGINNERS

Lesson Outline:

I. The Lesson Selected.

1. The necessity of adaptation.

2. The Graded Lessons.
Length of course.
Aim.

JL The Lesson Prepared.

1. Lesson helps.

2. Steps in lesson preparation.

(a) Study for facts.

(b) Study for truths.

(1) Introduction or approach.

(2) Presentation.

(3) Conclusion.

III. The Lesson Presented.

1. The approach.

2. Development of the lesson story.

3. Conclusion.

IV. The Lesson Emphasized.

1. Stories.

2. Pictures.

3. Objects.

4. Songs.

5. Handwork.

6. Dramatization.

7. Children's folders.
V. Results.

Bibliography:

St John, "Stories and Story Telling."
Bryant, "How to Tell Stories to Children."
Houghton, "Telling Bible Stories."
Brown, "How to Plan a Lesson."
DuBois, "The Point of Contact in Teaching."

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78 ELEMENTARY WORKER AND HIS WORK

Topic for Special Study:

i. How to tell a story.

Topics for Class Discussion:

1. Why is it better to use Scripture material already

adapted to the child than Scripture which needs
adaptation before using?

2. How large a knowledge of lesson facts does the

teacher of a Beginners' class require?

3. Why should only one truth be given in a lesson to

little children?

4. Give points of a good story.

5. In what part of the lesson should the children be

encouraged to talk?

6. What handwork can Beginners do?

7. What influence is most effective in leading the child

to work out the lesson?

8. How may a teacher become a good story teller?

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CHAPTER VII

MUSIC FOR THE BEGINNERS' DEPARTMENT

I. Music a Force in Life

Baby Ralph was tempestuous one afternoon. Nothing
suited him. His brow was troubled. He threw things and
stamped his small foot. He was so cross that nearly every
word came from the realm of tears. His aunt tried one way
after another to turn the tide, but everything failed. Finally,
going into the parlor, she sat down at the piano and softly
began to play and sing. Soon she heard little feet pattering
down the hall and became conscious of a baby
of Music presence at the parlor door. Not daring to look
around, lest she break the spell, she continued
singing. Quietly the baby listened, then crossed the room and
stood with cheek pressed against the window pane, absorbed
in the music. As song followed song, the scowls gradually
vanished till suddenly like a burst of sunshine the little face
lighted up with a heavenly smile "as an angel dream passed
o'er it." The baby was a sunbeam the rest of the day. The
demon had been vanquished by the angel of music.

The power of music from an aesthetic standpoint has long
been recognized, but modern experiment is revealing the fact
that music influences in far more potent ways than the mere
giving of delight. It touches the soul at its center and affects
thought, feeling, and will. Many a fine, right decision has
been made under the power of song, and many a temptation
has been triumphant through the intoxicating witchery of
seductive music. Few people are insensible to its effect, and

79 7

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8o ELEMENTARY WORKER AND HIS WORK

these unresponsive folk are rarely little children. Almost
invariably they love music and respond to whatever it sug-
gests. So deeply does it enter their souls that the songs of
childhood are remembered when formal instruction is for-
gotten. These songs help to form ideals and to rouse am-
bition. They also greatly influence the musical taste of later

years. A little child familiar with the best in
Necessity of . • o j

Good Music muslc can not as a man enjoy even Sunday-
school ragtime. The high-class religious music
of a good Sunday-school may be the only elevating music
which many of the children hear. The only gospel message
ever spoken in some homes is that which falls unconsciously
from childish lips as they sing the Sunday-school hymns.
Considered from any standpoint whatever, aesthetic, inspira-
tional, educational, or religious, the deduction is the same:
only the best music is worthy a place in the Sunday-school.

II. Music in the Beginners' Department

i. The selection of songs. Two things must be con-
sidered in the selection of songs for the Beginners' Depart-
ment : First, the purpose for which the song is desired ; and
second, the worth of the song.

(a) The purpose of the song. The question, "What song
shall I teach my class?" is largely dependent upon the ques-
tion, "What use do I want to make of the song?" We have
many uses for songs in the Beginners' Department. There are
the greeting and goodbye songs, songs of welcome, birthday,
and cradle roll songs. There are also the songs
Sow ° °* the seasons an< * special days, such as nature
songs, songs for Thanksgiving, Christmas, and
Easter. There are the worship songs of praise and prayer,
and there are songs for teaching some special Bible truth
other than these already suggested. The wise teacher will
try to keep a right proportion among these different types of
songs, not having too many of one sort and too few of an-
other.

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MUSIC FOR BEGINNERS' DEPARTMENT 81

(b) The worth of the song. The words of the song must
answer satisfactorily the searching questions : Is the thought

of the song desirable for little children? Is the
thought well expressed? Is the language sim-

ple, such as a child would appreciate? Is the poetry good?
Is it worth remembering?

The music also must be tested by the question : Is it good
from the standpoint of composition? Does the music ex-
press the thought of the words? Is the range right for the
children's voices? Is the song written in the proper register?

There is a diversity of opinion upon this matter
of register in the voices of little children, some

advocating music written for high tones, others that written
for low. Neither extreme is desirable. The music should lie
between the high and the low, and include few tones with
simplest harmony.

The following words as set to music by Reinecke ("Car-
ols") fulfill all the conditions laid down for Beginners' songs :

"Jesus loves the little children,

For He said one day:
Let the children come unto Me,
Keep them not away.

"There are many little children

Who have never heard
Of His love and tender kindness,
Of His holy word.

"I would tell these little children

If they all could hear,
How He spoke to His disciples
With the children near."

2. The teaching of songs. The children should become
familiar with the music of a song by hearing it played fre-

82 ELEMENTARY WORKER AND HIS WORK

quently, as, for instance, at the opening of Sunday-school, or
while they are putting on their wraps. In this way they will
unconsciously absorb the music The thought of the song
should be given before teaching the exact words.

the Mushf This can ^ e ^ onc * n an m f orma l talk or by story
or pictures.

When the thought has become the children's own, grad-
ually introduce the exact poetic expression. Then sing the

song to the children, while they listen. This is
ThouBl,t a great help to accuracy. Do not attempt to
Words * ^ave *k c children sing the words with the music

at first. They may hum the tune a few times,
then after the tune and words are both familiar they may
put them together.
Teaching songs is slow work in a Beginners' Department,

even if those selected be simple. Therefore, too
Learning many songs should not be attempted. It is bet-
Thoroushly ter t0 ^ ave a * ew son 8 s carefully chosen, wisely

taught, and thoroughly learned. Children love
the songs they know, and never tire of singing them.

In teaching prayer songs it is best to use merely the words
as a spoken prayer week after week, until the children know
it without any drilling. Then they may sing the prayer.

3. The singing of songs. Children's voices are small
and should not be strained. The children should be encour-
aged to sing softly. Loud singing will strain the vocal chords
and impair the voice for later years. Harshness also hurts

the vocal chords. To avoid this, and to produce
Vo?ce iU,> * t ^ ie P r °P er results, the children must sing with

what may be termed "a smiling voice." This can
be secured by making the singing attractive and enjoyable
to them. Many a sweet child voice might have been saved
to bless the world if parents and teachers had been less solici-
tous for noise and more careful to secure this high, soft, smil-
ing voice.

4. Accompanying and leading. A good piano is the

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MUSIC FOR BEGINNERS' DEPARTMENT 83

best instrument to accompany children's voices. In lieu of
p^pp this a violin is very effective. Where these can

not be had a baby organ may be used. The in-
strument must lead but not drown the children's voices. Its
tones must be distinct, but not loud.

The price of a good accompanist for a Beginners' De-
partment is "above rubies." She must be in sym-
pathy with the children. She must play the words

of the songs. If she does this, her playing will be
expressive and the singing will be good.

The leader must have a voice which will lead but not
overpower the children's voices. A voice which might be
splendid for leading a big school might be unsuitable for the
The Leader t* 11 ^ so ^ v0 * ces °* little children. Beating time
is altogether out of place in a Beginners' De-
partment. The leader should make only such gestures as she
desires the children to imitate.

III. Motion Songs

The children in the Beginners' Department are both imi-
tative and rhythmic, and it is natural to express feeling
through the body. This does not imply, however, that they
are to be drilled in all sorts of mechanical motions to be per-
formed at intervals in a song. The value of motions to the
child lies largely in their spontaneity. When the motion ex-
presses something which the child desires to ex-
Children press, it has justification. No child ever felt any
imdlmTtative irresistible impulse to cross his arms upon his
breast to indicate prayer, when he sang a prayer
song, or to extend a finger toward the sky when he sang the
name of his Heavenly Father. He will naturally want to ex-
press through his body, in a song, only those things he imi-
tates elsewhere. He copies movements about him and he
may like to imitate those movements, when they are suggested
by a song. But only when he feels the desire and gives it his

own natural expression, is it of value to him. There is danger,

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84 ELEMENTARY WORKER AND HIS WORK

however, that the child may be so absorbed in making the
motion as to lose the thought which is back of it, if he tries
to sing and go through the motion at the same time. Mo-
tions can be very helpfully used in teaching the

Points to be song, and the children enjoy making them, as the
Guarded in - , .

Motion Songs teacner sings the song or the instrument plays it.

When, however, the song is sung by the children,
the use of motions must be carefully guarded both for their
effect upon the voice, while singing, and for the sake of the
impression desired from the words.

IV. Instrumental Music

Music other than the songs is needed in the Beginners' De-
partment. Soft music for quieting, and clear, distinct music,
with marked rhythm, for marching, have a neces-
BestCom- sary pia ce> The very best music may be chosen
° for these purposes, since children can feel the in-
fluence of rich harmony and beautiful tones, when
they can not at all comprehend it intellectually. Such masters
as Mozart, Beethoven, Hayden, Schubert, and Rubensteih
have messages for the emotions, if not the intellect, of even
a little child.

V. Sources of Good Music for Beginners' Depart-

ments

Every Beginners' teacher, as has already been suggested,
should make her own song book, if she desires the best.
Songs culled from different sources will, in time, make a valu-
able collection of children's music. New books of varying de-
grees of excellence are constantly appearing, and a complete
list of even the best is well-nigh impossible to give.

The following books, however, are suggested as illustrat-
ing high standards in children's music, by which other col-
lections may be judged :

Songs for Little People Frances W. Danielson

Song Stories for the Sunday School... Mildred and Patty Hill

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MUSIC FOR BEGINNERS' DEPARTMENT 85

Childhood Songs
Carols

Mabel and Myra Rowland
Leyda and Burgener

Lesson Outline:

I. Music a Force in Life.
II. Music in the Beginners' Department.

1. The selection of songs.

(a) The purpose of the song.

(b) The worth of the song.

2. The teaching of songs.

3. The singing of songs.

4. Accompanying and leading.

III. Motion Songs.

IV. Instrumental Music.

V. Sources of Good Music for Beginners' Department.

Bibliography:

Howard, "The Child Voice."

Topics for Special Study:

1. The effect of music upon a child.

2. Critical study of certain selected songs for children.

Topics for Class Discussion:

1. What themes are not suitable for Beginners' songs?

2. How often should a new song be taught little chil-

dren?

3. How should a new song be taught?

4. What points should be guarded in the use of mo-

tion songs?

5. How may motion songs be helpfully used?

6. What qualities should the leader of singing in the

Beginners' Department possess?

7. What is the danger to a child voice in overstraining?

8. Why is the best music needed in a Beginners' De-

partment ?

CHAPTER VIII

SPECIAL OCCASIONS

There are certain days which stand out from all others,
such as Church days and National days. These come with
special interests, each bringing its own message and its pe-
culiar opportunity.

I. Why Should the Sunday-school be Concerned

with These Special Occasions?

The Church days stand for great facts and truths of
Church Days Christianity, as Christmas for the birth of our

Lord, and Easter for His glorious resurrection.
The National days recall the significant dealings of God
with our Nation; either directly, as Thanksgiving Day, or in-
directly, through commemorating the anniversaries of men
whom He raised up to lead us. All these days hold common
interest for people, and any day of common interest comes

with a special opportunity. To use this common
Day. 0 * 1 interest, make strong "the tie that binds." Such

interest contributes to unity in the school, unity
between the teacher and pupil, and unity between the home
and the school. It increases the interest of both children and
parents in the Sunday-school. It helps the spirit of the school
and promotes fellowship. It seizes an immediate interest,
and turns it to account for God.

II. Which Special Occasions are Valuable to the

Sunday-school ?

They are of two sorts: those celebrated on Sunday and
those which call for a gathering on a week day.

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SPECIAL OCCASIONS

1. Sunday Celebrations. These usually occupy the reg-
ular hour of the Sunday-school. Briefly mentioned they in-
clude :

(a) Rally Day. Many schools are somewhat depleted dur-
ing the summer months. Rally Day is observed, as its name
indicates, to rally the Sunday-school forces, to awaken the
Church to the opportunity and significance of the school, and
to inaugurate vigorous work again. This day is observed in
the early fall, the exact date depending upon the time when
the majority of the members of any particular Sunday-school
return from their summer vacations — from the first of Sep-
tember to the last of October.

(b) Thanksgiving. The Sunday immediately preceding or
following Thanksgiving Day is fittingly observed in Sunday-
school as a time of thanksgiving.

( c) Christmas. The Sunday preceding or following Christ-
mas Day should certainly be a time for remembering the day
our Lord was born in Bethlehem.

(d) Promotion Day. Some schools have their Promotion
Day the last Sunday of the calendar year. Others use the last
Sunday before the vacation period, and still others the opening
Sunday of the fall session. With the adoption of the Graded
Lessons, promotion will naturally come at the end of the year's
work.

(e) Easter Sunday. Easter Sunday should stand out in
the thoughts of the children not as the day for new hats and
dresses, but as the greatest day of the Christian Church — the
day of our Lord's resurrection.

(f) Children's Day. Children's Day, usually observed in
June, has no such historic roots as Christmas and Easter, and
yet may be made significant in recalling Jesus' relation to the
children, both as he invited them to come to him (Mark
10: 14) and as they sang his praises (Matthew 21 : 15, 16).

(g) National Days. The Sunday nearest to such National
days as Memorial Day, Independence Day, or Washington's
birthday may be fittingly made of special significance in the

88 ELEMENTARY WORKER AND HIS WORK

Sunday-school, thus teaching Christian courage and patriotism,
and recalling God's wonderful dealings with our Nation.

a. Week-day Celebrations. These usually partake more
of a social nature and mean much in binding teacher and pupil
together, and in interesting the parents. Generally speaking,
Parties and are ^ P art * es a °d picnics. There may be

Picnics a P art y during Rally Week, a Thanksgiving party,
a Christmas entertainment, an Easter party, and
picnics in the summer. Some Sunday-schools have held a
Thanksgiving service of worship on the morning of Thanks-
giving Day or on the afternoon previous.

III. How Observe These Special Occasions?

i. General Suggestions. It is profitable to have the whole
Sunday-school meet together on some of these occasions. The
Beginners are dear just to look at, and may be seated on or
near the platform among the decorations, for they
Pwnln* certainly are decorative. But they must not be
forgotten in arranging the program While indi-
vidual recitations by the little ones or exercises which will
make them self-conscious are not to be advocated, the pro-
gram should be interesting to them. A song from the Begin-
ners' Department as a whole would be a delightful addition to
the program and avoid the danger to the child from unwise
people who say, "You were just too cunning for anything."

These special days in the school should be educational and
inspirational. The program should always emphasize the mes-
sage of the day; as for example, the Christmas exercises joy-
Educational * u ^ y proclaiming the birth of Jesus. The pro-
and In- gram should not center around Santa Claus when
•pirational held on Sunday in the church. The question
Features should ever be how to make the day meaningful.
Appropriate songs and stories are helpful iri answering the
question. The program must be full of life and interest, with
sufficient variety to make weariness impossible.

Special effort should be made to have every pupil present

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SPECIAL OCCASIONS

on these occasions. Let them all know of the event, and have
the joy of anticipation and preparation. Effort should also
be made to have the parents present at these times. They
Invitations snou ^ receive invitations of some sort, written
to Parents or verbal, and should be made welcome when they
come. Enlisting the mother's help will make the
affair more successful. Sometimes it is better to let the
Beginners celebrate by themselves in their own room.

a. Specific Suggestions.

(a) For Religious Services. On Rally Day it is well to
have all the school together, each department showing in some
way how it has rallied. This is an occasion when there is in-
Entire School s P* rat * on * n numbers. Preparation should be
Together made for it, aiming toward the presence of every
member of every department of the school, from
the Cradle Roll to the Home Department. Attractive invita-
tions should be sent out, and in other ways the occasion should
be thoroughly advertised. The work of The Board of Sunday
Schools should be presented on Rally Day and an offering
taken. The Board provides an attractive Rally Day program
which should be used wherever possible.

Thanksgiving should be a season not only for recalling
God's mercies and offering thanks, but also showing thanks
by helping those less fortunate. Like most of the special days,
Thank- re< l u * res preparation for at least two or three

Offering weeks in advance. The children should know
definitely what is to be done with the Thank-
offering, that they may give and work intelligently. Every
child as far as possible should have an individual part in the
gifts. Even in a Mission Sunday-school each Beginner could
bring at least a potato, to help make a Thanksgiving dinner
for some needy family. A Thanksgiving program for the Be-
ginners' Department should include an enumeration of things
for which they are thankful: Thanksgiving prayers, songs,
Bible verses, and a Thanksgiving story.

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The Christmas season should be pervaded by the spirit of
love and giving. A giving Christmas brings the deepest joy,
for it is the Christlike Christmas. Definite plans should be
A Giving inade for its celebration in this way, even with
Chrittmas tne smallest children. The Beginners may bring
toys for the children in some hospital or orphan-
age or home of poverty. Let the object of their gifts be
something in which they will have a natural and definite in-
terest, not some abstraction like "the poor" or "missions."
The Christmas program should be of the choicest Nothing
is better than the Christmas story in song, Scripture, and pic-
ture. If the pictures and music are wisely selected, the Bible
verses distinctly given,- the songs well rendered, and the whole
program carefully arranged and conducted, a spirit of rever-
ence and inspiration will come to all, even the older ones,
who may be present.

The same is true of the Easter program. It, like the
Christmas program, should be vital with its message. The
The Raster serv * ce should be significant, beautiful, worship-
Mettage ^» anc * inspirational. Its setting in the church
auditorium with flowers and music and happy
faces will help the children to catch the spirit of the day.

Promotion Day is one of the occasions when it is well for
the whole school to be together. In some formal way a class
should be promoted from each department into the next. In
Promotion succeeding departments some definite work may
Exercises be required for promotion, but Beginners can
scarcely te required to commit anything to mem-
ory, unless it be a few very simple Bible verses. These the
children may recite, and this, with a song, will suffice for
their part of the program.

(b) For Social Festivities. Children's parties are a source
of delight, if well managed. Care should be taken that these
little people know the exact time of the party. It is always
better to have a written invitation, as details are so hard to
remember at this age. The invitations may be made attractive

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SPECIAL OCCASIONS

with children's faces or stenciled figures, and the effort re-
quired to prepare them is well repaid. The program may be
very simple. Plenty of games, for children tire of same-
Partiet ness; songs and a story, preferably one appro-
priate to the season or special occasion, and
simple refreshments will fill the afternoon delightfully. This
latter point of refreshments is important from the children's
standpoint. At a children's party, when the children were
playing games and having a good time together, one little
girl whispered in her teacher's ear, "When 's going to be the
party?" "Why, this is the party, dear," replied the teacher;
"Aren't you having a beautiful time?" "Yes, but when's
going to be the party?" To her the party and the refresh-
ments were synonymous terms, and she is not alone in her
conception.

The Beginners should have their social gatherings by them-
selves, and not with other departments of the school, else
the purpose of the occasion is defeated. A picnic for the
Picnics whole school is very well, but the little people
need picnics of their own in addition. Of course,
the mothers should be invited, and it is both wise and help-
ful to use their assistance as much as possible. Mothers,
teachers, and children can have a beautiful time together in
"God's out-of-doors." Freedom and food are the two require-
ments. The children get so hungry playing. They may need
direction in their play, but if they can go where they can
pick flowers — particularly the little city children, who rarely
see a flower growing — no further entertainment is needed.

All of these things take time, but anything worth while
Goal of Effort takes time, and all these help to win the little
children for Jesus Christ. They are worth all
it costs, and He is worthy of our best and greatest effort.

(Some suggestive programs for special occasions may be
found in the Appendix.)

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92 ELEMENTARY WORKER AND HIS WORK

Lesson Outline:

I. Why Celebrate Special Occasions?
Great lessons.

Value of a common interest.
II. Which Special Occasions are Valuable?

1. Sunday Celebrations.

(a) Rally Day.

(b) Thanksgiving.

(d) Promotion Day.

(e) Easter.

(f) Children's Day.

(g) National Days.

2. Week-day Celebrations.

III. How Observe These Special Occasions?

1. General Suggestions.

2. Specific suggestions.

(a) Religious.

(b) Social.

Bibliography:

Curtis: "White Gifts for the King."

Topics for Advanced Study:

1. Social means in religious work.

2. Christ and the Christmas program.

Questions for Class Discussion:

1. Why have special occasions in Sunday-school?

2. Name several days worth observing in Sunday-

school.

3. When and why should the whole Sunday-school meet

together?

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SPECIAL OCCASIONS

4. How can the special days be made meaningful?

5. How may Christ come to His own at Christmas

time?

6. Why have Sunday-school parties?

7. Should parties for little children be held in their

Sunday-school room?

8. What points must be guarded in having Beginners

take part in a public program?

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CHAPTER IX

HOME CO-OPERATION

I. Value of Home Co-operation

In Sunday-school work much depends upon the attitude
of the home toward the Sunday-school If this attitude be un-
friendly the teacher will find her work checked, or even coun-
teracted at many a point. If the attitude be one
indifference q{ mere mdifference> fa children are apt to be

Antagonism tardv an< * irregular in attendance at Sunday-
school If it be one of antagonism, the children
will be discouraged from attending, or even forbidden to go.
Any of these conditions lessen the interest of the pupil in
the school and also in the lesson, and render the work of the
teacher much more difficult.

If, on the other hand, the home is friendly to the Sunday-
school, the teacher's work becomes easier and more satis-
factory. There may be different degrees of friendliness, how-

De ees of ever * ^ e ** rst ( ^ egree on * y ^ essens tne number
Friendliness °* harriers in the way of the pupil's attendance,
The second degree of friendliness removes the
barriers altogether. The third degree means the encourage-
ment of the teacher and sympathy with her desires, at least
in the outward things of regular attendance and general wel-
fare of the school. The fourth degree of friendliness means
real co-operation and desire to aid the teacher in every way.
Yet the teacher's work is not necessarily a failure, if the
home does not co-operate. Many splendid teachers have
achieved great things single-handed and alone, but the work is
greatly augmented by the co-operation of the home, and bet-
ter results can be expected. It should be the definite aim,

HOME CO-OPERATION

therefore, of every Sunday-school to gain the co-operation of
the home.

II. How to Secure Home Co-operation

i. Through the entrance of the Sunday-school into
the Home.

(a) Means. A Sunday-school can not gain the co-opera-
tion of the home unless it send its messengers and messages
into the home. Of these messengers no one counts for so

much as the teacher herself. A call helps her to
Cjrtiing^n hCr know tne children as she can in no other way,
the Home an< * ^ means more to the home than possibly she
realizes. One requisite for gaining the sympathy
of the mother is to meet her on her own plane, and always
sympathetically. The teacher must try to see life from each
mother's point of view, in order to be able to give the mother
later her own viewpoint. The mother will judge this view-
point not so much by what the teacher says as by what she
sees the teacher to be.

When the teacher of the Beginners' class can not go her-
self into the home, she may be able to send a
Teacher's substitute — one of her assistants, or the Sunday-
Substitute school Visitor. The call of the Cradle Roll Su-
perintendent or the Home Department Visitor
can do much to stimulate home co-operation.

The children themselves make splendid messengers from
the Sunday-school to the home, taking flowers to the sick
Children as an< * P a P ers to tn e a ^ sent - Letters, cards, and pa-
Messengers P ers bearing messages from the Sunday-school
may be used to strengthen the cable that binds
the home to the school. Any attention shown to the children
will arouse the interest of the parents.

(b) Occasions for entering the Home, (i) When new
New Pupils P u pUs enter the Sunday-school the parents should

know by some means that they are welcomed. A
cordial note with the enrollment blank enclosed, in the case

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96 ELEMENTARY WORKER AND HIS WORK

of the Beginner, will be greatly appreciated by the father and
mother. Yet even this will not have the value of an imme-
diate call by the teacher.

(2) Absent pupils should always be sought after, tp learn
the cause of absence, and if possible to hasten the return. A
personal letter to the child, telling him he was missed and
Absentees assuring him of a welcome upon his return, will

be prized beyond words by both the child and his
parents. This may be used after an absence of one Sunday.
In case of two consecutive absences a call should be made.
Enough personal interest should be shown in the child to see
that he receives his Sunday-school papers during absence,
either through the mail or by messenger.

(3) Times of trouble in the home furnish the Sunday-
school an especially favorable opportunity for entering the
home. A call, a flower, or a card may comfort a sick child
Timet of or a sa< * motner - Further, the Sunday-school
Trouble should stand ready to render any practical as-
sistance possible to those in trouble. Food and

clothing may be tactfully provided in cases of need. Employ-
ment may be sought for the father or mother. Medical aid
may be furnished, and in cases of sorrow and death, help and
comfort may be given. Any need in the home is the Church's
opportunity to be neighbor and thus most effectively show the
spirit of her Lord.

Timet of Joy (4) Times of joy afford as valuable opportu-
nity for the Sunday-school to enter the home as
times of sorrow.

(5) The child's birthday is a peculiarly favorable time to
Birthdeyi touch the home by some personal attention to the
child, even though it be slight. . The birthday let-
ter never loses its charm for the child, nor its potency over
the parent heart.

New Baby (6) The arrival of a new baby in the home
of a Sunday-school pupil is a splendid opportu-
nity for a call from both the Superintendent of the Cradle

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HOME CO-OPERATION

Roll and the older child's teacher. It not only will gain the
baby's name for the Cradle Roll, but it helps to bind that
home more securely to the school.

2. Through the entrance of the Home into the Sun-
day-school. This includes not only securing the presence of
the parents in the sessions of the Sunday-school itself, but
also their attendance upon other gatherings held under the
auspices of the Sunday-school or in connection with it.

(a) Invitations to the Services. Frequent invitations
should be extended to the parents to come to the Sunday-
school and other regular services of the Church. They should
Parents in ^ e ma( *e to feel that they are always welcome,
Church an< * tne teacher should make a particular point

of greeting them when they do accept the invi-
tation and come. They should always be invited on any spe-
cial occasion, such as Rally Day, Christmas, and Easter, and
to the picnics and parties as well.

(b) Mothers' Class. A mothers' class is a help in bring-

ing mothers to Sunday-school with their children.

Su°nd« r8in * n ^ s class the P roblems of tne nome are dis-
■chooi " cussed, and the hour is not only profitable but
most interesting as well. This class should al-
ways be led by a mother.

of real practical help to mothers. Occasionally
Meeting! ^ * s we ^ to varv these with a parents' meeting,

held in the evening, to enable the fathers to come.
A suggestive program for such a meeting may be found in the
Appendix.

(d) Parents' Service. The parents' interest and co-opera-
Usin the t * 0n lS a ^ ways assure< ^ when they are persuaded
Parents *° undertake some work for the Sunday-school.

The work may be helping during the Sunday-
school session or in the parents' meeting or upon some special

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p8 ELEMENTARY WORKER AND HIS WORK

occasion. What is done matters less than the fact of the do-
ing, for interest always accompanies service.

The real secret of gaining the co-operation of the home,
however, lies not in method but in the teacher's ability to be
a friend. As she proves herself to be such, she will have the
The Teacher co ~°P erat * on °* ^ e home* It will require time
a Friend anc * e ff° rt > rea * sympathy, and tact; but ulti-
mately she will win. She must not obtrude her
views where they will antagonize; but she can live her re-
ligion, and life tells.

