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 BY 
 
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 BY 
 
 MAUD JUNKIN BALDWIN 
 
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 SUPERINTENDENT ELEMENTARY DIVISION, PENNSYLVANIA STATE SABBATH 
 SCHOOL ASSOCIATION 
 
 PHILADELPHIA 
 
 THE WESTMINSTER PRESS 
 
 1916 
 
^ 
 
 Copyright, 1916, 
 By F. M. Braselmann 
 
 / 
 
 MAR -6 1917 
 
 <S>CLA455790 
 C 7^0 | 
 

 TO MY FIRST JUNIORS 
 WHO TAUGHT ME MORE THAN I TAUGHT THEM 
 
Contents 
 
 PAGE 
 
 Introduction 7 
 
 I. The Junior Girl and Boy 9 
 
 II. Standard for a Junior Department 18 
 
 III. Organization 22 
 
 IV. Equipment 31 
 
 V. The Junior Program 45 
 
 VI. Lessons 59 
 
 VII. Temperance Education 71 
 
 VIII. Missionary Education 81 
 
 IX. Recreation 91 
 
 X. The Junior Department and the Home 98 
 
 XI. The Monthly Workers' Meeting 104 
 
Sntrotmctton 
 
 Dr. B. S. Winchester says, "The supreme aim of the 
 Sunday school is to develop to the utmost the religious 
 life of every pupil." If this aim is to be realized, each 
 pupil must be taught the Word of God, be led to confess 
 Jesus Christ as Saviour, be furnished with material for 
 building Christian character, and be trained in Christian 
 service. 
 
 In order to render this great service to each pupil, it 
 is necessary to remember that life and education are 
 developing processes, and that each period of life affords 
 an opportunity for a special form of religious education. 
 Because the Sunday school desires to give each pupil 
 just the right teaching and training at each stage of his 
 development, it has been organized according to the 
 natural divisions of human life. 
 
 The Cradle Roll Birth to 3 years. 
 
 The Beginners Department 4, 5 years. 
 
 The Primary Department 6, 7, 8 years. 
 
 The Junior Department 9, 10, 11, 12 years. 
 
 The Intermediate Department .... 13, 14, 15, 16 years. 
 
 The Senior Department 17, 18, 19, 20 years. 
 
 The Adult Department Over 20 years. 
 
 The Adult Department includes the following: 
 The Organized Bible Classes. 
 The Home Department. 
 The Teacher-Training Department. 
 
 Each division consists of a group with marked char- 
 acteristics, special needs, interests, and limitations, and 
 
8 W$t Sftmtors: J^otD to Ceacf) anb Cram GWjem 
 
 with powers to live certain great truths. These in- 
 terests, experiences, and powers must be understood and 
 carefully considered when organizing any particular 
 group. This is especially necessary when planning for 
 the equipment, arranging the program, choosing the 
 lessons, and directing the activities of the group. In 
 no other way will the Sunday school be able to educate 
 religiously the children and youth. 
 
 This little volume has been prepared for the purpose 
 of assisting those who have been chosen to teach the 
 pupils of that important group known as the Junior 
 Department, in which are grouped the boys and girls 
 from nine to twelve years of age. The plans and 
 methods suggested are those which the author has used, 
 and has known others to use, with success. It is a 
 pleasure to acknowledge the inspiration and instruction 
 received from Mrs. W. J. Semelroth, Mrs. M. G. Ken- 
 nedy, Mrs. J. W. Barnes, Miss Josephine Baldwin, 
 and Miss Nannie Lee Frayser. It is the prayer of the 
 writer that the book may help all who read it better to 
 understand the junior children and to see more clearly 
 their great opportunity — (1) to teach these children 
 the Word of God; (2) to lead them to accept Jesus 
 Christ as their Saviour; (3) to show them how to make 
 right choices; (4) to help them form good habits; (5) 
 to train them in service to others. 
 
CHAPTER I 
 
 Wt)t junior (girl anb |£op 
 
 "The need of the pupil is the law of the school" 
 
 The life of the junior is unique. It differs greatly 
 from that of the primary child and is just as distinct 
 from that of the early adolescent. It is necessary for 
 those who desire to help the junior to develop his re- 
 ligious life to make a study of his physical, mental, 
 social, and spiritual characteristics and limitations. 
 The following statements are made for the purpose of 
 attracting attention to the junior's peculiarities, and to 
 lead to a more exhaustive study later. Note that all 
 the suggestions made in the other chapters of this book 
 are based upon the characteristics and limitations 
 noted here. 
 
 1. Physically the average child of this age is stronger 
 than one either younger or older. Life is characterized 
 by good health, slow growth, and boundless energy. 
 The junior likes to run, jump, climb, and play at all 
 games which afford opportunity to exercise and harden 
 the muscles. The junior would rather play than eat 
 or sleep, although the expenditure of all this nervous 
 energy demands that he have both nourishing food and 
 many hours of sleep. His ceaseless activity also tends 
 to find expression in constructiveness. The boy likes 
 to make tops, wagons, sleds; to build miniature rail- 
 
10 W\)t 3Tumor*: Hoto to tKeacf) anb tKrain {TOfjem 
 
 roads, boats, and bridges. The girls want to cook, to 
 "keep house/ ' to dress dolls, to crochet, in fact, to do as 
 grown-ups do. Indeed the junior is a "doer" and not 
 a "hearer" only; hence he must be helped to use some 
 of his energy in being a "doer of the Word." 
 
 2. A growing independence is one of the prominent 
 characteristics of the period. The sense of approaching 
 manhood and womanhood stirs the soul to self-asser- 
 tion. The child needs adult guidance and must be 
 under adult authority, but the wisest parents and 
 teachers will as far as possible consult his feelings and 
 desires. They respect the child's personality, invite 
 confidence by their sympathy, and in every way seek to 
 share his viewpoint. Such adult companionship will 
 lead to the formation of right habits of thinking and 
 acting, for hand in hand with this independence of 
 thought comes a very great susceptibility to influence. 
 The influence of the church and Sunday school will 
 count for much if the Junior Department is properly 
 organized, equipped, and managed. 
 
 3. The junior is interested in reading. As the child 
 grows and the ability to read well develops, the parent 
 and teacher will notice that often a book is so fascinat- 
 ing that it is chosen in preference to the outdoor game. 
 The passion for reading is so great that anything at 
 hand will be devoured, whether good, bad, or indifferent. 
 The Sunday school should place at the disposal of the 
 juniors a great number of books which are good for 
 them to read. Then the pupils should be taught how 
 to handle the Bible and where to find its most interest- 
 
W$t Hfttmor <©irl anb IBop 11 
 
 ing stories, and they should be trained to be daily Bible 
 readers. 
 
 4. In this period we find the beginning of the age of 
 hero worship. The boys and girls are forming ideals for 
 themselves. The boys idealize men, and the girls 
 choose either men or women. They adore the men and 
 women who can do or have done the things they long 
 to do. Physical strength, skill, and courage are first 
 idealized, but later on the children recognize intellectual 
 ability and spiritual power, and are quick to do homage 
 to them. They select these heroes and heroines from 
 among those whom they meet day by day, from the 
 books they read, from the stories they hear, and the 
 pictures they see. Always they choose the person who 
 can do things, paying little attention to what the person 
 is. The younger juniors have a tendency to imitate 
 some personal acquaintance or some one whom they 
 have seen. The older pupils choose a hero or heroine 
 of whom they have read or heard. It is hardly neces- 
 sary to say that this instinct should be fed and strength- 
 ened in order that it may eventually help the pupils to 
 choose the Christ as their pattern of life. The best kind 
 of material for this purpose is furnished by the coura- 
 geous deeds of the Old Testament leaders and the won- 
 derful works of Christ and his early and later followers. 
 The lessons used in this department should present 
 such ideals of living to the pupils. 
 
 5. This is the period of forming fixed habits of thought 
 and action. The juniors should learn how to think 
 clearly and quickly, how to judge right and wrong, how 
 
12 Gftje Hfumor*: J|oto to ®eacf) anb ©rain Qtfjem 
 
 to choose the right action and make themselves perform 
 that action. They should be taught the results of right 
 habits in the lives of others, and should be led to form 
 such habits for themselves. It is vital that they ac- 
 quire the following habits: daily Bible reading and 
 prayer; church attendance; giving to the local church 
 and its missionary enterprises; total abstinence from 
 the use of liquor, tobacco, and harmful drugs; playing 
 fair in all their games; right personal habits. 
 
 6. This is the time that some one has called the 
 "Golden Memory Period" The brain will receive any- 
 thing and mechanical repetition will fix anything, be it 
 interesting or uninteresting, concrete or abstract, under- 
 stood or not understood. Verbal memory is at its best, 
 and for this reason the pupils are "drilled" in the 
 knowledge which should become automatic, such as the 
 books of the Bible; outlines of the main contents of 
 the Book; Bible geography. But the chief opportunity 
 afforded by this characteristic is the opportunity to 
 have the pupils memorize passages of Scripture and 
 hymns which contain truths and commands of value for 
 immediate as well as for future use, and which supply 
 them with a medium through which to express their 
 feelings of love, trust, loyalty, praise, and thanksgiving 
 to God. 
 
 7. The geographical and historical senses have their 
 birth at this period. Therefore a study of the Bible 
 lands adds great interest to the lessons, and a chrono- 
 logical arrangement of the stories of certain periods 
 reenforces memory. 
 
tlRje Hfumor (girl anb Pop 13 
 
 8. The reasoning powers of the juniors are weak at the 
 beginning of the period. A rapidly increasing knowl- 
 edge of many facts, however, results in the comparison 
 of these facts and leads to the development of the rea- 
 soning powers. The children delight in exercising their 
 ability to investigate or work out a thing for themselves. 
 They enjoy puzzles, riddles, and guessing games of all 
 sorts. All leaders and teachers of juniors should re- 
 member this characteristic when planning junior pro- 
 grams and teaching junior lessons. 
 
 9. This same impulse to investigate for themselves 
 makes them quite literal-minded. A thing is exactly 
 four feet, one inch high; a caller arrived at exactly two 
 minutes to three; and the gentleman made exactly such 
 statements. Here is the teacher's opportunity to cul- 
 tivate fixed habits of truthfulness and honesty. 
 
 10. It is the collecting age. They like to have and to 
 hold many things of different types. There are stamp, 
 button, picture, and many other collections. This in- 
 stinct can be used by the junior teacher in collecting 
 objects which will be of use in teaching the lesson, such 
 as a model of an oriental house, an eastern plow, old- 
 time furniture, and other Biblical illustrative material. 
 Missionary curios and the flags of other nations may 
 also be collected. 
 
 11. A high sense of honor is another characteristic. 
 The junior's ideas of loyalty and justice are worth con- 
 sidering, and the one who respects them has opened to 
 him or her the soul of the child. The one who dis- 
 regards them commits a crime against childhood and 
 
14 {Kfje SJtmior*: ?|oto to GDeari) anb ®rain ®fjem 
 
 will fail to develop loyalty to God, to the Church, and 
 to all humanity. 
 
 12. Notwithstanding the birth of independent thought 
 the juniors have a real regard for the authority of one 
 who has the right to rule. This fact affords the oppor- 
 tunity to teach the children in regard to God's right 
 to rule the world as its Creator, because of his power, 
 his love, his wisdom, his mercy, and his justice. They 
 can thus come to acknowledge him, not only as King 
 of kings and Lord of lords, but as King of their 
 lives. 
 
 13. Social instinct begins to ripen in this period and 
 force the child into the "gang." The desire for com- 
 panionship of others of the same age and sex is very 
 strong. The gang selected is chosen according to the 
 ideals already set up in the life. Its laws become his 
 standards of right and wrong. Thus it becomes a good 
 or an evil influence in the life; good, if the ideals of the 
 gang lead to right thinking and doing; bad, if the opin- 
 ion of the gang results in wrong thinking and doing. 
 Girls and boys organize in separate groups, and they 
 differ in purpose. The girls seem to have a more adult 
 motive, such as to promote friendship, to develop them- 
 selves, and to help others; the boys have apparently 
 one chief purpose : to find some outlet for their surplus 
 energy. The home should be the meeting place of the 
 "gang" or group, and sympathetic parents ought to 
 provide the opportunity for the right kind of good time. 
 But when the home fails (as thousands do) then the 
 church must arrange for the child's social life. The 
 
®be STunior (girl anb Pop 15 
 
 Junior Department boys, the Junior Department girls, 
 or the Sunday-school class must become the "gang" 
 or " bunch," and the right companionship be supplied 
 by the friendship of pupils and teachers. Then, too, 
 the junior child, longing for an intimate friend who 
 understands, should be introduced to Jesus Christ, the 
 children's Friend and Companion. 
 
 14. The junior has a number of limitations which 
 should be noted. He is self-centered; his reasoning 
 power is weak; he thinks slowly when a question re- 
 quires thinking rather than a repetition from memory; 
 he is interested in the conduct, not the character of one 
 whom he admires. A recognition of these limitations 
 helps teachers and parents to plan their work more 
 carefully, and makes them more sympathetic and less 
 inclined to blame the children for certain mistakes. 
 
 Surely even a casual glance at these characteristics 
 forces one to stop and exclaim at the possibilities for 
 good and evil wrapped up in the life of a junior boy or 
 girl. The future man and woman are there. Will 
 the church help that boy to be a good man? God wants 
 him to be. Will the church help that girl to be a good 
 woman? Much depends on the Junior Department 
 and its leaders. God grant that all the boys and girls 
 may be kept for Jesus Christ. 
 
 Learning to Know the Junior Children 
 
 The following suggestions are made for workers who 
 desire to pursue further the study of the juniors: 
 1. Read the following books: 
 
16 ®fje ^Junior*: ^obj to Ceacf) anb ®raiu ®fjem 
 
 The Unfolding Life — Mrs. M. S. Lamoreaux. 
 The Teacher and the Child— T. Mark. 
 The Child for Christ— McKinney. 
 The Junior Worker and His Work — Robinson. 
 The Dawn of Character — Mumford. 
 
 2. Take time to recall your own childhood. Try to 
 remember your joys and sorrows; the people who helped 
 or the people who hindered you; the things you liked 
 to do and those you did not like to do; the books you 
 read; the games you played; the companions you 
 loved; the day-school teachers who instructed or those 
 who failed to instruct you; the Sunday-school teachers 
 who inspired you or those who failed to inspire you. 
 Such remembrances lead to genuine sympathy with 
 girls and boys. 
 
 3. Observe the children themselves, in their homes, 
 in the day school, on the playground. Such observa- 
 tion will be possible only to those who are willing to 
 become the friends and companions of the children, 
 their parents, and their teachers; but the knowledge 
 gained will be very valuable and worth all it costs to 
 get it. 
 
 4. Purchase a notebook and arrange a page for each 
 pupil as follows: 
 
 Name 
 
 Address 
 
 Date and place of birth 
 
 Teacher's name 
 
 Mother's name 
 
 Father's occupation 
 
 Are parents members of the Church? If so, of what church?.... 
 
®fje junior <&ixl aub Pop 17 
 
 Parents' attitude toward child. Is it one of understanding and 
 
 sympathy as well as love? 
 
 Are they ambitious for the child? 
 
 Is the home a real home? 
 
 Does the child like to be there? 
 
 Reading matter in the home 
 
 The fine qualities of the child's character known to the parents .... 
 
 The weakness of character as seen by the parents 
 
 The chief pleasures of the family 
 
 The instruction received in the home in regard to the right care 
 
 of the body 
 
 The day school attended 
 
 The school grade 
 
 The studies in which pupil excels 
 
 The strength or weakness of the child as seen by the school- 
 teacher 
 
 Where does the child play when playing out of doors? 
 
 What are his favorite games? 
 
 What are his favorite books?... 
 
 Where does he see moving pictures? 
 
 It will take time to gather such detailed information 
 in regard to each child, but the book will be invaluable 
 to the teacher who really seeks to know and to help the 
 junior children. 
 
 5. Seek daily the guidance of the Holy Spirit for he 
 alone does the wonderful work of leading the children 
 to know and serve Jesus Christ. 
 
CHAPTER II 
 
 g>tanbarb for a junior department 
 
 " The need of the pupil is the law of the school" 
 
 The following standard was adopted by the Inter- 
 denominational Council in January, 1916, and by the 
 International Sunday School Association in February, 
 1916. It is to be used to test the value of the work 
 being done in the Junior Departments already organ- 
 ized, and to suggest proper aims of work and means of 
 work to those who are preparing for organization. 
 
 Please note carefully that the standard places the 
 child in the center of our thought. He is asked to 
 become what it is natural for him to be as a follower of 
 Jesus Christ. He is to be asked to do what is within 
 his power to do. He is to be asked to learn what will 
 benefit him most at his age, and prove to be a founda- 
 tion for future religious education. 
 
 Note also that the aims of the teacher are stated in 
 terms which have spiritual and not mechanical value; 
 arid that all our organization, equipment, lessons, and 
 training are useful only as they prove a means to realiz- 
 ing the teacher's aims, and to aiding the child to be- 
 come a true follower of Christ. 
 
 The standard for a Junior Department is that which it is pos- 
 sible for a pupil to become during the years 9, 10, 11, and 12. 
 What the pupil becomes manifests itself in conduct. 
 
 18 
 
g>tanbarb for a SFumor department 19 
 
 Conduct 
 
 I. The conduct of a junior pupil may manifest: 
 
 1. Love and loyalty to God the Creator and Father, and 
 
 to Jesus Christ as daily Companion, Guide, and King. 
 
 2. Acceptance and public confession of Jesus Christ as his 
 
 Saviour. 
 
 3. Reverence, love, praise, and thanksgiving through wor- 
 
 ship. 
 
 4. Right choices and decisions in increasing numbers. 
 
 5. Acts in accord with ideals of moral heroism. 
 
 6. Habits of church attendance, daily Bible study, daily 
 
 prayer, and systematic, intelligent giving. 
 
 7. Growth in a life of service to others. 
 
 8. An unselfish and cooperative spirit in social relations. 
 Aims 
 
 II. To realize these ends in conduct, the pupil must have : 
 
 1. Knowledge of God in his creative and sustaining power, 
 
 and of Jesus Christ in his power and majesty. 
 
 2. Personal knowledge of Jesus Christ as his Saviour. 
 
 3. Experience and training in worship. 
 
 4. Such acquaintance with the lives of heroes of the faith 
 
 as will make him feel the attractiveness and value of 
 right behavior. 
 
 5. Knowledge of Bible content and related facts of geog- 
 
 raphy and history. 
 
 6. An understanding of what is meant by a Christian life 
 
 for a junior child. 
 
 7. Opportunities for service. 
 
 8. Ample opportunity for social contact under guidance. 
 Means 
 
 III. As means for realizing these ends, provisions should be 
 
 made for: 
 1. Religious instruction and religious experiences suited 
 to this stage of moral and spiritual development, se- 
 cured through: 
 
 (a) The use of Junior Graded Lessons. 
 
 (b) Graded Junior Supplemental Lessons, when Uni- 
 form Lessons are used. (Some denominations 
 recognize only Graded Lessons.) 
 
 (c) Special studies in the Life of Christ in the last year 
 of the junior period. 
 
 (d) A combination of the story, recitation, and question 
 methods in teaching, with use of Bible by pupils, 
 and suitable handwork. 
 
20 tEfje Hftmtor*: ^ to to {Eead) anb tKram ©fjem 
 
 (e) The use of pictures, blackboards, maps, and other 
 illustrative material. 
 
 (f) The memorization of Scripture and church hymns 
 related to the lesson text. 
 
 (g) Frequent competitive map, memory, and Bible 
 drills between classes. 
 
 (h) Graded correlated missionary instruction, 
 (i) Graded correlated temperance instruction. 
 
 2. Worship which expresses feelings and aspirations pos- 
 
 sible to a junior child, secured through: 
 
 (a) Appropriate service of worship. 
 
 (b) Reverent atmosphere and proper environment. 
 
 (c) The superintendent's spirit and manner and the 
 teacher's reverent participation in the service. 
 
 3. An environment which inspires natural, reverent wor- 
 
 ship, and is conducive to orderly study and work, se- 
 cured through: 
 
 (a) A separate room (curtained or screened place, where 
 room is not available), light and well- ventilated. 
 
 (b) Separated classes during lesson period (partitions, 
 curtains, or screens). 
 
 (c) Attractive decorations and arrangement. 
 
 (d) Comfortable chairs and class tables. 
 
 (e) Adequate materials for teachers and pupils. 
 
 (f ) A separate program for entire session, where a room 
 is available. 
 
 4. Stimulation through incentives and rewards, in order 
 
 that right actions may become habitual, secured by: 
 
 (a) Credits given for (1) regularity, (2) punctuality, (3) 
 systematic giving, (4) daily Bible reading and study, 
 (5) memory work, (6) neatness and. completeness in 
 handwork, (7) church attendance. 
 
 (b) Departmental Honor Roll. 
 
 (c) Class banner. 
 
 (d) Department motto, such as "Be Ye Doers of the 
 Word.'' 
 
 (e) Teacher's example and helpfulness. 
 
 (f) Exhibit of pupil's work. 
 
 5. Opportunities for self-expression in conduct, individual 
 
 and social, secured through: 
 
 (a) Worship in hymn, prayer, and Scripture. 
 
 (b) Participation in class or department drills. 
 
 (c) Doing required handwork. 
 
 (d) Giving to the local church, missions, and benevo- 
 lences. 
 
g>tanbarb for a Sftmior Bepartment 21 
 
 (e) Departmental and individual acts of service. 
 
 (f) Signing the temperance and anticigarette pledge. 
 
 (g) Frequent social gatherings. 
 
 (h) Entering into Church membership. 
 
 6. Teachers qualified by nature, religious experience, and 
 
 training, that is, teachers who 
 
 (a) Possess a sympathetic understanding of the ex- 
 periences, interests, needs, and possibilities of junior 
 boys and girls. 
 
 (b) Meet the need of these pupils for Christian adult 
 companionship in everyday life. 
 
 (c) Live, worship, and work in harmony with all that is 
 desired for the pupils. 
 
 (d) Are graduates or students in a Training Course, a 
 Community Training School, or a School of Prin- 
 ciple and Methods. 
 
 (e) Are continuing their specialized training in a Graded 
 Union or by the reading of one specialization book 
 a year. 
 
 7. Pupils of nine, ten, eleven, and twelve years of age 
 
 grouped into classes or a department, according to 
 age, sex, interest, and ability. 
 
 (a) In a small school, a class of boys and a class of girls, 
 separated from other classes. 
 
 (b) In a larger school, a Junior Department, with a 
 superintendent, officers, class teachers, and classes 
 comprising not more than eight pupils. 
 
 (c) Class groups: 
 
 1. Pupils approximately nine years of age in first- 
 
 year grade or class. 
 
 2. Pupils approximately ten years of age in second- 
 
 year grade or class. 
 
 3. Pupils approximately eleven years of age in 
 
 third-year class or grade. 
 
 4. Pupils approximately twelve years of age in 
 
 fourth-year class or grade. 
 
 (d) Promotion of pupils from grade to grade within the 
 department; graduation from the fourth grade into 
 the Intermediate Department, with recognition on 
 the annual promotion day. 
 
CHAPTER III 
 
 <^rgani?attou 
 
 " The need of the pupil is the law of the school 11 
 I. Department 
 
 In order to develop the religious life of these girls 
 and boys, it will be necessary to find some way of group- 
 ing them together so that teachers who are especially 
 fitted for instructing pupils from nine to twelve years of 
 age, inclusive, may have the opportunity of touching 
 the lives of all, and not merely some of them. 
 
 Preparation for the formation of this group should be 
 made at a meeting of the officers and teachers of the 
 school. The needs of the juniors should be presented 
 to those who attend and plans for grouping the children 
 should be carefully discussed. A complete enrollment 
 of the pupils must be made, and a statement prepared 
 showing the age, day-school grade, and general Biblical 
 knowledge of each pupil. The children should be 
 grouped, or graded, chiefly according to age, but with 
 a recognition of the day-school grade and the extent 
 of Biblical knowledge. As a rule, no pupil who cannot 
 read and write reasonably well should be in this par- 
 ticular group, although exceptions are made in the cases 
 of pupils who are overgrown physically but are men- 
 tally backward. After a careful examination of the 
 statement, all the children who meet the requirements 
 
 22 
 
©rgamjation 23 
 
 of age, day-school grade, and Biblical knowledge, 
 should become members of the department group known 
 as the Junior Department. It should be understood 
 by all that the years from nine to twelve are junior 
 years and that promotion will not be made until the 
 pupil has reached or is nearing the thirteenth birthday. 
 The further organization of the group will depend upon 
 the number of pupils enrolled and the number of avail- 
 able teachers. If the number of pupils is fifty or over, 
 there will no doubt be opportunity for eight classes, 
 one of boys and one of girls for each of the four grades 
 in the department. If it should prove to be impossible 
 to secure eight teachers, then four teachers could take 
 care of four classes: one of boys approximately nine 
 and ten years of age; one of boys eleven and twelve 
 years of age; one of girls nine and ten years of age; 
 and one of girls eleven and twelve years of age. If 
 the number of pupils is very small, say ten or twelve, 
 and the teachers few, then at least two classes should 
 be formed, one of boys from nine to twelve years and 
 one of girls of the same ages. Two teachers could 
 teach these two classes. 
 
 Please note that boys and girls are grouped sepa- 
 rately. This arrangement is made because their in- 
 terests diverge materially and better work is done with 
 such separate grouping. 
 
 The number of pupils in a class should not be over 
 eight and sometimes it seems better to have six. New 
 pupils should be assigned to their proper classes by an 
 officer of the department or by the teacher in charge of 
 
24 Wqz STuntora: Jloto to tEearf) anii tCratn {Kfjem 
 
 classification. In some Junior Departments there is an 
 ungraded class in which new pupils meet for several 
 Sundays to be prepared for entering their proper grades. 
 The pupils should stay in the classes to which they are 
 assigned until the regular promotion time, when they 
 pass on to the next grade. The promotion should be 
 based partly upon age and partly upon attainments. 
 Teachers should not be promoted with their classes. 
 
 The number of officers and teachers necessary to do the 
 work outlined for the Junior Department will depend 
 upon the number of pupils, the place of meeting, and 
 the type of program used. In a department of forty 
 or fifty pupils, meeting in a separate room, with a 
 separate program, there should be a superintendent, an 
 assistant superintendent, a secretary-treasurer, a li- 
 brarian, a pianist, eight teachers, and eight substitute 
 teachers. A very large department will require a larger 
 corps of officers and teachers. Among the additional 
 officers there might be a superintendent of missionary 
 instruction, a superintendent of temperance instruc- 
 tion, a visitation superintendent, a classification super- 
 intendent, a supervisor of handwork and home work, 
 and a social superintendent. In a small school where 
 there are from twelve to twenty pupils, meeting in a 
 corner separated from the main room by screens, and 
 uniting with the main school during the opening and 
 closing services, the number of officers and teachers 
 would be much smaller. Nevertheless, some one should 
 have charge of this especial work and be praying and 
 planning for it each week. Suppose there were four 
 
©rgamjatum 25 
 
 classes, one of nine- and ten-year-old boys, another of 
 girls of those ages, another of boys of eleven and twelve, 
 and a fourth of girls of eleven and twelve. If the num- 
 ber of available workers is small, one teacher could act 
 as superintendent, another as assistant superintendent, 
 a third as secretary-treasurer, and the fourth as home- 
 work superintendent. 
 
 Provision must be made for substitute teachers. 
 The organized adult and secondary division classes 
 should furnish such substitutes. 
 
 The duties of the superintendent are: to see that the 
 department is properly organized and equipped; to 
 plan for the right kind of program; to plan a way to 
 secure home cooperation; to arrange and hold monthly 
 meetings of the pupils and teachers; to attend meetings 
 and read books which will develop her for larger service 
 in this department; and, above all else, to live a Christ- 
 like life. 
 
 The duties of the assistant superintendent are: to do 
 the work of the superintendent during any time of 
 absence; to assist the superintendent in every possible 
 way. This assistance may be rendered by: (1) classi- 
 fying new pupils; (2) welcoming and seating visitors; 
 (3) finding substitute teachers; (4) teaching the new 
 songs, or taking charge of the special missionary and 
 temperance programs. 
 
 The duties of the secretary-treasurer are: to keep an 
 accurate enrollment of the department, noting the 
 name, address, and date of birth of each pupil; to keep 
 a correct record of the attendance and the offerings of 
 
26 W$t STumor*: J|oto to Ceacf) anb ®ram tKfjem 
 
 each pupil and report the same to the secretary and 
 treasurer of the school; to see that each class is fur- 
 nished with all the equipment necessary for the day's 
 work; to take charge of special missionary offerings 
 and see that they go to the proper places; to send out 
 notices of parents' or teachers' meetings and attend to 
 any other necessary department correspondence. 
 
 The duties of the "pianist include: cheerful obedience 
 to all directions given by the superintendent; regular, 
 punctual attendance; search for the best music for 
 juniors, always to be submitted to and accepted or 
 rejected by the superintendent. 
 
 The duties of teachers are: to be at Sunday school on 
 time, all the time; to set a good example of clean, fine, 
 Christian living to those whom they teach; to prepare 
 all lessons prayerfully and carefully; to be thoroughly 
 acquainted with all their pupils; to pray for all their 
 pupils individually; to secure home cooperation; to 
 plan for knowing the pupils socially; to stay in the 
 grade so that they may become specialists in that grade; 
 to give loyal and sympathetic cooperation to the super- 
 intendent; to take a training course and follow it by a 
 special reading course for junior teachers. 
 
 The Duties of Substitute Teachers. — Substitute teach- 
 ers should be assigned to a certain grade and should be 
 prepared to teach the lesson in that grade every Sun- 
 day, though they may not often be called upon to leave 
 the adult or secondary division classes where they 
 ordinarily meet. Older boys and girls of eighteen and 
 nineteen years of age make splendid teachers if they are 
 
 
©rganijation 27 
 
 willing to train for such service. A substitute teacher 
 should attend the monthly meetings of the junior work- 
 ers; attend all social gatherings of the children in order 
 to become better acquainted with them; attend the 
 parents' meetings; read at least two books on the Junior 
 Department; prepare every week the lesson taught in 
 the grade in which he or she substitutes. In this way 
 he or she will be familiar with the foundation for the 
 work done on the days he or she substitutes. 
 
 II. Class Organization 
 
 The junior worker craves for the pupils the ability 
 to govern themselves. Class organization for the ten-, 
 eleven-, and twelve-year-old children, or in the second, 
 third, and fourth year classes, has been found an effec- 
 tive method of making them feel a certain very real 
 responsibility for the behavior of the department and 
 for the character of the work done by the classes. It 
 also develops the right sort of class spirit. 
 The officers of the classes organized are as follows: 
 1. The president, whose duty is to preserve order, to 
 urge the members of the class to do their best work, and 
 to keep a record of the credits of the individual members 
 and of the class as a whole. Credits are given for (1) 
 regularity, (2) punctuality, (3) systematic giving, (4) 
 daily Bible reading and study, (5) memory work, (6) 
 neatness and completeness in handwork, (7) church at- 
 tendance. 
 
28 %$t STtmior*: ^oto to ®eacf) anb tKram QWjem 
 
 2. The secretary, whose duty it is to mark the at- 
 tendance, to urge regularity and punctuality, and to 
 assist the teacher in looking after the absentees. 
 
 3. The treasurer, whose duty it is to keep a record of 
 the offering of each pupil, to urge systematic giving, and 
 to carry the offering to the superintendent at the time 
 of the offering service. 
 
 All three officers should be elected each quarter. 
 In some schools the president is the pupil who has made 
 the highest record during the past quarter. The su- 
 perintendent and teachers should use these young 
 officers whenever possible. It is also wise to let the 
 department set its own standards and make its own rules 
 (guided, of course, by the superintendent and other 
 workers) for the members will then take delight in 
 reaching the standard and obeying the rules. One 
 thing must be remembered: It is very difficult to guard 
 the work of these young officers without letting them 
 know of the supervision, and yet this very thing must 
 be done, for the children are too young and too un- 
 trained to be left alone with the work. 
 
 HI. The Parent-Teacher Association 
 
 There are three important factors influencing the 
 life of the junior pupil; the home, the day school, and 
 the Sunday school. All three factors should be closely 
 related. Because the same great principles underlie 
 all education, whether secular or religious, it is not 
 difficult to relate the day schools and the Sunday schools. 
 Indeed, our leaders have already arranged a curriculum 
 
©rgamjation 29 
 
 in harmony with the child's physical and intellectual 
 development, and therefore in harmony with the curric- 
 ulum of the day school. For this reason it is possible 
 to relate the history, geography, music, and handwork 
 of the two schools. Wise day- and Sunday-school 
 teachers cooperate with one another and aid the pupil 
 by establishing the same high standards of Christian 
 living, thus showing him that in his daily life he must 
 put into practice the lessons he learns at either school. 
 It is far more difficult to relate the work of the home and 
 the Sunday school; yet, because there can be no de- 
 velopment of Christian character unless the truths 
 taught by the church can be expressed in everyday life, 
 the home must be related to the Sunday school, for in 
 the home these truths receive or do not receive empha- 
 sis, and the pupil is given or is not given an opportunity 
 for self-expression. The habits of daily Bible reading 
 and prayer, punctual, regular attendance upon Sunday 
 school and church, systematic giving, doing the daily 
 work outlined in the textbook, are all largely dependent 
 upon the attitude of the home. How shall we bring the 
 home and the Junior Department together? Organize 
 a Parent-Teacher Association with president, vice presi- 
 dent, secretary, and treasurer, and Membership, Social, 
 Devotional, and Program committees. See page 101. 
 
 IV. The Junior Teachers' Association 
 
 If success is to crown the work of the Junior Depart- 
 ment, it is absolutely necessary that there be sympa- 
 thetic cooperation among the officers and teachers of 
 
30 W$t HTumors: Hoto to ®earf) anb Wmin Cljem 
 
 the department. The truest cooperation cannot be 
 secured unless the workers pray and plan together. 
 For this reason there should be a Junior Teachers' 
 Association. The superintendent of the department 
 becomes the president of this association, the assistant 
 superintendent the vice president, the secretary of the 
 department the secretary of the association. See page 
 104. 
 
I 
 •a 
 
 
 
 3 
 
 
 3 
 
 c3 
 
 s 
 
 o 
 o 
 
 c3 
 
 CD 
 
 H 
 
CHAPTER IV 
 
 equipment 
 
 11 The need of the pupil is the law of the school" 
 A Separate Apartment 
 
 In Pittsburgh there is a church building in which is 
 located an ideal apartment for the juniors. It is clean, 
 attractive, well-lighted, and well-ventilated. There 
 are separate classrooms which open into a general as- 
 sembly room in which are held the opening and closing 
 services. Only a few junior superintendents are so 
 fortunate as to have such an apartment. Others must 
 be and are grateful for single rooms wholly, or partially, 
 separated from the main rooms. Still others must 
 pursue their work, doing the best they can, while com- 
 pelled to meet in the one room of the church building 
 with no separate service of worship, and only separated 
 by screens or curtains at the lesson time. The best 
 work can be done only when there is complete separa- 
 tion during the whole Sunday-school period. This is 
 the way to provide the instruction the juniors really 
 need, and the training which should be given them 
 through a properly planned, worshipful program. If 
 the juniors meet with the main school, they are forced 
 to join in a program which has been planned to meet the 
 needs of adults, and which does not offer an oppor- 
 tunity for the teacher to cultivate, or for the child to 
 
 31 
 
32 W$t Hftmtors: %oto to tEeari) anb ®ratn ®}jem 
 
 express a child's feelings, love, reverence, gratitude, 
 praise, and thanksgiving. If, perchance, the juniors 
 meet with the primary children, the loss and harm to 
 character-building are still greater. The program, prop- 
 erly planned to meet the needs of children of six, seven, 
 and eight years of age, falls far short of helping the 
 junior whose interests and experiences are so widely 
 different. Under such conditions the juniors are apt 
 to become restless, inattentive, disorderly, and irrever- 
 ent. Their active brains and bodies have too little to 
 do, hence the harmful result. When the juniors have a 
 separate room, programs can be arranged which will 
 cultivate the religious feelings of love, reverence, thanks- 
 giving, and praise; which will afford opportunity to 
 use the passages of Scripture and the hymns that have 
 been memorized; which will tend to fix habits of daily 
 prayer, Bible reading, pure thinking, clean living, and 
 service to others. It is imperative therefore that the 
 juniors have a separate room. (In some Sunday schools 
 the Organized Bible Classes of men and women are 
 providing the funds for building such rooms for the 
 juniors in churches where there are no available sepa- 
 rate rooms.) 
 