Miss Allen had often called at a certain home, since she
had two of the children in her kindergarten and Sunday-
school. She had tried to be a friend to the mother, but had
never had any distinctly religious talk with her. Early one
morning little Dora came to Miss Allen's home. She was
crying, and could only say, "The baby's dead, and mamma
wants Miss Allen." As the teacher hurried into the home
the mother threw her arms around the teacher, saying: "O!
Miss Allen! God had to take away my baby to make me
think." Then and there the mother pledged her life to God,
and not long after joined the Church and proved her loyalty
to Christ in many ways. Why had she not sent for the minis-
ter? Why had she not turned to neighbors or relatives in her
grief? Why did she at once send for the teacher? Because
that teacher had proved herself a friend, and the mother knew
that she best could comfort her in her hour of need and help
her to know God.

Lesson Outline:

I. Value of Home Co-operation.
II. How to Secure Home Co-operation.

i. Through the Entrance of the Sunday-school into
the Home,
(a) Means:

Personal calls.

Messengers.

Messages.

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HOME CO-OPERATION

(b) Occasions:

Entrance of new pupils.

Absences.

Times of trouble.

Times of joy.

2. Through the Entrance of the Home into the Sun-
day-school.

(a) Invitations to Regular Services.

(b) Mothers' Class.

(d) Parents' Service to the Sunday-school

Bibliography:

Chapman: "The Moral Problem of the Children."

Periodicals:

"The Child Welfare Magazine," Philadelphia, Pa.
"Kindergarten Primary Magazine," Manistee, Mich.
"Kindergarten Review," Springfield, Mass.

Topics for Special Study:

1. Reasons for the lack of interest in the Sunday-school

on the part of the home.

2. Practical plans for enlisting the co-operation of the

parents.

Topics for Class Discussion:

1. Of what value is home co-operation?

2. What can a Sunday-school teacher accomplish by a

visit in the pupils' homes?

3. By what other means can the Sunday-school get into

the homes?

4. What special occasions furnish opportunity for spe-

cial touch upon the homes?

5. How may parents be brought to the Church?

6. What is the secret of winning home co-operation?

CHAPTER X

THE RELIGIOUS LIFE OF LITTLE CHILDREN

I. Religious Instincts and Inclinations

The child is naturally religious. By this we mean he has
a capacity for God, unconsciously reaches out after God,
and will never be satisfied until he finds Him. As Augustine
said, "Thou hast made us for Thyself, and our soul is rest-
Naturafl * ess unt '* rests m ^hee." There is in every
Religious child that dormant possibility of a spiritual life
which, when touched by the Spirit of God, will
burst into life and grow into the Divine Image as it is nour-
ished day by day. The child has an interest in spiritual
things which, though not manifested as the adult would mani-
fest it, is vital and real.

The child comes to us innocent, but with tendencies toward
both good and evil. He will not inevitably do right, even in
the best environment. We are largely responsible
Tendencies f or ^fe wrong-doing, however. We induce much
Toward Good

and Evil tnat 1S ev ^ ky our wron £ treatment of him and
by our unchristlike living. Accordingly it be-
comes easy for him to do wrong, and often hard for him to
do right.

How are little children religious? They do not sit for
hours poring over the Bible. They are not solemn, if healthy.
Prayer-meetings do not interest them. But listen to their
questions concerning life and nature about them, even con-
cerning death and the hereafter. They touch the deep things
of philosophy and theology in their questions — things that you

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RELIGIOUS LIFE OF LITTLE CHILDREN 101

and I can not answer. Helen was five years old. She had
enjoyed her geranium plant very much, but at last it withered
and died. "Mother, where is my geranium plant?" "Why,"
said the mother, "it died and you know we set it

tion«of U " d ° Wn cellar » because il: isn 't Pretty to look at
Religious now." "No, mother; I mean, where is my ge-
in teres t« ranium now?" She was not questioning con-
cerning the withered stock, but concerning the
life of the plant. Watch the children's faces as they try to
fathom life's mysteries, or as something beautiful appeals to
them. The Spirit of God is stirring the heart and inspiring
the thoughts.

We have already seen that trust, reverence, love, and sin-
cerity are characteristics of little children ; that their curiosity
makes them hungry to know about life, and how things come
to be; that they look to some one greater and
Religious ° f stron £ er than themselves for provision, protec-
ts tion, and guidance. Are not all of these essen-
tial elements of religious life? Were not these
some of the characteristics that Jesus had in mind when He
said, "Except ye become as little children, ye shall in no wise
enter the Kingdom?"

To a scribe — a man familiar with all the law, a teacher
to whom men looked up in religious affairs — Jesus said, "Thou
art not far from the Kingdom of God" (Mark 12:34). But
of the children Jesus said, "Of such is the King-
8tmtementa ( * om °* heaven." "Their angels do always behold
Concerning the face of My Father." For Jesus' thought of
Children little children read the following passages: Mat-
thew 18: 1-14; 21 : 15, 16; Mark 10: 13-16. These
statements of the Master are the warrant, according to Meth-
odist authorities, for the declaration of the Methodist Disci-
pline concerning the spiritual status of the child. "We hold
that all children by virtue of the unconditional benefits of
the atonement are members of the Kingdom of God."

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102 ELEMENTARY WORKER AND HIS WORK

II. Fostering the Religions Instincts of Children

These religious instincts must be fostered if they are to
grow and bear fruit. Neglect will distort, dwarf,
o7postering or m the s P ir * tua l realm as truly as in the
Religious physical. We recognize the importance of caring
instincts for the bodies and minds of the children, but too
often the spiritual nature is neglected. How shall
we foster the religious instincts of children?

i. By Creating the Right Atmosphere. "Atmosphere is
a condition of life and growth." (W. A. Brown.) Because
childhood is the time of impression and absorption, the soul
of a little child is easily touched for good or
The Effect of eyil We have spoken of the effect of environ-
Atmosphere

on Spiritual ment > of the power of the teacher's personality,
Life of the influence of music, and the appeal of the

beautiful to the little child. All these help to
create atmosphere which does so much toward the nurturing
of his religious life. As his physical life is dependent for
proper growth upon air and sunshine, so his spiritual life
needs the sunshine of sympathy for its growth. The lives of
those about the child constitute one of the most important
parts of his environment. They help to form his standards
as he watches and imitates them. A most serious question
therefore is, "Are those whom the child sees day by day help-
ing to create the atmosphere that shall minister to his life
and growth in spiritual things?"

The Sunday-school and the Church service should definitely
contribute to this nurturing atmosphere. The little child will
The Church not com P re ^ en< ^ tne sermon, and probably will un-
Scrvice derstand little or nothing of the entire Church
service, and yet he may obtain lasting impressions
from the service. In its last analysis the greatest thing which
the Sunday-school can give to a little child is a Christ-charged
atmosphere.

a. Instruction. Aside from the right atmosphere, the
child needs instruction. It is natural and easy for a little

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RELIGIOUS LIFE OF LITTLE CHILDREN 103

child to love the Heavenly Father, but he can not find his
way to God alone. Born with a capacity for God, and with
a longing for the Infinite that never can find satisfaction else-
where, he is not born with a knowledge of God.
Helping the How shall he know Him? Through the centu-

Know God nes God " as Deen trvln g to reveal Himself to
men, since they could not by their own efforts
know and understand Him. Such revelation of His as we
possess should be shared with the wondering child, who finds
himself in a world full of mystery, which can only be under-
stood through faith in God.

As food is necessary for the development of the physical
life, so it is equally necessary for the spiritual life. Truth
is the food for the souls of men. "As new-born babes desire
the sincere milk of the Word, that ye may grow thereby."

"The Bread that comes from Heaven needs finest breaking,

Remember this,
All ye who offer for the children's taking,

Nor give amiss.
The desert manna, like to coriander

With honey taste,
Was gathered at the word of the commander

With cautious haste.
A small round thing, and not in loaves for eating,

The manna fell.
Each day the wondrous miracle repeating,

As records tell.

So make it small — this Bread of God, life giving, —

The child is small,
Unskilled in all the strange, great art of living,

Which baffles all.
Be mindful of the little ones, and feed them

With living bread;
But break it for them, as you gently lead them

To Christ, the Head.
With skill and pains and loving forethought tender,

Provide the fare.
Remember that their powers at best are slender,

For whom you care.

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104 ELEMENTARY WORKER AND HIS WORK

Young souls, immortal, claim your constant tending;

To these be true.
Be sure to give the Bread from Heaven descending,

Naught else will do.
Mix not with earthly things which cause distraction.

This bread divine,
The Word itself has infinite attraction,

So break it fine.
Nor let them lose for any selfish reason

Their measure due;
Remember, for their portion in due season

They look to you." (Julia H. Johnston.)

How shall the instruction be given that will thus foster
the religious life? Much of it informally, by the way, as the
child is interested in nature and the happenings of life. It is
informal **** to *" s thoughts from the beauty of the
Instruction flower to the God who made it Stories, songs,

and pictures may direct the thought to God and
give the truth so that the child can receive it. These, how-
ever, do not take the place of the Bible story given aright in
the Sunday-school hour.

By some means of instruction, formal or informal, Jesus
Christ and the Heavenly Father must be made real to the
child. It is as easy for a child to love Jesus Christ as to

.love his mother; but he would not love his
God Ronl mother if he knew nothing about her. When the

stories of Jesus' love and compassion are told,
the child heart naturally goes out in love for Him. "vVhen
the love of the Father for the little child is interpreted to
him and his attention is called to the daily evidences of God's
loving care, his heart responds. Even the Beginners have
burdens and sorrows, too great for them to bear alone. Tell
them of the "Friend for little children beyond the bright,
blue sky." Yet not by one or even an occasional feeding
shall they be satisfied and have sufficient for growth. It
must be day by day, again and again, "here a little, and there
a little."

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RELIGIOUS LIFE OF LITTLE CHILDREN 105

3. Expression. The child needs not only air and food,

but exercise as well, for physical strength. Exercise is like-

_ . . wise necessary for spiritual development. It fur-

Spiritual . f t J « , • i , ,
Exercise nishes the means by which the soul may express

itself. First, the impression, then the expression.
Prayer is one form of expression, service another.

Ralph was such a little fellow — only two and a half years
old, just learning to talk. No one had thought of trying to
have his baby lips say a prayer. To be sure, he knelt with
the rest morning and evening at family worship. Occasionally
he went to Sunday-school or Church. But as yet his vocabu-
lary was very limited and his sentences contained only the
emphatic words. So when bedtime came he was tucked in
bed without any attempt to have him repeat a prayer. One
night the children were not taken upstairs until it was time
for five-year-old Huber to undress. He could do most things
for himself, but his aunt preferred to be with him for his
prayer. This night she thought best to go to Hubert's room
for the prayer before undressing Ralph. As Hubert knelt at
her knee and offered his prayer, Baby Ralph came and stood
at the door. This was a new sight to him. He stood there
quietly taking in the situation. When Hubert rose, Ralph
looked into his aunt's eyes and said in his baby way, "Waf
have pwayer." So the dear baby knelt and repeated, phrase
by phrase, the simple words:

"Dear God,
Bless Waf.
Make me good boy,
Jesus' sake,
Amen."

Every night after that he had a little prayer. So simply and
naturally did he enter into the prayer-life.

The Beginners' teacher should remember that the only
prayer heard in many homes will be the one the child learns
in Sunday-school. Two are suggested as both suitable and
beautiful to be taught in the Beginners' Department:

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io6 ELEMENTARY WORKER AND HIS WORK

Morning Prayer.

"Father, we thank Thee for the night
And for the pleasant morning light,
For rest and food and loving care
And all that makes this world so fair.
Help me to do the things I should,
To be to others kind and good,
In all I do, in work or play,
To grow more loving day by day."

Evening Prayer.

"Now the light has gone away,
Savior, listen while I pray,
Asking Thee to watch and keep,
And to send me quiet sleep.
Jesus, Savior, take away
All that has been wrong to-day;
Help me every day to be
Kind and loving, more like Thee."

The expression of the religious emotions in service is vital
to the growth of the spirit. This service needs to be suggested

to the Beginner as well as directed after it is un-
dertaken. Little acts of kindness and helpfulness

in the home and in the narrow circle in which he moves will
do much to strengthen a child's religious inclinations.

III. Results

Can little children be Christians? Yes, child-Christians;
not adult-Christians. The Beginner will probably feel no great
burden of sin. His religion will not express itself in prayer-

meeting speeches, in long prayers, nor a long face.

Christian" But ne ma y ^ now an ^ love Jesus Christ as his

personal Friend, and seek to please Him because

he loves Him. As naturally as the plant opens to the sun-
shine, so does the child-heart respond to the love of God in
the face of Jesus Christ. The child should not need to be
conscious of the time when he began to love Jesus. That be-

( Frances R. Havergal.)

RELIGIOUS LIFE OF LITTLE CHILDREN 107

ginning should have been so early and so natural as not to
have left a distinct mark on consciousness.

It is all wrong to leave Christ out of the life of a child,
and let him grow up without the Savior, to wander into sin.
If this is done, with what longing the Shepherd goes to seek

Sin of *** s * am k * "** * S n0t ^ e °* y0Ur ^ atner

Neglect *h at one °* tnese Kttfe ones should perish." But,

O, the sin of making the Shepherd's search nec-
essary! "Whoso shall cause one of the little ones to stumble,
it is profitable for him that a great millstone should be
hanged about his neck, and that he should be sunk into the
depth of the sea."

Step by step lead the child to know the dear Lord, to
love Him, to speak to Him, and to serve Him. Then his fears

will be turned to reverence for God, his credulity

ofthT' 0 * lifted t0 faith and trUSt in the Heavenl y Father »
Beginners' n * s l° ve centered in Christ, and his life made
Teacher sweet, pure, joyous, and helpful. He may not
talk much about his religion, but it will be gen-
uine and, like the sunbeam, by its shining make the world
a better and a brighter place.

Lesson Outline:

I. Religious Instincts and Inclinations.

Naturally religious.

Tendencies toward both good and evil.
Interest in spiritual things.
Christ's words about children.

II. Fostering the Religious Instincts of Children.
1. By Creating the Right Atmosphere.

3. By Instruction.

Informal

Formal.
}. By Expression.

Prayer.

Service.

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io8 ELEMENTARY WORKER AND HIS WORK

IIL Results.

A child-Christian.

Bibliography:

McFariand, "Preservation vs. Rescue of the Child."
Bushnell, "Christian Nurture."
Trumbull, "Hints on Child Training."
Slattery, "The Seed, the Soil, and the Sower."

Topics for Special Study:

1. The spiritual status of the child.

2. The nurture of the child-Christian.

Topics for Class Discussion:

1. How does a child show he is naturally religious?

2. What is Jesus' attitude toward children?

3. How does the right atmosphere help the spiritual

life of a little child?

4. How may a church service be really helpful to a

child?

5. How shall a child be led to know God?

6. How shall children be taught to pray?

7. What kind of service should be expected from child-

Christians?

8. What results should the Beginners' teacher seek?

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PART II

THE PRIMARY WORKER AND HIS
WORK

By ERMINA C. LINCOLN

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PREFACE.

It is my desire to acknowledge my debt of love and grati-
tude to all who have in any way aided me in securing a
knowledge of the work of the Primary Department, and
especially to acknowledge my indebtedness to those who
through difficulties, discouragements, and opposition have
raised the standard of the Primary Department until it has
reached its present efficiency. We but mount the steps
carved for us with infinite painstaking by those who have
preceded us on the road, content if we may but add a single
mallet-stroke toward the preparation of a more perfect way
for those who shall follow us. E. C. L.

Attleboro, Mass., February, igi i.

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CHAPTER XI

THE PRIMARY CHILD

I. A Knowledge of Child Nature Necessary to
Good Teaching

i. Why knowledge of child nature should be acquired.

The little child comes to earth with the divine touch upon
him. He comes without knowledge, but with infinite capacity
goul to acquire knowledge. It is the privilege of the

Growth mother first, then of the teacher, to bring to the
child the knowledge which he needs and to train
and develop the powers of the soul that he may acquire knowl-
edge for himself. The better the teaching, the better the
equipment of the soul for growth. How necessary it is that
the mother and the teacher shall feel the divine touch upon
their own lives if they are rightly to teach and train the
little child. The child under nine is in the most impres-
sionable and plastic period of his life. There is no other
period so rich in opportunity for the mother and teacher
as this, for by frequent tests it has been proved that impres-
sions received thus early in life have been long remembered
and have had the most active influence in molding character.
The facts, then, are these: the child comes to earth with ca-
pacity to acquire knowledge ; it is the mother and teacher who
largely determine what knowledge he shall acquire; the
mother and teacher also train him to use his own powers that
he may acquire knowledge for himself; theirs is the privilege
of making the early and lasting impressions which mold his
character. Consideration of these facts leads to the conclu-
sion that the largest possible knowledge of child nature should
be acquired by all who directly influence children under nine
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ii 4 ELEMENTARY WORKER AND HIS WORK

years of age that skill and love may combine in the molding
of character.

2. How knowledge of child nature may be acquired.

It is necessary that the teacher should know as thoroughly as
possible the physical, mental, and spiritual possibilities of the
child in the various stages of his development.
fd°c «nd° Wl " 11 is not enou S h that ^ e Sunday-school teacher
Experimental should study the child's spiritual characteristics
Knowledge only — for the physical and mental are so inter-
twined with the spiritual and so react upon it that
the spiritual can not be thoroughly understood without a
knowledge of the physical and mental. This complete knowl-
edge is gained by studying the child himself and by learning
from the experiences of others through books on child study.
Most mothers and teachers know the child to a certain ex-
tent, but the knowledge is apt to be fragmentary — it comes to
them in bits and is in a way intuitive. They know facts,
not reasons, causes, and results.

3. Meeting the objections. Some have objected to the
study of laws governing child growth on the ground that
love is enough to teach them all that it is necessary to know
Knowledge * n guiding the child. G. Stanley Hall says, "Love
v«. and study in this field as in that of science go
Intuition hand in hand, each strengthening the other." And
Horace Mann says, "For what grander, holier purpose under
heaven does a human being need knowledge than the training
of childhood?" It is true that a teacher may know all the
laws governing child growth and yet fail in her teaching if
she lack the one essential of love which illuminates all these
laws and gives her a peculiar insight into the individual need
of each child. It is equally true on the other hand that a
teacher may by the very force of her love for the child un-
consciously follow the laws of his growth, having only an in-
tuitive knowledge of these laws. What such a teacher does is
of necessity done experimentally, without certainty of result.

4. The successful teacher. The goal of the teacher is

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THE PRIMARY CHILD

the spiritual nurture of the child. The teacher most suc-
cessful in rightly training the powers of the soul and in
Love and deepening the content and capacity of the soul
Knowledge * s one wm ^ e loving the child with a love
akin to the divine, studies the laws governing
his growth and regulates her teaching not only by her deep
love, but also by her knowledge of these laws. In this way un-
certain instinct becomes sympathetic insight and the teacher's
love for the child is able to accomplish more because guided
by her knowledge of the laws which determine his growth.

II. Characteristics of the Child Under Three Years

of Age

During the first three years of a child's life he is almost
entirely body and mind, with the physical predominating. He
is first a creature of instinct and impulse, without conscious
mind control, but gradually the mind begins to control move-
ment in a constantly increasing degree. The knowledge
accumulated during this period of a child's life is largely
gained through his senses. He is the product of the heritage

which his parents have given him and the home
of^nvi Ure m A uences which surround him. Character is
ronment formed through indirect teaching. It is the sense

of reverence more than the teaching of reverence
which these little children need. Just as the child uncon-
sciously imitates the manners and language of those in the
home, so he unconsciously absorbs the spiritual atmosphere
and imitates the religious customs of the adults about him.
Froebel has said: "Religious nurture must begin in early in-
fancy: long before religious instruction can be apprehended,
the unfolding soul is susceptible to religious impressions and
there the atmosphere of a child's life is of first importance."

III. Characteristics of the Child Between Three
and Six Years of Age

The characteristics of Beginners have already been treated
at length in Part I of this text, to Chapter I of which the

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n6 ELEMENTARY WORKER AND HIS WORK

reader is referred for a detailed statement. Here a very brief
statement must suffice.

Between the ages of three and six the child passes from
home instruction only, to the period of kindergarten instruc-
tion in the public school and the Beginner's Class in the
Sunday-school. It is a time of such rapid physical growth
that the fatigue point is easily reached. The broadened en-
vironment of the child's life which comes through the kinder-
garten causes an enlargement of his mental capacity. He is
still governed by his feelings and can not yet give volun-
tary attention. His imagination is very active, as is also
the instinct of imitation. The spiritual development during
Spiritual De- tn * s Period becomes noticeable. When the child
veiopment hears the story of God's love and care and un-
Becomes derstands His willingness to help him, when he
Noticeable leams kssons q{ obedience and servicet he in _

terprets the story or the lesson by that which he finds in
the home. The properly impressed lesson truth which has
been understood by the child will find expression in the home
life of the child. We must expect the lesson truths to be
expressed in a child-like way ; one of the great errors in deal-
ing with children in this period is to expect in them mature
ways of doing right We ought not to expect of the child
what we would of the adult ; children need sympathy and help
when they have done wrong, and ready forgiveness for the
wrong just as much as they need correction. Too often a
child's natural expression of the spiritual trust which he has
absorbed is ridiculed and his desire to give expression to the
truth becomes deadened. These are a few of the reasons why
the Beginners' Department is so necessary to the Sunday-school.

IV. Characteristics of the Child Between Six and
Nine Years of Age
i. The change which influences these characteristics.

In studying the development of the child between six and
nine we come to the period in his life when the Primary

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THE PRIMARY CHILD

117

teacher directly influences him. We must now take into con-
sideration the fact that a great change has been made in
his environment. In the former period we knew only the
home life and the constant guiding care of the mother.
Dawning Possibly also in that period he had been to
Independ- kindergarten, but even so he was constantly under
once the protecting care of some one older than him-

self, probably being conducted to and from the kindergarten.
The care of the kindergartner has been very much like that
of the mother. All the plays he learned were at the sug-
gestion or under the care of some older person. It is truly
a great change in his life when he begins to take care of
himself. He goes to and from school alone ; he makes friend-
ships unknown to his parents; he is held responsible for his
own conduct. There is very little suggestion as to his plays,
and many of them he learns from children on the school
grounds. Early in this period he finds that he has duties to
perform and that these must be given first place and play
second place in his program of life. The necessity of obedi-
ence to a teacher has taken a place in his consciousness
alongside of obedience to his parents. In many ways there
are distinct differences between the child in the former period
and the child we now consider.

2. Physical characteristics. Physically he is much
sturdier and stronger than in the preceding period. We find
that his growth still continues to be rapid, particularly in
height. He seems to shoot straight up into the
H eri M° f a * r > an( * rapidly outgrows his clothes. If we
Growth watch a child at play we see that all the favorite
plays consist in running, jumping, kicking, turning
somersaults, — all plays which demand strength of muscle
rather than skill. In this way the muscles rapidly become
stronger. The child's endurance is much greater now, but
his activity makes it difficult for him to be still even for a
short time, and the Sunday-school teacher should not insist
upon absolute and sustained quiet.

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The physical fatigue point is still quickly reached; more
quickly in the first part of the period than in the last To
demand that the child sit still for any considerable length
of time is positive cruelty, for all his muscles seem to be
Physical demanding exercise. The lesson period in the
Fatigue Primary Department must be short or else the
Polnt boy and girl will become restless and the class

unruly. Physical reasons are often responsible for disorder or
inattention in the class. The pent-up energy of the child
demands legitimate expression, and if the teacher finds no
outlet for this energy the child will. More often the child
becomes mischievous through restlessness than through desire
to annoy.

Some of the most usual causes of restlessness in Primary
rooms are uncomfortable clothing, uncomfortable position,
impure air, poor light, or ill-health. The remedies for
these things which so disturb the order of
of Reit- aU8e * the Primar y room > * n a s far as they can be ap-
letsness plied by the Primary Superintendent, will be
discussed in the chapter on equipment. It re-
quires extreme patience to deal with Primary children, but
if the teacher will strive always to remember that most of
the trouble springs from physical discomfort rather than
from desire to annoy, and if she be one who has real love
for the children, she will not find it so difficult to maintain
her patience.

3. Mental characteristics. The change in environment
between the last period and this one we are now studying
affects the child mentally, for it requires a rapid mental
Mental Ef- adjustment when so large a world opens to his
feet of vision. Just as the eye must adjust itself to a

Change in change of light, so his brain must adjust itself
Environment^ a change of environment. The sight and
hearing become especially acute and record many new impres-
sions on the brain.

The child now knows feeling of two kinds, sensation and

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emotion. Sensation is the effect upon the brain of the mes-
sages brought to it from the outside world through the
senses. Emotion is the response of the soul to the world
outside itself. Sensation is in the realm of the physical only,
emotion in the intellectual and spiritual realm. In the previ-
ous period the child learned largely through the senses. Sen-
Sensation sat i° n was his first great teacher; through it
and Emotion ne discovered the meaning of words : he learned
to know the word "cold" by the effect upon his
brain produced by touching an object which was cold; through
sensation he formed likes and dislikes: he learned by taste
to avoid the things which were bitter. Then emotion began
to teach him and he learned to avoid people and things which
he disliked and to seek the companionship of those he loved.
Since emotion must always find an outlet in expression, the
teacher when she has aroused the feelings must give oppor-
tunities for their expression, whether the emotion be directed
toward her or toward some object or person of whom she
is teaching. Constant appeal to the feelings without a pro-
vision for their outpouring through service tends to weaken
the power of action. Wounding a feeling will deaden it,
and too often ridicule of children causes this deadening.
The proper cultivation of the emotions will result in enlarged
intellectual and spiritual powers.

We find the power of willing and action developing in
the pupil in the Primary Class. Before now feeling has
governed all choices of the child, and it will continue to
Will govern most of them. At some time, however,

during this period the teacher will find that cer-
tain judgments as to the right and wrong are being formed
by the developing power of reason, and she will try to help
the child form the right judgments and act upon them.

The memory power is gaining strength, but it is found to be

largely a memory for general truth rather than exact facts;

for action rather than names. Many Sunday-school teachers

become discouraged because the pupil in the Primary Depart-

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120 ELEMENTARY WORKER AND HIS WORK

ment can not remember the facts which they taught nor the
names of the people in the lesson story which they gave.
In the lesson on the Good Samaritan it is far more essential
that the pupil should remember that the one whom we can
help is our neighbor than that he should be able to relate
Memory ^ exact location described and the offices of
those who passed the injured man without giving
assistance. What is true of this story is also true of the
other Bible stories to be taught. There is little or no
memory for the sequence of events and no historical sense.
This is shown by the wildness of a child's guess as to a
person's age or the length of time it takes to perform a
service. All this means that the Sunday-school teacher will
not strain the memory power of the child by requiring too
much of it in exact reproduction of facts or words, remem-
bering that the golden memory period comes later. She will
carefully present the action and the truths of a story as the
chapter on "Lesson Presentation" will show. Then she will
seek the expression of the child's emotion in acts rather than
memorized words.

The powers of imitation are still very strong, but are
largely conscious now and have a definite object in view.
An illustration of this is the delight which is taken at this
imitation a & e * n P^Y ln S school, keeping house, and in play-
imagination, ing games in which imitation of an adult forms
and Desire a large part. The imagination is strong, but is
for Approval more limited by possibility than in the earlier
years. If a story is not true, it must at least be possible.
The child is willing to accomplish hated tasks for the sake
of the approval of an adult This is a strong help in dis-
cipline, and while it grows from the love of self, it can be
made to become a virtue rather than a vice The boy will
try to win the teacher's approval by his politeness and thought-
fulness, and the girl by work neatly done, and they will tell
at home with great self-complacency of the teacher's approval.