 Separation by Curtains or Screens 
 
 This is necessary in the one-room building. Wires 
 may be stretched or poles adjusted in order to use the 
 curtains, or folding screens may be set around the pews 
 which the juniors occupy. Such separation serves to 
 prevent inattention, gives opportunity for the use of 
 
Equipment 
 
 33 
 
 maps, blackboard charts, and pictures, and permits such 
 expressional activities as Bible drills, class prayer, wor- 
 
 BEGINNERS ,' 
 
 vV" 
 
 ^ 
 
 ^ 
 
 ,<£ 
 
 PULPIT 
 
 \ PRIMARY 
 
 ** 
 
 4? 
 
 _tf 
 
 3r 
 
 <• 
 
 -£ 
 
 N> 
 
 V 
 
 Suggested Arrangement of Departments in a One Room Church 
 
 Building 
 
 shipful giving, and story-retelling. Do your best in 
 such a corner, but work and pray and plan for a sepa- 
 3 
 
34 tEije % unions: Hoto to tKeacl) anb SPrain tEfjent 
 
 rate room. Emphasis must be laid upon the necessity 
 for keeping the room or corner clean, neat, and as beauti- 
 
 JUNIOR 
 
 £* 
 
 PULPIT 
 
 $F 
 
 ^> 
 
 & 
 
 4? 
 
 2P 
 
 
 BEGINNERS 
 
 <$Y PRIMARY 
 
 SCREEN 
 
 ^ 
 
 sV 
 
 #- 
 
 ^ 
 
 Suggested Arrangement of Departments in a One Room Church 
 
 Building 
 
 ful as possible if an atmosphere of order is to be main- 
 tained, and if the pupil is to learn to love God's house 
 
36 Wi)t 3Tumor*: j|oto to ®eacf) anb tEram {Kjem 
 
 and to desire to be there regularly. (When there is 
 only one room separated from the main room, it should 
 be given to the beginners and primary children. Under 
 such circumstances the juniors should meet with the 
 main school.) 
 
 Furnishing the Room 
 
 The floor and wall coverings should be harmonious 
 in color and should be in keeping with the color of the 
 woodwork. Cork matting has been found very good 
 because it deadens the sounds of moving tables, chairs, 
 or feet. Walls covered with unfigured, dull-green, 
 brown, or ecru-colored paper make a good background 
 for a few good pictures. Such pictures as the following 
 are suitable because of the ideals presented: 
 
 Christ Among the Doctors Hofmann. 
 
 The Angelus Millet. 
 
 The Last Supper Da Vinci. 
 
 The Sistine Madonna* Raphael. 
 
 Christ and the Rich Young Ruler Hofmann. 
 
 Sir Galahad Watts. 
 
 Daniel in the Lions' Den Riviere. 
 
 Moses with the Tables of the Law Raphael 
 
 There should be hooks on one or more sides of the 
 room for wraps and hats in order that the children may 
 be comfortable. A musical instrument is necessary in 
 order to have a service of worship that will be truly 
 helpful to juniors. The classes, of six or eight pupils 
 each, should have tables and chairs of the proper height. 
 The six- or eight-sided tables twenty-six to twenty-eight 
 inches high are much liked, inasmuch as they afford indi- 
 vidual spaces for the pupils. If these tables have small 
 
Equipment 37 
 
 drawers for each side then each pupil may have a place 
 for his or her own personal equipment. The chairs 
 should be about sixteen inches high, made so that the 
 back of the child may touch the back of the chair and 
 the feet rest upon the floor. It is desirable that the 
 superintendent should have a table and a cabinet or 
 closet for the department supplies. A cabinet can be 
 made by some of the men or older boys of the Sunday 
 school, or may be purchased in sections as the supplies 
 demand. A wall missionary map of the world, a wall 
 temperance pledge, your country's flag, the Christian 
 flag, the temperance flag, a department honor roll, 
 pictures of missionary, temperance, and patriotic heroes 
 and heroines (David Livingstone, John G. Paton, John 
 Elliot, Frances Willard, George Washington, Sir Wilfred 
 Laurier, Dr. Egerton R. Young, Mrs. Letitia Yeomans, 
 Queen Victoria, Abraham Lincoln), missionary and tem- 
 perance bulletin boards, offering baskets, a birthday 
 bank, plants and flowers, a department pennant (junior), 
 and a department motto ("Be Ye Doers of the Word") : 
 all these aid in the great work of character-building 
 which goes on in a Junior Department. A blackboard 
 will be found useful for map work, drills, announce- 
 ments, and so forth. A sand table is useful in studying 
 the geography of the Holy Land. Place it in the corner 
 of the room and let the classes take turns in using it. 
 (Some Sunday schools have the sand table in a small 
 separate room known as the Geography Room. Classes 
 in the Junior and Intermediate departments take turns 
 about once a quarter in having a geography lesson in 
 
38 W$t STumor*: ^ofo to ®earf) anb ®ram Qftjem 
 
 this room.) Other desirable things are stereographs 
 and pictures showing places in the Holy Land, mission- 
 ary curios, and miniature models of oriental houses, 
 the Temple, the ark, a shepherd's tent, and so forth. 
 
 Class Equipment 
 
 Each class should have a box in which are kept the 
 class record book, the offering envelope, the paper, 
 pencils, and crayons needed for any handwork done in 
 the class. 
 
 The Pupil's Equipment 
 
 Each junior must own (1) a Bible, that he may learn 
 to handle it readily, become attached to it, and form the 
 habit of using it daily (the parents should provide this 
 book but if they cannot, or will not, then the church 
 must make provision for the pupil. The type should 
 be large enough for the child to read easily) ; (2) a work 
 and study book and material for handwork; (3) a hymn 
 book. 
 
 The Teacher's Equipment 
 
 (1) A teacher's Bible with concordance. 
 
 (2) A complete set of Junior Graded Lesson textbooks 
 for the grade which is being taught; also a set of the 
 PupiPs Work and Study Books for the same grade. 
 
 (3) A notebook for keeping a record of the required 
 memory work of the grade which is being taught. 
 
 (4) A special collection of pictures made gradually by 
 cuttings from magazines, papers, and by purchases 
 
(Equipment 39 
 
 from such picture companies as the Perry Pictures 
 Co., and the W. A. Wilde Co. 
 
 (5) Maps which show locations of places mentioned 
 in the lessons used in the grade being taught; e. g., a 
 map which shows Palestine at the time of Abraham, 
 Isaac, Jacob; a map of Palestine at the time of Jesus; 
 a map showing PauPs missionary journeys. The Kent- 
 Madsen maps on a standard are fine for class use. 
 
 (6) A small teacher's library for personal use. The 
 following books might be purchased: 
 
 The Unfolding Life — Lamoreaux. 
 
 The Junior Worker and His Work — Robinson. 
 
 One Volume Commentary — Dummelow. 
 
 One Volume Dictionary — Hastings. 
 
 The Introduction of Graded Lessons — Junior Manual — 
 
 Josephine Baldwin. 
 The Child for Christ— McKinney. 
 Stories and Story Telling — St. John. 
 The Graded Sunday School in Principle and Practice — Meyer. 
 
 (7) A blank book in which to note special information 
 in regard to each child. (See page 16 in chapter I.) 
 
 The Junior Pupil's Library 
 
 One of the most important things to be considered in 
 the plans made for the development of Christian char- 
 acter and for the training of the young in Christian 
 service is the reading matter which is furnished them. 
 If the reading matter is adapted to the interest and 
 understanding of the young readers and is of high and 
 noble quality, new ideals of life and service will be re- 
 ceived from the printed page. The young hero wor- 
 shipers who read will be inspired to be brave, self-reliant, 
 
40 Wht HTumor*: ©oto to ^eacfj anb tKrain ®l)em 
 
 manly or womanly, in imitation of the heroes and hero- 
 ines of the stories read. The boys and girls all longing 
 to do something, will go forth to make their lives count 
 for something in the church, home, school, and nation 
 in which they live. 
 
 New knowledge of peoples and lands will be gained; 
 new friendships will be made with the great and good; 
 true conceptions of what is right and what is wrong will 
 be formed; desires to serve others will be aroused; 
 love of home and church and country will be developed. 
 Indeed, so great is the influence of reading upon char- 
 acter that it is truly necessary for the church to supply 
 good reading matter if it hopes to do its part in nur- 
 turing the young. In recognition of this great truth, 
 the church and Sunday school should supply the Junior 
 Department with a library of at least fifty books, more 
 if possible. Teachers should read "The Children's 
 Readings/ ' Alcott, and " Fingerposts to Children's 
 Reading/' Field. 
 
 Lists of good books for children to read may be secured 
 from the following sources: 
 
 The Free Public Library, Newark, N. J. (five cents). 
 
 American Library Association Publishing Board, 1 Washing- 
 ton Street, Chicago. (Title: Five Hundred and Fifty Children's 
 Books.) 
 
 The New York Public Library, New York (ten cents). (Title: 
 Heroism, A Reading List for Boys and Girls.) 
 
 The Cleveland Public Library, Cleveland, Ohio. 
 
 The Missionary Education Movement, 156 Fifth Ave., New 
 York. 
 
 The following books may well be placed in a Junior 
 Pupils' Library: 
 
equipment 41 
 
 Joel, A Boy of Galilee — Johnson. 
 
 Peeps at Many Lands — Kelly. 
 
 The Battle of the Bears— Young. 
 
 Fifty Famous Stories Retold — Baldwin. 
 
 Thirty More Famous Stories Pcetold — Baldwin. 
 
 Story of Roland — Baldwin. 
 
 Story of Siegfried — Baldwin. 
 
 In the Days of Giants — Brown. 
 
 Little Lame Prince — Craig. 
 
 L^ncle Remus — Harris. 
 
 Wonder Book — Hawthorne. 
 
 Tanglewood Tales — Hawthorne. 
 
 Russian Grandmother's Wonder Tales — Houghton. 
 
 Water Babies — Kingsley. 
 
 Legends of the Red Children — Prate. 
 
 Some Merry Adventures of Robin Hood — Pyle. 
 
 Story of King Arthur and His Knights — Pyle. 
 
 King of the Golden River — Ruskin. 
 
 Forest Runners — Altsheler. 
 
 Young Trailers — Altsheler. 
 
 Uncle Sam's Secrets — Austin. 
 
 For the Honor of the School — Barbour. 
 
 Dan Beard's Animal Book — Beard. 
 
 Master of the Strong Hearts — Brooks. 
 
 Kidnapped Campers — Canfield. 
 
 Last of the Mohicans — Cooper. 
 
 Pioneers — Cooper. 
 
 Man Without a Country — Hale. 
 
 Campmates — Munroe. 
 
 Flamingo Feather — Munroe. 
 
 Treasure Island — Stevenson. 
 
 Swiss Family Robinson — Wyss. 
 
 Lisbeth Longfrock — Aaurud. 
 
 Juan and Juniata — Barnum. 
 
 Master Skylark — Bennett, 
 
 From Sioux to Susan — Daulton. 
 
 Donald and Dorothy — Dodge. 
 
 Hans Brinker — Dodge. 
 
 From Six to Sixteen — Ewing. 
 
 Nelly's Silver Mine — Jackson. 
 
 Bettie Leicester — Jewett, 
 
 Castle Blair — Lugard. 
 
 Florence Night ingale — Richards. 
 
 Quicksilver Sue — Richards. 
 
 Heidi — Spyri. 
 
42 Wfyt HTuutor*: ^oto to tEeacf) anb ®ram Qtfjem 
 
 Little Grey House — McClure. 
 
 When Patty Went to College— Webster. 
 
 Rebecca of Sunnybrook Farm — Wiggin. 
 
 Pollyanna — Porter. 
 
 The Poor Little Rich Girl— Gates. 
 
 Flint Heart— Phillpotts. 
 
 Honey Bee — Anatole France. 
 
 Sherwood — Noy es . 
 
 The Quest of the Four-Leaved Clover — Labanlaye. 
 
 David, the Hero — Robinson. 
 
 The Other Wise Man— Van Dyke. 
 
 Real Stories from Our History — Faris. 
 
 The Broadening Path — Forbush. 
 
 The King and His Wonderful Castle — Brown. 
 
 A Song of Life — Morley. 
 
 The Romance of the English Bible — Faris. 
 
 Fascinating missionary books for boys and girls in- 
 clude 
 
 Fairy Tales from Far Off Japan — Ballard. 
 How a Little Girl Went to Africa — Bicknell. 
 Adventures with Four-Footed Folk — Brain. 
 All About Japan — Brain. 
 Around the World, Book 3-4-5 — Carroll. 
 Home and World Series — Chamberlain. 
 
 How We Are Fed. 
 
 How We Are Sheltered. 
 
 How We Are Clothed. 
 
 How We Travel. 
 The Continents and Their People — Chamberlain. 
 
 Africa. 
 
 Asia. 
 
 Europe. 
 
 North America. 
 
 South America. 
 The Story of Sonny Sahib — Cotes. 
 Under the Greek Skies — Dragoumis. 
 
 (Other volumes deal with child life in Europe known as Little 
 Schoolmate Series.) 
 
 Children of Labrador — D wight. 
 
 (Ten other volumes in this series known as Children's Mis- 
 sionary Series.) 
 
 Uganda's White Man of Work — Fahs. 
 
(Equipment 43 
 
 Winning the Oregon Country — Faris. 
 The Alaskan Pathfinder — Faris. 
 Peeps at Many Lands — India — Finnemore. 
 (More than fifty other volumes known as Peeps at Many Lands 
 Series.) 
 
 The Unmannerly Tiger and Other Korean Tales — Griffis. 
 Children at Play in Many Lands — Hall. 
 The Chinese Boy and Girl — Headland. 
 
 Missionary Explorers Among the American Indians — Hum- 
 phreys. 
 
 The Boy's Catlin — Humphreys. 
 Wigwam Stories — Judd. 
 Black Bearded Barbarian — Keith. 
 Romance of Missionary Heroism — Lambert. 
 The Children's Hero Series — Lang. 
 
 The Story of Patteson — Elma K. Paget. 
 
 Livingstone — Vautier Golding. 
 
 Stanley — Vautier Golding. 
 
 Chalmers — Janet H. Kelman. 
 Manuel in Mexico — McDonald. 
 
 (Many other volumes in this series known as Little People 
 Everywhere Series.) 
 
 Livingstone, the Pathfinder — Matthews. 
 The Dragon and the Cross — Paine. 
 Chinese Fairy Stories — Pitman. 
 When I Was a Boy in Japan — Sakae. 
 When I Was a Boy in China — Lee. 
 
 (Other books in this series include Life in Greece, Italy, and 
 Palestine.) 
 
 Topsy-Turvy Land — Zwemer. 
 
 Zigzag Journeys in the Camel Country — Zwemer. 
 
 The Junior Workers' Library. — The management of 
 a Junior Department requires that those who attempt 
 the work shall know the Bible they teach, the children 
 they teach, the work of the Sunday school in which 
 they teach, and the work of teaching itself. The fol- 
 lowing books should be found on the shelves of the Junior 
 Workers' Library. 
 
44 Gtfje Hfttmors: 3|oto to ®eacf) anb Cram tKfjem 
 
 The Bible 
 
 A Dictionary of the Bible (one volume) — Davis. 
 
 A One Volume Commentary — Dummelow. 
 
 The Story of Jesus Christ — Phelps. 
 
 Bible Miniatures — Wells. 
 
 The Romance of the English Bible — Faris. 
 
 The Holy Land 
 
 Out-of -Doors in the Holy Land — Van Dyke. 
 
 The Historical Geography of the Holy Land — Smith. 
 
 PSYCHOT OCY 
 
 The Child as God's Child— Rishel. 
 
 The Child for Christ— McKinney. 
 
 Talks of Psychology and Life's Ideals — James. 
 
 The Unfolding of Personality — Mark. 
 
 Child Study 
 The Unfolding Life — Lamoreaux. 
 Fundamentals of Child Study — Kirkpatrick. 
 Child Nature and Child Nurture — St. John. 
 The Natural Way of Moral Training — Du Bois. 
 Some Silent Teachers — Harrison. 
 
 Lesson Teaching 
 
 Talks with the Training Class — Slattery. 
 
 Stories and Story Telling — St. John. 
 
 The Point of Contact in Teaching — Du Bois. 
 
 Seven Laws of Teaching — Gregory. 
 
 The Pupil and the Teacher — Weigle. 
 
 Handwork in the Sunday School — Littlefield. 
 
 Miscellaneous 
 
 Graded Social Service — Hut chins. 
 
 The King and His Wonderful Castle — Brown. 
 
 The Graded Sunday School in Principle and Practice — Meyer. 
 
 Nature Study and Life — Hodge. 
 
 The Renewal of Life— Morley. 
 
 The Junior Worker and His Work — Robinson. 
 
 Hymns of Worship and Service. 
 
 Alleluia. 
 
 Junior Hymns and Carols — Ley da. 
 
 Games (Suggestions for the play life of the children) — Ban- 
 croft. 
 
 The Introduction of Graded Lessons — Junior Manual — 
 Josephine Baldwin. 
 