4. Spiritual characteristics. The spiritual and the moral

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121

are so closely interwoven and have such a reaction one upon
the other that it is practically impossible to speak of them
separately. With a child the spiritual is the motive power
of the moral. That great authority Felix Adler said of
moral education, "Moral education includes two things — the
Moral and formation of right ideas and the formation of
Spiritual right habits." With a child it is but a step from
Closely the spiritual to the moral. The little child be-
Aihed longing as he most certainly does to the Kingdom

of heaven, needs no great spiritual change in his life as does
the adult, who has grown out of the Kingdom. The child
needs only a spiritual awakening. He needs only to come
to a realization and acknowledgment of God's love for him
and his love for God. The teacher should help this realiza-
tion into being, give the child opportunities for acknowledg-
ment, and should foster the spiritual growth of the child,
watching for manifestation of such growth, commending the
acts which have indicated such growth, and putting clearly
before the child those opportunities which will lead to still
greater growth.

The child now begins to know the difference between right
and wrong. We find that he readily confesses wrong-doing

unless he has lost confidence in the reception
**™ l £* g * of such a confession. Oftentimes he will come
and Wrong to us w * tn ms confession before we have even

discovered the need of one.
He now begins to form habits. The ease with which
habits are formed will differ according to the different dispo-
sitions of the children, and as Sunday-school teachers we
should realize that right habits are as easily formed as
Habits wrong ones, and should try to have right habits

formed as soon as possible. Professor James
says, "We must make habitual as early as possible as many
useful actions as we can." One thing which is a great help
to us is that the children in the Primary Department have
not yet formed any deep-seated objectionable habits.

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Because the child receives impressions readily we should
strive to make the training that of heart rather than of head ;
it is not so much the texts as the truths that the child learns

which will help him. Our greatest effort is to
and Self** build character rather than to increase knowledge.
Control Now that the child begins to recognize authority

we can teach him lessons of obedience, first to
visible authorities and then to the invisible Authority. His
recognition of authority also helps to strengthen his self-
control.

All these aids the Primary teachers have in guiding the
child in a normal spiritual development. In addition to the
characteristics mentioned, the child's entire lack of doubt
will help him to turn as trustingly to the Heavenly Father

and with as little affectation as a flower turns
A Normal itg face t the gun It . possible for the teacher
Spiritual , . » •

Development to Drln £ to the child such a conception of the

All-wise Father that the child feels an out-
reaching of his heart toward Him, and this desire will ex-
press itself in a childlike Christian life. (See Chapter X.)
May the time soon come when all Primary teachers in the
Sunday-school shall realize this as their privilege!

Lesson Outline:

I. A Knowledge of Child Nature Necessary to Good
Teaching.

1. Why knowledge of child nature should be acquired.

2. How knowledge of child nature may be acquired.

3. Meeting of the objections.

4. The successful teacher.

II. Characteristics of the Child Under Three Years
of Age.

III. Characteristics of the Child Between Three and
Six Years of Age.

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123

IV. Characteristics of the Child Between Six and
Nine Years of Age.

1. The change which influences these characteristics.

2. Physical characteristics.

3. Mental characteristics.

4. Spiritual characteristics.

Bibliography:

Taylor, "A Study of the Child."

Kirkpatrick, "Fundamentals of Child Study."

Murray, "From One to Twenty-one."

Home, "The Psychological Principles of Education."

Brumbaugh, "The Making of the Teacher."

Lamoreaux, "The Unfolding Life."

Topics for Advanced Study:

1. The early dependence upon sense contact.

2. The feeling and the will.

Topics for Class Discussion:

1. What great privilege have mothers and teachers?

2. How is a knowledge of child nature gained?

3. What makes a teacher successful ?

4. Give three characteristics of the child under three.

5. What power of the soul governs the child between

three and six?

6. How does the change in environment affect the

child of six?

7. Which of the physical characteristics of the child

between six and nine most affect his Sunday-
school life?

8. What are the strongest mental characteristics of the

child of Primary age?

9. What would you consider a normal spiritual de-

velopment for a child between six and nine?

CHAPTER XII

THE ORGANIZATION OF THE PRIMARY DE-
PARTMENT

I. The Grading of the Pupils

1. Ages included in the Primary Department. It was

once usual to find in a Primary Department pupils of all
ages from three to twelve years. Children of these ages are
Past and now divided ulto groups in small schools, and
Present Departments in larger schools, known as Begin-
ners', Primary, and Junior Departments, respec-
tively. In many Primary Departments there are still found
children under six years of age who more properly belong
in a Beginners' Department. The first step, then, for such
a school is to put these little children in a class by them-
selves, and if possible in a room by themselves known as a
Beginners' Room. This will then leave in the Primary De-
partment only those children six, seven, and eight years of
age. In this book it will be taken for granted that the chil-
dren in the Primary Department are all of strictly Primary
age, that is, that they have passed their sixth birthday and
have not yet reached their ninth. Those Primary Superin-
tendents who have the problem of providing for children who
are either younger or older than those with whom this book
deals should study carefully the Beginners' part of this book,
or "The Junior Worker and His Work," in this same
series.

2. Grade divisions. A perfectly graded Primary Depart-

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ment will be divided into three grades: the first grade com-
posed of classes of six-year-old children, the second grade
of classes of seven-year-old children, and the third grade of
classes of eight-year-old children, in each case classes being
small. The number of classes in each grade will of course
depend upon the number of the children in the Department.
On the Promotion Day nearest the ninth birthday the chil-
dren will pass from the third grade of the Primary Depart-
Accordin ment mto tne fi rst grade of the Junior Depart-
to Age ment. By this plan there is an annual promotion
for the children of the Primary Department from
one grade to the next higher. When the children of the
second grade pass into the third grade and the first grade
children into the second grade this leaves room for the en-
tering class from the Beginners' Department in the first
grade. In the case of children who are not qualified to be
graded with pupils of their own age let them be placed in
the class with pupils in whose class they are in the public
school. Any system used in the Sunday-school needs to be
elastic, for very much better results will be obtained than
would be possible with no system at all or with a rigid
system.

3. Class divisions. The best results are obtained by
dividing the children of each grade into small classes, but
even when there are only pupils enough for one class in

each grade it is better to still maintain the three
curses grades. Much more can be accomplished with
Desirable on *y s * x or eight pupils in a class than would be

possible in larger classes. Small classes are a
great help to discipline. From the grading of classes in the
Department there arises the question of allowing the teachers
to remain with the grade or to pass on with the class through
the successive grades of the Department. Unless there is
an entirely separate room for each grade, it is probably best
that the teacher remain with the class for the three years
that the class is in the Department.

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126 ELEMENTARY WORKER AND HIS WORK

II. Lesson Grading

1. Where the Graded Lessons are taught. If the Graded
Course is used in the Primary Department it becomes more
necessary than ever before to have the Department well
graded, for the lessons are so arranged that the six-year-old
pupil will have in the first year's Primary lessons those truths
which he can best understand and which are most helpful
to him in that stage of his development. The lessons as

arranged for the second year are those most
Recognixin* helpful to the sev en-year-old pupils; that is,
Development tne second grade; and the third year lessons

are those which will best help the eight-year-old
or third grade pupils. If there be some slight indications
of a separation of the grades it will be almost as great a
delight for the children to be promoted from grade to grade
as from Department to Department. This delight which
children take in work accomplished and recognized is a great
incentive to home study.

2. Where the Uniform Lessons are taught. If the
older International Lessons (the Uniform System) are used
in the Primary Department, then there should be taught

also a course of supplemental lessons which shall
mental" k e ma de one of the bases of promotion. If the
Lessons Department is graded as' outlined above, then all

the children of a certain grade will be studying the
same supplemental lesson. It is much easier for both teachers
and pupils when the time for the promotion to the next
Department is at hand if the pupils shall have taken a cer-
tain amount of supplemental work each year, especially if
this supplemental work has been made the basis of promo-
tion from grade to grade. If a pupil enters the Department
during the year and would naturally belong to the second
grade, but has never taken the supplemental work of the
first grade, or should enter the third grade but has not taken
the supplemental work of the other two grades, then that

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ORGANIZATION OF PRIMARY DEPARTMENT 127

work may easily be made up outside of the Sunday-school
hour, as would be done in the public school.

III. Officers of the Department

1. In schools without a separate room. When the
Primary class in the small school is obliged to meet in the
same room with the rest of the school, the teacher's office
The Wisdom must nee< l s be combined with that of Depart-
ofSub- ment Superintendent and often with that of
dividing secretary. She will find it a great help, however,
the Work j£ some ot jj er a( j u | t w jy meet w j th the

every Sunday, acting as secretary and general helper and
taking her place when she is obliged to be absent In a
school where there are several classes of Primary age meet-
ing with the main school, these classes had best be grouped
together in the same section of the room, each class being
composed of pupils of approximately the same age and at-
tainments. One teacher could then be elected as Superin-
tendent of these classes, a part of whose duty it would be to
direct the work of each class. To her the Superintendent
of the Sunday-school may come for specific knowledge of
the work done in those classes and to her the teachers may
look as their leader.

a. In schools having a separate room. The officers
of such a Primary Department may consist of a Superin-
tendent, Assistant Superintendent, Secretary, and Pianist, with

their assistants. Some schools find it helpful
Obtain°the to a PP°* nt a ^ so a Missionary Superintendent, a
Best Results Superintendent of Classification, a Supervisor of

Handwork, and a Director of Music. There are
cases where it is best to combine the offices, or to have other
officers than those named. In many Departments one of the
class teachers is Assistant Superintendent; in other schools
one of the class teachers acts as pianist, and sometimes
the Assistant Superintendent can act as pianist In large
Departments it is always best that those officers should not

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128 ELEMENTARY WORKER AND HIS WORK

have duties other than those naturally pertaining to their
office. If they have several duties to perform the duties
will sometimes conflict in the matter of time, or if the class
teacher has other work to do in the Department her class
may become disorderly. If each of the officers performs her
duties faithfully she will find enough to do without other
work.

3. The Superintendent. The Superintendent of the De-
partment is elected by the Sunday School Board of the local
Church, with the approval of the pastor. The other officers
of the Primary Department are also elected by the Sunday
School Board, usually on the nomination of the Primary
Superintendent.

It is well to look for a moment at the qualifications of
a successful Primary Superintendent. First, she should pos-
sess deep spirituality. She must be in constant touch with
the Great Teacher to lead His little ones aright,
uaiity The children have implicit trust in those who

are chosen to lead them, unless these leaders
by some word or act forfeit that trust. The teacher to them
represents the Christ ; they expect to see in her all the Christ-
like characteristics, and this means that she needs to pos-
sess a deep and sincere spirituality. It will not do to assume
a spirituality, for who is quicker than a child to detect any
insincerity.

The second qualification is that of love for the children,
for it is out of this love that there will grow the necessary
virtues of patience, cheerfulness, tact in dealing with the
Love and children, and insight into their lives. There are,
Knowledge However, Primary Superintendents possessing
these two qualifications who do not make a
success of their position for the reason that they do not
place themselves on the child's plane of thought. This lack
is shown in their inability to use language which the child
can understand, or in a lack of sympathy with a child's
troubles— they can not reach the child's heart. This shows

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ORGANIZATION OF PRIMARY DEPARTMENT 129

that a knowledge of children goes a long way toward
making a Primary Superintendent successful. Until we know
something of the laws of mind growth we can not be called
well-equipped Primary teachers. There are those who seem
to know instinctively how to teach and train little children —
we call them born teachers — they do by instinct what
others must learn to do; but there are more teachers who
can teach because of acquired knowledge than those who
teach by instinct The Superintendent who has studied psy-
chology and pedagogy in their simpler forms can do with
certainty what one without this knowledge must do experi-
mentally. It is invariably those whose instinct for teaching
is strong who earnestly seek the opportunity to study the
laws of mind growth and the principles of teaching.

Because of the many duties devolving on the Superin-
tendent of the Primary Department, it is well if she have
some executive ability so that she shall not be overwhelmed
Executive w * tn ^ numerous things which seem to press
Ability upon her for instant attention. The Superin-
tendent who becomes too excited to see her duties
in their relative importance has an unruly room to restore
to order. The Primary Superintendent is responsible to the
Superintendent of the main school for the work of the room
as a whole. It is she who has charge of the opening and
closing services of the Department. The teachers of the
room look to her as their leader. If changes seem neces-
sary, either of pupils from one class to another or of the
work of teaching in the class, the Superintendent must be
consulted and her decision accepted. The success or failure
of the Department will depend largely upon her. The posi-
tion of the Superintendent of the Primary Department is one
of the greatest honors within the power of the Sunday School
Board to grant, and one which is attended with great re-
sponsibility.

4. The Assistant Superintendent. The Assistant should
possess if possible all the essential qualities of the Superin-

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130 ELEMENTARY WORKER AND HIS WORK

tendent She stands second to the Superintendent of the
Department, as her name implies, and ought to be depended
upon for any service that the Superintendent shall ask of
her. In addition, she should be allotted some part in the
regular program. In the absence of the Superintendent she
will act as Superintendent for the day. She
Qualifier- must be a j ert tQ he j in the ^ neces-
tions and , . , , . J .

Duties sltles which occur during every session, such as
opening or closing a window, raising the curtain,
helping the pupil late in arrival, greeting the visitor — these
little duties which help the work of the Department to run
smoothly. She is a poor assistant who must always have
her duties pointed out to her. Whenever any need arises
in the department she should be ready to meet that need,
whatever it may be.

5. The Secretary. The Secretary should have charge of
all the records of the Department. Among the necessary
qualifications of an efficient Secretary are punctuality, regu-
larity, and accuracy. A helpful Secretary will be

tiontand" in the r °° m l0ng before the firSt child enters »
Duties will be there every Sunday, or if unable to be
there, will have some one to take her place; will
keep all records of the Department as accurately as if she
were accountable to some large business concern. The Secre-
tary should have on record a correct list of the pupils of the
Department, their addresses, the date of their enrollment, the
number of the class to which they belong, their birthdays,
the calls made upon them, and letters written. Enrollment
cards may be given the child on the first Sunday of his
attendance at the school to be taken home and filled out by
the parents. These cards should have blanks for the parent's
name, child's name in full, address, and date of birth. Some
schools also add a question concerning the parents' Church
membership. These enrollment cards are particularly help-
ful in larger towns or cities, where children sometimes drift
from the school to another without the parents' consent

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ORGANIZATION OF PRIMARY DEPARTMENT 131

6. The Pianist. The duty of a Pianist is implied in her
official title. Together with the Superintendent, she should
arrange the music for the following Sunday. She should
be alert to find new songs which would be suitable for the
Department, suggesting them to the Superintendent. In the

teaching of new songs her work is particularly
tiona and" important. A good pianist will emphasize the
Duties melody of a new piece or play the melody alone

until the children have become familiar with it.
Happy indeed is the Primary Superintendent who has as a
helper a pianist who can quickly transpose or improvise to
suit the children's voices.

7. Other officers. Great care should be used in the
selection of a Missionary Superintendent for the Primary
Department. It is not enough that the one elected should

have a knowledge of missionary endeavors and

The Mil- accomplishments : she must also know the story
sionary Su- . *
perintendent interests of childhood and be prepared to so

adapt the missionary material that the child's
interest is awakened. It is the duty of the Missionary Super-
intendent to secure the interest of the children in missions,
to instruct them in missionary methods, and to direct their
missionary activities.

In order that the Primary Superintendent may be re-
lieved of the duty of assigning new pupils to their classes
and adjusting the personnel of the classes, some schools

elect a Superintendent of Classification. The Su-
fen^Tent of perintendent of Classification should be an able
Classification judge of tne child's nature, and should possess

tact and sympathy. Possessing these three quali-
fications she will be able to assign pupils to classes and adjust
difficulties arising in classes with a minimum of friction and
a maximum of harmony. She should have absolute authority
in her department of work.

The Supervisor of Handwork should be an enthusiast
regarding the possibilities of handwork, but discriminating

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132 ELEMENTARY WORKER AND HIS WORK

concerning its quality and quantity. Not all handwork em-
phasizes the lesson truths, and not all which is helpful of
itself is practical in every school. The Supervisor of Hand-
Supervisor work must sift the good from the poor and then
of Hand- determine just how much of the good is prac-
work t j ca j j n j^j. Qwn sc h 00 i Having determined

this, it becomes her duty to plan the work, secure the neces-
sary materials, and assist the class teachers as they direct
the work in their classes.

Many of the larger schools elect a Director of Music in
the Elementary Departments — some one who is accustomed
to the teaching of songs to children. This relieves the pianist

^. , of all the duties prescribed except that of accom-

Director of , « •« « , . «

Music panying the children as they sing. The Director

of Music selects, adapts, and teaches all the songs

used in the Primary Department. Great care should be

exercised in the selection of this officer that she and the

Superintendent of the Department should have harmony of

thought concerning the quality of the songs which should be

taught.

IV. The Teachers of the Department

i. The selection of teachers. When we come to the
question of who shall teach in the Primary Department, we
find one of the greatest problems which we have to fax^e.

Some Primary Superintendents find that young
Material mothers make the best teachers. Others say

their best teachers are girls of high school age.
Sometimes we are vexed with the problem of what to do
with those who seek places as teachers in the Primary De-
partment for the sole reason that they think little children
"are so cute." Some of these girls who are so anxious to
teach will develop into good teachers with training. Persuade
them to take a training course, and when we need more
helpers in the Primary Department they will be ready for
the work.

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ORGANIZATION OF PRIMARY DEPARTMENT 133

If there is a teacher training class in the school the
Primary Superintendent will secure efficient teachers from
its list of graduates. Usually the teacher of the training
class will know which members are best fitted for work with
little children and will recommend such to the Primary Su-
Proceaaea of P er * nten( ^ ent - With no training class the problem
Selection * s difficult. Select from the adult scholars in the
school those best fitted for teaching children,
cultivate their acquaintance; if they are at liberty, take one
of them with you when you call on the pupils of the Depart-
ment ; visit the first grades of the public school and see what
comments she makes on the work done there; study in every
possible way her attitude toward children. This sifting
process will greatly reduce the list of possible teachers, but
you will have found the elect few who will be efficient Pri-
mary teachers. This method of selection will take time, but
it will in the end be time gained for it will mean that the
children will have as teachers those who love and under-
stand them.

2. A training class for Primary teachers. In schools
where there is no training class meeting during the week,
and in some schools where there is one, the Superintendent
of the Primary Department holds a weekly teachers' meeting
and as a part of its program teaches a training class, or
For the secures some one else to teach it with her as-
Teacheraof sistance. A supper preceding it, at a minimum
One School price, makes it possible for teachers employed
° nly to come directly from business. The social side

of such a gathering welds the teachers of the Department
together and helps to develop an esprit de corps. All the
officers as well as the teachers should desire to be present
in such a meeting. It is possible to make this Primary
teachers' meeting interesting and helpful, and sometimes to
include in it those who desire training with the thought
in mind that they may become teachers in the Department.
Some special study might be taken up as a supplemen-

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134 ELEMENTARY WORKER AND HIS WORK

tary text-book at these meetings as a part of the training
course; such books as Elizabeth Harrison's "Study of Child
Nature," "The Making of a Teacher," by Dr. M. G. Brum-
baugh, "The Unfolding Life," by Mrs. Lamoreaux, or "Stories
and Story-telling," by Professor St. John. Several evenings
might be spent in acquiring the art of story-telling; papers
could be prepared by the teachers upon subjects which are
not fully discussed in the text-book. Some public school
teacher might be asked to give a short talk on the topic
under discussion for the evening. A variety of ways to
make the evening interesting as well as profitable will occur
to the leader of such a class.

In small towns it is sometimes thought best to have all
the Primary teachers of the town come together for a teachers'
meeting, as in any one school there would be too few Pri-
mary teachers to make the discussions practical,
cnd^choou ^ anv towns are meeting this need by a
Combine Graded Union of Sunday-school Workers, in
which there is an opportunity for the teachers
of each Department in any one school to meet with the
teachers of the same Departuent in other schools of the
town. In places where there is no such Graded Union let
the Primary workers of all the Churches come together for
such a teachers' meeting as is outlined above and elect a
leader from their own ranks, who will assume charge of the
meeting and make all plans for it. The Graded Union, how-
ever, does not eliminate the necessity of a Primary teachers'
meeting in the local Church, for very many teachers in the
Department will be unable to attend a union meeting in the
central part of the city. Let those who can, attend the
Graded Union and bring to those who can not the fresh
impetus and original suggestions which they have received
there.

3. The duties of teachers.

Teachers should be punctual. When they come to the
school late they are more or less hurried and are unfitted

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ORGANIZATION OF« PRIMARY DEPARTMENT 135

for ready and harmonious response to the program of the
Superintendent. Besides this, they have lost the opportunity
for a few minutes' quiet talk with the children before the
opening of the session, and this is a precious opportunity
to be treasured by every teacher. When the teachers are
Teachers ^ ate * n comm £ tne Superintendent is placed under
Should As- great nervous strain as she attempts to do her
sume Re- own work and that which belongs to several
sponsibiiity teac h ers at one an( j t h e same time. In schools
where the Graded Lessons are taught the class teachers teach
the regular lesson for the day, but in schools where the Uni-
form Lessons are taught the class teachers usually teach
the supplemental lesson only. When handwork is done in
the Primary Department it is usually based upon the lesson
of the previous Sunday, therefore the Primary Department
handwork should precede the regular lesson and should be
under the direction of the class teachers.

One of the chief duties of the teacher is to call regularly
upon the children of her class in their homes.

Of these very definite duties it is easy for the Superin-
tendent to remind her teachers, but there are other ways just
as definite in which the teachers may aid the Superintendent,
but which the Superintendent may sometimes hesitate to
suggest. We have said in the previous chapter that children
imitate readily — how much depends upon the reverent attitude
of every teacher in the Department ! If the children are asked
to sing heartily, is it too much to expect that the teachers
will do the same? The Superintendent's work becomes a joy
instead of a drain upon her strength when all the teachers
of the Department give ready response to her requests and
suggestions. It is in these numberless little ways that the
teachers of the Department are enabled to make the entire
work of the Department harmonious and complete.

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136 ELEMENTARY WORKER AND HIS WORK

Lesson Outline:

I. The Grading of the Pupils.

1. Ages included in the Primary Department

2. Grade divisions.

3. Class divisions.
II. Lesson Grading.

1. Where the Graded Lessons are taught.

2. Where the Uniform Lessons are taught.

III. The Officers of the Department.

1. In schools without a separate room.

2. In schools having a separate room.

3. The Superintendent.

4. The Assistant Superintendent

5. The secretary.

6. The pianist.

7. Other officers.

IV. The Teachers of the Department.

1. The selection of teachers.

2. A training class for Primary teachers.

3. The duties of teachers.

Bibliography:

Meyer, "The Graded Sunday-school in Principle and
Practice. ,,

Burton and Mathews, "Principles and Ideals."
Sunday-school Series Leaflets, No. 4, The Primary De-

Topics for Advanced Study:

Programs for a Primary teachers' meeting.

Topics for Class Discussion:

1. What should be done with a Primary Department

ranging in age from three to twelve years ?

2. Name the desirable grade divisions.

partment.

ORGANIZATION OF PRIMARY DEPARTMENT 137

3. Why are small classes more desirable than large

ones?

4. What are the advantages of the Graded Lesson over

the Uniform Lesson?

5. How may some grading be done when the Uniform

Lesson is taught?

6. What are the qualifications of a good Primary Su-

perintendent ?

7. What are the secretary's duties?

8. Why is a training class for Primary teachers de-

sirable ?

9. In selecting teachers what do you consider the chief

characteristic for which to look, and why?

CHAPTER XIII

EQUIPMENT

I. In Schools Where the Department Has No Sep-
arate Room

z. How to make the best of the situation. While all
that is absolutely necessary in the way of equipment for Pri-
mary work is a place in which the children who come to the

Sunday-school may meet, there is much that, is
Present ne ^P^ u ^ without which we can not do the best
Conditions work. Teachers who have no separate room in

which to teach the Primary class are handicapped,
but they will find opportunities for improving their conditions
if they search for them. If the corner of the room in which
the class meets is dark, try to secure a lighter corner; if the
class is at the front of the room and the parents interfere
with the Primary teacher's discipline, try moving into the back
corner of the room. If the Church is not willing that cur-
tains should be used to separate the class from the rest of the
school, perhaps a screen could be used during the session of
the school and then put away. In a school where there were
side seats near the platform, in which the Primary class met,
the Church was not willing to allow the corner to be either
curtained or screened. The inventive Primary Superintendent
therefore moved the piano to form a screen between the class
and the main school and also obtained the consent of the
Church to have the pews in that corner sawed off so that the
children could touch their feet to the floor.

2. How to augment the lesson teaching. Although the
teacher is only screened from the rest of the school, she may

138 *

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139

use the blackboard, have handwork done, and have rest exer-
cises without interfering with the other pupils in the room.
The screen itself may be made of blackboard cloth or of
denim, with a blackboard to form the top. The little chairs
or the pew seats may form the handwork tables, the children
Making the kneeling in front of them to do their work, using
Place as cardboard to rest their work upon. Where a sep-
Separateas arate room has seemed impossible, some teachers
Possible have used a vestibule. In one school the teacher
has an entirely separate session of the Primary Department in
this way: she locks the outside door and the pupils of the
school all come in at another entrance. In other schools the
Primary class sits in front during the opening services, but
goes into the vestibule during the lesson teaching. There is
at least one school where the Primary Department meets in
an unused choir gallery at the back of the room, and in an-
other school the Primary class meets on the school steps
during the warm weather. In the summer Primary classes
have been known to meet in a tent on the lawn. Where there
is a will there is usually a way.

II. In Schools Where the Department Has a Sep-
arate Room

1. The room itself. Very few Primary Superintendents
can have exactly the kind of room best suited to the needs
of the Department, but there are many ways in which the
Location room tney * ee l obliged to use may be made at-
and 8ise tractive by adapting the equipment of an ideal
Primary room. Because building committees are
realizing the needs of the Primary Department as they did
not in the past, they will more frequently consult with the
Primary Superintendent before allowing the architect's plans
to be executed. It is always best to have the Primary room
on the first floor of the church building, with a separate en-
trance, if possible. If the Primary Superintendent is con-
sulted about the planning of the room she will almost in-

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140 ELEMENTARY WORKER AND HIS WORK

variably say, "Make the room large enough to allow for the
growth of the Department." The Departments are hampered
by lack of room. Whenever possible, the room should be on
the side of the church which gets the sun in winter at the
hour when the school meets.

It should have a good number of windows, all of which
can be opened at the top. These windows should have plain
glass and shades. There should be a good system of ventila-
Waiisand t * on * ^ ro ^ Kirkpatrick says that more teachers
Floor m discipline because of improper and poor

ventilation than from any other cause. Tinted
walls are much better than plain white. Many schools have a
large blackboard built into the wall. When this is done the
placing of it should receive attention, for the blackboard, how-
ever expensive, is of no value if the child can not see it to
advantage. See that the board is either opposite the windows
or at the end of the room, never between the windows. A level
floor is found to be best in the Primary Department, or in the
case of a large Department, one very slightly raised.

It seems best to have a room entirely separate from the
main school because of the interference which the singing of
one Department makes with the quiet of the other. A great
many Sunday-school workers, desiring to throw
Connection twQ rooms j n t 0 one f or special services, ad-
Main School vocate having the room separated by a rolling
partition or large folding doors. This is a ques-
tion which each local school must decide for itself, but the
weight of opinion among Elementary Grade workers is upon
the side of having the room entirely separated that the greatest
amount of help may be given the pupils while they are in
Sunday-school. Whenever possible, there should be a separate
toilet room for the exclusive use of pupils in the Beginners'
and Primary Departments.