CHAPTER V 
 
 Gtfje Sumor program 
 
 " The need of the pupil is the law of the school" 
 
 It is impossible to measure the value to character- 
 building of a carefully prepared, properly adapted, and 
 reverently conducted program. Such a program will 
 arouse and cultivate the religious feelings of love, praise, 
 loyalty, gratitude, good will, and reverence; it will also 
 afford an opportunity of expressing such feelings in 
 song, responsive Scripture reading, giving, prayer, 
 careful attention, cheerful obedience, and in thoughtful 
 service to others. Such a program will encourage and 
 fix the habits of daily Bible reading and prayer, sys- 
 tematic giving, and church attendance. Such a pro- 
 gram will develop love and loyalty to God, to his house, 
 to his day, and to his Book. 
 
 If the program is to make such a genuine contribu- 
 tion to character-building, there are certain elements 
 which should appear in the order of service every Sun- 
 day. These are worship, fellowship, instruction, ser- 
 vice to others, and business; and all these elements 
 should be welded together in such a careful way as to 
 result in a service which is both worshipful and joyous. 
 It must be remembered, however, that no matter how 
 worshipful and joyous the program itself may be, it 
 will fail to impress the pupils in this way unless the 
 
 45 
 
46 W$t 3mtior£: %oto to tEeacf) anb tKratn ®bem 
 
 officers and teachers take part in the service with rev- 
 erent spirit and show that they join in the song, the 
 prayer, the responsive Scripture reading, the giving, 
 and the lesson teaching, because they truly love the 
 Lord. The program should be carefully planned and 
 arranged by the superintendent, and written copies 
 furnished for the assistant superintendent and the 
 pianist. The length of time given each period will 
 depend upon the time allotted for the whole service. 
 Each period should receive its proper proportion of 
 time. In this way the program may be well balanced. 
 
 Great care must be taken in conducting the program. 
 The following suggestions may be helpful: 
 
 Provide for the time before the opening of the session. 
 A program can easily lose its power and its charm be- 
 cause of the undirected activities of children who arrive 
 very early or because of those late comers who disturb 
 the service by their arrival after it has opened. The 
 first class needs to be kept busy or their active minds 
 and bodies soon stray into paths of mischief. The 
 second class needs to be furnished with an incentive 
 for arriving on time, and when because of pure interest 
 they do come punctually, they should be set to work at 
 once. Thus it becomes part of every junior teacher's 
 work to provide carefully for the time before the session. 
 Every pupil should be actively employed all the time, 
 although merely to employ him is not the sole aim of the 
 plan. The work suggested should furnish material 
 for his character-building; and the teacher should in- 
 clude direct instruction for the purpose of creating cor- 
 
Wi)t 3ftmior program 47 
 
 rect ideals for living, as well as training for the purpose 
 of forming and fixing good habits. The junior years 
 belong to one of the principal habit-forming periods of 
 life, and any teacher who will avail himself or herself of 
 the time " before the session " will find opportunity for 
 helping the children form habits of punctuality, in- 
 dustry, and reverence for God's day and God's house. 
 The teacher who fails in this provision will assist in the 
 formation of habits of tardiness, idleness, and irrever- 
 ence. Hence the following suggestions for the use of 
 the time before the session are given: 
 
 For Teachers of Graded Lessons. 
 
 (a) Have a memory drill on the correlated work. 
 
 (b) Plan for rroishrng any incomplete pages in the work and 
 study books. 
 
 (c) Provide for doing some of the suggested extra honor work. 
 
 For Teachers of the Uniform Lessons. 
 
 (a) Have a memory drill on the graded supplemental lessons. 
 
 (b) Plan for map-drawing, using the maps in the Bible or in the 
 Quarterly for copies. Let the maps include Palestine and 
 Egypt of Old Testament times and the Palestine of New 
 Testament times. 
 
 (c) Read to the class short stories from the lives of some of the 
 world's greatest missionary heroes. 
 
 For All Junior Teachers. 
 
 (a) Read to the class (one or two chapters each Sunday) such 
 books as "The King and His Wonderful Castle/' by 
 Brown; "Good Health" and " Control of Body and 
 Mind," of the Gulick Series; " A Song of Life," by Morley. 
 Use these books for the purpose of securing intelligent 
 pledge signers. 
 
 (b) Read to the class stories from Everyland, a missionary 
 magazine of thrilling interest to boys and girls; from such 
 books as "Topsy-Turvy Land," by Zwemer; " Twelve 
 Little Pilgrims Who Stayed at Home," by Scott; "Old 
 Country Heroes," by Mason. Use these books for intensi- 
 fying missionary enthusiasm and directing the children's 
 thoughts to the recruits needed for the field. 
 
48 TOje Sunior*: Sjoto to ®ead) anb {Cram Qftjem 
 
 (c) Let the class prepare picture post cards which they have re- 
 ceived to be sent to the home and foreign missionaries for 
 the purpose of delighting the children in those places. 
 (Write to Rev. Samuel D. Price, Secretary of the Depart- 
 ment for Utilizing Surplus Material of the International 
 Sunday School Association, Metropolitan Building, New- 
 York City. He will tell you how to send this material 
 to the missionaries.) 
 
 (d) Let the class make a Scriptural scrapbook to send to one of 
 the children's hospitals or to an orphans' home. Verses 
 of Scripture (capable of being illustrated) are chosen by the 
 teacher and written or printed in the center of the page. 
 The members of the class then illustrate the verses by 
 pasting pictures above and below the verses. 
 
 (e) Let the members of the class find and mark with small 
 strips of paper any Bible references the teacher expects to 
 use in teaching the lessons. 
 
 Plan to have the late comers remain outside the 
 junior room during the service of worship, or decide 
 upon certain intervals during the service at which they 
 may enter. 
 
 Request all teachers and officers to obey the signals 
 given and to cooperate fully throughout the entire ser- 
 vice. 
 
 A Separate Session 
 
 The following Order of Service is suggested for the 
 Junior Department which meets in its own separate 
 apartment: 
 
 I. Quiet Music. — To call attention to the fact that the service is 
 
 beginning. 
 
 II. Service of Worship. 
 
 1. Invocation by superintendent. 
 
 2. Opening hymn. 
 
 3. Responsive Scripture reading (from memory). 
 
 4. Prayer (repeated sentence prayer). 
 
 5. Hymn. 
 
®ije Shmtor program 49 
 
 III. Fellowship Service. 
 
 1. Welcome to new pupils and visitors. 
 
 2. Prayer for absentees. 
 
 3. Birthday greetings. 
 
 4. Departmental expressional activities. 
 
 IV. Bible Drill. 
 
 V. Business. 
 
 1. Attendance marked. 
 
 2. Offering made ready. 
 
 3. Individual and class credits given for regularity, 
 
 punctuality, daily Bible reading and study, system- 
 atic giving, memory work, handwork, church attend- 
 ance. Individuals receive credits for each of these 
 items; the class receives credit only when every indi- 
 vidual in the class has performed one or more of 
 these duties. 
 
 4. Church attendance noted. 
 
 5. Class credits announced. 
 
 VI. Offering Service. 
 
 1. Offering brought to the front 
 
 2. Bible giving verses. 
 
 3. Offering prayer or song. 
 
 VII. Special Service. 
 
 This may be of a missionary, or temperance, or patriotic 
 character; or it may be a recognition of Christmas, 
 Easter, Children's Day, or Thanksgiving. 
 
 VIII. The Chief Instruction Period. 
 
 1. The correlated lesson. 
 
 2. The lesson for the day. 
 
 IX. The Closing Service. 
 
 1. Song. 
 
 2. Prayer. 
 
 X. Dismissal. 
 
 1. Quiet music. 
 
 2. Distribution of papers and library books. 
 
 3. Notices or announcements. 
 
 4. Wraps and hats put on. 
 
 Comments on the Program. — 
 
 (Note that every period has a contribution to make to char- 
 acter-building.) 
 
 4 
 
50 ®&e SFutuor*: 5ioto to QCead) anb tKrain tE&em 
 
 I. The Quiet Music. — This music should be used for 
 the purpose of creating a reverent atmosphere, and for 
 training the pupils to respond to a gentle, instead of a 
 loud, clanging signal for opening the session. It should 
 consist of beautiful, dignified, churchly music which 
 will appeal to the mind and soul as well as to the physi- 
 cal nature of the child. Such hymns as Come Thou Al- 
 mighty King; Nearer, My God, to Thee; Jesus, Saviour, 
 Pilot Me; Guide Me, O Thou Great Jehovah, are good 
 examples of the kind of music which should be used 
 in preparing the department for the service of worship. 
 It is also well to use such great selections as HandePs 
 " Largo/' which will not only create reverent atmos- 
 phere, but develop a love for the best music. At the 
 beginning of this music, all officers, teachers, and pu- 
 pils should drop whatever they are doing and prepare 
 for the service of worship. 
 
 II. The Service of Worship. — All junior workers 
 should understand that the devotional service appears 
 in the program for the purpose of awakening and culti- 
 vating in the children the religious feelings of love, 
 gratitude, praise, penitence, reverence, and loyalty. 
 The service should lead the pupils to commune with 
 God in fellowship with one another. Suitable themes, 
 such as God is Love, Thanksgiving to God, Serving 
 God, Following Christ, Giving to God, The Risen 
 Lord, Christian Soldiers, God's Care, God's Loving- 
 Kindness, The Birth of Jesus, Our Native Land, may 
 be used to guide the selection of hymns, prayers, and 
 Bible verses of which the service of worship consists. 
 
TOfje junior program 51 
 
 The hymns, the prayers, and the Scripture readings 
 must be adapted to the interests and experiences of 
 juniors, and all the ideas suggested or presented should 
 be true for the children, involving no mental reserva- 
 tions. 
 
 The songs and hymns sung and learned by the juniors 
 should be selected with the utmost care, for they will 
 not only express the present religious feelings of the 
 children, but because of their memorization they will 
 become permanent mental possessions which the Holy 
 Spirit will use to inspire and feed their souls when they 
 are ' older. Hymns of praise, thanksgiving, service, 
 martial hymns, prayer hymns, hymns leading the child 
 to think of God's love, care, companionship, guidance, 
 all these are good. The sentiment must be expressed 
 in good language and the words set to good, churchly 
 music in order to be worthy to be sung in a Junior De- 
 partment. The hymns should be memorized, for ten 
 hymns memorized are worth a hundred in a book. 
 Such hymns as When Morning Gilds the Skies; The 
 Son of God Goes Forth to War; All Hail the Power of 
 Jesus' Name; Fling Out the Banner; Love Divine, All 
 Loves Excelling; Holy, Holy, Holy, Lord God Al- 
 mighty; My Faith Looks Up to Thee, are types of 
 hymns and songs which should be chosen for the use 
 of the juniors. 
 
 The Scripture passages should consist of portions 
 which the juniors have memorized and should be chosen 
 according to the theme of the program. Many of the 
 Bible verses give beautiful and worshipful expressions 
 
52 W$t Stmior*: ^oto to tEead) anb ®ram ®bem 
 
 to the children's natural feelings of love, adoration, and 
 loyalty. 
 
 The Prayer. — Careful attention should be given to 
 this part of the service, for hundreds of junior children 
 have learned to say the Lord's Prayer and heard many 
 prayers, short and long, but they have not learned to 
 pray. A subject for prayer should be chosen each 
 week. It should be something of interest to the chil- 
 dren. It may relate to the mission field, to a local 
 temperance condition, to some matter affecting the 
 church, or the children's homes, or their school, to the 
 blessings, or sins, or needs of the children themselves. 
 When the time for the prayer service comes, the super- 
 intendent should state the subject and explain why it is 
 desirable to speak to the heavenly Father about it, then 
 ask the children to pray about it silently. A repeated 
 sentence prayer should follow, the superintendent lead- 
 ing and the children following phrase by phrase. In 
 this way the children will learn how and about what to 
 talk with God. 
 
 III. The Fellowship Service. — The children should be 
 encouraged to think of one another and led to share one 
 another's joys and sorrows. New pupils and visitors 
 should be made welcome, the absentees should be 
 prayed for, sick members should be sent kindly greet- 
 ings, and birthdays should be recognized by a greeting, 
 a prayer, and a song. The birthday greeting used in 
 many Junior Departments is found in Numbers 6 : 24- 
 26. Birthday offerings may be made and used to pur- 
 chase flowers for the sick, or gifts for the poor. 
 
TOfje 3Tuntor program 53 
 
 Special departmental activities may be considered 
 at this time. If there is a local or foreign need it should 
 be stated to the children and they should be encouraged 
 to say what they think ought to be and can be done. 
 They should be led to pray for guidance in their de- 
 cision and for blessing upon the chosen plan for render- 
 ing assistance. Juniors may naturally engage in the 
 following activities: Beautifying their own church or 
 room; helping their own classmates; dressing dolls and 
 making toys or scrapbooks for hospitals and orphan- 
 ages; growing flowers for the flower mission; making 
 and selling lemonade to aid the poor children to have a 
 week in the country; denying themselves visits to the 
 moving picture shows or purchases of candy or gum to 
 give the money for home or foreign mission stations; 
 gathering post cards for the non-Christian children; 
 singing at the old people's home; caring for injured or 
 neglected animals. 
 
 IV. The Bible Drill— The Bible drill is used to help 
 the children fix Bible facts and Scripture passages in 
 their memories. There are several kinds of drills and 
 they should all be used in order to vary the program. 
 The drill should last about five minutes. There are 
 number drills when all the answers are numbers; name 
 drills when all the answers are names of persons; place 
 drills when the answers are names of places; refer- 
 ence drills when the answers consist of statements of 
 the book, chapter, and verse in which a certain Scripture 
 passage is found; Bible verse drills when the answers 
 state the verse after a reference has been given; brief 
 
54 ®jje Sumorg: %oto to t&earfj anb Cram ®fjem 
 
 story drills when the superintendent tells a story and 
 the children are asked to supply names of persons 
 and places. 
 
 The number drills include such questions as, How 
 many books are there in the New Testament? 
 
 The name drills include such questions as, In what 
 book are the Ten Commandments found? 
 
 The place drills include such questions as, Where was 
 Jesus born? 
 
 The reference drills include such questions as, Repeat 
 the words found in Psalm 100. 
 
 The Bible verse drills include such questions as, 
 Where can I find the verse, "God so loved the world, 
 that he gave his only begotten Son"? 
 
 V. Business. — In every department of the Sunday 
 school there are some items of business which must be 
 attended to during the time of the session, and there are 
 others which can be attended to before or after the 
 session. Only those which make some contribution to 
 character-building should have any place in the session. 
 The attendance should be reported in order to enable 
 the teacher and the pupils to look after the absentees, 
 not for the sake of saying so many were present; the 
 amount of the offering of each pupil should be reported 
 in order to encourage systematic giving, not to arouse 
 the spirit of rivalry among classes, for the spirit in which 
 a gift is made is of more value than its amount; and 
 class credits should be announced in order to encourage 
 the formation of right habits, such as the habit of church 
 attendance. 
 
W$t Hftmtor program 55 
 
 This work should be promptly done, especially in a 
 department where the classes above the first year are 
 organized. Under such circumstances the presidents 
 and secretaries do the work (under the teachers' guid- 
 ance) and make the report to the department; in the 
 first year classes the teachers make the reports. 
 
 VI. The Offering Service. — The offering should be 
 received in such a way as to develop love of giving to 
 God; to bring the thought of stewardship to the minds 
 of the children; to lead them to recognize their obliga- 
 tion to give. 
 
 The offering may be brought to the front by the class 
 treasurers, and while these pupils wait before the teach- 
 ers, some familiar giving verses may be repeated, a 
 giving song may be sung, and a prayer giving the 
 money to God may be made. The following is ap- 
 propriate: 
 
 (a) Bible reasons for giving. 
 
 Supt. — From whom do all our good gifts come? 
 
 Response. — " Every good gift and every perfect gilt is 
 from above, and cometh down from the Father.' ' 
 
 Supt. — What is the best gift of all that God has given to us? 
 
 Response. — "God so loved the world, that he gave his 
 only begotten Son, that whosoever believeth on him 
 should not perish, but have eternal life." 
 
 Supt. — Since he has done all these things for us, what does 
 he wish us to do? 
 
 Response. — "Freely ye have received, freely give." 
 
 Supt. — How can we give to God? 
 
 Response. — "Inasmuch as ye did it unto one of these my 
 brethren, even the least, ye did it unto me." 
 
 Supt. — What has Jesus said about the happiness of giving? 
 
 Response. — "Remember the words of the Lord Jesus, that 
 he himself said, It is more blessed to give than to re- 
 ceive." 
 
56 ®fje Stmiorg: SNto to ®earf) anb ®ram tEfjem 
 
 (b) Offering Prayer, or Song. 
 
 We give thee but thine own, 
 Whatever the gift may be: 
 All that we have is thine alone, 
 A trust, O Lord, from thee. 
 
 Oh, bless the gifts we bring, 
 And let them useful be: 
 Whate'er for thine we do, O Lord, 
 We do it unto thee. Amen. 
 
 VII. Special Services, — In the past many schools 
 have arranged celebrations of special days which have 
 not contributed to character-building. Instead of 
 planning a recognition of the day which will emphasize 
 its meaning through simple, beautiful, and reverent 
 music, story, and Scripture, and result in larger joy, 
 increased faith, and true self-forgetfulness on the part 
 of the pupils, they arrange a program made up of flashy 
 music and poor recitations which lead to the develop- 
 ment of anything but a worshipful spirit. Often much 
 of the session time for many weeks is taken to prepare 
 for such a celebration, and the children having solos 
 and recitations are drilled so unwisely that the work 
 results in self-conceit and pride in those who take part 
 and envy and discontent in the hearts of those who 
 have not been so fortunate as to have a place on the 
 program. It is best to have a brief but fine recognition 
 of the day by the use of some great hymns, appropriate 
 Scripture, a beautiful poem or story. One or two new 
 songs may be learned, and there may be a song or a 
 recitation by a girl or boy, but all should be prepared 
 with the thought of emphasizing the meaning of the 
 
Wfyt junior program 57 
 
 day and not the ability or the apparel of those who take 
 part in the program. 
 