In the Sunday-school the rich and poor children should
meet and mingle freely without distinction of social standing.
In order to promote this feeling of comradeship and equality,

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EQUIPMENT

141

the outside wraps must be removed before the Sunday-school
session begins. The contrast in the quality of the outside
clothing is quite marked, but contrast is less noticeable

when the children remove their outside wraps,
a Place for° f ^ S a matter °* comfort a fe°> the children should
Wraps not s fr "i tne clothing which they wear outside,

for this will make them uneasy and very liable
to take cold. If a separate coat room is impossible, hooks
for the clothing may be placed in the vestibule leading to the
Primary room.

a. The arrangement of the room. In a large Department
it is usually necessary for the Superintendent to have a slightly
raised platform on which to stand if she is to look into the
faces of all the children. This platform should

ConMw-"* be P laced at the side of the room awa y from the
ations windows or at the end of the room. The best

place for the platform depends largely upon
where the entrance to the room is. If possible, the entrance
should be opposite the Superintendent's platform or desk, but
it should never be back of the Superintendent. The chairs
should be arranged in groups facing the platform. They
should be arranged with aisles between the grades. This will
bring into the front row the chairs of the children in the
first grade, in the center of the room the second grade chil-
dren, and back of them the third grade children. The secre-
tary's table or desk should be at the entrance door. On the
platform should be a table or desk for the use of the Superin-
tendent, and at the side of the platform a piano. If a song
roll is used it should be hung where the pupils can see it
without straining their eyes.

3. The furnishings of the room. For sanitary reasons
some teachers prefer an uncarpeted room, in which case rubber
Carpets **^ s s ^ ou ^ ^e P^ aced on tne chairs that the noise

may be deadened. Most teachers believe that the
Primary room should be carpeted whenever possible. The
influence of an uncarpeted room upon the children is not in-

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142 ELEMENTARY WORKER AND HIS WORK

spiring. In visiting two schools on the same day, one where
a carpet is provided and one without a carpet, the difference
in the order of the school and the noise made by moving about
is very evident Reverence and noise are seldom found to-
gether, and a carpetless room is a noise-breeder.

Every Primary Department should have small chairs for
the use of the children. These chairs may be purchased in
slightly varying heights, the smaller ones for the six-year-
Chairs °^ cn *ldren anc * larger ones for those seven and
eight years old. Chairs should also be provided
for the adult visitors, and there are some Sunday-schools
which provide two or three rocking-chairs at the back of the
room for the use of mothers who visit the Department with
the Cradle Roll babies in their arms. It is found that many
more mothers with babies visit the Department when rocking-
chairs have been provided.

In many Primary Departments will be found an old organ

instead of a piano. There are so many reasons why a piano

is to be preferred that if the school does not provide one,

it is worth while for the Department to secure
Piano , . _ _ . . .

one by its own efforts. It is much easier for the

children to learn a new hymn after hearing it played upon
the piano than it is after hearing it upon the organ or any
other musical instrument. The piano emphasizes the melody
as the organ does not. The children's voices are much more
distinct with the piano, and the children sing with more ani-
mation than they do with the organ accompaniment.

The Primary room should be provided with a good black-
board. There are very few Superintendents who are artists,
but there is not one in the world who will not find many

. ^ , occasions to use the blackboard in connection with
Blackboard

her lesson teaching. It makes a vast difference to
her what kind of a blackboard is provided, and the school
which provides the Primary Department with a good slate
board is doing the Department a great service. A poor black-
board has led in many Departments to a neglect of blackboard

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EQUIPMENT

143

work. The school should also provide chalk and an eraser

for the blackboard and not leave it to the Superintendent to

provide them from her own purse, as is often done.

The Superintendent should be provided with a desk or

table with drawers. There are always illustrative pictures,

curios, and simple devices for gaining or holding the attention,

_ , _ . and many other little things which the teachers

Superintend- _ 0 .

cuts' Desk or Superintendent have used m the class and

which will again come into use with some future
lesson. Often Superintendents are obliged to carry these back
and forth from home to school for the lack of some suitable
place under lock and key where they may be kept in the school-
room. Then, too, there will be the Superintendent's own
memorandum of changes to be made before the next week
and suggestions which she wishes to make to one or another
of the teachers. These are her own property and should not
be left lying loose for any chance visitor to read, nor should
she feel obliged to carry them home with her.

If handwork is to be done in the class, it is very necessary
that either shelves, stout cardboards, or tables be provided
upon which the children may work. If it is decided to use
tables, small round ones are best for the purpose, and there
should be a drawer to each table in which the handwork
Provision for mater * a * ma y ^ e kept, there is no drawer in
Handwork ^ e ta We when purchased, a carpenter may easily
put one there, and the advantage of having one
will more than repay the expense. In lieu of the drawers,
a cupboard with compartments for the property of each class
should be provided. Some Sunday-schools will find it more
convenient to have shelves built around the walls of the room
low enough so that the children may be seated at them.
This does away with the necessity of having tables ; and often-
times the tables, which are most helpful in the period for
handwork, are decidedly in the way during the other work
of the session. These shelves may be supported by folding
brackets, so that when the period for handwork is over the

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144 ELEMENTARY WORKER AND HIS WORK

brackets may be folded against the wall, allowing the shelf
to drop. If given a finish corresponding to the woodwork
of the room the shelves will not detract from its appearance.
When the shelves are used, each class should have its box
in which handwork materials are kept In Primary Depart-
ments where every foot of space is needed the shelves often
solve the chief difficulty in the way of having handwork done.
In schools having neither the tables or shelves, the children
rest their work upon stout cardboards.

There ought to be a clock in every Primary Department
placed in such a position that the Superintendent and teachers
can see it easily. If the Superintendent depends upon her
Clock watch to regulate the time given to each part of

the program she will often find that her watch
differs from the clock in the main school. It is the duty of
the one who regulates the clock in the main room to see that
the clock in the Primary room agrees with it The teacher and
the secretary will need to depend upon the same timepiece as
the Superintendent if the program is to be carried out with
clocklike regularity throughout the entire school.

Whenever possible, there should be flowers in the Primary
room. The children love to have them there, and surely
flowers are a great help in making the room attractive to
those who come into it. If it is impossible for
flowers to be provided for the use of the Primary
Department exclusively, sometimes the Church bouquet may
be borrowed for the time of the Sunday-school session. The
best plan is to have flowers which can be sent to sick members
of the Department at the close of the school. In the spring
and summer it is not difficult to have these, for the children
will gladly keep the room supplied with the flowers which
they have picked, both wild and cultivated. Some Primary
Departments have a fund for the purpose of buying flowers
to be sent to the sick; the teachers of the Department are
the contributors to the fund. These flowers are sent to the
school before the session, brightening the room until the close,

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145

when they are taken by one of the pupils or one of the

teachers to the member of the Department who may be ill.

4. The supplies for the Department. All the supplies

necessary to the Department should be provided by the school

with a place where they may be safely kept. Aside from the

lesson supplies there must be supplies for hand-
Handwork , ,

work, such as pencil, paper, crayons, and paste;

sheets or books of music, and the helps for the teachers.

The pictures to be used while teaching the lesson may
be kept in good condition by slipping them into a frame made
especially for the purpose, the frame to be used Sunday after
Lesson Sunday. One such frame is made by taking an
Pictures ordinary picture frame of the right size, cutting
a cardboard back to fit the frame securely and
fastening it in with tiny cleats. To change the picture, all
that will be necessary is to turn the cleats, remove the card-
board, put another picture in the place of the one already
used, and fasten it in by putting the cardboard back in place.
Another kind of frame for the same purpose is made by
passe-partouting a picture mat to a cardboard of the same
size, leaving an opening at the top to put the picture in as
it is used. If the pictures are not strengthened in some such
way they will become worn with handling, and as they are
to be used year after year they should be kept as clean and
flat as possible. If they are mounted on cardboard they will
soon become soiled, but using a frame will protect them in
every way. The lesson pictures should not be shown until
the Sunday they are used or else they will lose in interest.

Among other necessary supplies for the Department are
a Bible, which should be the property of the Department

Additional aiK * s ^ ou ^ ^ ave a P^ ace on tne desk °* tne Super-
Supplies intendent; a record book and card index for the
secretary; a birthday bank to receive the birthday
money brought by the children — glass is to be preferred, for
the children like to see the money accumulate; and boxes or
baskets for the offering.

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146 ELEMENTARY WORKER AND HIS WORK

It is unquestionably true that the pictures upon which we
look unconsciously influence our thought and motives. This
is especially true of children for the reason that they are in
the formative period of their lives, when everything about
them is influencing them. There is need of having good pic-
Waii tures upon the walls of the Primary room, pic-

Pictures tures which will give the children a love for the
beautiful, pictures so true to life that the children
will find themselves in studying them. The story is told of
a little Jewish girl in a New York kindergarten who for the
first time saw a picture of the Madonna and Child. She
looked long upon it and finally said, "I just love that Baby;
who is He?" For the first time she heard the story of the
Christ-child, and it was the picture which made her want to
know about Him. Madonnas, pictures of the Christ-child,
beautiful nature pictures, pictures of home life, and others of
the same nature are particularly helpful for the Primary
room. It is a good idea for any Church to have the pictures
of its former pastors, but the place to hang them is not in
the Primary room. They mean nothing to the children, while
to the Adult Department they will be full of meaning.

Lesson Outline:

I. In Schools Where the Department Has No Sep-
arate Room.

1. How to make the best of the situation.

2. How to augment the lesson teaching.

II. In Schools Where the Department Has a Sep-
arate Room.

1. The room itself.

2. The arrangement of the room.

3. The furnishings of the room

4. The supplies for the Department

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147

Bibliography:

Black, "Practical Primary Plans/'
Wray, "The Beginners' Department."

Topic for Special Study:

Sunday-school architecture with special reference to the
Primary Department.

Topics for Class Discussion:

1. Suggest ways in which a Primary class, meeting in

the same room with the adult school, may better
its conditions.

2. What is the best location for a Primary room?

3. Make a diagram of the best arrangement for a

Primary room.

4. Give reasons for and against having a carpet in the

Primary room.

5. What furnishings relate especially to the work of the

Superintendent ?

6. What provision is necessary for handwork?

7. Give plans for preserving the lesson pictures.

8. Why should there be especially good wall pictures

in the Primary Department?

9. Who should furnish the supplies for the Department ?

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CHAPTER XIV

THE LESSON: MATERIAL AND IMPORTANT
TRUTHS

I. The Chief Source of Material

1. The Book. The most important part of the session in
any Primary Department is the lesson. About it all the other
work of the session is grouped. To the lesson the Primary
The Child's teacner gives her best thought, for it is her oppor-
Own Book tunity to teach directly the Bible truth. As Sun-
day-school workers our chief material is in the

Bible. There are some teachers who think that Biblical
material is difficult to teach to children, but Dr. H. H. Home
has said: "The Bible is the child's own Book, for in it are
children, talking animals, moving narration, dramatic action,
and vivid imagination. In it, too, is the story, the best vehicle
of truth for the mind of a child. The problem is only one
of selection. Give the Bible a chance to attract children
through its children and you will not have to prescribe its
reading." It is this wonderful Book which furnishes the
material for the lessons of the Sunday-school.

2. The lesson. The lesson is that portion of the Bible
material which is selected for special study. There are two
courses of lessons now in general use, the International Graded

Lesson Course and the International Uniform
Courses Lesson Course. While the Uniform Lessons come

first in point of age, the Graded Lessons have
excelled them in merit, and so throughout this book Graded
Lessons will be given the precedence. The difficulty of adapt-
ing the Uniform Lessons to the spiritual needs of the pupils

148 7

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MATERIAL AND IMPORTANT TRUTHS 149

in the Beginners' Department brought about the authorization
of a special Two-year International Course of Beginners' Les-
sons. This was the first step toward the complete course of
Graded Lessons. Finding this Beginners' Course practical and
helpful, at the urgent request of many Sunday-school workers
and educators the International Lesson Committee were
authorized to prepare a Course of Graded Lessons for the
entire school. Primary teachers are now availing themselves
of this Course of Lessons for use in their Department. This
Course of Graded Lessons does not do away with the Uni-
1 form Lessons for those who desire them, but is a substitute
course provided for those schools which prefer to use it.
The purpose of the Graded Lessons, as stated, is "To meet
the spiritual needs of the pupil in each stage of his develop-
ment."

II. Graded Lessons

1. Their scope and purpose. In the Lessons which the
Graded Course provides for the Primary Department no his-
torical sequence of events is preserved, but instead a general
The Themes t * ieme 1S selected and several lessons are taught
Selected. but one centra ^ truth. The themes se-

lected are those which make their own ap-
peal to the child. For instance, under the general theme,
"God the Protector," are lessons on "The Baby Jesus Saved
from Danger," "The Story of the Baby Moses," "Hiding a
Boy King," "Review," "A Lonely Hiding Place," "Led by
a Pillar of Cloud and Fire," "The Story of Jacob's Ladder,"
"Review." Pupils of the Primary Department are able to
apply in their own lives the truths of the lessons selected for
this course, and this means greater spiritual development.
Having several lessons grouped under one theme leads to
the constant review of the one truth, helping to impress that
truth on the mind of the child as is not possible when a dif-
ferent theme is presented each Sunday. Superintendents and

teachers in schools where this Course of Graded Lessons is

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ISO ELEMENTARY WORKER AND HIS WORK

being taught are enthusiastic about it and the children find
greater delight in the lessons and learn more from them than
before.

A Primary teacher may visit any other Primary Depart-
ment using the Graded Lessons and find the same lesson being
taught in that Department as is being taught on the same
Sunday in her own school Although at the
Overcome teachers' meeting the exposition of no one lesson
will help the teachers of the entire school in their
lesson preparation for the next Sunday, the introduction of
the Graded Lessons will be likely to lead to a discussion of
principles and methods. These lesson principles can then
be applied to the teaching of any lesson in any Department
of the school This will be in the end far more helpful to
the teachers than the exposition of any one lesson could pos-
sibly be. (For the further treatment of the Graded Lessons
read Leaflet 14 of the Sunday School Series Leaflets, published
by The Board of Sunday Schools.)

III. Uniform Lessons

1. Advantages claimed. Many Primary Departments have
been using the International Uniform Lessons, and some
schools still continue to use them. In these lessons the same
The Same material is used in all Departments of the school.
Lesson for The advantages claimed for this system are : the
au Members children in the home are studying the same lesson
of the Family that the older mem b er s of the home study, in this
way the older members of the home may help the younger
ones without any special study; a visitor to the Sunday-school
finds the same lesson taught in all of its Departments; if a
review is desired in the school, the whole school may assemble
and be reviewed on the one lesson; in teachers' meetings the
discussion of the lesson for the next Sunday is helpful to
the teachers of all Departments.

2. Disadvantages. The Uniform Lessons have their dis-

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MATERIAL AND IMPORTANT TRUTHS 151

advantages, especially in the classes of younger children. A
lesson which is very well suited to the needs of the adult
portion of the school may have little in it which is suited
to the needs of the younger children; this makes it very dif-
Difficuityof ** cu * t * or ^ e teacner t0 adapt the lesson to the
Adaptation spiritual needs of the child. It has been the
method of the Lesson Committee in preparing
the Uniform Lessons to cover the Bible in six years' lesson
study, spending almost equal time between the Old Testament
and the New Testament. By this method it has been neces-
sary to omit many Bible incidents and narratives, so that
after a study of several years on the Uniform Lessons a pupil
has little knowledge of the consecutive events of the Bible;
his knowledge consists rather of a number of poorly related
facts and truths. With a different lesson truth to be learned
each Sunday, the children in the Primary Department can
not master it, and they also find it difficult to remember for
any length of time.

IV. Supplemental Lessons

1. Their value and arrangement. Supplemental Lessons
are now in general use where the Uniform Lessons are taught.
These Supplemental Lessons have been arranged to meet

the varied needs of the children in the Ele-
fbrpfomo- mentarv Grades particularly. Leaflet 11 of the
tion Sunday School Series Leaflets published by The

Board of Sunday Schools gives a further treat-
ment of "Supplementary Lessons for Elementary Grades."
The lessons are planned for a certain amount of work to
be accomplished each year, and this is intended to be made
the basis of promotion from grade to grade and from De-
partment to Department. For the Primary Department these
lessons consist of Bible verses which the children learn after
they have been carefully explained by the teacher. These
verses are selected because they embody certain fundamental

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152 ELEMENTARY WORKER AND HIS WORK

truths which the pupils need to know, and the teacher should
not only teach the words of the verse, but should see that
the explanation of the meaning of the verse is clearly under-
stood by the children. Usually these Supplemental Lessons
are taught by the class teachers of the Department. This
course for the Primary Department is followed by a course
of supplemental studies for the Junior Department which aims
to give a more specific knowledge of the Bible in general and
the books of the Bible and their contents in particular. With
this course of Supplemental Lessons in the school it is pos-
sible to give the pupil a far more systematic and specific
knowledge of the Bible than is possible when the Uniform
Lessons alone are in use. The essential truths and almost
all of the texts used in the Supplemental Lessons referred to
have been incorporated in the new Graded Lessons, thus mak-
ing the Graded Lessons complete in themselves.

V. Material Other Than from the Bible

i. Stories for special occasions. While the Bible material
is the material used principally in the Primary Department
of the Sunday-school there is other material which may most
helpfully contribute to the child's understanding

theSu 8 er of the Bible truths * Where the Graded Lessons
intendent are tau 8 nt by the class teachers the Superintendent
will find it possible to do more story-telling than
formerly. Let every patriotic occasion be noticed in the
Primary Department by a well-told story. Holidays and spe-
cial days give the Superintendent another opportunity to con-
nect the Sunday-school with the vital interests of the child's
life. Since the day when school opens and the day it closes
are very great occasions for the children, let an appropriate
story be told in the Primary Department of the Sunday-school
on the Sunday preceding them. On other days the Superin-
tendent may tell a missionary story, a nature story, or some
other story which is either in line with the child's special in-
terest at the time or in line with the lessons to be taught
that day. 7

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MATERIAL AND IMPORTANT TRUTHS 153

2. Stories that illustrate lesson truths. Stories other
than the lesson story will come into the lesson presentation,
for sometimes the point of contact with the children will be
through a story like the truth of the lesson. Possibly the
application will be made by the story of another child who

applied the lesson to his life. Children try to see
c5as« by themselves by comparison and they are constantly
Teachers comparing themselves with the children in the

story. The Primary teacher teaches the children
during the period when they are especially fond of stories,
and she may use the story as an instrument for the building
of character. It is said of a little girl that she told her mother
she loved her Sunday-school teacher because she was "such a
great story-er." In the public school opportunity is given the
child to re-tell the story to the teacher, thus fixing it firmly
in mind; in the Sunday-school the same thing is accomplished
when the children re-tell the lesson story as a review. Special
opportunity for the re-telling of stories by the pupil is given
during the study of each general theme in the Graded Course.

3. The selection of stories. There are certain things
which the teacher should keep in mind in her selection of
stories for use in the Sunday-school. Children are more in-
Factstobe terestec ^ at tne Primary age in stories of other
Remembered children than in stories of adults. All stories

must be upon the plane of the child's experience.
When a story is used in connection with the lesson story
for the purpose of adding clearness it must suggest the same
truth as that embodied in the lesson story. The same is
true when a story is used as an introduction to the lesson.
Two unrelated stories will only add to the child's confusion,
but sometimes two stories clearly setting forth the same truth
will aid in giving the child a better conception of that truth.

4. Where to find good stories. Many teachers ask where
they can find good stories to tell the children. Many beauti-
ful Bible stories may be found in the Berean Graded Primary
Lessons by Marion Thomas. Other excellent collections are,

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154 ELEMENTARY WORKER AND HIS WORK

"Kindergarten Bible Stories," Cragin ; "Children's Treasury of
Bible Stories," Gaskoin; "The Garden of Eden," Hodges. 1
Of course many of these stories will have to be adapted to
the particular class to which they are to be told, but that is
not difficult for the teacher after a little practice. True stories
of mission fields are easily adapted for telling to children
and are of never-failing interest to them.

VI. Missionary and Temperance Material

1. The need of missionary and temperance teaching.

The subjects of Missions and Temperance need special teach-
ing in the Primary Department. To the Primary teacher
Ability to comes the first great responsibility in teaching
interest these subjects, and if her work is faithfully and
Grows from carefully done it is her privilege to sow early
Knowledge ^ see( j s Q f interest in these two great causes.
It is generally accepted as the first of the laws of teaching
that the teacher must know that which she would teach. With-
out knowledge on the subjects of missions and temperance
it will be well-nigh impossible to interest the children in these
subjects; the converse is fortunately true, however, for a
knowledge of these subjects makes it easy to interest the
children in them.

2. Missions. The ways in which missions may be taught
interestingly in the Primary Department are only limited by
the willingness of the Superintendent and teachers to adapt
Making Mis- to tne understanding of the children the number-
sions inter- less stories and devices which are easily procured,
estingand The question of how often missions should be
instructive p resen t e d in the Primary room is frequently

1 Two good general collections of stories are found in "How to Tell
Stories to Children" and "Stories to Tell Children," both by Sarah Cone
Bryant. A good bibliography of lists of stories is found in "Helps in
Library Work with Children," published and supplied free by the State
Board of Education, Hartford, Conn. Consult especially a list of "Good
Stories to Tell Children Under Twelve" (5 cents), Carnegie Library,
Pittsburg. 7

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MATERIAL AND IMPORTANT TRUTHS 155

asked. The Methodist Episcopal Church makes definite pro-
vision for missionary teaching, for it organizes every Sunday-
school into a missionary society. One Sunday a month is set
aside as Missionary Sunday and should be observed as such in
the Primary Department as it is in the other parts of the
school In the Graded Lessons there are certain distinctively
missionary lessons in the second year's course, as also else-
where in the series. These will be taught by the class teach-
ers as are the other lessons of the course. Aside from this
regular teaching, there will be many times when a missionary
story may be told to illustrate the lesson, or a missionary
song be sung or mention made of the missionary use of the
offering. In schools using the Uniform Lessons the program
may be varied on Missionary Sunday by having the class
teachers teach the regular lesson for the day, taking about fif-
teen minutes to do so and letting the Superintendent teach the
missionary lesson in place of the Supplemental Lesson. Do
not limit the missionary teaching to that of either the Home
or Foreign Field. The children should have an interest in
and give toward both Home and Foreign work. Remembering
that the child's interest aroused by the impression made must
lead to expression on his part, ways in which his interest may
express itself in service should be provided by the teacher.

3. Temperance. There are a great many teachers who
question the advisability of teaching temperance in the Pri-
mary Department, but perhaps a little thoughtful consideration
of the subject would convince them of the need.

The Need But— you ask— does the child under nine, that
And How to .

Meet it little innocent child, need temperance teaching ?

What of the crimes committed by children of
which the newspapers are so willing to keep us informed?
What of the boy of nine who told his teacher that he missed
the saloon after it was burned because he always had a glass
of beer on his way home from school? What of the Junior
boy who came drunk to Sunday-school one Sunday? What
of the methods in vogue with saloon keepers of treating the

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156 ELEMENTARY WORKER AND HIS WORK

boys whenever they have a chance? When will the tempta-
tion come to children in your class — can you tell? With the
children in the Primary Department the positive rather than
the negative side of the matter must be presented. Teach the
virtues of temperance rather than the woes of intemperance.
Do not dwell with these little children on the horrible pic-
ture of the man who reels in intoxication so much as upon
the manly, clean-looking fellow who neither drinks, smokes,
nor uses tobacco in any form. The Primary child needs les-
sons on self-control and the making of right choices as a
foundation, and such lessons are very strongly given in the
Graded Lessons. Give them an ideal toward which to look,
for they are all great imitators at this period in their life.
For those teachers who are looking for good temperance ma-
terial there is a book- by Miss Mabel Freese, "Temperance
Helps for Primary Teachers," which, although written for
the help of the public school teacher, is full of good material
for temperance teaching in the Sunday-school and is strong
in its positive truths. Another book is by Miss Belle Brain,
"Weapons for Temperance Warfare." The Sunday-school De-
partment of the W. C. T. U. issues in leaflet form helps for
Sunday-school teachers on the same great problem. The Pri-
mary Superintendent or teacher who systematically teaches
temperance soon finds it her joy to do so, and she will find
that even in the Primary class there is opportunity to press
home its truths.

Lesson Outline:

I. The Chief Source of Material.

1. The Book.

2. The lesson.
II. Graded Lessons.

i. Their scope and purpose.
III. Uniform Lessons.

1. Advantages claimed.

2. Disadvantages.

MATERIAL AND IMPORTANT TRUTHS 157

IV. Supplemental Lessons.

1. Their value and arrangement.
V. Material Other than the Bible.

1. Stories for special occasions.

2. Stories that illustrate lesson truths.

3. Selection of stories.

4. Where to find good stories.

VI. Missionary and Temperance Material.

1. The need of missionary and temperance teaching.

2. Missions.

3. Temperance.

Bibliography:

Trull, "Missionary Methods for Sunday School Work-
ers."

Griggs, "The Children of Mission Lands."

Topics for Special Study:

1. The advantages of the Graded Lessons.

2. A missionary program for the Primary Department.

Topics for Class Discussion:

i % What makes the Bible the children's Book?

2. What is the purpose of the Graded Lessons and how

is it accomplished?

3. Of what value are the Supplemental Lessons?

4. How should the Supplemental Lessons be taught?

5. Name four uses of the story.

6. How should stories be selected?

7. How may the missionary and temperance topics be

made interesting to children?

8. What method should be used in presenting the tem-

perance question to children?

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CHAPTER XV

THE LESSON: PREPARATION AND PRESEN-
TATION

I. Lesson Preparation

1. The teacher's necessary equipment. There are three
things which should be a part of every teacher's equipment:
first, knowledge of the child, or the activities of the soul

through which the child learns ; second, knowledge
of°Th^e d * e of ^ e subject matter to be taught— in the case
Subjects °* the Sunday-school teacher, general and specific

Bible knowledge; third, knowledge of the laws
and processes of teaching. The teacher may know the child
and know the subject, but she must also know how to
transmit her knowledge to the child so that its truths may
become living realities in the child's life. Her knowledge of
the child and of the subject is of little value to her as a
teacher unless she is able to become the connecting medium
between the two.

2. Educational principles. Underlying all educational
principles are psychological laws, the laws which God has fixed
for the growth of the human soul. A study of these laws

should, then, precede the study of the educational
wwchThe P" nci P les based u P° n them. These laws have
are Based 67 been on ^ v nm ted at m the fi rst chapter of this

book, but further study will aid the teachers in
seeing them more clearly. From a study of these laws
educators have enunciated educational principles upon which
the teacher bases her teaching processes either consciously or
unconsciously. For instance, in the first chapter it was stated
that knowledge is largely gained during the first years of a

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PREPARATION AND PRESENTATION 159

child's life through sense contact. This is a statement of a
psychological law. As the child handles objects he gradually
learns the names by which the adult refers to the object.
As he begins to distinguish the qualities of the object he
learns to apply to these qualities the names which are given
them by adults. For example: the child is given an apple,
and as he handles it hears it called an apple; later when
shown an apple he recognizes it as very similar to the object
which he has handled, and so gradually he learns to know
and name an apple when he sees one. As he feels the sur-
face of the apple he finds it smooth as compared to the
surface of other objects which he handles, and by hearing
the word "smooth" applied to the surface of the apple and
to other objects having the same quality of surface he grows
able to recognize that quality, giving it the name applied by
the adult. In this way the child acquires the language of the
adult. This method of teaching reaches its largest use in the
kindergarten. Again, we stated in the first chapter that chil-
dren live largely in the realm of feeling. From this law
Pestalozzi draws the conclusion that "I had to arouse in
my pupils pure, moral, and noble feelings so that afterwards
in external things I might be sure of their ready attention,
activity, and obedience." Therefore, instead of trying to
suppress the feelings of the child, teachers follow the method
of Pestalozzi and try to train and cultivate those feelings
that they may produce right action on the part of the child,
an illustration of one of the greatest of educational principles.
There is not sufficient space in this chapter for an adequate
discussion of the subject, but the teacher will find such dis-
cussion in any good book on the subject of pedagogy.

3. General method. With some knowledge of the edu-
cational principles which are based upon the psychological
laws of soul growth, we come to the general method of
lesson preparation. The teacher must have a general knowl-
edge of the lesson material which she is to teach. She must
prepare her own heart-life for the great task before her of

i6o ELEMENTARY WORKER AND HIS WORK

reducing the material and truths of the lesson to terms of a
child's understanding and appreciation. If the teacher selects
certain hours of the week and reserves them for lesson plan-
ning she will not be left Saturday night with no idea of what
she will teach on the morrow. To set aside a time for lesson
Thorough planning and to strictly adhere to that time will
Knowledge save the teacher no little trouble. If the time
of Material se t for the lesson preparation is early in the
to be Taught week> ^ ^ ^ wJU bfing ft weakh Qf m ^

tration for the lesson truth. The teacher should read the
lesson passage from the Bible itself, following out the mar-
ginal references and supplementing with original study from
other sources. Many teachers make the mistake of going
directly to the lesson development as found in some lesson
help, and this hinders them in original and unhampered lesson
preparation. Some teachers think it not necessary to study
so broadly when preparing to teach in the Primary class, but
surely all the material possible must be thoroughly studied
if the teacher would see the truth in all its lights and present
to the children a clear, forceful story of that truth. It is
hardly possible for the teacher to get too much knowledge
of her subject if she is to prepare an interesting lesson story.

4. Special method. We now come to the special method
of lesson preparation. Taking the text as it is given us we
fit it for the child's understanding. If the truth is negatively
Ad tin the ex P resse( * m ^ e text we must make our statement
Material* " °* positive, if it is abstract we must make it
concrete, and then plan how the impression re-
ceived through the teaching may lead to expression in the
life of the child. In the Uniform Lessons it often happens
that the Biblical material selected contains the negative or ab-
stract statement of the lesson truth. If, for example, the
lesson should be found in Matthew 11:20-30, a lesson of
warning and invitation, the teacher should dwell upon the
concluding verses so that the child would go home with
the invitation emphasized in his mind instead of the wrongs

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PREPARATION AND PRESENTATION 161

which made the warning necessary. Or, if the lessons of tem-
perance be taught, do not impress the woes of intemperance,
but rather the blessings of temperance and let those blessings
be enumerated in concrete form. In the Graded Lessons spe-
cial care has been taken in the selection of texts, that each
shall contain a truth suited to the child's need and expressed
in positive and concrete form. The teacher will need to go
carefully over the material which she has gathered on the
lesson theme and select that which she needs to illustrate
the truth for the day. Everything must be made subordinate
to this truth if it is to be clearly presented. All descriptions
and detail must serve to make plain the truth which the
child should be able to see clearly through the entire lesson.

The story is the best form in which to present the lesson.
Home says, "The story is the best vehicle of truth for the
mind of a child." After having the lesson truth clearly in
mind and having gathered the material which is best related
to that truth, this material must be woven into story form
about the truth.

There are four parts to every well constructed story:

(a) an introduction, selected from the child's experience;

(b) sl logical progression of the facts in the story; (c) a
climax; (d) a conclusion.

(a) The Introduction. This is the point of contact which
the teacher will use in preparing the mind of the child for
the particular truth for the day. The child can not under-
Pointof sta nd nor can he retain in memory isolated facts
Contact or truths. Only as the truth presented has some
association with his present fund of knowledge
can he add it to that knowledge. The lesson which we pre-
sent will bring to the child a new truth or a new phase of
the old truth. He can only be interested in it and remember
it as it becomes associated with knowledge he has already
acquired. The bridge which we use to connect the old knowl-
edge with the new and prepare the mind for the new truth
is called the point of contact. The best point of contact is

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162 ELEMENTARY WORKER AND HIS WORK

one which is like the truth to be taught It may be a picture
about which the child can tell us some things, and about which
we can tell him many things which will add to his store of
knowledge. Again, it may be a story drawing upon some
experience of the child, linking that experience with the ex-
perience of the characters in the lesson story, thus bringing
a new truth to the child. One of the simplest points of con-
tact comes through the review of the lesson of the previous
Sunday. If the teacher waits until she comes to the class
before deciding her point of contact it is likely not to be so
well adapted to its purpose as when thought out beforehand,
and it may also be faulty in the words so hastily selected.
This part of the lesson story should not, however, be too
rigidly fixed before coming to the class, for it is far more
helpful to the child if he introduce the point of contact in
something he shall say or do than if the teacher find that
contact for him.

(b) The Progression of Facts, or Development of the Story.
Every story is made up of a series of word pictures which

sustain a certain relationship to one another,
of Story Some naturally precede others and should be so

arranged. If these word pictures do not appear
in their logical order the continuity of the story is inter-
rupted and the interest of the listener wanes.

(c) The Climax. There is always some part of a lesson
story which reveals most clearly the truth to be taught This
is the climax of the story and should be its goal; without
The it the story would be "flat" and uninteresting.
Climax Decide which word picture contains this climax
and lead up to it. It may be made to appear as the climax
by the way in which it is told, the tone of voice, the ex-
pression, the dramatic intensity, or the fuller elaboration of
detail. Be sure that it comes in its proper place — just before
the conclusion of the story, else the interest will abate in
the anti-climax.

(d) The Conclusion. The conclusion of a story should

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PREPARATION AND PRESENTATION 163

follow very quickly after the climax. It should be brief —
for if the story has set forth the truth as it ought in the tell-
ing, the children already desire to do what it has suggested.
They should find it impossible to listen to the lesson with-
out knowing how it may be applied in their lives. The purpose
Applying °* conclusion is to help them see how they
the Lesson can do something rather than to try to make them
want to do something. Indeed, sometimes the con-
clusion may not attempt anything more than the rounding out
of the story, so the children shall draw the long breath of con-
tent and satisfaction. Many of Jesus' stories ended in this
manner, yet so wonderfully were they told that the listeners
saw clearly without a special application what their duty was.
Sometimes a song or word of prayer, or the teacher's an-
nouncement of her own purpose in the matter of action, will
make an effective close.

II. General Suggestions Upon Lesson Presentation

Children are not interested in long descriptions, therefore
the descriptive element of the story must not be prominent.
Neither are they interested in explanation, nor in morals.
They are intensely interested in action. Let the lesson story,
then, have in it as much action as possible. Let the facts
of the story be grouped about the action of one or two per-
sons — children lose interest in a story involving too many
people. Get the logical sequence of the happenings of the
story well in mind. Study well the words in which you tell
the story, letting them always be so simple that they will not
need explanation. Children enjoy repetition in a story, so the
teacher may repeat certain phrases or sentences without in-
jury to the story. It has been found by observation in the
first grade of the public school that the stories the children
enjoyed most were those in which there was a large element
of repetition, and repetition will help to fix the truth in the
mind of the child. In repeating, however, be sure that it is
the important phrase that is repeated rather than the unim-

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164 ELEMENTARY WORKER AND HIS WORK

portant, for what is repeated the children remember longest,
and this repetition should be closely associated with the truth
you are teaching.

In addition to the care of preparation, teachers should
remember that much depends upon the way in which a story
is told. Some very beautiful and carefully planned stories
TheTeiiin are sp0 ^ e< * ^ y poor te ^ n S- Stories read are of
of a Story not nearly so much interest as stories told, for
the reason that the appreciation of the story teller
adds such great interest to the story. Tell the story in your
own words. If the story is memorized the teller of it feels
handicapped, but if she has made the sense of it her own
she need not stop to think of the words to use. Try to forget
yourself; tell the story simply; if two words occur to you
either one of which will express the thought equally well,
choose the simpler word. Do not have any studied motions;
if the story lives in you, you will have no need of elocutionary
gestures. Do not make or allow any interruptions during the
telling of the story. Many teachers make the mistake of
constantly interrupting themselves to ask the children ques-
tions. This breaks the continuity of the story and it loses
interest for both the listenter and the teller of it. If a child
make a suggestion during the telling of the story, the teacher
may nod and perhaps make the suggestion a part of the story
in the very next sentence, but must not stop then to discuss
the matter with the child. If the story is to have zest the
teller of it must thoroughly enjoy it herself. It must be a
part of her, she must live in it, and let it live in her. Sara
Cone Bryant says, "Possess the story and let it possess you."
This is the secret of good story telling, which like other
arts may be acquired.

Teachers are constantly saying, "But I can not put the
lesson material in story form for I am not a good story-
teller." There is but one way to become a good story teller —
by practice. The first time that a teacher attempts to tell
the children a story she is usually very much embarrassed.

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PREPARATION AND PRESENTATION 165

When she is through telling it it seems to her she has left
out half of what she intended to say, and the best part at that.
It is characteristic of some teachers to want never to tell
another story; of others it is characteristic to keep on trying
until some degree of success is attained. The first kind of
How to Ac- teacher will never become a good story-teller;
quire the Art the second will become one of the favorites of the
of Story children, for all children love a teacher who can
Telling ^ stor j es we jj There are some teachers who
with apparent ease stand before a large class of children and
tell a story, but back of it all there is usually practice, both
alone and before smaller groups of children. One who is
willing to pay the price will reap the reward in proficiency
in a delightful art.

Lesson Outline:

I. Lesson Preparation.

1. The teacher's necessary equipment.

2. Educational principles.

3. General method.

4. Special method.

II. General Suggestions Upon Story Presentation.
Bibliography:

St. John, "Stories and Story Telling."
Bryant, "How to Tell Stories."
Hervey, "Picture Work."

Topics for Special Study:

1. Method in lesson presentation.

2. Story telling in principle and practice.

Topics for Class Discussion:

1. Name three subjects of which the teacher should

possess knowledge.

2. Knowledge of which of these three subjects is most

necessary to the teacher and why?

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ELEMENTARY WORKER AND HIS WORK

3. How are educational principles formed?

4. Name the parts of a well-constructed story.

5. What is meant by a point of contact ?

6. What is the value of the lesson application, and how

may it be brought before the class?

7. Give some general rules about preparing a story.

CHAPTER XVI

THE PROGRAM

I. The Arrangement of the Program

1. Necessity for careful planning. The necessity of care-
fully planning the lesson for the Primary Department is
realized by most Primary Superintendents, but there are
indirect many who neglect to plan the program. The hour
Teaching which the teacher spends with the children in

the Sunday-school room is in point of time so
brief and in opportunity so great that it requires most thought-
ful and careful program planning. The children learn through
the indirect teaching contained in song, prayer, fellowship,
and giving services almost as much as through the direct
lesson teaching. Having well in mind the truth to be im-
pressed, every part of the program is planned to emphasize
that truth. It is the truth which determines the songs to be
used, the stories to be told, and the prayer service for the
day. The length of time given to the Primary session is
usually an hour ; we must so arrange the details of the work
that they will come within that time. The lesson teaching
usually occupies fifteen minutes in the Primary Department,
so that the remainder of a session must come within a period
of about three-quarters of an hour.

2. An outline program. The following is a general out-
line program in use in many Primary Departments; this
is, of course, to be considered as suggestive rather than
absolute :

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168 ELEMENTARY WORKER AND HIS WORK

Quiet music and opening service 5 min.

Prayer service 5 "

Fellowship service 5 "

Offering service 5 "

The Division Handwork — Story period — Supplemental

of Time Lesson 10 "

Song 5 "

Lesson 15 "

Putting on wraps 5 u

Closing prayer and song 5 "

Total 60 min.

It was stated in the first chapter of this book that the
physical and mental fatigue point was quickly reached by the
child of Primary age. For this reason the lesson period must

not be long and at various intervals throughout
ofthle Out-" t ^ le P r °£ ram provision must be made for an out-
line Program fct through activities. In the suggested outline

such provision is made. The making of records
and the distribution of papers may be done before and after
the session in order that every minute may count for the
most. The period suggested for handwork or as a story
period may in a school where the Uniform Lesson is taught
be used for the Supplemental Lesson. If this period is not
used for handwork, possibly the handwork may be done be-
fore the school session. Let the session open with quiet
music rather than the ringing of a bell. There is no need
of a bell in the Primary Department for any part of the
session. After the opening song and again after the prayer
service there should be opportunity given for tardy pupils
to enter. Do not allow the tardy pupils to come into the
room during the opening service for that will make con-
fusion.

3. Giving variety to the program. There is need of
variety in the program of the Primary Department, but some

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THE PROGRAM

people construe this to mean that every Sunday or two the
entire program should be changed. It is best to preserve the
Necessity same general order of program Sunday after
and Method Sunday so that teachers and pupils may be thor-
oughly familiar with it. Let variety be given by
a new song and by changing the parts of a service rather
than the order of the service.

II. The Detail of the Program

1. General statement. Since the way in which the Super-
intendent may avail herself of story-telling opportunities, and
the matter of the lesson itself have already been spoken of,

and because the Praise Service will be treated

De^iu we" later under the cha P ter 011 " Mu sic," and Birth-
Found days UR der the chapter "Outside Activities," little
will be said about them in this chapter. In the
chapter on "Handwork" will be found suggestions pertain-
ing to that portion of the school work. The Primary teachers
should always hear the notices for the week, but as these
notices will not be of interest to the children of the Depart-
ment, they should be given immediately at the close of the ses-
sion if orally given. If the notices are printed on a Church
calendar, the calendar should be sent into the homes of the
children together with the lesson papers which are given out
at the close of the session.

2. Records. It has been stated that in order to save the
time of the session the matter of records should be attended
to before the session opens. The secretary should be seated
How and at *** c < * oor or J ust outs ^ e tne door when each
When Made cn *^ enters the room. As the child passes her

desk on his way into the room he will leave his
offering with her and she will indicate his presence in her
records. A card index is much better for the purpose than
a record book. The cards should be arranged in the box
alphabetically with the names of the children showing dis-
tinctly. As each child passes the desk the Secretary will

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170 ELEMENTARY WORKER AND HIS WORK

record his presence by taking the card from the box and
putting it on the desk; then the offering in an envelope may
be laid upon the card. In this way the records are quickly
and easily made, both of attendance and the amount of offer-
ing. If the teacher takes the record of attendance in her own
class, as much as possible of the work should be done before
the session opens. Let there be a definite time for collecting
the record books — before the lesson story begins, that the
class may not be interrupted during the teaching. Offering
envelopes will ensure the safekeeping of the money with which
the child left home until he reaches the school and will also
enable the secretary to make an accurate account of the money
brought by the individual child each Sunday. This with the
record of attendance may be reported to the parents once a
quarter if desired. The cards remaining in the box will bear
the names of the children who are absent. Each card should
have on it also the number of the class of which the child
is a member. During the session the secretary should make
a list of the absent scholars, giving to each teacher a list
of those absent in her class. The teacher visits the scholar
during the week and the next Sunday leaves on the secre-
tary's desk the record of the calls made or letters written
to the absent ones. This information the secretary then trans-
fers to the permanent records.

3. Pre-session work for the children. In almost every
school there are some children who reach the school building
long before the Primary session. Unless the Superintendent

provides some legitimate outlet for their activi-
its Value t j es ^ these children may occupy the time in ways
mcnf rr * nge " wmc h can not De approved. Preserving order

by preventing disorder is much the easier task.
Have some busy work for the children when they first reach
the school — looking at pictures, writing out the story of last
Sunday's lesson — anything which will keep their minds and
hands busy. Many teachers find this the best time to do
the regular handwork. If the Assistant Superintendent be

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a good story-teller she may be very helpful in the time before
the session opens by telling the children stories which are
suggested by the pictures on the picture table. New songs
may be taught to the children who come early. Let them
gather at the piano and learn the new songs with the help
of the pianist so that when the song is taken up as a part
of the session some of the children will be familiar with it.

4. The opening service. The session should be opened
with quiet music followed by an opening service. This open-
ing service varies in different schools. With some schools
Some consists only of an opening song and a greet-
Suggettions * n & * rom tne Superintendent to the children, with

a response by the children. In other schools a
word of greeting by the pastor is given ; sometimes a Scriptural
service is used. Teachers who desire helpful Scriptural re-
sponsive services for use in the Primary Department will find
many in Mari Hofer's "Primary and Junior Songs."

5. The prayer service. The next division of the pro-
gram is that of the prayer service. In the prayer service
are included all prayer songs, sentences leading to prayer,
Making it Questions concerning the meaning of prayer, and
Worshipful expressions of desire or thankfulness on the part

of the children as well as the prayer itself. Of
course if there is a Scriptural response as a part of the
opening service then one should not be used on the same
Sunday in connection with the prayer service, for the chil-
dren will tire of too many such services. Children are
naturally reverent, and if they seem not to be so their ir-
reverence is usually found to have sufficient cause. There
are several causes of irreverence in the Primary Department.
Perhaps chief among them is lack of preparation for prayer.
It is always unwise to sing a stirring song or a marching
song immediately before prayer. It is physically and mentally
impossible for the child to become immediately quiet after
being so aggressively active. Either a little quiet music, a
talk concerning the meaning of prayer, or the singing of a

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172 ELEMENTARY WORKER AND HIS WORK

prayer song will produce an atmosphere of reverence in the
room. Another very common cause of irreverence on the
part of children during prayer is the length of the petition
and the use in it of words which the children can not under-
stand. Let all prayers in the Primary Department be short —
better far two or three short prayers during the session than
one long one. Prayer in the Primary Department should
express the desires, needs, and gratitude which the child can
really feel and should be offered in terms and expressions
which the child can understand. For these reasons it is best
that the prayer should be thought out before the session.
If the Superintendent comes to the class not knowing what
the prayer shall be, in all probability it will be much longer
than it should be and the Superintendent will unconsciously
use words which the children do not understand.

6. The fellowship service. In the outline program sug-
gested the next division is that of the fellowship service.
The fellowship service includes the welcoming of visitors,
its Pu on® new sc ^°^ ars » anc * Cradle Roll visitors ; the recog-
and Scope nition of birthdays, and the remembrance of the
sick. Children come to our Sunday-schools from
all classes of homes, and in the older Departments of the
school there is sometimes difficulty in securing a unity of
feeling in the classes. The Primary Department by its use
of a fellowship service will bring about the beautiful spirit
of democracy which is an essential of good Sunday-school
work. In the Sunday-school there should be as hearty a wel-
come accorded the child from the poor home as the child of
wealth. Sometimes Sunday-school is the only place in which
these classes mingle, and the Primary Department is their
first meeting ground.

The Superintendent and all the other officers of the De-
partment should be on the constant lookout for new scholars.
If the new scholar is not noticed until he has strayed into
one of the classes it will be difficult to induce him to go
into another class better suited to his age and attainment

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173

If the secretary is at the door she will probably be the first
to notice the new child. She should find out his name and
age and call the attention of the Superintendent to the new
member. In large schools it is well to have an enrollment
Thc secretary. During some part of the fellowship

Welcome service introduce the new scholar to the school,
also any visitor or Cradle Roll member who may
be present. The Superintendent may greet them and welcome
them to the school in a few words, or better yet, let the chil-
dren of the Department greet them with a welcome song.

As a part of the fellowship service the children having
had birthdays during the week will come and put their birth-
day money — a penny for each year of their age — in the birth-
Birthdays k an k at tne f ront of the room. In most
schools a pretty birthday card is given each child.
Let the birthday child himself count the pennies as he drops
them in the bank, or let them be counted in unison by the
other children of the Department. This giving of birthday
money may be followed by a birthday song or greeting, either
sung or repeated by all the members of the Department. In
one school the Superintendent asks the child having the birth-
day to choose whether there shall be a birthday prayer by
the Superintendent or a song or greeting by the school. When
there are several children whose birthdays are to be recog-
nized, let each one be recognized separately ; it will take more
time, but the spirit of the occasion will be observed. Other
suggestions for the birthday service will be found in the
chapter, "Outside Activities."

If any of the members of the Department or teacher in

it are ill, prayer should be offered in the Department for

_ . them. One child might be asked to take the flow-
Remember-

ing the Sick ers to me s * c k one > an< * another might be sup-
plied with paper and a stamped envelope and
asked to write to the sick member, telling him all about the
Sunday-school session and how much he was missed. This
service of remembrance is of great value for two reasons:

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174 ELEMENTARY WORKER AND HIS WORK

it gives the pupils in the Department a feeling of responsi-
bility toward the sick and it helps the sick ones to feel that
they are missed when they are not able to be out

7. The offering service. In many schools the offering
service is known as the "giving exercise" and is valued more
as an exercise for the children than as a service of worship.

- Help the children to feel that they can "Worship

As a Feature ,»•«•• n t^. « «

of Worship tne Lord by giving. Do not cheapen the service

by the singing of any song which is not reverent
and the music or words of which detract from the thought
of worship. If the Church is to have large givers in the
future let the Primary Superintendent train the chil-
dren in the Department to give heartily and gladly. Do not
cheapen His cause by singing such a song as "Hear the
Pennies Dropping." The children should be taught what the
Bible says about giving; they should be told what becomes
of their gifts; they should know that if they have not much
money to give they can give other things, as kind words,
praise, love, and service. If they have earned the money
which they bring and the teacher knows this, they should
be commended for it — never because of the amount brought,
but because of the service which it represents. If the en-
velope system of offering is used in the Primary Department
the offerings will greatly increase in most schools for two
reasons: one, the children will not lose or spend it on the
way to Sunday school, and, secondly, the parents are willing
to give the children more when they see the accurate account
kept of all money brought.

If the secretary receives the offering at the door it may
be brought to the front of the room by one or more of the

children, and as the children holding the offering
Receivin° f stand before the Superintendent, prayer may be
the Offering offered that the money may be blessed in helping

others to know about Jesus the children's Friend.
Sometimes a responsive offering service is used, closing with
prayer l>y the Superintendent. If the offering is not taken

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THE PROGRAM

175

at the door, the children may march during the offering song
and as they pass a basket held by the secretary or Superin-
tendent, may place their offering in the basket. In many
schools the offering is taken up in the classes and a repre-
sentative of each class brings it to the Superintendent during
the offering service. All of these methods are good, and a
great many schools vary the program from year to year by
varying the form in which the offering is received.

8. Recognizing special days. The recognition of special
days is a strong point of contact between the every-day life
and the Sunday-school life of the child. In the utilization of

such opportunities the Sunday-school gains added

A Helpful interest from the child and increases its influ-
Point of

Contact ence upon him. In the separate room special
days may be marked by the singing of a special
song, the introduction to the children of a few new pictures
bearing upon the subject of the day, a change in the regular
order of service by the use of one or two well-selected reci-
tations or by the teaching of the lesson by a teacher from
another Sunday-school. The lesson if taught by the Super-
intendent instead of the class teachers will add variety. Let
the lesson story be written by the pupils in their own words
during the period usually given to story-telling or supple-
mental work. Small reproductions of some famous painting
on the subject of the day might be given the children to
take home. Let there be special decoration of the room sug-
gestive of the special day.

9. The closing service. To avoid the disorder which
often follows the closing service let the Superintendent allow
time for the putting on of wraps before the session closes

that she may have a dignified and reverent clos-
Orderl* and mg serv * ce * ^ s * s su Sg este d in the outline pro-
Reverent gram, the time to be allowed for this is five

minutes. Let the class teachers help the children
on with their things while the pianist plays soft music. When
the pupils have their wraps on, let them come back to their

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176 ELEMENTARY WORKER AND HIS WORK

places in the class. Chords may be struck on the piano as
a signal for them to stand, and a song follow, or the closing
prayer repeated by the school or offered by the Superintendent.
After this let the pianist begin a march and let the children,
led by the Superintendent and secretary, march about the
room and out of the door at the rear. The secretary, who
has halted near the door, will hand each child the papers
to be taken home. The children will then pass the Superin-
tendent, who will shake hands with each child and wish him
good-bye, or if she desires a word with any pupil she may
ask him to remain a moment. If any child desires to re-
main and wait for some one older he can pass on around
the room instead of out of the door. This will insure the
orderly and reverent dismissal befitting a Sunday-school ses-
sion.

Lesson Outline:

I. The Arrangement of the Program.

1. Necessity for careful planning.

2. An outline program.

3. Giving variety to the program.
II. The Detail of the Program.

1. General statement.

2. Records.

3. Pre-session work for the children.

4. The opening service.

5. The prayer service.

6. The fellowship service.

7. The offering service.

8. Recognizing special days.

9. The closing service.

Bibliography:

Mead, "Modern Methods in Sunday School Work."
Poulsson, "The Child's World."
Kennedy, "Special Songs and Services."

THE PROGRAM

177

Topics for Special Study:

1. A comparative study of Primary programs noting

economy of time.

2. Original research on the subject of records.

Topics for Class Discussion:

1. Why is there need of carefully planning a program?

2. Give an outline program. (Not necessarily the one

in the chapter.)

3. What characteristics of the child as spoken of in

Chapter I must be considered in planning a
program?

4. Suggest ways of giving variety to the program.

5. When and how is the matter of records to be given

attention ?

6. Why should pre-session work be provided for the

children, and what may it be?

7. Give three causes of irreverence and tell how to

overcome each.

8. What is the value of the fellowship service?

9. Of what three parts does the fellowship service

consist?

10. Why should special days be recognized, and how
may this recognition be given?

CHAPTER XVII

HANDWORK

I. Reasons for Handwork

z. Manual expression is self teaching. In the first

chapter of this book it was stated that the child comes to

earth without knowledge, but with infinite capacity to acquire

^ « , s * knowledge. There are three ways in which this
Definition of , ... . , .. , .

Handwork knowledge is acquired: by direct teaching and

training; by indirect teaching, which includes in-
fluence, and by self teaching. There are many methods of
self teaching, but those with which the Sunday-school prin-
cipally deals are two— the expression in life of the impres-
sion of truths received in the lesson teaching, and the work
of the hands by which the impressed truths and facts are
given visible, tangible form. This last is called handwork.

2. Manual expression is natural. Throughout the en-
tire life that which the brain and heart understand the hands
are eager to express. Notice the little child at play and
Marks Ex see ^ ow we ** *" s nan ^s are expressing the thought
pre««"dea« °* *" s brain. Walter Sargent says: "Small

children use drawing to express ideas which are
in their minds. They use marks as they use words, and note
down their ideas often with slight regard for the facts of
appearance." Notice the man who is describing something
to his friend and see how natural it is for him to use pencil
and paper as an aid to verbal explanation. Everywhere and
in all periods of life there seems to be a spontaneous desire
to give manual as well as verbal expression to the well-
understood thought.

3. Manual expression deepens impression. The manual

178 T

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HANDWORK

179

expression of a truth not only fixes that truth more firmly in

the memory, but frequently leads to a clearer and more defi-

„ w , nite understanding of it. The teacher may re-
Emphasises

the Truth peatedly impress upon the child the truth of
God's care, the teaching may have been empha-
sized by story, picture, and song, yet the child will more
clearly understand that truth, it will be more a part of his
life if he has drawn a bird's nest to express one phase of
God's care.

4* Manual expression is less limited than verbal ex-
pression. There are many children in the Primary Depart-
ment for whom verbal expression is very difficult Not

only the abnormal child suffering from some
Abn™mai nd im P e ^ ment * but tne normal child can give only
Children partial verbal expression of the truth which he

really knows, sometimes from bashfulness, but
more often because of the limitations of his vocabulary. In
giving manual expression to the same truth the child is much
less embarrassed and finds delight in expressing himself.

5. Summary. From the foregoing we see that there
are four excellent reasons why handwork should be used
in connection with the lesson teaching: first, because hand-

work is one form of self teaching; second, be-
Reaaona cause of the spontaneous desire of the child to

give manual expression of the truths which he
understands; third, because such expression leads to a more
thorough understanding of the truth, and fourth, because the
child is not embarrassed by limitations in such expression.
For a fuller development of these reasons than can be given
here the teacher should read "Handwork in the Sunday
School," by Milton S. Littlefield.

II. The Forms of Handwork

1. How limited. There are two things which limit the
forms of handwork done in the Primary Department: first,
the selection of the lesson material, and second, the child's

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i8o ELEMENTARY WORKER AND HIS WORK

ability to express himself through handwork. The lessons
in the Primary Department are topical rather than historical
or geographical. They are so developed that they teach
truths rather than facts, and are usually presented in story
The lmnii * orm * This makes the handwork of the Primary
Department very different from that done in the
other Departments of the school. Map work, which forms
so large a part of the handwork of the other Departments,
is never attempted in Primary classes, nor is attention given
to historical or chronological order of events, as in note-book
work; decorative drawing is never expected from Primary
pupils.