 VIII. The Instruction Period. — This period should 
 cover thirty or thirty-five minutes. It would be well if 
 it could be broken and if a plan could be arranged 
 whereby the correlated lesson could be given at one time 
 and the regular lesson at another time during the session, 
 for juniors can not well be held for a period of study 
 of thirty consecutive minutes. Some schools have the 
 correlated lesson before the opening service of worship. 
 
 IX. The Closing Service. — This service should be 
 brief and reverent, so reverent that the pupils will 
 naturally leave the room in a quiet and orderly way. 
 
 X. The Dismissal. — Quiet music is played to en- 
 courage a reverent atmosphere even while library books 
 and papers are being distributed and wraps are being 
 adjusted. 
 
 When the Juniors Must Meet with the Main Room 
 
 The following Order of Service, covering a period of 
 one and one quarter hours, is suggested for a school 
 where the juniors, intermediates, seniors, and adults 
 must meet in the same room and have their opening 
 and closing services together: 
 
 1. Music played softly to secure the quiet necessary before 
 
 opening (1 minute). 
 
 2. Opening hymn (3 minutes). 
 
 3. Invocation (1 minute). 
 
 4. Responsive Scripture reading — all sitting — (5 minutes). 
 
 (Choose a passage of Scripture suitable to the day or sea- 
 son of the year. Let each person use Ins or her own 
 Bible.) 
 
58 ©fje Sumorg: ^oto to CeacJ) anb ®rain ©Ijem 
 
 5. Memory hymn — one of the old church hymns (3 minutes). 
 
 6. Prayer (3 minutes). 
 
 7. Surprise period (5 minutes). 
 
 (Any one of the following may be used on consecutive 
 Sundays.) 
 
 (a) The story of the writing of one of the church hymns. 
 
 (b) A missionary story. 
 
 (c) A temperance story. 
 
 (d) A story from the life of one of the Church heroes. 
 
 (e) A story of how the Bible has come down to us. 
 
 (f) A talk by the pastor on the Church doctrines. 
 
 (g) The reading of an appropriate poem or piece of prose. 
 (h) The singing of a suitable vocal solo. 
 
 (i) The learning of a new song or hymn. 
 
 8. Fellowship service (5 minutes). 
 
 (Recognition of visitors, new pupils, birthdays, and church 
 attendance. Prayer for absentees.) 
 
 9. Business (4 minutes). 
 
 (Attendance marked, offering received, class credits given, 
 church attendance noted.) 
 
 10. Offering service (2 minutes). 
 
 11. Bible drill (5 minutes). 
 
 (Let juniors, intermediates, and adults all join in this drill.) 
 
 12. Hymn (3 minutes). 
 
 13. Lesson period (30 minutes). 
 
 14. Quiet music to announce close of lesson period (1 minute) . 
 
 15. Closing prayer (1 minute). 
 
 16. Soft music to create the right atmosphere for a reverential 
 dismissal. 
 
 17. Distribution of literature and books. 
 
 18. Dismissal. 
 
 Comments. — Please note comments on program for a 
 separate session. They will also be helpful in planning 
 for this kind of program. 
 
CHAPTER VI 
 
 ILtHSiQUSi 1 
 
 " The need of the pupil is the law of the school" 
 
 A curriculum must be chosen for the Junior Depart- 
 ment. There are two types of curriculums from which 
 a choice may be made. One type consists of lessons on 
 certain subjects which have been chosen for the curricu- 
 lum because of their value in character-building. These 
 subjects are taught without regard to the physical, 
 mental, or spiritual development of the pupils. The 
 lessons in the International Uniform Series form a cur- 
 riculum of this type. The other type consists of lessons 
 the subjects of which have been chosen with special 
 reference to the interests, experiences, and needs of the 
 pupils in each grade. The International Graded Lesson 
 Series is a course of this type. 
 
 Since "the need of the pupil is the law of the school" 
 it is self-evident that the latter type of course is the one 
 it is desirable to use in the Junior Department. 
 
 There are two courses: the Uniform and the Graded. 
 
 What We Mean by Uniform Lessons. — The Inter- 
 national Lesson Committee has for over forty years 
 selected one Bible passage as the lesson for the entire 
 school without special reference to the grade to which 
 
 1 The basis for the paragraphs of this Chapter is a leaflet on the Graded 
 Lessons which has been widely circulated. Because this message is simple and 
 complete it is given here. 
 
 59 
 
60 Gftje 3umor£: 3£oto to ®eacf) anb Strain tKljem 
 
 it should be taught. It is known as the International 
 Uniform Lesson for the reason that the same lesson is 
 uniform throughout the school. The editors and pub- 
 lishers take this list of lessons for the year, and issue 
 a graded treatment of this lesson passage and in this 
 way, throughout the years, they have tried to adapt the 
 lesson to several departments from the beginners 
 through to the adult classes. 
 
 What We Mean by Graded Lessons. — This same 
 Lesson Committee in 1909 issued an additional course 
 of study called the International Graded Course, con- 
 sisting, not of one Scripture lesson for the entire school, 
 but of a separate series of lessons for each year or grade, 
 chosen with direct reference to the age and ability and 
 need of the pupils. Naturally, these lessons group them- 
 selves into a course for beginners, consisting of two 
 series of lessons; a course for primary children, con- 
 sisting of three series of lessons; a course for the junior 
 pupils, consisting of four series of lessons; and so on 
 through the young people's departments, with elective 
 courses for the adults. In other words, we have a thor- 
 oughly graded course of study for the entire school, and 
 we have separate textbooks or other helps for each year. 
 The course covers seventeen years. 
 
 As these lessons are planned to meet the needs of the 
 pupils, it follows that they will be helpful in all schools 
 where pupils of the age for which the lessons are out- 
 lined are enrolled. The teaching of these lessons does 
 not depend for success upon the conditions under which 
 they are taught half so much as do the Uniform Lessons, 
 
Hes'stons 61 
 
 for as the lessons are suited to the pupils their interest 
 in the subject matter is at once aroused. Moreover, 
 these lessons are suited to the small group in the country 
 school quite as well as to a similar group in a well- 
 organized city school. 
 
 It has required a skilled teacher to take material suit- 
 able for adults and make it over for children, and none 
 know this difficulty so well as do the teachers them- 
 selves. The Graded Lessons, having been chosen for 
 the children, will be found easier to teach, while the helps 
 for the teacher that accompany the new courses are so 
 finely planned that teachers will have adequate sugges- 
 tions for their work both with the lessons and in the 
 conduct of the class. 
 
 The purpose of the Graded Lessons is to meet the 
 spiritual needs of the pupil at each stage of his develop- 
 ment. The spiritual needs, broadly stated, are these : 
 
 1. To know God as revealed in nature, in the heart of man, 
 and in Christ. 
 
 2. To exercise toward God the Father, and his Son, Jesus 
 Christ, our Lord and Saviour, trust, obedience, and worship. 
 
 3. To know and do his duty to others. 
 
 4. To know and do his duty to himself. 
 
 Lessons are provided for fifty-two weeks in each year. 
 The courses are planned for about nine months, October 
 to June inclusive, in harmony with the ordinary public- 
 school year, in order that schools open during this period 
 only may not have an incomplete scheme of study. The 
 lessons for the remaining three months, while not essen- 
 tial to complete the aim for the year, are valuable in 
 
62 ®fje Sumorg: 3#oto to ®eac|) anb tKratn ®bem 
 
 themselves, and either supplement the work which pre- 
 cedes or prepare for that which is to follow. 
 
 The Graded Lessons for the Juniors 
 
 The Junior Graded Lessons are a part of the whole 
 course of completely graded lessons. They have been 
 chosen and written for boys and girls nine, ten, eleven, 
 and twelve years of age. The aim of the Junior Series 
 is "To lead the child to become a doer of the Word, and 
 to bring him into conscious relations with the Lord 
 Jesus Christ, as his Saviour." 
 
 1. By awakening an interest in the Bible and a love for it; 
 by deepening the impulse to choose and to do right. 
 
 2. By presenting the ideal of moral heroism; by revealing the 
 power and majesty of Jesus Christ, and by showing his followers 
 going forth in his strength to do his work. 
 
 3. By deepening the sense of responsibility for right choices; 
 by showing the consequences of right and wrong choices; by 
 strengthening love of the right and hatred of the wrong. 
 
 4. By presenting Jesus as our Example and Saviour; by lead- 
 ing the pupil to appreciate his opportunities for service, and by 
 giving him a vision of what it means to be a Christian. 
 
 The lessons are arranged chronologically by periods 
 in the first two years. In the last two years the chrono- 
 logical sequence is unbroken, except when a topical 
 course on temperance is introduced. 
 
 1. The First Year lessons include early Old Testament stories 
 and stories that Jesus told. 
 
 2. The Second Year lessons include stories of the conquest 
 and settlement of Canaan; stories from the life of Jesus, from the 
 lives of the apostles, and of later missionaries. 
 
 3. The Third Year lessons include stories from Hebrew history, 
 and an introduction to the life of Christ. 
 
 4. The Fourth Year lessons include a study of the Gospel of 
 Mark, studies in the book of The Acts, and stories of later mis- 
 sionaries. 
 
Herons 63 
 
 All of the lessons have been chosen and written with 
 the idea that the first great spiritual crisis comes to 
 each life at about the age of twelve. At this time many 
 children will become conscious of their relation to Christ, 
 and will experience a strong impulse to give their lives 
 in service to him. The lessons in this course seek to 
 help the children obey this great impulse and to accept 
 and publicly confess Christ as their Saviour. 
 
 The Teacher's Textbooks. — These books have been 
 issued in quarterly parts for each year. They have 
 been prepared for the purpose of giving the teacher the 
 utmost help in the study of the lesson within the narrow 
 limits of the book. They contain quotations from 
 commentators, light from other Bible passages, and 
 secular literature, hints on lesson preparation and pre- 
 sentation. They give suggestions for the instruction 
 of the pupil in the use of his Work and Study Book; 
 and there is a series of correlated lessons which are 
 closely related to the main lessons, and which give the 
 pupil much necessary information in regard to facts 
 about the Bible, the geography of Bible lands, and the 
 manners and customs of the people. The forewords 
 in the textbooks contain statements of the character- 
 istics and needs of the junior pupil, suggestions for the 
 management of the Junior Department, and discussion 
 of problems which arise in the department. The ap- 
 pendices contain lists of helpful books, hymns, and 
 pictures. There are also many fine suggestive programs 
 for use in the department. 
 
64 ©be Suntor*: ^oto to tEeacf) anb TKratn ®bem 
 
 T%e Pupil's Work and Study Book. — These books are 
 issued in quarterly parts. It is most important that 
 the pupil do the work here outlined, for by doing this 
 work it is expected that he will learn to love the Bible, 
 to form the habits of daily Bible reading and study, to 
 do the assigned handwork neatly and accurately be- 
 cause it is connected with God's Word, to obey instruc- 
 tions, to memorize Scripture passages and hymns. 
 
 The first year book arranges for the work to be done 
 after the teaching of the lesson; the books for the fol- 
 lowing years plan for the work to be done before the 
 teaching of the lesson. 
 
 If the pupils do the work assigned them during the 
 four years, at the end of the junior period they will 
 have memorized over two hundred and fifty Bible 
 verses, six great hymns, and the Apostles' Creed. 
 Therefore, the teacher should do everything possible 
 to interest the pupils in the Work and Study Book and 
 to encourage them to do the work. The first step 
 toward stimulating such interest is the doing of all the 
 required work by the teacher herself. Words of praise 
 and commendation may be used lavishly, but justly, as 
 rewards. The Honor Roll may be used for the names 
 of all those who do well the work in each book. The 
 names can be posted at the end of each quarter. When 
 introducing the Graded Lessons into the Junior De- 
 partment it would be well to purchase and read care- 
 fully Miss Josephine Baldwin's book, "The Introduc- 
 tion and Use of the Graded Lessons — Junior Manual.'' 
 
Hesteon* 65 
 
 The Departmental Graded Lessons 
 
 Ever since the publication of the International 
 Graded Lessons, the workers in the little Sunday 
 schools, with enrollments of fifty members, more or 
 less, have been facing the problem of their introduction 
 in the schools. It is recognized that these lessons are 
 very desirable, because of their close adaptation to the 
 pupil, and yet this very characteristic prevents many a 
 small school from adopting them. The fine adaptation 
 of the lesson material demands close grading of the 
 pupils in the various departments and this close grading 
 cannot be secured in a little school where the pupils 
 and teachers are few in number and the building equip- 
 ment quite meager. The class, not the department, is 
 the unit of division in such a school. Usually, there are 
 five or six classes, the number depending upon the 
 number of pupils and available teachers. In each class 
 there are two or three, possibly four grades of pupils. 
 If it were possible to teach three or four different lessons 
 in the same class at the same time, the present Graded 
 Lessons could be as successfully used in the small 
 school as in the large school. But such a plan is ordi- 
 narily impossible because leaders with educational 
 vision and adaptive ingenuity are not at hand and, 
 therefore, the workers in many small schools have de- 
 layed introducing the lessons. 
 
 Some large schools, also, have had great difficulty in 
 handling the complex seventeen-year course, although 
 
 *For sample of these lessons write to the publishers of this volume. 
 
 5 
 
66 ®be Suniorg: Jloto to ®eac|) anb ©rain ®bem 
 
 they sincerely desire to use the best system. Some 
 have been so sadly confused and perplexed that they 
 have given up the new course and have begun again to 
 use the old Uniform Lessons. Thus there are many 
 schools that find the graded-lesson system with all its 
 advantages more than they are able to handle. For 
 this reason, those who know the great Sunday-school 
 field have felt the need of a simpler lesson plan than that 
 which the system graded by years offers. 
 
 Thus the Departmental Graded Lessons for the 
 elementary division have been planned and issued. 
 These lessons are based on the outlines used for the 
 International Graded Series. They have been modified 
 so as to make the lessons suitable for use in schools 
 which desire to begin the year' s work in January instead 
 of in October. But the distinctive feature of the series 
 is that but one lesson is to be used by all the classes in a 
 single department. Thus it will not be necessary to 
 have more than one beginners class, one primary class, 
 and one junior class in each school, unless the depart- 
 ments are so large that classes must be divided. 
 
 Workers experienced in the departments for which 
 they write have adapted the lessons most skillfully, 
 so that they are suited to all the children of the depart- 
 ment. 
 
 Other noteworthy features of the lessons are these: 
 they are Biblical in basis; they are evangelical in char- 
 acter; they are published as periodicals. 
 
 The helps for both teacher and pupil are issued in 
 quarterly or leaflet form, each lesson being dated for a 
 
TLtsteon* 67 
 
 particular Sunday. They are to be used once only. 
 Each quarter there will be fresh material on new les- 
 sons, so that the entire course will be covered in the 
 allotted number of years; but the material for three 
 years will be offered for successive use instead of for 
 simultaneous use. 
 
 Special attention is called to the fact that the equip- 
 ment for the new lessons includes a Picture Roll for 
 the Beginners Department and a Picture Roll for the 
 Primary Department. 
 
 It should be noted that the International Graded 
 Lessons for the Intermediate and Senior departments 
 are not arranged for departmental use. 
 
 The Departmental Series is not prepared for the pur- 
 pose of urging the substitution of these lessons for the 
 lessons graded by years in those schools which wish to 
 retain them, but to meet the demand of schools whose 
 needs have not been met in the preparation of previous 
 lessons and the desires of schools which are not satisfied 
 with them. 
 
 The Junior Departmental Lessons 
 
 The Aim of the Lessons. — "To lead the boys and girls 
 to become doers as well as hearers of the Word and to 
 prepare them to enter into personal relations with 
 Jesus Christ/ ' 
 
 The Teacher 7 s Textbook. — These books are quarterly 
 periodicals. They contain suggestions for analyzing, 
 studying, and teaching the lessons. There are selec- 
 tions from Bible commentaries and from secular litera- 
 
68 tEJje Sumor*: 2^oto to Ceacf) anb {Kraut GWjem 
 
 ture. They also contain suggestive department pro- 
 grams, and the music of some of the fine hymns the 
 juniors should know. 
 
 The Pupil's Work and Study Book. — This book is 
 the pupil's textbook. It contains the lesson title and 
 memory text, and a picture illustrating the lesson. 
 Bible readings and home work are suggested for each 
 day. It is very important that the pupil be inspired 
 and encouraged to do the work suggested in this book, 
 for it has all been outlined for the purpose of furnishing 
 the child with material for character-building. 
 
 Graded Supplemental Lessons 
 
 Graded Supplemental Lessons are not needed when 
 the Closely Graded or Departmental Graded Lessons 
 are used. But when the Uniform Lessons are used, 
 then the Supplemental Lessons must be taught if the 
 pupil is to receive important knowledge of the Bible, 
 and if he is to memorize certain great Scripture passages 
 and church hymns. 
 
 The following topics, texts, and hymns show the 
 work to be accomplished by the nine-, ten-, eleven-, 
 and twelve-year-old pupils. They are not arranged in 
 the order for teaching. The list is taken from a leaflet 
 issued by the International Sunday School Association. 
 
 Facts About the Bible. — General divisions, names of groups, 
 names of books. 
 
 Contents of the Bible.— Stories of events and people: The Crea- 
 tion, The Flood, The Giving of the Law, The Exodus, 
 Abraham, Joseph, Moses, Joshua, Gideon, Samuel, 
 David, Elijah, Nehemiah, Esther, Daniel, John the Bap- 
 tist, Jesus, Peter, John, Stephen, Philip, Paul. 
 
TLzs&om 69 
 
 Scripture.— God's Word: II Tim. 3 : 16, 17. 
 
 Giving: II Cor. 8 : 12; 9:7. 
 
 Temperance: Prov. 23 : 29-32; I Cor. 3 : 16, 17; Hab. 2 : 
 15 (first, clause); Hab. 2 : 12; Prov. 16 : 8; 14 : 34. 
 