No attempt is made in Sunday-school to teach the child
ways of expressing himself through handwork; that is done
in the public schools. The Sunday-school takes the child

The Child w ^ *** e ^ cnow ^ e( te e which he already has and
allows him to express his knowledge of spir-
itual truths in the same way as in the public school he ex-
presses the material truths which he comprehends. For this
reason the work done will oftentimes be very crude.

a. Practical handwork. Since the child is just learning
to write in the public schools, not much writing is expected
in the Sunday-school. The writing, especially in the first
Forms S ra de of the Primary Department, will be largely

8 1 copying texts or verses, while in the older classes

the children may write the same without a copy. With draw-
ing; the child is far more familiar. His knowledge of the
art of picture making dates back to a time before his school
days. A large part of the handwork of the Primary De-
partment will therefore be picturing the concrete examples
which occur to the child illustrative of the truth he has
learned. The pasting of a picture which he has selected
from among many pictures as the one which embodies the
truth taught is one of the most natural forms of handwork
for the child. Paper cutting and paper tearing, which he
has learned to do in the public school, may also be a part

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HANDWORK

of the Sunday-school handwork. Since the object of hand-
work in the Sunday-school is to lead to self-expression on
the part of the child, the wise teacher will not seek to dic-
tate as to the kind of pictures to be drawn, but will be ready
with suggestions for the child who can not readily think of a
suitable picture. Give the children as much liberty as possible
in any kind of handwork and in so doing you will come to a
new understanding of the ideas of the individual child.

III. Time for Handwork

z. During the session. Some schools find that the best
time to have the handwork done is at the opening of the
session, but there is no time which can be said to be the
best for every school. Most Superintendents se-

iTonKind IeCt ^ tmiC f ° r nandwork with the tnou £ nt in
of Handwork mind that the children need a change after giving
their attention to the lesson exposition, some time
about the middle of the session. The time which had best
be given to handwork depends somewhat upon the kind of
handwork. If it is used in connection with the Supplemental
Lesson, as it is in many schools which use the International
Uniform Lessons, then the period for supplemental teaching
and handwork may be combined, letting the pupil spend the
latter part of the period in expressing what has been taught
during the earlier part of the period. Sometimes the hand-
work is used as an introduction to the Supplemental Lesson,
and in this case the children will put on paper the teaching
of the Sunday previous. In schools using the Graded Les-
sons the handwork will be helpful in reviewing the truth
taught on the previous Sunday, making a good preparation
for the regular lesson.

a. Outside the session. As has already been suggested
in the chapter on "Program," there are some schools which
have the handwork done before the session, putting the
children to work as soon as they enter the room. In one
school the work is done at the close of the session for the

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182 ELEMENTARY WORKER AND HIS WORK

reason that most of the children wait for the older children
in the other Departments. Formerly during the fifteen min-
utes between the dismissal of the Primary Department and
that of the other Departments the children made more or
less confusion. As it is now, the children who wish may

leave at the close of the Primary session, but
Afterthe those wishing to stay are given handwork to
Session do * or the next fifteen minutes. Many teachers

seem to think that the handwork is something to
be tacked on the lesson teaching, while, in fact, it should be
recognized as a part of the teaching. If it is so recog-
nized the teachers and Superintendent will try to find time
for it as a part of the regular work of the session.

When handwork is not done in the school session some
schools give the children handwork to be done at home. In
instances of this kind the home work suggested will be re-
Home Oc * ate( * to ^ e ^ esson most recent ly taught in the
cupation" session. Many parents testify that they are glad

to have home handwork provided for the children
to do on Sunday after the Sunday-school session, for they
wish the children to occupy themselves with pleasures which
befit the day. This work done at home may be brought
back to school the next Sunday for inspection, or may be
kept by the mother until the end of the quarter and then
brought back for inspection. The majority of teachers who
follow the plan of home occupation find that having the work
brought back each Sunday is the better way. The class
teachers are provided with portfolios for keeping the work,
and at the end of the quarter at a social gathering the chil-
dren make covers for their work and either take it home
or add it to a permanent collection kept by the school.

IV, Objections to Handwork and How They Are
Overcome

z. The objection to the unusual. There are some ob-
stacles to the introduction of handwork in a school where

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HANDWORK

183

it has never been done, and so a little time may profitably
be given to a consideration of the methods which may be
used in overcoming these obstacles. First, there is the great
obstacle of prejudice against the unusual. There are in most
schools teachers and officers who are afraid to attempt any-
Show thing which has not been done in that particular

What the school before. Possibly if samples are shown of
Work is ^ wor k d one b y the pupils where handwork
is used it might aid to a better understanding of the purpose
and scope of the work. The opposition is usually because
the work is not well understood.

2. Fear of secularizing the Sunday-school. The most
valid objection against handwork is that it may tend to secu-
larize the Sunday-school, and so it may unless it is wisely

directed. Handwork should never be used simply

usTdu 8 ca- tc that the chiIdren ma y be amused or ke pt bus y>

tionai Value but should teach or strengthen the teaching of
the lesson. To give the children splints and let
them play, or crayon that they may draw any picture they
choose is a great detriment to the whole session. Those who
advocate handwork believe in its educational value. If the
advocate of handwork in the school is fully convinced herself
of the instructional value of the handwork proposed she will
be able to help others to see that it may be used as a legiti-
mate part of the lesson teaching. Prejudice against the in-
troduction of handwork into the school may sometimes be
overcome by assigning the work to be done at home instead
of in the class. This will show those interested the kind
of work it is proposed to have done, and when they find that
it is entirely educational they may be willing later to have it
done during the session.

3. Class teachers fear extra work. Another obstacle
to handwork is that the class teachers object to the super-
vision of it because it will make them a little additional
work. If this obstacle is difficult to overcome the Superin-
tendent should try to make the work at the beginning as

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184 ELEMENTARY WORKER AND HIS WORK

light for the class teachers as possible. In all probability as
they become better acquainted with it they will of their own
accord give more and more time to its development. Very
often the reason the teachers oppose handwork is they
fear that if the work is undertaken the children will not

A Trial ^ *° W ^ P * anS rea< ^^ so tne teach-

Lesson ers wu ^ navc to do tne actual work when the
time comes. If a trial lesson is taught in which
handwork is introduced the teachers will find that the chil-
dren are eager for the work and love to be able to express
themselves in this form. It might be well for the Superin-
tendent to form the teachers of the Department into a
class, teaching them a lesson and then asking them, just
as she would the children, to illustrate it As the teachers
recognize their own pleasure in this kind of work they will
be able to understand the delight of the children in do-
ing it.

4. The obstacle of expense. Some schools make an
obstacle of expense, but reduced to its lowest possible terms
the expense will be very slight. The pictures used for the
Reduce Ex- lesson may be clipped from old magazines, the
penseas crayons do not cost much, and it has been found
Much as that in a class of six children only three sets
Possible Q £ crayons w ju b e needed. The paper can be
bought at small cost at a printing office. If the teacher
makes known the purpose for which the paper is to be used,
sometimes the printer finds waste material which he would
otherwise throw away which he is glad to sell for a small
sum.

V. Exhibiting the Handwork

z. A permanent exhibit If handwork is done in the
Primary Department and the work is kept at the school the
parents and friends of the children and the teachers and
officers in the other Departments of the school will all be
eager to see what is being done. In some schools an exhibit

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HANDWORK

of all handwork done in the school is made permanent by
a Sunday-school museum. The best work of each kind is
selected by a committee and is placed in the museum for
permanent exhibition and will also serve as an
school 1 * 7 " incentive for good work to be done. The maps
Museum an< * c * av models thus kept will often prove help-
ful in explaining the lesson in an older class
where handwork is not done, and the children will be de-
lighted to have their work used in this way.

2. An annual exhibit. In schools where there is no
Sunday-school museum each Department of the school may
have an annual exhibit of its handwork. To this exhibit
Purpose friends and parents of the pupils will all

and Scope be invited, and possibly the teachers of the De-
partment may serve light refreshments. After
the exhibit the work may be given the children to carry
home. If the children know that their work is to be ex-
hibited along with the rest of the work done in the Depart-
ment they will try very hard to keep it looking neat and
clean.

VI. Requirements for Handwork

1. A place. There must be a place where the handwork
can be done. Some schools provide tables, others shelves,
both of which are spoken of fully in the chapter on "Equip-
Sheivea ment." In still other schools the children kneel
and Tables before their chairs to do the work, but this is

very uncomfortable. In one school the children
stand to do the work for the reason that no low tables have
been provided. In this case the children march to the dining
room of the church for the period of handwork and work
upon the ordinary dining tables. There are many schools
which, having no room for tables or shelves, provide the
children with cover-boards and the children hold these in
their laps, resting their work upon them.

2. Materials for work. A list of materials which will

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186 ELEMENTARY WORKER AND HIS WORK

help in the handwork is given here, not because each school
must have all that is mentioned, but because some Superin-
tendents are at a loss to know what to provide for such
work. If cutting and pasting are used in handwork, both

scissors and paste must be provided. Many
For Teacher , . . _ . .

and Pupil teachers, in order to save time, cut the pictures

themselves, and of course this does away with
the necessity of scissors unless paper cutting is a part of
the work. Paste is far better than mucilage for the children
to handle. There should be one tube or bottle of paste for
each class. Paper for the work may be purchased very
reasonably from a printing office, and the teacher may select
the kind and grade of paper which she thinks best. The
cheapest paper and one which makes an attractive background
is bogus paper. Pencils and crayons must be provided for
the making of illustrations or the coloring of those already
made. It will not be expensive to provide these and the
class teachers will be expected to keep them in a condition
to be used. The pictures to be used for pasting may be
cut from magazines or may be purchased of the Perry or
the Brown Picture Company. If the pictures are cut from
magazines each teacher should cut her own, saving them in
an envelope or box until they come into use. If the chil-
dren are allowed to choose their own pictures from among
many and asked for the reason of their choice, it will de-
velop their conception of the lesson as uniform pictures will
not. Many of the suggestions used in the kindergarten and
public schools will be of aid to the Primary Superintendent
of the Sunday-school.

Lesson Outline:

I. Reasons for Handwork.

1. Manual expression is self teaching.

2. Manual expression is natural.

3. Manual expression deepens impression.

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187

4. Manual expression is less limited than verbal ex-

pression.

5. Summary.

II. The Forms of Handwork.

1. How limited.

2. Practical handwork.

III. Time for Handwork.

1. During the session.

2. Outside the session.

IV. Objections to Handwork and How They Are Over-

come.

1. The objection to the unusual.

2. The fear of secularizing the Sunday-school.

3. The fear of extra work on the part of class

teachers.

4. The obstacle of expense.
V. Exhibiting the Handwork.

1. A permanent exhibit.

2. An annual exhibit

VI. Requirements for Handwork.

1. A place.

2. Materials for work.

Bibliography:

Littlefield, "Handwork in the Sunday School."
Wiggin & Smith, "Froebers Occupations."

Topic for Special Study:

I, Correlating the handwork of the various Depart-
ments of the school

Topics for Class Discussion:

1. Give a definition of handwork.

2. For what purpose do children use drawing?

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3. Give four reasons for handwork in the Sunday-

school.

4. What are some of the practical forms of handwork

for the Primary Department?

5. When is the best time to have handwork done?

6. State four objections to handwork, and tell how

they may be overcome.

7. What advantage is there in exhibiting the hand-

work ?

8. Name the necessary requirements for handwork.

CHAPTER XVIII

MUSIC

I. The Evolution of Primary Music

z. Music of the past and present. Progress is nowhere
more evident in the Sunday-school than in the Primary De-
partment, and one of the greatest changes there is in the

_ kind and quality of the music. There was a
Kind and , . ' _

Quality time m tne Primary Department when there were
very few songs which were adapted to the chil-
dren. Instead, children were expected to sing the songs which
were written for the use of the older people in their prayer-
meetings. It is needless to say that these songs were unsuited
both in their music and thought to the needs of little children.
To-day the music taught in the Primary Department is written
especially for the child's understanding and voice and is the
result of careful study of the child's nature and needs.

II. The Child's Love of Music

i. During the Primary age. The fact that the children
love music is undeniable. Now and then we hear of a child
who cries during the singing, but such cases are rare and are
Realm of resu * t °* some inherited peculiarities; such

Peeling a child is not normal. The children's first idea
of music is usually that of the lullaby which the
mother sings to them. Later they find that they, too, can
make music, and they enjoy doing so. Their love of music
is especially great at this time because children of Primary
age live in a realm of feeling and music appeals to their

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iqo ELEMENTARY WORKER AND HIS WORK

emotions. If the adult, having passed from the realm of
feeling into the realm of reason, can still be influenced so
strongly by music, with what intense enjoyment children must
greet it.

III. The Uses of Music

1. As an aid to memory. Some Sunday-school teachers
question the advisability of having much music in the Pri-
mary Department, feeling that more time might be given to

the lesson if some of the music were omitted. Al-
Word* though the child's enjoyment of music is very

great, that in itself is not sufficient reason for
the teaching of songs in the Primary Department If we will
look back into our own childhood we will find that the
words which were taught us, and then emphasized through
the vehicle of music, are those which we have remembered
longest. We do not remember so well the lessons taught
as we do the songs. If we hear the music the words come
flooding back to our memories. By association of words
and music we are able to recall and repeat songs which we
have not heard since we were children.

2. As a part of the lesson teaching. Many of the songs
taught will be really a part of the lesson teaching, for they
will emphasize the truth which the Superintendent plans to

develop in her talk with the children. This is
Careful Qne Q f ^ Q chief purposes of the songs used in
Selection _ % « . « • ,

of Songs tne Department. In planning the program the

Superintendent should select from the list of
songs which the children know those which are best suited
to emphasize the truth of the day; such songs are really a
part of the teaching and often the chief part. Kindergartners
recognize this fact, and Primary Superintendents are coming
more and more to realize it. Some Superintendents make
the mistake of letting the children select all the songs used
in the Department and almost never plan the songs when
planning the program. It is possible for the teacher to

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191

govern the choice of songs and still allow the children to
select which of several shall be used. The songs will naturally
be classified by both Superintendent and children as "Rainy
Day Songs," "Snow Songs," "Prayer Songs," "Christmas
Songs," "Flower Songs," etc. Let the children choose which
of one group of songs shall be used that day.

3. The effect of music upon the children. So far in
this chapter we have spoken of vocal music only. Instru-
mental music is also of great value in the Primary Depart-

. ment. A school having no musical instrument
Instrumental

Music * s greatly handicapped. A piano is best in ac-

companying children's voices, but an organ is
better than no instrument. In some instances a violin or
autoharp has been used. If there is no instrument available
the children might hum the piece instead of singing the
words. The effect of this is to produce quiet among the
children. When the children have become drowsy or listless
during the session a bright march upon the piano, allowing
them to march about the room while fresh air is let in, will
produce both order and attention.

IV. New Songs

x. Selecting the new song. Much care should be given
to the selection of new songs for the Primary Department.
The value of the song depends upon both words and music
and whether or not they correspond. Henry F.
the Words Cope says : "It is just as ridiculous to expect
a little child to be sincere in singing, 'Out of
my bondage, sorrow, and night/ as it is to expect a man
to maintain his self-respect while he sings, 'I am a little
dewdrop.'" In regard to the words of the new song let
the teacher question (1) are the words within the range of
the pupil's understanding? (2) does the thought expressed in
the song teach a helpful truth? (3) is the child's natural
desire and gratitude expressed in the song?

Concerning the melody let the teacher question (1) is the

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192 ELEMENTARY WORKER AND HIS WORK

music of good quality? (2) is it within easy range of the

child's voice? (3) does it help to express the thought of

the words? Songs which will stand these tests of words

and melody will be the ones suited for use in the Primary

_ . _ Department. Sometimes it is possible for the
Testing the _ .

Melody Superintendent or pianist to transpose either
words or music so that it may better express .
the thought, come more largely within the understanding of
the pupil, or be more perfectly adapted to the voice.

2. Teaching the words of the new song. The children
will neither enjoy nor be benefited by the teaching of a song
the words of which they do not understand. Sometimes we
„ , . f are surprised to find that very simple words are

Explaining , , , . «

the Worde not correctly understood; especially any word
which has two meanings. Most teachers find it
best to have the words of a new song thoroughly under-
stood before attempting to teach the music. In order that
the children may not only know the words, but the mean-
ing, several Sundays may sometimes be needed to teach one
verse before the music is introduced. However, as simple
songs are best, those which can be taught in a Sunday or
two are the most desirable. If it is a prayer song which
the Superintendent wishes to teach let her use the words
of the song as a part of her prayer for a few Sundays before
the children are asked to learn it. Since the songs which the
children learn remain in their memories through life, let
great care be given that only worthy songs shall find their
place in the Primary Department of the Sunday-school.

It will help to fix both the meaning and words of the
song in mind if the teacher explains them with objects or
illustrations of some kind, telling the meaning of
the Songs * tne son & * n a story or drawing it from the chil-
dren by her questions. A little informal talk
of this kind will greatly help in the memorization of the
song. As an instance of how this may be done, take the song,
"Spring is coming," the first verse of which is:

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MUSIC

193

"Spring is coming, Spring is coming; birdies, build your nests;
Weave together straw and feather, doing each your best
Spring is coming, Spring is coming, flowers are coming, too—
Pansies, lilies, daffodils now are coming through.
Lovely Spring, happy Spring, best of all the year;
Sun and shower, bud and flower tell us God is near."

One Superintendent in teaching this song to her Department
brought out the truth that when Spring was coming they
saw all the birds beginning to build their nests. From that
she led to the thought that the nests are built of straw and
feathers all woven together to make it snug and warm for
the little baby birds. The children readily responded to
questions which brought out the fact that when Spring was
coming the flowers, the pansies, and lilies, and daffodils began
to come up through the ground to let us know that Spring
was almost here. So on through all the lines of the song,
closing with the thought that all these things in the Spring
tell us God is near. Afterwards the children repeated after
her the words of the song, stopping after each phrase to
hear the piano play the music of that phrase, and before
the children went home they illustrated the song on the
blackboard, making their own drawings under her direction.
The next Sunday with the help of the illustrations on the
board they were able to recall the words of the song exactly
as they were given, and the Superintendent began to teach
the music.

3. Teaching the music of the new song. In teaching
the music let the pianist play only the melody at first until
the children have it firmly fixed in their minds. As the

children repeat a phrase at a time the words
Phrate * which they have learned, let them listen and hear

the piano play those words. The children, after
hearing the melody played once or twice in this way, will
associate the words with it and it will not be long before
they are ready to attempt the song with full accompaniment

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194 ELEMENTARY WORKER AND HIS WORK

It is a great help to have some one sing the song for the
children before they attempt to sing it for themselves. It
is not brilliant playing that is needed in the Primary De-
partment, but sympathetic playing. If the music being
taught is that of march time, do not expect the children to
sit stolidly in their places, for it is with difficulty that they
will be able to do so, and if they should the music would
have lost much of its meaning to them. Even though it is
not best that the children should march about while they
are learning a new martial song, they can at least stand
erect and in a soldierly attitude such as the piece demands.
Consider the natural attitude of the child when singing the
song selected, and then allow him to take that attitude while
he is learning it. Do not burden the children by too fre-
quent teaching of new songs. Usually one new song a quarter,
outside of any special music, is sufficient. Further, do not
consume large portions of the Sunday-school session in learn-
ing music for special occasions. The children can come dur-
ing the week for rehearsal or remain after the session on
Sunday— but the Sunday-school hour is too valuable to oc-
cupy to any extent in this way.

V. Song Roll and Song Books

i. The use of a song roll. Many Superintendents use a
song roll after the words have once been explained to the
children, letting the eye help to fix the words in the mind.

Song rolls can be bought, but are so easily made
tioiTof*" that most teachers prefer to make their own,
Song Roiu using manilla paper or white muslin for the pur-
pose. With the use of a rubber pen the teacher
may print the words of a song in letters large enough to
be easily seen across the room. Most teachers use stencils
or rubber stamps for the lettering. When the song has been
printed, provision must be made for it to hang at the front
of the room where all the children can see it easily. The
suggestion made by Mr. Black in the book, "Practical Pri-

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MUSIC

195

mary Plans," is one of the best. He says: "For my own
use I buy white holland, forty-four inches wide. This is so
thick that both sides can be printed. On this I stencil the
words in black or red ink, using letters one inch in length.
The song is then attached to a spring curtain roller and
placed in front of the children. I have found a better way
than tacking the holland to the roller, namely, to tack to
the roller half a yard of holland which will be permanent,
then to this stub pin the songs when the changes are made."
Some teachers simply pin the muslin to the wall with thumb
tacks while the song is in use. One of the great advantages
of a song roll is that when the children look up to read from it
they are in the correct position for singing.

2. Song books which are home-made. Many Superin-
tendents have a scrap book in which are pasted copies of
songs which are not in the books provided them. When

D , songs are bought in leaflet form or are clipped
scrap books . • « »

or Cards from magazines or quarterlies, or are copied, it

is well to paste them on cardboard that they
may be kept in good condition. Gray cardboard cut into
sheets nine by twelve inches is often used. Songs preserved
in this way have many advantages over those pasted in a
book, for they are kept in better condition and it is a great
convenience to the pianist to have the songs in this form
as she can arrange them upon the piano in the order in
which they will be used in the service, not having the bother
of turning the pages to find the pieces. If pasted on the
cardboard the songs are easily filed under the various head-
ings necessary, so that when the Superintendent wishes to
decide which prayer song or welcome song to use she may
find it under the general heading of "Prayer Songs" or
"Welcome Songs" in the music cabinet.

3. Song books which are purchased. Primary Superin-
tendents all over the world are searching constantly for new
songs suitable for teaching in the Primary Department. Most
Superintendents find that they must gather from all sources.

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There are more books on the market to-day having suitable

songs for the Primary Department than ever before, and yet

in no one book will be found songs all of which can be used

acceptably in the Primary Department Sometimes the chorus

of a hymn may be helpfully taught while the verses of the

hymn will be very inappropriate for the Primary

f on * B ? oks children. Oftentimes in the special services pre-
fer the Su-

perintendent pared for Easter, Christmas, or Children's Day
will be found songs which are of permanent value
in the Department. It would be almost impossible for the
Superintendent to buy a great many books in order that she
may use from each one or two songs. It is a good plan to
have a library of song books used by the Superintendents
of several schools, then these can be passed about, each
Superintendent making copies of the songs which she wishes
for use in her Department. It is not at all necessary that
the children should have song books; some schools have the
plan of pasting on small cards mimeographed copies of the
words of the song taught, letting the children take these
home for further study.

Lesson Outline:

I. The Evolution of Primary Music,
i. The music of the past and present

II. The Child's Love of Music
i. During the Primary age.

IIL The Uses of Music

1. As an aid to memory.

2. As a part of the lesson teaching.

3. In its effect upon the children.

IV. New Songs.

1. Selecting the new song.

2. Teaching the words of the new song.

3. Teaching the music of the new song.

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197

V. Song Roll and Song Books.

1. The use of the song roll.

2. Song books which are home-made.

3. Song books which are purchased.

Topic for Special Study:

1. Applying the tests to a Primary song book to dis-
cover its strength and weakness.

Topics for Class Discussion:

1. What changes have taken place in the music used

in the Primary Department?

2. Why does music appeal especially to the child?

3. Give three reasons why music should be used in

the Primary Department.

4. What three tests should be applied to the words

of a new song?

5. What three tests should be applied to the music

of a new song?

6. How may the words of a new song be explained?

7. How may the memorization of a melody be made

easy?

8. Name the advantages in using a song roll.

9. What is the best form in which to preserve loose

sheets of music?
10. In what way may the Superintendent obtain a large
variety of suitable songs?

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CHAPTER XIX

OUTSIDE ACTIVITIES

I. Visitation in the Homes of the Pupils

i. Reasons for visitation. With a perfectly organized
Primary Department, efficient teachers, and well planned
lessons and programs, it is still possible for the Department
The Need of to * a 'l °* * ts ^ est en deavors if it neglects the
Knowing the work which should be done outside the Sunday-
Pupil and school session. The Superintendents and teachers
Hie Home w j 1Q spen( i no t i me - m visiting the homes of the
pupils in their Departments are crippling the work of the
entire school. It is hardly necessary in these days to state
reasons why visitation in the home is a necessary part of
Primary work, but for the sake of those teachers to whom
the work comes as a new responsibility some of the
reasons will be given. First, the Primary Superintendent
or teacher can not do the most for the child spiritually until
she has seen him under varying conditions. The child in
the Sunday-school class, dressed in his best and with his
best manners to the front, is not the same child that he is
in the home or on the playground or in the public school.
Second, the teachers can not fully understand or sympathize
with the child until they know the home environment, the
parentage, and especially the moral conditions which sur-
round him. Third, both parents and children need to feel
the real love and desire of the teacher to become better
acquainted. It is a source of great joy to the child that "the
teacher has called," and the mother and father are almost

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199

as well pleased as the child. Fourth, a call in the home is one
of the links which bind the home and Church more closely
together.

2. A systematic plan of visitation. A systematic plan
of visitation was suggested in the chapter on "The Program,"
under the subheading of "Records." Every Sunday the sec-
The Duty retary of the Department should make a list of
ofSecre- the absent scholars, giving to each teacher a
taryand H s t of those absent from her class. By visita-
Teachen t j Qn « n ^ hom^ during the week or by letter
writing the teacher finds out the cause of the absence and
reports it in writing to the Primary Superintendent the next
Sunday. The teacher hands back to the secretary the list
received the Sunday previous with a record of the calls made,
"C" meaning call, written after the name. This record the
secretary then transfers to the permanent records of the
school.

It is usually the plan of the Superintendent to visit the
pupils street by street, making a certain number of calls
each week and reporting them to the secretary for record.

In addition to these calls she should go carefully

oftheSiTer 0Ver ** StS landed ner ^ ^ e teacners » note
intendent tne homes ln which her call is especially needed
that week, and plan to reach all such homes.
By this system no scholar is neglected and at the end of
the year the Superintendent, by consulting the records, can
tell just how many calls each individual in the Primary
Department has received and how many letters have been
written him. This system of calling with its complete records
furnishes the very best plan for well distributed work.

II. Birthday Observance

1. The birthday letter. A part of the fellowship serv-
ice of most Primary Departments is the remembering of
birthdays. The notice taken during the school session of
the birthdays has already been spoken of in the chapter on

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200 ELEMENTARY WORKER AND HIS WORK

the "Program." It is the custom in most schools to send a
birthday letter to the child by mail or messenger so that
the child will receive it on the anniversary of his birth. In
other schools the child receives this letter on the Sunday when

his birthday is recognized in the Sunday-school
rationed sess > on - The two cents spent in postage will
Value bring added pleasure to the child, for many of

the children in our Departments only receive by
mail one letter a year — the one sent by the Sunday-school
on their birthday. Whether the letter go by mail, messenger,
or be given the child during the school session, never fail
to have the child receive such a letter; the time spent in
its preparation is very slight in comparison with the child's
enjoyment. Some children have for years treasured the let-
ters which they have received from the Primary Superin-
tendent on their birthdays. Among the illustrations in this
book will be found a unique birthday letter and we may
judge for ourselves of the child's delight in receiving it
The letters are to be written by the Primary Superintendent.

In some schools it is customary to send in each birth-
day letter a Bible verse to be learned at home and re-
cited in the school on the Sunday when the birthday is
The Birth remembered there. The verse given is selected
day Verse" because the first letter of the verse is the first

letter of the child's given name; thereafter it
is the child's own verse. Each year the child will receive
a different verse and each year the verse will begin with the
first letter of the child's name. If this custom is followed
only in the Primary Department it will result in the child's
having three very helpful verses to call his own, while if
the custom is begun in the Beginners' Department and kept
up through the Junior Department or perhaps even longer,
the store of these personal verses becomes large.