 Sin and Salvation. — I John 3 : 4; James 4 : 17; Rom. 3 : 10-23 
 Gal. 6 : 7; Prov. 5 : 22; 28 : 13; Isa. 59 : 2; I John 1 : 9 
 John 3 : 16; I Cor. 4 : 11; Matt. 7 : 24-27; John 15 : 10-14 
 14 : 16, 17, 26. 
 
 The Ten Commandments: Ex. 20 : 1-17. 
 
 The Beatitudes: Matt. 5 : 1-11. 
 
 Missions: Mark 16 : 15; I Chron. 16 : 24; Hab. 2 : 14. 
 
 Miscellaneous: Matt. 10 : 2-4; Rev. 21 : 14. 
 
 The Seven Words from the Cross and Eleven Appear- 
 ances After the Resurrection. 
 
 Church Hymns: All Hail the Power of Jesus' Name; My Faith 
 Looks Up to Thee; From Greenland's Icy Mountains. 
 
 A Basis of Promotion 
 
 When a basis of promotion connected with any series 
 of lessons is outlined, the aim of the course must be 
 carefully considered. If the aim has been realized, or 
 nearly realized, the pupil is ready for promotion. The 
 aim of the junior course is "To lead the child to become 
 a doer of the Word, and to bring him into conscious 
 relations with the Lord Jesus Christ, as his Saviour.' ' 
 Therefore, if the pupil who completes the junior course 
 has become conscious of his relations to Christ, the 
 Saviour, has publicly confessed Christ as his Saviour, 
 and is showing that he is a doer of the Word by reading 
 his Bible and praying daily, by attending church, by 
 giving regularly, by making gladly an increasing num- 
 ber of right choices, and by serving others, then he is 
 ready for promotion into the Intermediate Depart- 
 ment. Such a standard for promotion would be of the 
 highest type, and would lay stress on the most impor- 
 tant questions, which are: What has this pupil become 
 
70 Wfyz 3umor£: ^oto to Ceacft anb ®ram ®bem 
 
 because of his work in the Junior Department? What 
 habits has he formed? What can he do for others? What 
 choices is he able to make? Are his deeds courageous or 
 cowardly? Is his speech clean and pure? Such a basis 
 of promotion would consider of much less importance 
 such a question as, What can he repeat from memory? 
 
 But it is difficult to find a test by which to learn these 
 facts. Often neither the teacher nor the parent knows 
 the child well enough to ascertain the information. 
 Therefore, we must be satisfied at the present with a 
 test which may indicate what he has become, what 
 habits he has formed, and what he longs to do for Christ 
 and others. A close examination of the work outlined 
 in the PupiPs Work and Study Books will lead to the 
 conclusion that if this work has been faithfully done 
 (which work includes the memorizing of certain Bible 
 verses and church hymns) there is reason to believe that 
 the pupil has become a doer of the Word, and is con- 
 scious of his relations with Christ. Therefore, the basis 
 of promotion from grade to grade should be the doing 
 of the work in the PupiPs Work and Study Books. 
 Those pupils who have completed seventy-five per cent 
 of all the books receive diplomas; those who have 
 completed one hundred per cent of the books are pro- 
 moted with honor; and those who complete in addition 
 the extra honor work, are promoted with extra honors. 
 All other pupils are promoted to the Intermediate De- 
 partment without any recognition, at the age of thir- 
 teen. (Read Introduction to Graded Lessons, by 
 Josephine Baldwin, for special suggestions in regard to 
 a basis of promotion.) 
 
CHAPTER VII 
 
 temperance Cbutation 
 
 "The need of the pupil is the law of the school" 
 
 The juniors should have well-graded temperance in- 
 struction for they are passing through one of the great 
 habit-forming periods, and if properly trained will 
 readily and easily form the habits of self-control and 
 self-denial, which result in the choice of nourishing 
 food, healthful drink, clean thinking and speaking, and 
 right-doing. Such instruction should be given pri- 
 marily in the home; but the day school and the church 
 should add their influence to the work by recognizing 
 that the subject has a place in the curriculum of both 
 institutions, and the Sunday School Committee or 
 Association of each church should direct the superin- 
 tendents and teachers of all departments to have a 
 regular time for temperance instruction. This will of 
 course include the junior workers. Often junior super- 
 intendents and teachers desire to give such instruction, 
 but are at a loss to know where to find material for a 
 constructive course, and how to use the material when 
 it is found. For this reason let us consider briefly the 
 following topics: The Aim of Temperance Instruction; 
 Temperance Lessons for Juniors; A Temperance Policy 
 for the Junior Department; Methods of Teaching 
 
 71 
 
72 ®f>e Sumorg: Jloto to Ceari) anb Cram Gtfjem 
 
 Temperance; Sources of Material; Temperance Activi- 
 ties for Juniors; Temperance Instruction Through the 
 Program; A Junior Temperance Society. 
 
 The Aim of Temperance Instruction. — No junior 
 worker will be able to teach this subject successfully 
 unless he or she understands the "aim" or " purpose" 
 of the instruction. When once the "aim" is clearly 
 understood it is not so difficult to choose the material for 
 a course of lessons, nor so hard to find the right methods 
 of teaching. 
 
 Note the aim stated here: 
 
 "To cause the child to know that his body is the home of his 
 soul and the temple of the Holy Spirit; to teach him that it is 
 necessary to keep this body clean, pure, and strong (as God expects 
 it to be) if it is to be fit for a large service to God and man, which 
 will result in a life of great usefulness and much joy." 
 
 Temperance Lessons for Juniors 
 
 In order that the "aim" may be realized and that the 
 children may learn to preserve and use all their physical, 
 mental, and spiritual powers in the service of God, the 
 lessons they are taught must teach: 
 
 1. That God is their Creator and desires that their bodies be 
 
 kept pure, clean, and strong for his service. 
 
 2. That God loves all his children and that they will have the 
 
 power to show great love for him in great service if their 
 bodies are strong. 
 
 3. That God has provided the great gifts of fresh air, sunshine, 
 
 food, and drink that the body may grow and be strong. 
 
 4. That there are right and wrong ways to use God's good gifts. 
 
 5. That there are certain duties all children can and must per- 
 
 form if the body is to be kept pure, clean, and strong, e. g., 
 breathing fresh air, eating nourishing food, drinking clean 
 water and milk, caring for the teeth, ears, eyes, and all 
 other parts of the body. 
 
temperance (Education 73 
 
 6. That God has given his children the power to choose to use 
 
 the good gifts and to deny themselves the wrong foods and 
 drinks; that they also have the power to choose to take 
 good care of all parts of the body. 
 
 7. That it is sinful to eat, or drink, or do anything that weakens 
 
 or defiles the body or the brain, and that the consequences 
 of such sin are terrible. 
 
 8. That they are responsible for helping others to care properly 
 
 for their bodies. 
 
 9. That Christ will help them to obey God's commands in re- 
 
 gard to the care of the body. 
 
 10. That obedience to God's commands brings usefulness and 
 joy and peace and blessing. 
 
 A Temperance Policy for the Junior Department 
 
 The following policy is only suggested; it may be of 
 service in outlining a better plan. But when the final 
 decision is made in regard to a policy or plan, it should 
 be carried out fully. Such a policy will lead to large 
 service for the children. 
 
 The temperance policy of the Junior Department 
 shall be: 
 
 1. To furnish constructive temperance education in the lesson 
 
 and in the program through the use of Bible stories, stories 
 which arouse the desire to care for the body, Scripture 
 passages, temperance songs, and prayers for personal 
 purity. 
 
 2. To furnish opportunities for self-expression by learning or 
 
 signing a temperance pledge; by making choices of cer- 
 tain right actions, such as keeping the body clean and pure, 
 going to bed early, eating the right food, refusing to use 
 impure language or listen to unclean stories. 
 
 3. To furnish examples of pure, clean, abstemious living in 
 
 the lives of the teachers and officers of the department. 
 
 4. To make all possible endeavor to have the children associate 
 
 with good, clean companions at school and at play. 
 
 5. To live and work so as to help create public sentiment in favor 
 
 of right habits of self-control and self-denial and against 
 
74 tE%e 2hmior£: 3^oto to Ktatfy anb ®ram tMjem 
 
 self-indulgences which destroy the body and impair the 
 
 mind. 
 6. To request the workers to read the following books : 
 A Study of Child Nature — Harrison. 
 The Training of the Human Plant — Burbank. 
 Alcohol and the Human Body — Horsley and Sturge. 
 The Broadening Path — Forbush. 
 A Song of Life — Morley. 
 The King and His Wonderful Castle — Brown. 
 
 The methods of teaching temperance will be the same 
 as those used in teaching any other subject to juniors. 
 They must be chosen because they interest juniors and 
 lead them to think and to do right. The methods most 
 successful with juniors include the use of stories, songs, 
 Scripture passages, and pledges which appeal to juniors, 
 and the suggestion of activities in which juniors may 
 naturally engage. 
 
 Special Suggestions for Junior Teachers 
 
 There are splendid temperance lessons in the Junior 
 Graded Lesson Series. Note the following: First 
 Year, Lessons 35, 36, 43, 44; Second Year, 2, 4, 5, 6, 7, 
 15, 44, 45, 49, 51; Third Year, 2, 5, 10, 23, 30, 34, 36, 
 37, 38, 39, 40; Fourth Year, 9, 14, 29. 
 
 Other story material may be found in the following 
 books: 
 
 PRICE 
 
 Yourself — Guerber . $ 1 .00 
 
 Graded Temperance Helps — Dietz. .10 
 
 A Song of Life— Morley. 1.00 
 
 Scientific Temperance Lessons — Davis. .50 
 
 The Moral Problem of the Children — Chapman. .25 
 
 The Stories Mother Nature Told Her Children. .60 
 Five Books of the Gulick Hygiene Series. Each .50 
 
temperance Cbucattcm 75 
 
 PRICE 
 
 Tobacco as the Physician Sees it. 1 $.03 
 
 A Physician's Talk on Alcohol. 1 .05 
 
 Life's Beginnings — Winfield S. Hall. .25 
 
 The King and His Wonderful Castle — Brown. .35 
 
 (Every junior teacher and superintendent should have Miss 
 Maltman's Junior Temperance Service, 10c. W. H. Dietz, 
 20 E. Randolph St., Chicago, Illinois.) 
 
 The pupils should be intelligently taught and led to 
 sign some such pledge as the following: 
 
 THAT I MAY GIVE TO GOD AND MY FELLOW-MEN 
 
 MY BEST SERVICE 
 
 I Pledge Myself, with God's Help 
 
 NEVER TO USE INTOXICATING LIQUOR 
 
 As a Drink, and I Promise to Do All I Can to End the Drink 
 Habit and the Liquor Traffic. 
 I Also Promise 
 
 NEVER TO USE TOBACCO 
 
 In Any Form, and to Exert My Influence Against Its Use by 
 Others. 
 
 Name 
 
 Place 
 
 Date 
 
 Such songs as Yield Not to Temptation; True- 
 Hearted, Whole Hearted; My Soul, Be on Thy Guard; 
 Sound the Battle Cry; Who Is on the Lord's Side; 
 Hark, the Temperance Bells Are Ringing; Onward, 
 Christian Soldiers; and Dare to Be Brave, Dare to Be 
 True, are good. Every junior should know God's Hero, 
 a song from the Junior Graded Lesson Textbook, Third 
 
 1 Published by the Sunday School Times Co., Philadelphia, Pa. 
 
76 ®f)e Sumors: ?£oto to Cearf) anb ©rain ®fjem 
 
 Year, Part III; the following is also a beautiful hymn 
 and is sung to the music of Just As I Am: 
 
 " Just as I am, Thine own to be 
 Friend of the young, who lovest me, 
 To consecrate myself to Thee 
 O, Saviour dear, I come, I come. 
 
 " In the glad morning of my day 
 My life to give, my vows to pay, 
 With no reserve, and no delay, 
 With all my heart, I come. 
 
 " I would live ever in the light, 
 I would work ever for the right, 
 I would serve Thee with all my might, 
 Therefore, to Thee I come, I come. 
 
 "Just as I am, young, strong and free, 
 To be the best that I can be, 
 For truth, and righteousness and Thee, 
 Lord of my life, I come." 
 
 The following Bible verses for juniors will be found 
 useful : 
 
 1. Every good gift and every perfect gift is from above, coming 
 
 down from the Father. James 1 : 17. 
 
 2. Eat in due season, for strength. Eccl. 10 : 17. 
 
 3. Abhor that which is evil; cleave to that which is good. 
 
 Rom. 12 : 9. 
 
 4. Whether therefore ye eat, or drink, or whatsoever ye do, do 
 
 all to the glory of God. I Cor. 10 : 31. 
 
 5. Be not overcome of evil, but overcome evil with good. 
 
 Rom. 12 : 21. 
 
 6. Daniel purposed in his heart that he would not defile himself 
 
 with the king's dainties, nor with the wine which he drank. 
 Dan. 1 : 8. 
 
 7. Glorify God therefore in your body. I Cor. 6 : 20. 
 
 8. Set a watch, O Lord, before my mouth. Ps. 141 : 3. 
 
 9. As he who called you is holy, be ye yourselves also holy in 
 
 all manner of living. I Peter 1 : 15. 
 
 10. Watch ye, stand fast in the faith, quit you like men, be 
 
 strong. I Cor. 16 : 13. 
 
temperance €bucatton 77 
 
 11. Be not wise in thine own eyes; fear the Lord, and depart 
 from evil. Pro v. 3:7. 
 
 12. Create in me a clean heart, O God; and renew a right spirit 
 within me. Ps. 51 : 10. 
 
 13. Touch no unclean thing. II Cor. 6:17. 
 
 14. Blessed are the pure in heart: for they shall see God. 
 
 Matt. 5 : 8. 
 
 15. If sinners entice thee, consent thou not. Prov. 1 : 10. 
 
 16. Love worketh no ill to his neighbor. Rom. 13 : 10. 
 
 17. Follow after righteousness, faith, love, peace. II Tim. 
 2:22. 
 
 18. Know ye not that ye are a temple of God, and that the 
 Spirit of God dwelleth in you? I Cor. 3 : 16. 
 
 19. Evil companionships corrupt good morals. I Cor. 15 : 33. 
 
 20. Whatsoever things are true, whatsoever things are honor- 
 able, whatsoever things are just, whatsoever things are 
 pure, whatsoever things are lovely, whatsoever things are 
 of good report; if there be any virtue, and if there be any 
 praise, think on these things. Phil. 4 : 8. 
 
 The following silent teachers render splendid service: 
 
 A wall pledge, a temperance flag, a temperance map of your 
 country, a temperance bulletin board. Such posters, 
 charts, pledges, leaflets, and so forth, can be secured from 
 the National Temperance Society, 373 Fourth Ave., New 
 York; The National W. C. T. XL, Evanston, Illinois; 
 The Scientific Temperance Federation, Boston, Mass.; 
 Your own denominational temperance committee. 
 
 Temperance activities in these years from nine to 
 twelve are chiefly personal because the child's social con- 
 science has not yet fully developed. He has, however, 
 the ability to make right choices and should be led to 
 choose to do the following acts because they mean per- 
 sonal benefit to himself: go to bed early; keep the body 
 clean; eat right foods; drink water and milk only; 
 attend only clean moving pictures; learn and sign the 
 pledge; abstain from listening to impure stories, look- 
 ing at unclean pictures, and using profane language. 
 
78 Wbe Sumors: J^oto to ©ead) anb ®ram ®fjem 
 
 The junior superintendent should make careful prep- 
 aration that the subject of temperance may have a place 
 on the program at least once a month. Reliable facts 
 should be given the pupils, temperance songs should be 
 sung, and temperance Scripture should be repeated. 
 
 Here are suggestions for Temperance Five-Minute 
 Program Periods: 
 
 1. Have the school sing a temperance song. 
 
 2. Ask some one to pray for the temperance cause. 
 
 3. Give talk on the evils of the use of tobacco. 
 
 (Purchase Tobacco As a Physician Sees It [3 cents], Sunday 
 School Times Co., Philadelphia, Pa.; also The Injury of 
 Tobacco^ [2 cents], Pennsylvania State Sabbath School 
 Association, 1511 Arch Street, Philadelphia, Pa. Pur- 
 chase tobacco charts from National W. C. T. U., Chicago, 
 Illinois.) 
 
 4. Distribute and explain the value of leaflets furnished free 
 
 of charge to older pupils. (Suggested leaflets: Clean 
 Hands; Twenty-five Thousand Dollars for a Boy; Kept 
 Clean; You're a Brick; Three Manly Boys. National 
 Temperance Society, New York. Two cents a set.) 
 
 5. Show and read a temperance poster. 
 
 6. Show and explain a temperance map of the state or United 
 
 States. 
 (Secure from National W. C. T. U., Eyanston, Illinois, and 
 Anti-Saloon League, Westerville, Ohio.) 
 
 7. Relate some of the famous deeds of such persons as Frances 
 
 Willard, John B. Gough, Neal Dow, Father Matthew, 
 Francis Murphy, and Anthony Comstock. 
 (Write to the National W. C. T. U., Evanston, Illinois, for in- 
 formation in regard to these temperance heroes and 
 heroines.) 
 
 8. Have a memory drill on Bible temperance texts. 
 
 9. Narrate briefly a striking instance of temperance or in- 
 
 temperance read in the newspaper or seen on the street. 
 
 10. Report current temperance events as noticed in the news- 
 papers. 
 
 11. Hang a picture of a temperance hero or heroine on the wall 
 for the day. 
 
 12. Tell an incident from a book in the temperance library, then 
 
 call attention to the presence of the books in the library. 
 
temperance Cbucatton 79 
 
 Secure such books as "The King and His Wonderful 
 Castle." 
 
 13. Give an opportunity to sign the pledge. 
 
 14. Have the junior choir sing a temperance song. 
 
 15. Have a temperance recitation. 
 
 16. Have a temperance speaker outside the school present the 
 temperance cause. Exercise care in the choice of the 
 speaker. 
 