As these verses will be remembered always, the selection
of them is very important; they should be helpful now and
helpful during the entire life of the child. For instance, sup-

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OUTSIDE ACTIVITIES

201

pose the child's name is Florence, then the verse for the first
year might be, "For Thou, Lord, art good and ready to
forgive," Psa. 86 : 5. All the children in the Department
having "F" for the first letter of their name will have this
as their verse for that year. The next year the

Uonof UC " verse be S innin S with " F " mi & ht be » " For
the Versei * s tne message that ye heard from the beginning,

that we should love one another," 1 John 3: 11;
and the following year, "For God so loved the world that
He gave His only begotten Son that whosoever believeth on
Him might not perish but have everlasting life," John 3 : 16.
A part of the fellowship service in schools where these or
similar verses are used is to have the children with birthdays
come to the front of the room and each one repeat his birth-
day verse for that year, giving also the chapter and book
where the verse is found.

2. The birthday wall card. Many Primary Superin-
tendents prepare a large birthday calendar each month,
designating upon it the birthdays which occur during the
A Descrip montb * The calendar is made of gray or white
tion cardboard about 14 x 18 inches for a Department

numbering seventy-five members. In some in-
stances one sheet of a large calendar pad is pasted to the
cardboard and the dates of the birthdays are designated by
pasting a gilt star over the date on the calendar pad. In
other cases the names of the children having birthdays during
the month are printed upon the card with stencils or rubber
stamps in the order in which the birthdays occur, and a gilt
star placed after the name when the birthday offering has
been brought to the Sunday-school.

These birthday calendars are always decorated with de-
signs appropriate to the month in which the birthdays occur.
For example, pink roses might be chosen to remind the
pupils of June, the month of roses. The roses are cut
from wall paper and pasted to the card after the names
are printed upon it. Appropriate decorations for the cards

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202 ELEMENTARY WORKER AND HIS WORK

can be obtained from many sources, and ways will con-
stantly occur to the inventive Primary Superintendent in
which to make the cards attractive. Some teachers who
are gifted make their own water-color sketches on the

card each month, and these are very beauti-
Suggested f . _ , ' , *

Decorationt In other schools an appropriate verse is

added to the card and the children learn that
verse each month— oftentimes it is a part of the song which
they are learning. Appropriate decorations are suggested
below in the hope that they will aid some Primary Super-
intendent :

January. — Icicles cut from glazed white paper, bells on
ribbons, snow scene, design of an Eskimo hut, snowflake
designs, stars.

February. — Pictures of Washington and Lincoln pasted on
crepe paper flags, pictures of Lincoln and log cabin, valen-
tine hearts, cherries and hatchet, colonial caps and swords.

March. — Kites, pussy willows, robins, swelling lilac buds,
weather vane, windmill, shamrock.

April. — Cocoon and butterfly, Easter lilies, crocuses, ar-
butus, flight of wild geese, April showers.

May. — Apple blossoms, violets, anemones, May baskets,
dandelions, buttercups, catkins, maple keys.

June. — Roses, azalias, butterflies, blue flag, diplomas, baby
birds in nest, pictures of flowering shrubs.

July. — Flags and firecrackers, cannon, picnic party, green
trees, picture of partridge with young, farm scene, hay making.

August. — Sea shells, sea weed, sail boats, tents, swings,
beach with tin pail and shovel, berry picking.

September. — Bird's nest, goldenrod, fruit, gentian, milk-
weed pods, bees, children with slates and books.

October. — Autumn leaves, cornstalks, sickle, chestnut burrs,
pumpkin and squashes, squirrels.

November. — Bag of wheat and grain, turkeys, Plymouth
Rock, the "Mayflower" and Puritans, bare trees.

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203

December. — Evergreen trees and Christmas star, Madonna
and Child, holly and mistletoe, fireplace and Christmas stock-
ings, snow man.

Birthday calendars of this kind help to decorate the room

and the children watch eagerly to see what the decoration

for the month shall be. Do not keep the calendars up but

,» , ^ a month at a time as the children take more
Using the

Blackboard enjoyment in a new calendar if the old ones are
put out of sight. If there is a wall blackboard
in the room all of which is not needed for the lesson teach-
ing, the blackboard pictures might take the place of the
birthday card. In such cases the picture would be drawn
on, instead of pasted, and the names of the children written
under the picture. Many artistic designs of this sort of black-
board work will be found in the blackboard suggestions for
public school teachers.

III. Socials for the Primary Department

1. When the children entertain. Socials for the chil-
dren of the Primary Department give the officers and teachers
an added opportunity for better acquaintance with the chil-
dren. The children enjoy acting as hosts and

Children at h OS tesses occasionally to their parents and friends,
Hosts and , « . ...

Hostesses s0 once ,n awn «e allow them to entertain their

friends in the Sunday-school room or under the
name of a Sunday-school Department or class. Invitations
may be prepared by the Superintendent in advance and ad-
dressed and delivered by the children. Both parents and chil-
dren seem to enjoy socials of this kind.

One time of the year when this is particularly easy for
them is at the Christmas season. They will have learned

some Christmas songs in connection with their
^ hen regular work in the Sunday-school and many of

i8 n E * ay ° them will have learned pieces to speak in the

public school which can be repeated at this social ;
the children will enjoy meeting some time before the social

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204 ELEMENTARY WORKER AND HIS WORK

for work, at which time they will each make a present for
mother and father under the teacher's supervision; at this
time, too, they will enjoy trimming the tree. It is also very
easy for the children to entertain at Thanksgiving time and
in June, because at those seasons new songs and recitations
have been taught in both Sunday-school and public school
and so no additional preparation is needed. The children
may also enjoy entertaining their parents at the time of the
handwork exhibit, although the officers of the Department
usually entertain at that time.

2. When the children are entertained. Some schools
plan to entertain the children of the Primary Department at
least once a quarter. Games for these times are readily

arranged, and sometimes light refreshments are
of^SocUls serve d« Very unique invitations may be made
Enjoyed b y ^ e Superintendent with the aid of the helpers

of the Department, and these invitations are
greatly treasured by the children. The following are a few
names given to such socials which suggest the character of
the social: "Thimble Party," "Soap-bubble Party," "Christ-
mas Social," "Animal Social," "Autumn Picnic," "Alice-in-
Wonderland Party" (see illustration), "May-day Party,"
"Patriotic Party," "Birthday Party" (see illustration), "Circle
Social," and "Picture Social." In socials for the Primary
children it has been found that the children enjoy best the
simplest games; even kindergarten games will please Pri-
mary children. Many suggestions for games will be found
in books written for kindergarteners and public school teachers.

IV. Parents' Meetings

z. A mothers' organization. In connection with every
fair-sized Primary Department there should be an organiza-
tion of mothers. Usually this organization includes the
mothers of the children in the Beginners' and Junior Depart-
ments. The Sunday-school needs the help of the mothers
fully as much as the mothers need the help of the Sunday-

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OUTSIDE ACTIVITIES

205

school. There are many ways in which the mothers can help
the Primary teachers in their work. Sometimes teachers
complain that the parents do not help the children in home
work as they might, but usually the reason is that the parents
do not know just what the Primary teacher is doing, and so
do not supplement her teaching as they would if definite
Why things were asked of them. Always remember

Needed *h at me principal reason for a Mothers' Associ-
ation is that the Sunday-school teachers and the
mothers may help one another, and not that the Sunday-
school teachers may give the mothers points on how to
bring up their children.

2. Meeting for mothers. A Mothers' Association should
have regular times of meeting. If there is no Mothers' As-
sociation, let the Primary Superintendent arrange for mothers'
The Kind meetings at regular intervals. The meetings
of Program should be in charge of a mother, if possible, and
Mo»t th e topics for discussion should often be sug-

Heipfui gested by the mothers. A simple program is
best. Let the Superintendent show how she teaches the les-
son in the Primary Department; let there be Scripture
reading, prayer, and music in which all can join, and some-
times very simple refreshments. The pastor of the Church
may be called upon for an occasional address; some local
lady physician may profitably speak on such topics as relate
to the physical well-being of the children; often the pianist
will enjoy helping the mothers learn the new pieces which
the children are beginning to sing in the Primary Department
These suggestions are given in order to show how interest-
ing to both mothers and teachers a simple informal program
may be. If it is necessary for many of the mothers to bring
little children with them to these meetings they should be
relieved of all responsibility concerning them while there.
Let some class of girls in the Intermediate Department of
the school take care of the children while the mothers have
their meeting.

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206 ELEMENTARY WORKER AND HIS WORK

It is helpful to have a mothers' library, either as the
property of the school or purchased, a book at a time, by the
mothers themselves; the review of a book newly purchased
A Mothers' w *** ^ c mucn a PP rec *ated by the mother who is
Library to ° k usy t0 rea< * herself. The Sunday-school is
missing a rich opportunity for both profit and
pleasure if it has no mothers' meetings.

3. Letting the fathers share the good things. At reg-
ular intervals during the year hold a meeting which shall in-
clude both fathers and mothers. Let such socials be held in
Parents' * ne even * n ^ There are many topics which will
Meetings suggest themselves as of particular interest to
fathers; let them be brought up for discussion at
this time. Let a father have charge of the meeting. Do not
have tea for refreshments, but have something which can
be bitten into, and let the parents sit at a table for their
refreshments. If it is an afternoon tea affair the fathers
will not come. Let the fathers see the program in advance,
and make it so strong that they will realize that if they stay
away it will be their loss. If the Sunday-school can help
the fathers to realize their joint responsibility with the mothers
for the religious well-being of their children a great mission
will be accomplished.

Lesson Outline:

I. Visitation in the Homes of the Pupils.

1. Reasons for visitation.

2. A systematic plan of visitation.

II. Birthday Observance.

1. The birthday letter.

2. The birthday wall card.

III. Socials for the Primary Department.

1. When the children entertain.

2. When the children are entertained.

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IV. Parents' Meetings.

1. A mothers' organization.

2. Meetings for mothers.

3. Letting the fathers share the good things.

bibliography:

Willis and Farmer, "Month by Month."
Devereaux, "Outline of a Year's Work in the Kinder-
garten."

Kennedy, "Special Songs and Services."
Newton, "Graded Games and Rhythmic Exercises."
Bancroft, "Games for the Playground, School, and Gym-
nasium."

Topics for Special Study:

1. Suitable Bible verses for birthdays.

2. Programs for parents' meetings.

Topics for Class Discussion:

1. Give four reasons for home visitation.

2. Outline a systematic plan of visitation.

3. What is the value of a birthday letter?

4. What are the advantages in sending a birthday Bible

verse to the child?

5. How is a birthday calendar prepared?

6. What times of the year are best for the Primary

children to entertain their parents, and why ?

7. What kind of games are best for a Primary Depart-

ment social?

8. Why does every school need to have parents' meet-

ings?

9. How should a meeting with fathers differ from one

of mothers alone?

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CHAPTER XX

THE GOAL

I. The Goal of the Pupil

i. Promotion from Primary to Junior Department. For

the pupil in the Primary Department the goal of three years'
faithful attendance is promotion into the Junior Department
The impor- °* tne scno °l- To reach this goal he bends all
tance of Pro- his energies, and to him the promotion from Pri-
motion to mary Department to Junior dwarfs all other ex-
the Pupil periences. His certificate is the visible guarantee
of work well done and the badge of his mental and physical
growth. He is fast reaching the age when he does not wish
to be associated either in play or in school life with children
of six and seven years.

Because of the marked differences in the characteristics
of the child in the ninth year from the one in the seventh
it is almost never wise to keep a pupil in the Primary Depart-
Why Pro- ment when he has reached the age of nine, the
motion u usual age for promotion. If he has not done the
Necessary wor k required for the receiving of a diploma he
may be transferred without honors to the Junior Department
There are very few instances where this is necessary.

There is no one day universally accepted as promotion day
where the Uniform Lessons are used. In some schools pro-
The Da of mot * on ^ay is the first Sunday of the New Year,
Promotion m others it is on Children's Day, and in still
others comes on Rally Day. With the Graded
Lessons it should come either the last Sunday in September or
the first Sunday in October, since the year's work begins at

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209

that time. The service should be as dignified as possible and
should include all the lower grades of the school. If, however,
promotion day is not observed in the other Departments it
should always be observed in the Primary Department. If it
can not come in any service when the whole Church is as-
sembled, let it come as a part of the opening exercises of
the entire Sunday-school, or better yet, as a special service on
some Sunday at a time when it will not interfere with the other
services of the Church and when the parents and friends of
those to be promoted can be present.

Bibles are seldom used by the children themselves in the
Primary Department, but in the Junior Department they will
be needed as a part of each pupil's equipment. For this reason

many schools present a nicely bound Bible to each
Prom the* graduate from the Primary Department It is
School quite necessary that these Bibles should have large

print, for if it is not one which it is easy for
them to read it will not be attractive to the children and
Bible reading will become an irksome task rather than a pleas-
ure. If the name of the child is printed in gilt on the front
of the Bible it is of increased value to him. Often when
the school can not have this printing done an interested in-
dividual has had it done. Some schools give a Bible to the
children as a reward for regular attendance, but in this way
there are likely to be some children who will not put forth
the necessary effort to win one, and as all the children in the
Junior Department need Bibles of their own, the time for
giving them seems logically to be when they graduate from
the Primary Department

II. The Goal of the Teacher

1. The spiritual nurture of the child. The goal in the
pupil's view may be material, but the goal of the teachers and
Superintendent of the Primary Department is spiritual. The
conscious duty of the pupil is to acquire a knowledge of cer-
tain facts and truths ; the conscious duty of the teacher is the

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2io ELEMENTARY WORKER AND HIS WORK

spiritual nurture of the child. All the effort of the teacher,
both inside and outside the school, must contribute to that
nurture. Great wisdom is needed in caring for these little
souls, and only as the teacher is in constant communion with
the All-wise Teacher can she properly accomplish her mis-
sion. Dr. H. A. Johnston, in commenting on the
The Need ver se from Colossians, "Christ is all and in all,"

of Great

Wisdom nas sa *d> "Let the rule for every day be, To Christ
in everything — from Christ to everything — face to
face with Christ in everything." If the Primary teacher shall
often talk with the Master concerning her class, and if she
shall be conscious of His presence in the class, she will re-
ceive the help she needs for Christian nurture.

The parents and teachers should work together in train-
ing the child spiritually, but it is a sad fact widely acknowl-
edged that some parents are very willing to shift all responsi-
TheRespon- bility for the spiritual training of their children
sibiiity of the to the shoulders of the Church and the Sunday-
Sunday- school. There are children in some so-called
school Christian homes to whom less of reverence, obe-

dience, faith, and virtue are taught than in non-Christian
lands. Since this is admittedly the case, the efforts of the
teachers of the Sunday-school toward the nurture of the child
are doubly necessary. Nurture implies the giving of food
for growth and the training of the child during growth.

Luther Burbank says that weeds are what they are, "Be-
cause they are jostled, crowded, trampled upon, scorched by
fierce heat, starved, or perhaps are suffering from cold or
The Primary wet * eet » tormented by insect pests, or a lack of
Teacher's Re- nourishing food or sunshine. There is not a weed
sponsibiiity alive that will not sooner or later respond liber-
al Privilege ally tQ good cultivation/' why is it, then, that

the race is so full of human weeds to-day which are a menace
to all society? May it not be because in childhood they had
not proper care, nourishment, and training? May it not be
because in childhood their innate feelings of reverence, desire

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THE GOAL

211

for the good and pure, and love for God were trampled upon,
crowded, scorched by scorn and ridicule, starved, and exposed
to disease? Almost every one is a member of Sunday-school
at some time in his life, and usually he is in Sunday-school
during the period from six to nine years of age, if at no
other time. The Primary teacher's responsibility is only ex-
ceeded by the greatness of her privilege in thus coming in
touch with lives during this impressionable period.

Courage or bravery has been found to be the first form
of human virtue, with obedience and truth not far behind it.
Spiritual Sympathy is a characteristic of early childhood,
Character!*- also gratitude and reverence. The child's nature
tics of the is essentially religious, the child's mind is teach-
ChikT** a ^ e> an( * *" s easily trained. If ours is to
be the work of nurture, what more can we de-
sire as a foundation upon which to build?

Only when a child begins to distinguish between right
and wrong can he be considered morally responsible. In the
Primary Department he is old enough to make general dis-
TheNeedof tmct * ons > but m ' ss some °* tne & n&r distinc-
Guidance t * ons between right and wrong. In his earlier
years it has been necessary for an adult to help
him in making all distinctions, and even now it is necessary
that he should be guided in his judgments. It is the duty of
the teacher, first to show him the difference between right and
wrong action, then to help him in choosing the right action,
and finally to lead him to the plane where he can make right
decisions without guidance. His moral nature is strengthened
with every right decision or effort which he makes.

From the moral to the spiritual is but a step for the child.
The virtue of courage may be fostered by the wise com-
mendation of parents and teachers. In a home where there
were two boys, the older six years of age and the younger four,
permission was given the older boy to be away from home
over night, but the younger boy was told that he must be
at home early. The little chap at first puckered up his face

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212 ELEMENTARY WORKER AND HIS WORK

for a cry, but suddenly his face was straightened and he
went off smiling. Upon his return he was commended for
his bravery in not crying or teasing to stay with his brother.
After a few minutes he looked up with the question, "Does
God care whether I am brave or not?" The mother replied,
"Yes," and quoted the verse from His Word, "Be thou strong
and very courageous," explaining it to the boy,

Moni to* and he went off t0 bed with a happy heart Thus
the spiritual does ^ e mora l l ea d to the spiritual in many

cases. The child learns to obey first because he
must and then because he desires to please those in authority.
By the time he is six or seven we will find that he obeys
because he has been taught that it is right for him to do
so; obedience will then be rendered without regard to its
being found out. So we teach him to obey the Divine Au-
thority even as he already obeys human authority, leading
him to know that obedience is a mark of affection. The
child's sympathy, gratitude, and reverence are as easily deep-
ened and strengthened as are the other virtues. They will
gradually unfold and become the flower and fruit to which
we adults give the name of spirituality.

Every Primary Superintendent and teacher should know
just what the teachings of his own Church are on the sub-
ject of child religion. Let us look briefly at the doctrines
Methodist wmcn are held by the Methodist denomination
Teaching on ^ e su Wect. The Methodist Discipline, in
Concerning paragraphs 49-54* deals with the subject under
the Reiigioua the head of "Baptized Children and the Church."
fhTchiid ^ * ew <l uotat * ons fr° m these paragraphs are given

below: "We hold that all children, by virtue of
the unconditional benefits of the atonement, are members of
the Kingdom of God, and therefore graciously entitled to bap-
tism. . . . We regard all children who have been baptized
as placed in visible covenant relation to God, and under the
special care and supervision of the Church. . . . The pastor
shall organize the baptized children of the Church . . . into

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THE GOAL

213

Classes and appoint suitable Leaders, whose duty it shall be
to meet them in Class once a week, and instruct them in
the nature, design, and obligations of Baptism, and in the
truths of religion necessary to make them 'wise unto sal-
vation;' to urge them to give regular attendance upon the
means of grace; to advise, exhort, and encourage them to
an immediate consecration of their hearts and lives to
God" . . .

The opening words of the paragraph show us that the
Church believes the children to be already members of the
Kingdom of God. The chief concern of the Church is to
keep the children from ever drifting away from
An ExpUna- ^ Kingdom of God and straying into paths of
tion of These , , . T , , ,

Teachings deliberate wrong-doing. It becomes the duty of
the Church to safeguard these children, and quo-
tation has already been given showing in what way the
Methodist Church makes provision for this safeguarding.
A writer recently said in the Sunday School Journal:
"Approximately eight thousand pastors in our Church are
asked four times a year: have the rules respecting the in-
struction of children been observed? Seventy-two thousand
times in one year is this question officially asked and answered.
No other question relating to the spiritual interests is asked so
often. Temperance, liberty, sound judgment, good morals,
purity of life, and the overthrow of wrong are within our
reach in the little ones, who would soon develop in beauty
and bless the world if we would refuse to give Satan what
the Lord Jesus gives us."

The Church believes in the text, "First the blade, then the
ear, then the full corn in the ear," and so does not look for
the same evidence of spiritual life and growth

Sf8 d irit*" in its children as in its adults - Tnis is the onl y

uaiity logical ground which the Church can take on the

subject, for in this as in all else evidences grow
from experiences, and since the child does not have the same
experiences as the adult, we can not expect the same evidences

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214 ELEMENTARY WORKER AND HIS WORK

of growth. It would be an inadequate religion which took
away the joy and happiness of a child, substituting in its
place contemplation and solemnity. God has given to all
healthy children a spontaneous joyousness; is it possible that
in serving Him He would have them lose that joyousness?
Would He take from them the zest of a hearty, wholesome
enjoyment of life? Would He not instead set them in our
midst as He did the child of long ago and bid us learn of
them in this as in other ways?

What, then, are we to expect of children as we watch
for their growth in Christian strength? We may expect to
find in their hearts a love for God the Father and a desire
What We to serve an< * please Him in their own childlike
May Expect way. Their love and service will be shown by
From the their prompt obedience, honest play, kindness in
Children home, cheerfulness, and thoughtfulness. These

virtues will not spring up of themselves without careful teach-
ing and training on the part of those who are their spiritual
guides. If there are indications that the child is constantly
trying to do the right and to please the Heavenly Father
as well as the earthly parents, we may believe that the child
is growing spiritually stronger.

In an article, "The Child and the Bible," Dr. William P.
Merrill has said: "Human life is a tangle of complex prob-
lems. But there is one thread in a tangle by taking hold of
which we may hope eventually to unravel all;

of h the 0lUti011 that thread is ^ ^cation of the child. The
Problem supreme question for any age, any people, is how
to train the child aright 'One generation goeth
and another cometh and the earth abideth;' the only way to
make the earth better is that the generation that goes should
train rightly the one that comes. Twelve men were debating
great questions about the expected Kingdom. The Master
set a little child in their midst and said, 'Think of him.'
In the midst of our twentieth century life, with its self-im-
portance, its enlarged sense of its responsibility, God sets the

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THE GOAL

215

little child and says, Think of him; here is at once your
greatest problem and the solution of them all/ Find what
to do with the little child, and you may leave the rest serenely
with God The world still keeps as the most joyous of days
the anniversary of the birth of a little Babe, but do we not
treat the child too often as His world treated Him ? No room
for Him in the inn; little made of Him; little note of His
growth; few to heed His eager questions; fewer still to sus-
pect the wisdom that lay beneath them; and at last, when
full grown, no place for Him, no chance for Him, nothing
better to do with Him than to put Him out of the way! O,
how often that tragedy of the life of the Christ-child is re-
peated in the life of the little child in our midst! . . .
If your child asks for knowledge of how to live will you
supply every part of education except this one text-book of
life? If your child ask bread, will you give him a stone?
It may be a precious stone, beautifully cut and set; but he
wants the bread. And if you do not give it to him, his soul
will not be nourished."

Lesson Outline:

I. The Goal of the Pupil.

1. Promotion from Primary to Junior Department.
II. The Goal of the Teacher.

1. The spiritual nurture of the child.

Bibliography:

Lamoreaux, "The Unfolding Life."

Wiggin, "Children's Rights."

Dubois, "The Natural Way."

Poulsson, "Love and Law in Child Training."

Rishell, "The Child as God's Child."

Topics for Advanced Study:

1. Standards for promotion.

2. Methods employed by the Church for the nurture of

the child.

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216 ELEMENTARY WORKER AND HIS WORK

Topics for Class Discussion:

1. What does promotion mean to the Primary pupil?

2. Should a pupil pass into the Junior Department if

he has not done the required work of the Primary
Department? Give a reason for your answer.

3. What gift should the school make to the pupil when

promoted, and why?

4. Why is the responsibility of the Sunday-school for

the spiritual training of the children so great?

5. Why is the Primary teacher's responsibility espe-

cially great?

6. Name three steps which the teacher takes in train-

ing the child to make right decisions.

7. How may the teacher or parent guide the child from

the moral to the spiritual?

8. What is the Methodist doctrine concerning child

conversion ?

9. Upon what do evidences of spiritual growth depend?

10. What evidences of spiritual growth may we right-

fully expect from primary children?

APPENDIX

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APPENDIX A

BEGINNERS' DEPARTMENT

SUGGESTIVE PROGRAM FOR BEGINNERS' DE-
PARTMENT.

Compiled by Miss Grace Longfellow and Mrs. W. J. Semelroth.

Theme: "Love shown by kindness."
(To those in the Family Circle.)
To develop the thought of thanking God for our homes
and "all the blessings there;" what the children may do to
help make the home a happy place, — show love to brothers
and sisters, remembering to "love one another."

I. Before the Session

Secretary helps early comers place stars on Attendance Roll.
Each child might drop his offering in basket on jardenier stand
in center of circle, thus taking care of the "troublesome
penny."

II. The Circle Program
i. Quiet music*

a. The children's greeting:

"I'm glad to see you,
I'm glad to see you,
I 'm so glad to see you,
And you, and you !"
(Tune; "Good-morning to you,")
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APPENDIX

I choose Mary and Robert to go around the circle and
shake hands with each one, as we sing:

"A greeting to you,
A greeting to you,

Each little friend so gay,
We smile and bow,
To greet you now,
This happy Sabbath day."

(Tune: "The Morning Bright," Primary and Junior
Hymnal — Heidelberg Press.)

a. Roll calL

Who's here? Each name is called, and children say, "I
am here on time." Blue or gold stars for on-timers; red
stars for those who come in after roll call.

4. Greeting to new scholars:

"A welcome to you,
A welcome to you,
A welcome to Harold,
A welcome to you !"

I see Ethel's mother (or a visitor) in our room to-day,
and I will choose May to go and shake hands with her —
carry our welcome to her.

5. Opening talk leading to prayer and praise.

Who is ready to tell us what day this is? Who will tell
us about the bells that ring on Sunday? Who heard them?
What say? Where tell us to come? Shall we ring the bells
and call the people to come to God's house on His day?

Sing: "Church Bells" . . . Come, come, people, come.
(Song Stories.)

Prayer preparation:

Who is glad that Sunday has come? Why glad when
Sunday comes ? Who stays at home on Sunday ; who goes to

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221

work on other days? What else glad for? Tell some of the
things at home — mother, brothers, others. So many things
to be glad for, so many things that we love, I want to thank
the Heavenly Father right now for Sunday and for our
Sunday-school and for our homes, etc.

(Children make Prayer Circle by holding hands.)

Prayer :

"Dear Father, we thank Thee for all that makes us happy
and all the things we need — for father, and for mother, we
give thanks indeed."

Another way we can say "thank you?" Listen!

What is the piano saying?

(1) Sing:

"Father, we thank Thee for our homes,

And all the blessings there;
O, may we grow more like to Thee
In tender love and care!"

(Song Stories.)

(2) Sing:

"Thank Him, all ye little children— God is love."

(Carols.)

6. Giving service.

We have spoken softly to God in prayer, and we have sung
our happy "Thank you" to Him. Is there something else
God's little children can do in His house to-day? Who
brought a gift for Him to-day — a love-gift that would like
to go a-helping other love-gifts some good work to do?

Sing:

Many little love-gifts

Gladly now we bring,
While our happy voices
Praises to Him sing.

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APPENDIX

Here are many love-gifts—

All would like to go
A-helping other love-gifts,

Some good work to do.
Chorus : Giving, giving, gladly giving,

Loving gifts to-day;
"We would go a-helping,"

Hear the love-gifts say.

(Tune: "Offering Song" from Songs of the Seasons.)
Children count the money with teacher, placing it in pile*
of ten each.

Teacher: "Here are many love-gifts — all would like to
go a-helping other love-gifts some good work to do. Shall
we ask God to give them some good work to do?"

Prayer :

"Heavenly Father, bless our gifts and help them to do
some good work for Thee."

7. Fellowship service.

Who is our birthday child to-day?

Sing: "Happy Birthday to You." (Tune: "Good-morn-
ing to you.")

Children count birthday love-gifts as they are dropped
into birthday bank.

Teacher gives cards, picture, or flower.