 17. Have all those who have signed the pledge repeat it in con- 
 cert. 
 
 18. Have a talk by a policeman in uniform or other officer of 
 the law, such as juvenile court judge, detective, and so 
 forth. 
 
 19. Celebrate the birthday of one of the temperance reformers. 
 
 (Write National W. C. T. U., Evanston, Illinois.) 
 
 20. Salute the flag of your country, temperance, and Christian 
 flags. The temperance flag is pure white. 
 
 Salute for the Flag of Your Country. — "I pledge allegiance to 
 my flag and to my country for which it stands: one nation, in- 
 divisible, with liberty and justice to all." 
 
 Salute for the Temperance Flag. — "I pledge allegiance to my 
 flag, the emblem of temperance, self-control, pure thoughts, and 
 clean habits; the white flag that surrenders to nothing but purity 
 and truth, and to none but God, whose temples we are." 
 
 Salute for the Christian Flag. — "I pledge allegiance to my flag 
 and to the Saviour for whose Kingdom it stands; one brother- 
 hood, uniting all mankind in service and love." 
 
 A Junior Temperance Society 
 
 If it is desirable the Junior Department may be or- 
 ganized into a temperance society. 
 
 Name. — The Temple Builders. 
 
 Object. — To help girls and boys to know that their 
 bodies are the homes of their souls, and the temples of 
 the Holy Spirit; and to teach them that it is necessary 
 to keep their bodies clean, pure, and strong, and thus 
 fit for the service of God. 
 
 Officers. — A president, vice president, secretary. 
 
80 Wfyt 3fatuor*: 2?oto to ®eacf) anb Cram QWjem 
 
 Leaders. — The officers and teachers of the Junior De- 
 partment. 
 
 Dues. — Five cents a month, to be used to purchase 
 temperance material for instruction. 
 
 Motto. — "Keep thyself pure." 
 
 Meetings. — Meetings may be held once a month be- 
 fore or after Sunday school, and the opening service of 
 the session that day may include temperance stories, 
 Scripture, songs, and prayers. 
 
CHAPTER VIII 
 
 jWte£tonarp €tmcatton 
 
 " The need of the pupil is the law of the school" 
 
 Missionary education is a vital part of general Chris- 
 tian education because it leads the child to think of 
 others; it arouses his interest in others; it helps him 
 to love others; it acquaints him with the needs of others, 
 and leads him to respond to those needs. Because they 
 have recognized its contribution to character-building, 
 many junior workers have longed to give missionary 
 instruction and training in their departments, but they 
 have been at a loss to know where to find materials for 
 such education, and how to use such materials when 
 found. For this reason the following topics will be 
 briefly considered: The Aim of Missionary Education; 
 Missionary Lessons for Juniors; A Missionary Policy 
 for the Junior Department; Methods of Giving Mis- 
 sionary Instruction; Sources of Material; Missionary 
 Activities for Juniors; Program Suggestions. 
 
 The junior worker who would be successful in giving 
 missionary education must first understand the aim or 
 purpose of the work. When the aim is clearly defined, 
 then one may gather the material of instruction and 
 choose the right methods of presenting the subject. 
 
 The aim of missionary instruction is to cultivate 
 feelings of love and sympathy for others; to arouse 
 6 81 
 
82 ®Jje Stmtorg: Jloto to tKeacft attfi {Kraut Cfjem 
 
 interest in the various needs of others; to lead the chil- 
 dren to respond to these various needs of others; to 
 show that the greatest need of the world is to know God, 
 and his Son, Jesus Christ; to help the children do their 
 part in telling the gospel story and in extending the 
 Kingdom of God. 
 
 Missionary Lessons for Juniors 
 
 In order that the aim may be realized, and that the 
 child may love and serve God by loving and serving others 
 in the name of Jesus, the lessons given him must teach : 
 
 1. That God is the heavenly Father of all his girls and boys. 
 
 2. That God loves all his children and wants to be loved by 
 
 them. 
 
 3. That love for the heavenly Father may be shown by obedi- 
 
 ence to parents; by the care of flowers and pets; by kind- 
 ness to friends and playmates; by loving service to others. 
 
 4. That many girls and boys who live in this great world are 
 
 unhappy because they have never known their heavenly 
 Father and have never heard of Jesus who loves them and 
 who said: " Suffer the little children to come unto me." 
 
 5. That children who know Jesus may help him and make 
 
 those who do not know him happy, by telling them of 
 Jesus and his love. 
 
 6. That it is the duty of those who love Jesus to tell others by 
 
 sending teachers (or missionaries) to them; by sending the 
 Bible to them; by praying for them ; by helping them with 
 gifts of pictures, books, toys, clothes, money, and so forth; 
 by preparing to go to teach them. 
 
 7. That it is a great thing to be of those heroes who bravely 
 
 follow Jesus in obeying his command to go and teach all 
 nations. 
 
 8. That to be a Christian means to be a missionary. 
 
 9. That the Holy Spirit will give to each boy and girl who fol- 
 
 lows Jesus the power to live, to suffer, or to die, if necessary, 
 for Christ. 
 
 10. That the reward for obedience to his commands is a life 
 
 of service and joy here on earth, and life everlasting with 
 Jesus, the King of kings. 
 
ffii&xianaxp Ctmcatton 83 
 
 A Missionary Policy for the Junior Department 
 
 The following policy is merely suggested. Perhaps 
 its largest service will be to suggest a better. When a 
 policy is adopted, it should be followed as closely as 
 possible. 
 
 The missionary policy of this Junior Department 
 shall be: 
 
 1. To furnish adequate missionary instruction through the 
 
 lessons and frequently through the session program by the 
 use of missionary stories, pictures, Scripture passages, and 
 songs. 
 
 2. To furnish opportunities for the expression of interest in the 
 
 missionary cause through prayers for the missionaries, 
 through the missionary offering, through graded missionary 
 activities; through the suggestion that the girls and boys 
 themselves may go some day to tell the "Story." 
 
 3. To furnish examples of lives full of missionary interest and 
 
 activity in the lives of the teachers and officers of the de- 
 partment. 
 
 4. To have a missionary library for the use of the pupils and 
 
 another for the use of the teachers. The teacher's library 
 should contain: Graded Social Service, by Hutchins; Mis- 
 sionary Program Material for Teachers of Children Under 
 Twelve Years of Age, by Ferris; A Manual of Missionary 
 Methods, by Trull; The Sunday School Teacher and the 
 Program of Jesus, by Trull & Stowell; Missions in the 
 Sunday School, by Hixson; Five Missionary Minutes, by 
 Trull; Missionary Programs and Incidents, by Trull; 
 Missions, by Brown. 
 
 5. To send officers or teachers of the department to one of the 
 
 denominational missionary conferences held each year, or 
 to one of the Missionary Education Movement Summer 
 Conferences. 
 
 The methods of giving missionary education will be 
 the same as those employed in giving girls and boys 
 other kinds of instruction and training. They must be 
 
84 QWje Sumors: ^oto to ®ead) anb Strain tCfjem 
 
 chosen according to the pupil's interest, experiences, 
 and powers to live the truths taught, and they must 
 provide for both the impression and expression of the 
 truths. They will include the use of missionary stories, 
 pictures, objects, songs, and Scripture passages for 
 making deep impressions on the mind of the child, and 
 they will provide avenues of expression by the use of 
 missionary prayers, songs, offerings, and graded activi- 
 ties. 
 
 Sources of Material 
 
 In the Junior Department we may build upon the 
 missionary teaching given in the Primary Department. 
 The child is now ready for hero stories because he de- 
 lights in deeds of daring, and longs to do something 
 himself. The stories presented in the Junior Graded 
 Lesson Series have been chosen for the purpose of cul- 
 tivating the pupil's religious life. They furnish new 
 knowledge for the child; they present a correct ideal of 
 heroism; they introduce the pupil to noble men and 
 women, and to good literature; "they create enthusi- 
 asm for the spread of the Kingdom"; they make the 
 child understand that the power of Jesus and the work of 
 the Holy Spirit are the same in the world to-day as they 
 were long ago. Note the Themes: in the Second Year, 
 Followers of the Lord Jesus; in the Fourth Year, The 
 Gospel According to Mark; Studies in The Acts; 
 Later Missionary Stories. 
 
 Other story material may be found in the following 
 books: 
 
iWtesionarp <£tmcatton 85 
 
 Old Country Hero Stories — Brown. 
 
 Myths of the Red Children — Wilson. 
 
 The Dragon and the Cross — Paine. 
 
 The Story of Sonny Sahib — Cotes. 
 
 The Story of David Livingstone — Golding. 
 
 The Autobiography of John G. Paton. 
 
 Everyland, a monthly magazine. (SI. 00 per year.) 
 
 Heroes of Missionary Enterprise — Field. 
 
 Missionary Story Sermons — Kerr. 
 
 Twelve Little Children Who Stayed at Home — Scott. 
 
 Missionary Heroes in Oceanea — Lambert. 
 
 Children at Play in Many Lands — Hall. 
 
 Other People's Children — Seebach. 
 
 Denominational Missionary Papers for Children. 
 
 Martin of Mansfeld — Seebach. 
 
 Pictures and Stereographs. — Pictures and stereographs 
 will be found helpful. The portraits of famous mission- 
 aries, price from 50 cents to $3.50, according to size. 
 (Missionary Education Movement.) 
 
 Note the pictures used in the Pupil's Work and Study Books 
 with the missionary lessons in the junior course. 
 
 Use the pictures in Everyland, a monthly magazine, $1.00 per 
 year. 156 Fifth Avenue, New York. 
 
 China Stereographs, sixteen in set, 75 cents. Missionary Edu- 
 cation Movement, 156 Fifth Avenue, New York. 
 
 Interest in others may be stimulated by showing 
 objects from countries where missionaries are at work. 
 Such curios may be borrowed or rented from the de- 
 nominational mission boards and from the Missionary 
 Education Movement, New York . The following sets 
 of Missionary Object Lessons for children may be 
 purchased from the mission boards or from the Mission- 
 ary Education Movement. 
 
 An African village, or kraal, lithographed in true 
 colors, with a model of a grass hut and other objects. 
 
86 Wfyt Stmior*: Hoto to tKeacft anb Cram tWjem 
 
 The manual for teachers contains a six-chapter story 
 on which to base the lessons. Complete, with manual 
 for teachers, $1.50. 
 
 American Indians. — A large lithographed American 
 Indian camp, a model tepee and other objects, complete 
 with manual for teachers, costs $1.50. 
 
 A Japanese garden, model of house, and many objects 
 used in a Japanese home, complete, with manual for 
 teachers, costs $1.50. 
 
 These Missionary Bible Verses for Juniors will be 
 useful: 
 
 Isa. 64 : 8a; II Cor. 9 : 7b; Matt. 22 : 37-39; John 3 : 16; 
 James 1 : 22; Matt. 10 : 8; John 13 : 35; Mark 16 : 15; Ps. 
 96 : 1, 3; Luke 18 : 16; Acts 22 : 15; Heb. 13 : 16; Josh. 1 : 9; 
 Acts 1 : 8b; 26: 19b; Rom. 8 : 35, 37; Matt. 8 : 19, 20; II Tim. 
 2 : 3; Matt. 5 : 16; Ps. 86 : 9, 10; II Tim. 4 : 7, 8. 
 
 These songs will be helpful in Missionary programs : 
 
 The Son of God Goes Forth to War. 
 
 From Greenland's Icy Mountains. 
 
 Zion, Haste. 
 
 We've a Story to Tell to the Nations. 
 
 Christ for the World We Sing. 
 
 The Morning Light Is Breaking. 
 
 Fling Out the Banner. 
 
 Crown Him with Many Crowns. 
 
 Flags of all countries may be used occasionally to 
 decorate the room. At other times the flags of one 
 country may be used to interest pupils in the people 
 of that country. A set of twenty tissue-paper flags 
 maybe purchased for twenty-five cents; a set of cotton 
 flags for two dollars. W. H. Dietz, 20 E. Randolph 
 St., Chicago, Illinois. 
 
jllltestcmarp Ctmcatton 87 
 
 The flag of your country in cotton bunting and silk 
 
 may be purchased for different prices according to size. 
 
 Saluting the flag develops love for the country and creates 
 
 a desire to serve one's country. This saluting is used: 
 
 "I pledge allegiance to my flag and to my country for which it 
 stands: one nation, indivisible, with liberty and justice to all." 
 
 Follow the salute by singing your nationa hymn. 
 
 The Christian flag may also be purchased in cotton 
 
 bunting or silk, price according to size. This flag has 
 
 a white ground and a blue field in the upper corner on 
 
 which is a blood-red cross. Saluting this flag develops 
 
 love for God and creates a desire to share in spreading 
 
 the Kingdom of God. The salute: 
 
 "I pledge allegiance to my flag, and to the Saviour for whose 
 Kingdom it stands; one brotherhood, uniting all mankind in ser- 
 vice and love." 
 
 Follow the salute by singing " Fling Out the Banner." 
 Missionary Library for Juniors. — Note books named 
 
 under topic, " Other Story Material," and add as many 
 
 of the following as possible: 
 
 The Chinese Boy and Girl — Headland. 
 
 Wigwam Stories — Judd. 
 
 The Children's Hero Series: James Chalmers — Kelman. 
 
 The Unmannerly Tiger and Other Tales — Griffis. 
 
 Children's Missionary Series (ten volumes) — Dwight. 
 
 Adventures with Four-Footed Folk — Brain. 
 
 Chinese Fairy Stories — Pitman. 
 
 Topsy-Turvy Land — Zwemer. 
 
 Zigzag Journeys in Camel Country — Zwemer. 
 
 Every land. 
 
 Missionary Impressions May be Made Through Social 
 Activities. — Children like and enjoy missionary meet- 
 ings, parties, socials, and entertainments. 
 
88 fWje Sumorg: l*oto to ®ead) anb tEram GWjem 
 
 Miss Anita B. Ferris has written a valuable book for 
 use with children under twelve years of age. It con- 
 tains a chapter on the principles of program-building, 
 two specimen programs, stories to tell, simple dramatic 
 exercises, recitations, games, and so forth, classified 
 under different countries. Price, 50 cents. Mission- 
 ary Education Movement, 156 Fifth Ave., New York. 
 
 " Just Plain Peter/ ' by Janet Prentiss, is a dramatic 
 entertainment for juniors. It is the story of two Ital- 
 ian orphans in a tenement, and the help given by a 
 visitor from the mission. Price, 25 cents, prepaid. 
 
 Suggestions for missionary socials are made on page 
 275, G. L. Primary Teacher's Text Book, Second Year, 
 Part III, and on page 6, Foreword, Junior Teacher's 
 G. L. Text Book, Second Year, Part IV. 
 
 Other suggestions for socials, plays, or demonstrations 
 may be secured from the denominational mission 
 boards. 
 
 The response to the missionary lessons taught the 
 child should be a desire to help others. This desire 
 should find expression in praying for others, in giving 
 gifts of different lands to others, and in serving others. 
 Care should be taken that the prayers are brief, definite, 
 and within the range of the child's experience. They 
 should be repeated sentence prayers for in this way the 
 child learns to pray for himself and for others. The 
 gifts should include money which the child has saved or 
 earned; toys, books, and pictures; clothing and food 
 are also gifts which he can lovingly and intelligently 
 give. The offering of money should be made weekly, 
 
jUltesrionarp (Education 89 
 
 just as the offering for the home church is made. 
 Write to your own mission board for information in 
 regard to the duplex-envelope system. It is a fine 
 system of giving. 
 The service which the child renders should be: 
 
 1. In his own home, school, and church life, by simple acts of 
 
 helpfulness. 
 
 2. In the community in which he lives, by gifts of money and 
 
 things he makes for a day nursery, old people's home, set- 
 tlement, or mission. 
 
 3. In the homeland in which he lives, by gifts which he sends to 
 
 immigrants at our ports of entry, or to schools for Negroes, 
 Indians, and others. 
 
 4. In far-away lands, by gifts to mission schools, hospitals, 
 
 and teachers. 
 
 Such opportunities for service will often lead to a 
 decision to serve others by going some day to a needy 
 field in either the homeland or a foreign land. 
 
 The following suggestions for graded activities should 
 be borne in mind: 
 
 Very young children may feed the birds; be kind to 
 domestic animals; provide flowers for the sick, or aged, 
 or others who may be made happy by them; help the 
 poor by gifts of clothing, food, and fuel; send gifts of 
 toys, books, and pictures to hospitals or orphanages; 
 send gifts of money to those who are needy at home 
 and abroad. 
 
 The junior boys and girls may do all those things 
 suggested for the younger children in addition to the 
 following: collect picture cards and pictures; make 
 scrapbooks and picture books for hospitals and orphan- 
 ages, also for home and foreign mission stations; collect 
 
90 ©be 3umor£: ^oto to tEearf) anfo ©rain TOjem 
 
 magazines and papers for homes for the aged and the 
 poor; make gifts of money, saved or earned, to the 
 home and foreign missionary boards. 
 
 Sympathy aroused by current disasters at home or 
 abroad, such as storms, famines, and floods afford oppor- 
 tunities for training the child in service to others. 
 
 Write to the Department for Utilizing Surplus Ma- 
 terial of the International Sunday School Association, 
 Metropolitan Building, New York City, for full in- 
 formation in regard to those missionaries of your de- 
 nomination who need pictures, books, toys, and the 
 like, as well as money. 
 
 Finally, here are suggestions for five-minute programs: 
 
 1. Have a missionary prayer. 
 
 2. Sing and explain a missionary song. 
 
 3. Give brief sketch of a great missionary. 
 
 4. Have a returned missionary speak. 
 
 5. Narrate a current missionary incident. 
 
 6. Call attention to the missionary bulletin board on which 
 
 are newspaper or magazine clippings. 
 
 7. Explain a missionary object or curio. 
 
 8. Let librarian relate interesting passages from new missionary 
 
 books. 
 
 9. Repeat a missionary Bible verse. 
 
 10. Have a missionary story. 
 
 11. Call attention to the missionary lesson in the Graded Les- 
 son Series, if such a lesson happens to be taught on a par- 
 ticular day. 
 