Prayer by teacher, holding child's hand :

"We thank Thee, Heavenly Father,

For our little friend so dear;
Keep him in Thy loving care
Each day of this new year."

Cradle Roll name added

New name added to roll or Cradle.

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Sing:

"There are blessings from God all about us,

We should thank Him for gifts great and small,
But the gift of a dear little baby
Needs the very best 'thank you' of all." (Carols.)

Prayer :

"Heavenly Father, bless this baby,
Guide his tender little feet ;
May we older children help him
To be gentle, kind, and sweet."

& Circle talk to prepare for the lesson.

The Finger Family" or any finger-family play.

"This is the mother, so busy at home,
Who loves her dear children whatever may come.

This is the father so brave and so strong,
Who works for his family all the day long.

This is the brother, who '11 soon be a man ;
He helps his good mother as much as he can.

This is the sister, so gentle and mild,
Who plays that her dolly is her little child.

This is the baby, all dimpled and sweet ;

How soft his wee hands and his chubby, pink feet!

Father and mother and children so dear,
Together we have them— one family here."

Short story of little brother, who in his play remembered
"love one another."

Rest exercise:

Stand! Hide hands!
"Where are the merry, merry little men,
Who will help us to work and play?

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APPENDIX

Where are the busy, busy little men
Who can do loving things each day?"
Show hands 1
"Here are the merry, merry little men," etc

Thought in action :

Who is ready to show with your hands (without saying
a word) something you can do to make mother happy, or
father or brother, etc. (Wipe dishes, pick threads from the
carpet, or sweep.)

Harold is ready. He may show us and we must guess.
When we have guessed, let us all play we are doing that. To
make brother or sister happy : help build up blocks, hold baby,
help brother to get on rocking horse.

(If the children can not think of these, choose one to
come to you and whisper the suggestion.)

Sing:

"Little deeds of kindness,
Little words of love,
Make our homes so happy,
Like the heaven above."
(Tune: "Little Drops of Water.")

9. Lesson for the day.

"Joseph's Coat of Many Colors."
Verse for the child : "Let us love one another."
Sing again : "Little Deeds of Kindness."

10. Good-bye.

Choose Henry to stand in center of circle.

He bows politely to one whom he may choose (Ethel),
who comes to him and they shake hands and bow.

Henry then goes to get his own wraps.

Ethel chooses some one, by bowing, who comes and they
shake hands. Ethel then goes for her wraps, etc.

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All back in circle.
Sing:

"Soon the week will be over,

Fast the minutes will fly,
Till we meet you and greet you,
Good-bye, good-bye, good-bye."

(Howard's "Songs for Sunday Time/')

Make prayer circle and pray with heads bowed :
"God be with you till we meet again."
Distribution of papers.

Pass out to music, shaking hands with teacher.

CHRISTMAS PROGRAM FOR BEGINNERS.
(Sunday before Christmas.)
By Miss Grace Longfellow and Mrs. Armatage. Used in
the Beginners' Department of the Hennepin Ave. Methodist
Episcopal School, Minneapolis.

i. Sing "Happy Christmas to You."

(Tune, "Good-morning to You.")
Choose one to shake hands with all in the circle as we sing :
"A greeting to you,
A greeting to you,

Each little friend so gay,
We smile and bow,
To greet you now,
This happy Sabbath day."
(Tune: "The Morning Bright," Primary and Junior
Hymnal— Heidelberg Press.)

a. Prayer circle.

What do church bells say all the year? "Come, come,
people, come."

Just before Christmas they say, "Loving and giving!"

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APPENDIX

Ring the bells and as we ring them, say, "Loving and
giving !"

Talk leading to prayer:

Who is ready to tell about some gifts that are given to
everybody in the world? Sun, stars, moon, frost, snow, etc

Sing:

'Tor frost and snow we thank Him,

That come in winter wild,
But most of all for Christmas,
And for the dear Christ-child."

(Music in Hofer book.)

Tell more of these gifts leading to PRAYER.
Sing, "Thank Him, all ye little children."
Some gifts that come only to SOME homes: Kitties,
puppies, pony.

Only SOME homes have a . . . BABY!

Let us thank our Heavenly Father for the BABIES.

Cradle Roll mentioned.

3. New scholars welcomed.

To our visitors sing, "Happy Christmas to You !"

4. Birthday service.

Sing, "Happy Birthday to You." (Tune: "Good-morning
to You.")

Prayer by teacher, holding child's hands:

"We thank Thee, Heavenly Father,
For our little friend so dear,
Keep him in Thy loving care
Each day of this new year."

Candle lighted for child to hold as we sing.

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5. Circle talk.

Another birthday coming very soon. You said that babies
come only to some homes, but once a Baby came as a gift
to everybody — God's Love-gift to all the people in the world.
He gave this Gift because He loved us.

Each make a book with hands while I hold the Bible and
we will read, "He loved us and sent His Son." Christmas
is His birthday.

On our birthday we have candles. On Christ's birthday
we put His birthday candles on the tree. What else on tree?
Presents! Presents for whom? Us, and for our "loved
ones." But there are some little children who have no
father to get them presents. Some whose mothers have no
money to buy them gifts. It would make Jesus happy if on
His birthday we give presents to some of these children. He
says it is just the same as giving a birthday present to Him.
Would you like to bring presents for some little babies ? (Tell
of babies in the "Babies' Home.")

6. Rest exercise.

"Christmas Tree Exercise." (One stands in center and
spreads arms for the branches.) Each one may choose what
you would like to put on this tree for some little baby.
"Dress," "stockings," "hood" Go to "tree" and hang them on.

Sing "Happy Christmas" to the mothers and babies for
whom we have given these things.

Choose another to be the "tree." Also four or five to be
"mothers," who will take the things from the tree. We will
now dress the baby with these. (Motions of dressing a baby.)

Lay baby on arms and sing:

"Rock-a-by, rock-a-by, rock-a-by-by,
For all little children are under the care
Of Jesus who came as a Baby fair."

(From Christmas service, "The Angel's Song," 5 cents.
Published October, 1901, by Hope Publishing Co., Chicago.)

Sing very softly so as not to waken baby.

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7. "The Christinas Story."

Told, holding picture of "Madonna and Child."

& Song. "Away in a Manger " from "Songs for Little
People."

Teacher recites:
"We know just how He looked that Christmas day,
The little Jesus, on His bed of hay.

We know just how His little downy head
Nestled on that fragrant manger bed.

And then, we know how rosy and how sweet
His tiny hands were, and His small pink feet.

And how He looked up in His mother's eyes
And smiled to her in glad surprise.

When He awoke and found her bending near
We know how very sweet He was, and dear.

We think the little Christ was glad to come
To Mary's arms and Mary's home.

And be her little Babe; then He could show

Us children how dear God would have US grow."

9. Sing as if to the Baby Jesus, "Rock-a-by."

10. Good-bye. "Our Sunday-school is Over."

Pin on each child a "letter" telling of the plan to bring
next Sunday something for the babies in the "Babies' Home."

THE SUNDAY FOLLOWING.
(Sunday after Christmas.)
On the following Sunday the children place their packages
under their chairs until time to talk about them.

Have the Christmas tree exercises as on previous Sunday.
Then bring out a pretty box or basket and all place their gifts
in this.

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Children are delighted if these can be opened and shown.
Talk of the mothers and babies who are to be made happy
with our gifts.

"What message shall we send to these babies with our
gifts?" Send a "Happy Christmas" with them!

Lesson on "Wise Men Bringing Gifts."

SUGGESTIVE PROGRAM FOR EASTER OR
SPRINGTIME.

By Mrs. Armatage and Miss Grace Longfellow. Used in
the Hennepin Ave. Methodist Episcopal school.

1. Greeting: "Happy Easter to you!"

(Tune : "Good-morning to you.")
a. Greeting to the Sun:

"Good-morning, glorious sun,
Good-morning, glorious sun,
Good-morning, glorious sun,
I love the light of the sun !

God sends His bright, warm sun

To melt the ice and snow,
To start the green leaf buds

And make the flowers grow."
(Found in Hofer, Primary and Junior Songs, page 11.)

3. Circle talk on "Some signs of Spring"— Pussy-willows,
birds flying, etc.
Each has a story to tell: Little chick comes out of shell
and says, "Once I lived in that shell house, but now I have
a NEW LIFE." Little flower says, "Once I lived in that
little brown bulb house, but now I am awake — and have a
NEW LIFE," etc. Everything is singing, "New Life! New
Life!" Let US sing:

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"All the happy children gladly join our song,
Rising to the Father in a chorus strong;
Birds are brightly singing, leaves are opening wide.
Flower bells are ringing forth on every side."

(No. 57, in "Songs for Little People.")
Or sing the following:

"The seeds and flowers are sleeping sound,

Till Easter time, till Easter time,
And then they rise above the ground,

At happy Easter time,
And then they rise above the ground
At happy Easter time."
(No. 14, from "Song Stories for the Sunday School."

4. Prayer of thanks to our Heavenly Father for all that

makes us happy.

5. Offering Song:

"More and more for Jesus
We will gladly give ;
Giving, giving, giving,
Is the way to love!"

(Tune: "Little Drops of Water.")

6. Birthday service.

Who is our birthday child to-day?

Sing, "Happy Birthday to You." (Tune: "Good-morning
to You.")

Children count birthday love-gifts as they are dropped
into birthday bank.

Teacher gives card, picture, or flower.

Prayer by teacher, holding child's hand :

"We thank Thee, Heavenly Father,
For our little friend so dear,
Keep him in Thy loving care
Each day of this new year "

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7. "The Bulb Family."

Each one may choose what kind of a bulb you will be:
Crocus, tulip, hyacinth, Jonquil, Easter lily, lily of the valley,
etc. All go to sleep curled up on floor (except the one who
is to be the "sunbeam").

Teacher sings :

"Sleep, little blossoms, down under the snow;
Blow, winds, blow; blow, winds, blow;
While the cold winter is with us you know,
Sleep, little blossoms, sleep."

(Song, "Fast Asleep and Wide Awake," vs. 2.)

Little sunbeam wakens each bulb by lightly touching each.
Slowly they open their eyes and begin to rise.

Song:

"Hark," the lovely blossoms whisper

Sweet and low,
"Easter thoughts we bring you,
As we grow and grow."

Chorus :

O, sweet is the message,

Jesus lives, He lives,
And to all His children

Life and love He gives.

(From Tullar-Meredith "Songs for the Sunday School;"
or sing vs. 3 of "Fast Asleep and Wide Awake.")

8. Lesson story for the day.

9. Closing. Give to each child little package of seeds to

plant at the proper time.

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ADDITIONAL SPRINGTIME SUGGESTIONS.

Give to each child a package of flax seeds and a tiny sponge,
with directions to keep moist, and place it in the sun, and
then watch it every day to see what will happen.

THANKSGIVING PROGRAM.
By Mrs. Armatage and Miss Grace Longfellow.

1. The children's greeting:

"I 'm glad to see you,
I 'm glad to see you,
I 'm so glad to see you,
And you, and you!"

(Tune : "Good-morning to you.")
I choose Mary and Robert to go around the circle and
shake hands with each one, as we sing:

"A greeting to you,
A greeting to you,

Each little friend so gay.
We smile and bow
To greet you now,
This happy Sabbath day."
(Tune: "The Morning Bright," Primary and Junior
Hymnal — Heidelberg Press.)

2. Roll call.

Who's here? Each name called and children say, "I am
here on time." Blue or gold stars for on-timers; red stars
for those who come in after roll call.

3. Greeting to new scholars and parents.

"A welcome to you,
A welcome to you,

A welcome to Harold,
A welcome to you !"

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I see Ethel's mother (or a visitor) in our room to-day, and
I will choose May to go and shake hands with her— carry
our welcome to her.

4. Circle talk to lead up to thought of giving thanks to God

for ALL His gifts.

Speak of birthday gifts and Christmas gifts. Our Heavenly
Father sends us gifts every day — some things which our
Father has given to every little child in the world. Who
can guess what I'm thinking of? In the morning something
comes right in through my window and wakens me. When
I look to see where it comes from I have to close my eyes
tight What is it? Sunshine — God's gift to every one. Let
us thank Him:

"Dear Heavenly Father, we thank Thee for sending us the
bright sunshine."

When little children have played all day— they are very
. . . (guess). The Heavenly Father knows all about
it and He sends a gift to rest them. What is it? NIGHT.
Put heads on arms and pray:

"Dear Heavenly Father, I am so glad for Thy gift of
night"

Guess another — something that is found everywhere. Some-
times it makes a noise and sometimes it is still. I take it into
my body every minute — when I 'm awake and when I 'm asleep.
Guess what it is. The AIR. God sends us the air to give
us life. Thank God for His gift of life;

We can not see God our Father any more than we can
see the air, but He is right here, close to every one of us.
He is so good to us — sends us all these gifts. He calls us
to praise Him and thank Him.

Sing: "Praise Him, all ye little children."

5. Pictures of more gifts — some gifts of FOOD:
Gifts which grow up in trees. (Apples, etc.)
Gifts which grow near the ground. (Berries, etc.)
Gifts which grow under the ground. (Potatoes, etc)

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6. Thanksgiving exercise:

For food and clothing, home and friends,
For all the gifts our Father sends,
Thank Him!

Sing: "Father, We Thank Thee" (Chorus of "Can a
Little Child Like Me—")

For willing work so kind and true,
That little hands may find to do,
Thank Him!

For Thanksgiving Day, so glad and bright,
When in sweet praises we unite,
Praise Him!

Sing: "Praise Him, all ye little children."

7. Birthday service.

Who is our birthday child to-day?

Sing: "Happy Birthday to You." (Tune: "Good-morning

to You.")

Children count birthday love-gifts as they are dropped into
birthday bank.

Teacher gives card, picture, or flower.

Prayer by teacher, holding child's hand :

"We thank Thee, Heavenly Father,
For our little friend so dear,
Keep him in Thy loving care
Each day of this new year."

8. Talk leading up to lesson for the day.

Tell of little child who went with mother to a place where
there were many trees — something RED up in the trees.
What? Child picked them and filled a basket What did

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235

he do then? What YOU have done? He ate one. But too
many to eat alone. What do you suppose he did? Gave to
his mother— and father. Can you think of any one else he
might give them to ? To some one who has none ! And that
is just what, we are going to do with these apple gifts which
we have brought to-day. Let us take them out from under
our chairs and put them in this large basket and we will give
them to some little children who have had none.

Song:

"Give, little children dear,
Give, O give, give, O give,
Give, little children dear,

With a glad and willing heart.
Tho* very small, there is work for all,
Work for all, work for all,
Tho* very small, there is work for all,
And each can do his part."

(Tune: "Give, Said the Little Stream.")

9. Lesson for the day.

10. Closing prayer:

"God be with you till we meet again."

ADDITIONAL SUGGESTIONS FOR THANKSGIVING.

Give to each child a card on which a spray of wheat heads
has been fastened, with the verse :

"All good gifts around us

Are sent from heaven above;

Then thank our Father,

Thank our Father,
For His love."

(Wheat spray may be obtained from any florist)

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Give to each child a card to pin up in the dining room
containing:

"Grace at Table."
"God is great and God is good,

And we thank Him for His love;
By His hand must all be fed-
Give us, Lord, our daily bread."

THANKSGIVING PLANS FOR BEGINNERS.
(For the Thanksgiving Offering.)

Show picture of vegetables, and tell of going down into
the cellar. What I saw: name them — potatoes, apples, etc. —
all ready for winter.

Tell of some homes that have none, for father and mother
have no money with which to buy them.

Invite the deaconess of the Church to come and tell the
children of some of these homes.

Show the children a bushel basket neatly covered with
crepe paper (pumpkin color) and ask, "Who would like to
bring something good to eat and put it in this basket next

Sunday to give to these children whom Miss has just

told us about?"

Pin on each child a letter as he goes home:

"Next Sunday will be Thanksgiving Sunday. Let us bring
an offering of fruits, vegetables, and jellies for those who
have none."

On the following Sunday ask the deaconess to come and
tell how the children's gifts were distributed.

SUGGESTIONS FOR MISSIONARY SUNDAY.
By Miss Grace Longfellow.
Show to the children a flag of our country—then let all
give a "salute" to the flag (raising hands to forehead and
extending toward the flag). Speak of how we love our flag.

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Show a group of flags of other nations. (These may be
purchased in the department stores for ten cents each.) If
we go on a great ship to other countries we will find fathers
and mothers and children who have different flags from ours.
These children (showing a picture of Chinese children) love
this flag (holding up a flag of China), and the children who
live in a country called Japan (showing picture of Japanese
children) love this flag.

Robert may take the flag of China and go into a corner
and hold his flag high. We will call him "our little Chinese
brother." Helen will be our "little sister in Japan/' and she
may go to another corner. Flags of Siam and other mission
lands are then taken to different parts of the room. Harold
may hold the flag of our own land and stand in the circle.

Does God, our Heavenly Father, love these little brothers
and sisters in the far-away lands just the same as He loves
us who live in America? Yes, we know He loves us all just
the same, And the children may all love Him, too. So let
us ALL sing together:

"Love Him, love Him, all ye little children."

Sing it again ; this time the children in the circle may
sing the first line:

"Love Him, love Him, all ye little children,"

and the far-away brothers and sisters may sing :

"God is love, God is love."

The children may now come back to "our own land" (the
circle), and we will gather all the flags into a tall vase and
put it in the center of our circle. But only think, children,
there are many little children in far-away lands who can not
sing, "God is love," because no one has ever told them about
our Heavenly Father. There are many little children in Japan
who are waiting for some one to come and tell them that
Jesus loves them. But you know it takes money to go on a

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APPENDIX

great ship so far away, so I want to help by giving some
money. Next Sunday I am going to bring just as many
"love gifts" (the name by which we always speak of our
offerings) as I can. I shall put them in this envelope (hold-
ing up a coin envelope) and bring them to Sunday-school.
Would YOU like to do that, too?

As each child goes home, we pin on his coat one of the
coin envelopes containing a "letter" to help in securing the
co-operation of the home : "Next Sunday will be Missionary
Day. Let us bring in this envelope a special offering to help
to send the story of Jesus to some of God's dear children in
far-away lands."

On the following Sunday when the offerings are brought
the exercise with the flags is repeated, this time allowing
other children to take part. Count all the love-gifts, and pray :

"Our Father, bless the gifts we have brought. May they
help to tell the little children in far-away lands about Jesus
and His love."

Song, "The World Children for Jesus," M. C. Brown.

PROGRAM FOR A CHRISTMAS PARTY.
By Miss May Louise Price.

Used in the Trinity Methodist Episcopal school, Spring-
field, Mass.

x. Processional: "Upon this Happy Morning."

Fancy march with wands. Children and teachers march-
ing and singing.

a. Encircle the tree and sing:

"There's a Wonderful Tree."
3* Find chairs.

(Previously arranged in two circles in center of room.)
4. Song:

"Merry Christmas to You."

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239

5. Instrumental music

(Pianist play "Holy Night" and one or two other Christ-
mas hymns.)

6. Hymn:

"Away in a Manger."

7. Recitation:

"And there were in the same country." (St. Luke's ac-
count) Recited by Junior Department.

8. Recitation:
By a child.

9. Song: (with gestures).

Sung by the teachers to the children.

10. Recitation:
By a child.

xx. Song:

"Up Among the Chimneys." By the children,
xa. Recitation:
By a child.

13. Christmas story:

"Why the Chimes Rang." Told by the Kindergartner.

14. Distribution of gifts.

15. March to tables, where ice cream, cakes, and bonbon
snappers are served. Christmas cake in center of each
table lighted with candles.

Party from three to five o'clock Tuesday, December 27,
1910, for the Beginners', Primary, and Junior Departments,
children ranging from three and one-half to eleven years;
about ten teachers.

The tree is trimmed in the morning, lighted with electricity,
with candy and a gift for each child.

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240 APPENDIX

Mothers, fathers, and pastor and Superintendents are the
guests. They are also served ice cream and cake, but not
at the tables.

We endeavor to make it all as much of a party as possible.

RALLY DAY INVITATION.

Used in St. John's Methodist Episcopal Sunday-school,
Seaford, Delaware.

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241

LETTER TO ABSENT PUPIL.

Used in St. John's Methodist Episcopal Sunday-school,
Seaford, Delaware.

<2w£" ild^^ *£**+e**^ ^^**£

* .

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242 APPENDIX

APPENDIX B

THE PRIMARY DEPARTMENT

BIRTHDAY LETTER
From Bethany Presbyterian Sunday-school, Philadelphia.

" fruuU ,9/0

%L J~~U£ AUrrt sir**. i»

yt+</& *£+>K~ 6- €t4#£*U>p ^' UL ^y^l

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*****

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244

APPENDIX

INVITATION TO A MOTHERS' MEETING.

From St. John's Methodist Episcopal Sunday-school, Sea-
ford, Delaware.

^^^^ 0>c ^ rc/ ^'

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INDEX.

Absentees, 96; letter to, 241.

Accompanist, 83.

Activities, 198.

Activity, of Beginners, 22.

Adaptation, of room to Beginners,

50; of program, 58.
Administration of the Graded

School, 14.
Affection, 27.
Animism, 25.

Assistant Superintendent, Duties of,
45; in Primary Department, 129.

Atmosphere and environment, 49*
102.

Beginners, characteristics of, 21 ff ;
needs of, 33.

Beginners' Department, equipment
of, 50 ff; finances of, 38; hous-
ing of, 34 f ; lessons tor, 69 ff;
officers of, 36; program for, 57 ff,
167, 219; records of, 36; relation
to the whole school, 34; need of,
33; supplies for, 38; teachers of,
40 ff.

Bible, the 54; as a gift, 209; as les-
son material, 148.
Birthdays, 173, 199* 242.
Blackboard, 142, 203.
Building, adequate, 17.

Carpets, 141.
Chairs, 142.

Characteristics, of Beginners, 21 ff,
116; of Primary children, 117,
211.

Children's Day, 87.

Christmas, 87, 90; program, 225;
party, 238.

Class divisions, in Primary Depart-
ment, 125.

Clock, 144.

Closing service, 175.

Cope, H. F., i2.

Curiosity, 27.

*45

Decorations for Birthday observ-
ance, 202.

Department, Beginners (see Begin-
ners' Department); Primary (see
Primary Department).

Departments, separate rooms for, 14.

Desk, 143.

Director of Music, 132.
Dramatization, 76.

Easter, 87, 90; suggestive program,
229.

Environment, influence of, 49.

Equipment, to be provided, 17; for
Beginners' Department, 50 ff ; for
Primary Department, 138 ff; of
teacher, 158.

Expression of religious life, 105.

Faith, 25.
Fellowship, 57.
Fergusson, E. M., 12.
Finances of Beginners' Department,
38.

Floor covering, 51.
Flowers, 54, 144.
Folders, 76.

Games, 65.

Graded Lessons, for Beginners, 70;
for Primary pupils, 126, 149 1.

Graded School, what constitutes a,
9; administration of, 14.

Grading, necessity for, 10; objec-
tions to, 11; in Primary Depart-
ment, 124.

Greetings, 61.

Habits, i2t.

Handwork, 65, 75; exhibit of, 184;
forms of, 170; objections to, 182;

?rovision for, 143, 145; reasons
or, 178; requirements for, 185;
supervisor of, 132; time for, 181.

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246

INDEX

Helpers in the Beginners' Depart-
ment, 43; care in selecting, 46;
duties of, 44; number, 43; per-
sonality of, 43.

Home co-operation, how to secure,
95; value of, 94.

Imagination, 24, xao.

Imitation, 23, 120.

Influence, of music 4$, 191; of
teacher, 42.

Instruction, 57; informal, 104; re-
ligious, X02.

Invitation, to Mothers' Meeting,
243; to Rally Day, 240.

Knowledge of child nature, neces-
sary to good teaching, 113; how
acquired, 114; objections, 114.

Knowledge of right and wrong, 121.

Lesson for the Beginners, Bible
Story, 70; Graded Lessons, 70;
necessity of adaptation, 69; prep-
aration of, 72; presentation of,
73*

Lesson for the Primary Department,
material of, 148 ff; preparation of,
158; presentation of, 163.

Lesson grading, 126.

Lesson story, 65, 70; development
of, 73. 75.

Material, for handwork. 186; for
lessons for Primary Department*
148, 153.

Memory, 120.

Missionary, lessons, 154; Superin-
tendent, 131; Sunday, 236.

Mothers, class for, 97; invitations
to, 243; meetings for, 97, 205.

Museum for handwork, 185.

Music, as part of the lesson teach-
ing, 190; child's love of, 189; ef-
fect upon children, 45, 191: for
Beginners' Department, 79 ft; in-
strumental, 84, 191; necessity of,
80; power of, 79; selection ox, 80,
191; sources of, 84; uses of, 190.

National Days, 87.

Obedience, X22.
Offering, 64, 174.

Officers, of Beginners' Department,
36; of Primary Department, 127;
necessary in an ideal school, 8.

Opening service, 15.

Organization, conditions determine
the details of, 7; ideal standard
of, 7; of Primary Department,
124 ft; plan of graded, 12; pur-
pose of, 7.

Parents' meetings, 97, 204.
Parties, 90, 203; Christmas, 238.
Pastor, relation to the Sunday-
school, 8.
Personality of teacher, 40.
Pianist, duties of, 45, 00, 131.
Piano, 54. «3» 14*.
Picnics, 91.

Pictures, influence of, 54, 75; les-
son, 14.5; wall, 146.

Prayer, its place in the program,
171.

Preparation of lesson, 72, 158 f.
Presentation of lesson, 73, 164.
Primary child, characteristics of,
"7.

Primary Department, equipment for,
139; furnishings for, 141; lessons
for, 148 ff; socials for, 203;
where there is no separate room,
138.

Program, for Beginners' Depart-
ment, 57 ff; for Christmas, 225;
for Easter. 229: for Primary De-
partment, 167 ff; for Rally Day,
240; for Thanksgiving, 232.

Promotion, importance of, 208; day
for, 87, 90, 208.

Rally Day, 87, 89, MO. m m
Recognitions, 62; of birthdays, 173.
Records, of absentees, 37; of at-
tendance, 37, 169; of birthdays,
37; of new pupils, 36; of visitors,

Relfgfous instincts and inclinations,
100; fostering, 102; manifesta-
tions of, 1 ox.

Religious status of child, 212.

Resting the children, 66.

Restlessness, 118.

Reverence. 26.

Room and its equipment, for Be-
ginners, 49 ff.

Secretary, of Beginners' Depart-
ment, 44, 60; of Primary Depart-
ment, 130.

Self-control, lack of in Beginners,
23: in Primary children, 122.

Self-interest, 28.

Sensation and emotion, 119.

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INDEX

247

Sense perception, 22; training, 22.
Separate rooms, for Beginners, 23,

50; for each department, 14.
Socials for Primary Department,

203.

Song roll and books, 194.

Songs, 75; motion, 83; new, 192;

selection of, 80, 191; singing of,

92.

Special occasions, 86 ff, 175.

Spiritual development, 122, 212 i.

Stories, as lesson material, 153; in
presenting the lesson, 161, 164.

Sunday celebrations, 87.

Superintendent, of Primary Depart*
ment, 128; of classification, 131.

Supplemental lessons, 126. 151.

Supplies, for Beginners* Depart-
ment, 38.

Tables, 52.

Teachers of Beginners' Department,
40 ff; purpose of, 42, 61; training
of, 42.

Teachers for grades, 16.

Teachers for Primary Department,
duties of, 134; goal of, 209; re-
sponsibility ox, 210; selection of,

_ 132.

Temperance lessons, 154 f.

Thanksgiving, 87, 89; plans, 236;
program, 232; suggestions, 235.

Training class, for Primary teach-
ers, 133; for Beginners' teachers,
42.

Types of children, 29 f.

Uniform lessons, 125, 150.
Unselfishness, training in, 29.

Ventilation, 51.

Visitation in the homes, 198; plan
of, 199.

Week-day celebrations, 88.
Will, 119.

Worship in the program, 58.

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