 12. Celebrate the birthday of a great missionary. 
 
 13. Have salutes given to both the United States and Christian 
 flags. 
 
 14. Have a special missionary offering service. 
 
 15. Hang a missionary map on the wall of the Junior Depart- 
 ment and show how the Kingdom is spreading. 
 
CHAPTER IX 
 
 Recreation 
 
 " The need of the pupil is the law of the school 11 
 
 The church must recognize the fact that the child 
 has a right to play and that play he must if he is 
 ever to have a well-rounded Christian character. The 
 junior needs play and he will instinctively seek what his 
 life hungers for until he finds it. Sometimes he plays 
 in the home and his companions are invited to share the 
 good times which mean so much to him; sometimes he 
 plays on the properly supervised public-school play- 
 ground; sometimes he must play on the streets or in 
 the alleys; seldom does he play in the church, for in 
 many places the church has not yet awakened and taken 
 its share in providing for the play life of the child. And 
 yet the church ought to do its part in meeting this need 
 of the child. In his hours of play a child voluntarily 
 puts into practice all the rules of living which he has 
 learned at home, at school, and at the church. He 
 develops honesty, self-confidence, unselfishness, cour- 
 age, obedience, the ability to think and decide rapidly, 
 the spirit of love and friendship, and many other valu- 
 able traits of character; and when the church assumes 
 the responsibility of guiding some of this play life, the 
 whole life, physical, mental, spiritual, may be devel- 
 oped in a fine way that is unusual. Then there is 
 
 91 
 
92 ®fje Sumor*: J^oto to ®earf) anb {Kraut GWjem 
 
 another thing to remember: The junior's boundless 
 physical energy makes him passionately fond of play, 
 and for this reason the church should set about suggest- 
 ing something to do and not be continually talking 
 about the things not to do. It is nerve-racking to a 
 child to hear continually the word "Don't" whether it 
 be at home, or at school, or at church. 
 
 Some churches have provided gymnasiums, reading 
 rooms, and game rooms for their young people, all 
 under the constant and efficient supervision which is 
 absolutely necessary to success. The junior boys are 
 allowed to attend on certain nights, the girls on other 
 nights. The teachers of the boys attend the nights the 
 boys are there and the teachers of the girls are present 
 the nights the girls attend. In this way the children 
 have the adult companionship they need and the teach- 
 ers win the friendship of their pupils. 
 
 But hundreds of juniors have no such opportunity 
 for the right sort of recreation. Yet there is no reason 
 for discouragement, for much can be done through regu- 
 lar junior socials. These may be given every month, 
 or every two or three months, as seems wise to those in 
 charge of the work. When planning for the socials 
 bear in mind the following suggestions: 
 
 1. Have a full and complete program. It is necessary to have 
 
 the activities of the children under direction and control 
 all the time. 
 
 2. Set a time for the arrival and departure of the children. 
 
 3. Plan the program according to the recreation interests and 
 
 needs of the pupils. The program may include the telling 
 of stories by the teachers, the playing of games by pupils 
 and teachers; the singing of songs by all; the making of 
 
Recreation 93 
 
 some simple gifts for the poor or sick; the showing of good 
 stereopticon or moving pictures; the acting of charades; 
 the eating of light refreshments. 
 No prizes should be awarded. Credits may be given to all 
 who win in the games and at the close of the social an- 
 nouncement may be made of those who earn the largest 
 number. 
 
 Program Suggestions 
 
 The children enjoy such active games as "hide and 
 seek/' "follow the leader," "pebble chase;" also such 
 quiet games as "find the ring" and "Simon says." 
 They like hero stories; they like pictures of places and 
 pictures; they like to contribute something of their 
 own to the program, such as whistling by the boys and 
 singing or reciting by boys or girls. They enjoy games 
 in which there is a chance for group competition be- 
 tween the boys and girls. (A helpful book for teachers 
 is "Games for the Playground, Home, School, and 
 Gymnasium," by Jessie Bancroft.) 
 
 The following plans have been used by different 
 Junior Departments : 
 
 A Missionary Social— When the children arrived a 
 number on a slip of paper was given to each. They 
 were then told that when the bell rang they were to 
 go downstairs and find the tables with the corresponding 
 numbers. ^ On each table they found many curios from 
 some foreign country, and one of the older juniors told 
 what they were and all he knew about the habits and 
 customs of that particular country. Then the bell 
 rang and each group changed to the next table. So the 
 game progressed and all had a merry time. 
 
94 W$t 3umor£: Hoto to Ceacf) an& ®ram Cljem 
 
 4 Japanese Social. — One of the boys brought his 
 miroscope and the children went to Japan by seeing the 
 pictures. When they arrived there, in imagination, they 
 played Japanese games and had Japanese stories told. 
 
 An African Social. — One night just before the prepa- 
 ration for the Livingstone Centenary began the juniors 
 played that they were all Africans. They used the 
 African village curio box, had the story of Catla 
 and Ara, and then played African games. (A helpful 
 book is " Children at Play in Many Lands/' by Kollock.) 
 
 A Christmas Party. — In a certain Junior Depart- 
 ment one of the boys had been much interested in 
 the opening of the Sunshine Home for Children in the 
 community. The first Christmas it was open he was 
 largely instrumental in having a Christmas party for 
 the children. Before the next Christmas came around, 
 Raymond was called to the heavenly home. But when 
 Christmas came again, his mother remembered Ray- 
 mond's interest in the Home. She came to his friends 
 in the Junior Department and said if the juniors would 
 give a party for the children at the Home, she would 
 provide a tree in memory of Raymond. The pupils 
 were delighted. Most of the children at the Home 
 were younger than the juniors, and the matron had 
 them write letters to Santa Claus asking for what they 
 wanted. These she sent to the Sunday school and the 
 juniors had lots of fun opening them and trying to 
 provide what the children wanted. All the toys were 
 not new (some of them the juniors had used), but they 
 were all good. The juniors brought some of the decora- 
 
Recreation 95 
 
 tions that they could spare from the supply for their 
 own Christmas trees, decorated the tree themselves, 
 and wrapped and marked the packages. The party 
 was held in the basement of the church, juniors and 
 Sunshine children together. The children of the Home 
 sang their songs and "said their pieces;" the juniors 
 sang their songs, and one of the teachers told a beautiful 
 Christmas story. Then the girls and boys distributed 
 the gifts. The juniors were even happier than the 
 Sunshine children. 
 
 A Birthday Social. — In a large department this may 
 be an annual affair. A few weeks before the time of 
 the social the children are divided into twelve groups 
 according to the month in which they are born. One 
 of the teachers or officers is assigned to work with 
 each group. Each group prepares some game, charade, 
 song, or recitation indicative of the month it represents. 
 After the twelve groups have presented their part of 
 the program, they pass to twelve tables which have 
 been decorated to represent the birthday month of 
 those who are served there. The refreshments also 
 may be chosen with this thought in mind. The follow- 
 ing suggestions are made for the programs of the differ- 
 ent groups: 
 
 January 
 
 1. Song by child on the "New Year." . 
 
 2. Tableaux of snow man and children in the act of pelting him 
 
 with cotton balls. 
 February 
 
 1. Songs and recitations appropriate to Valentine's Day. 
 
 2. Patriotic program, with Lincoln or Washington tableaux or 
 
 recitations, readings, or songs. 
 
96 ©Jje Sumorg: Hoto to ®eari) anb ©rain ®fjem 
 
 March 
 
 1. Child in green dress (skirt very full and long) with hair un- 
 
 done. An electric fan behind a screen. Fan started when 
 child sings, " Where does the wind come from?" 
 
 2. All March boys and girls, sitting on platform with little 
 
 green flags in their hair, sing "The Wearing of the Green" 
 or other Irish song, in honor of St. Patrick's Day. 
 
 April 
 
 1. Come on platform with umbrellas up, then down, then up, 
 
 marching about to music, and imitating an April shower. 
 Then formed in line with open sheet music, "make be- 
 lieve" to sing. 
 
 2. Come on platform prepared to sing and just as it ought to 
 
 begin, turn music so that April Fool is read from the re- 
 verse side, then march out. 
 
 May 
 
 1. A May moving day, and general house-cleaning time illus- 
 
 trated by girls with dust caps, boys with pails, stepladders, 
 and so forth. 
 
 2. Reading or recitation, "I'm to be Queen o' the May." 
 
 Tableaux to illustrate the crowning of the May Queen. 
 
 June 
 
 1. Songs and recitations appropriate to the "month of roses." 
 
 2. A graduation day scene. 
 
 July 
 
 1. A tableau, Columbia with soldier on one side and sailor on 
 
 the other. 
 
 2. One or two of Jarley's wax figures, the first one the figure of 
 
 Liberty, which when wound up waves a flag, can be made 
 quite funny. 
 
 August 
 
 1. A harvesting scene pictured and a harvesting song sung. 
 
 Girls with sunbonnets and boys with straw hats. 
 
 2. A seashore story, "How the Sea Became Salt," adapted 
 
 from "How to Tell Stories to Children," by Sara Cone 
 Bryant. 
 
 September 
 
 1. A Labor Day Parade, with banners, each a take-off on people 
 
 in the school, ending with a stump speech. 
 
 2. Going to school illustrated with books, lunches, and so forth. 
 
 3. A college take-off, Princeton or some other college colors 
 
 used, college song sung. 
 
Recreation 97 
 
 October 
 
 1. A Halloween tableau. 
 
 2. Some one to recite "The Goblins Will Git You if You Don't 
 
 Watch Out," with lights turned low. "Seem' Things at 
 Night" recited. 
 
 November 
 
 1. An Election Day scene, balloting, and so forth, with signs 
 
 on walls, giving names of official candidates. 
 
 2. Thanksgiving Day recitations or songs. 
 December 
 
 1. A Christmas scene, children bearing gifts, toys, vegetables, 
 
 and so forth. 
 
 2. A shoemaker's last hung up and a huge shoe beside it to help 
 
 make it a little more complex. " Last but not Least." 
 
CHAPTER X 
 
 QWje Stutter department attb tfje Jfyomz 
 
 " The need of the child is the law of the home" 
 
 The Sunday-school leader, as well as the day-school 
 teacher, has come to realize the importance of securing 
 the cooperation of the home in all plans made for the 
 best character development of the pupil. The parents 
 have control of many hours of the child's time and they 
 provide the environment for this time. This environ- 
 ment includes many things other than the location of 
 the home. There are the pictures on the walls, the 
 forms of amusement indulged in, the music played or 
 sung, the newspapers, magazines, and books for read- 
 ing, the attitude toward religion and sacred things. 
 All these deepen or efface the good impressions made on 
 the minds of the pupils during the Sunday-school ses- 
 sions. Again, the parents suggest or permit nearly all 
 the forms of activity by which the boys and girls ex- 
 press themselves. These include duties performed in 
 the home, games enjoyed at play, services rendered to 
 others. All these activities furnish opportunities for 
 realizing or destroying the ideals created in the Sunday 
 school. 
 
 For this reason the home should know the purpose 
 of the work of the Sunday school and church, and the 
 
Wt)t STumor department anb tije l^ome 99 
 
 Sunday school should know the home conditions and 
 have the assistance of the parents in the work it is 
 doing. The parents should know that the Sunday- 
 school teachers are praying and planning and studying 
 for the purpose of teaching these boys and girls to know 
 God, the Creator and Father, and Jesus Christ, their 
 Friend, Companion, King, and Saviour; to know how 
 to handle their Bibles; to memorize many passages of 
 Scripture; to attend church regularly; to make sys- 
 tematic offerings for the home church and missions; 
 to read their Bibles and pray every day; to sign the 
 pledge not to use tobacco or alcohol; to accept Jesus 
 Christ as Saviour; to serve Christ at home, at school, 
 at play, in a boy's or girl's way; to develop the power 
 to make right choices and decisions. Surely all parents 
 should be asked and expected to cooperate fully in this 
 great work of teaching and training their own children 
 for Christ and the church. 
 
 The teachers should know whether the home is con- 
 tributing to the formation of these desirable habits by 
 sympathy and cooperation, or interfering by either in- 
 difference or opposition. 
 
 The best way for parents and teachers of juniors to 
 learn to know one another and to work together is 
 through the parents' or mothers' meetings arranged by 
 the junior workers. The invitations for the first meet- 
 ing should be verbal and personal, as well as written. 
 Secure the help of the pastor or superintendent in an- 
 nouncing the date; send cards or letters to the home by 
 the pupils; let a notice appear in the church bulletin; 
 
100 GMje HTumor*: ^oto to ®eacf) anb ©rain fttyem 
 
 have the teachers call at the homes of the pupils and 
 deliver a personal and cordial invitation. 
 
 Plan to decorate the room of the church in which the 
 meeting is held. The parents will see that the occasion 
 is considered an important one and this will make the 
 right sort of impression on their minds. Arrange the 
 program carefully. At the first meeting it would cer- 
 tainly be in order to tell the parents of the plans and 
 work of the Junior Department. State clearly the 
 aims of the work; outline the methods used; tell of 
 the lessons taught, showing samples of the pupils' home 
 work and handwork; speak of the program and the 
 opportunity thus afforded for the cultivation of the 
 religious feeling and for self-expression on the part of 
 the pupil. Explain the need of a separate room and a 
 separate session. Carefully outline ways in which the 
 parents can help in the great work. Follow this pre- 
 sentation of the work of the department by a confer- 
 ence, so that you may be sure that all which has been 
 said has been clearly understood. The parents' meet- 
 ings should become bureaus of exchange but the teach- 
 ers must lead the way. 
 
 Let a social period follow. See that the parents be- 
 come acquainted with the teacher of their child. Some 
 arrangement might be made by which each teacher 
 could gather in a circle about her the parents of the 
 children in her particular class. Light refreshments 
 could then be served. 
 
 At such an initial meeting it would be well to formu- 
 late plans for a permanent organization. A constitution 
 
®be junior department anb tfje ^ome 101 
 
 is not needed. Appoint a committee for the pur- 
 pose of nominating the four officers necessary, i. e., 
 president, vice president, secretary-treasurer, and li- 
 brarian. Appoint another committee to plan for the 
 next meeting when the officers will be elected and as- 
 sume their duties. After this election the time and 
 place of the regular meetings can be decided. Very few 
 committees are necessary. They are as follows : Mem- 
 bership, Social, Program. Others can be added when 
 it is found that they are needed. 
 
 The Membership Committee will seek to enlist as 
 members all mothers and fathers of the junior boys and 
 girls. This work may be done by visiting the homes 
 and telephoning or writing to the parents. 
 
 The Social Committee will provide for the socials in 
 connection with each meeting. 
 
 The Program Committee will arrange an order of 
 service, something like this: 
 
 1. Devotional service. 
 
 2. Minutes of the last meeting. 
 
 3. Treasurer's report. 
 
 4. Business, old and new. 
 
 5. Music. 
 
 6. Address on topic for the evening. 
 
 7. Conference on same subject. 
 
 8. Music. 
 
 9. Social period. 
 10. Adjournment. 
 
 This committee will also arrange for speakers, con- 
 ference leaders, and musicians. It is well to remember 
 that the topics considered in these meetings should in- 
 clude those which have to do with the physical, mental, 
 
102 ®f)e STumor*: ^oto to tKeacft anb {Eratn ®bem 
 
 spiritual, and social welfare of the boys and girls who 
 are members of the Junior Department. 
 
 The services of Christian preachers, teachers, doctors, 
 lawyers, business men, missionaries, temperance work- 
 ers should be enlisted. 
 
 Among possible program topics are the following: 
 
 The Junior Standard. 
 
 Church Attendance. 
 
 The Children's Reading. 
 
 The Children's Play. 
 
 Vacation Plans. 
 
 The Work and Study Book. _ 
 
 The Junior and His Companions. 
 
 Happy Sundays in the Home. 
 
 The Child and the Moving Pictures. 
 
 Story-Telling. 
 
 Nature Lessons and Gardens. 
 
 Christmas Giving. 
 
 The Training of the Will. 
 
 Religious Training of Children in the Home. 
 
 Children's Prayers. 
 
 The Development of a Girl. 
 
 The Mother's Privilege. 
 
 A Talk About Christmas Gifts. 
 
 The Best Gift. 
 
 An Ideal Christian Home. 
 
 The Father's Responsibility. 
 
 How to Inculcate a Spirit of Reverence. 
 
 Children's Reading. 
 
 The Religion of a Child. 
 
 How to Lead Children to Christ. 
 
 The Child as God's Child. 
 
 Formation of Habits. 
 
 Making the Boy Into a Good Citizen. 
 
 Perplexing Questions. 
 
 Unconscious Influences. 
 
 Vacation Echoes. 
 
 The Meaning of Thanksgiving. 
 
 Christian Patriotism. 
 
 The Father's Part in the Training of the Child. 
 
 Our Duty Toward Other People's Children. 
 
Cfje Hftmior department anb tfje Home 103 
 
 Rainy Day Occupations. 
 
 The Twilight Hour the Mother's Opportunity. 
 
 The Physical Welfare of the Child. 
 
 The True Spirit of Christmas. Christmas Stories. 
 
 Relation Between Mother and Teacher. 
 
 Children's Rights : Have They Any? 
 
 Bible Stories and Sunday Amusements. 
 
 Circulating Library 
 
 Such an association should have a circulating library 
 
 containing the following books : 
 
 A Study of Child Nature — Harrison. 
 
 Love and Law in Child Training — Poulsson. 
 
 In the Child World— Poulsson. 
 
 Religious Education in the Family — Cope. 
 
 Mother and Daughter — Jackson. 
 
 Children's Right — Wiggin-Smith. 
 
 How to Tell Stories to Children — Bryan. 
 
 Bringing up Boys — Clark. 
 
 Stories and Story-Telling — St. John. 
 
 Child Nature and Child Nurture — St. John. 
 
 The Child as God's Child— Rishell. 
 
 The Unfolding Life — Lamoreaux. 
 
 The Renewal of Life — M or ley. 
 
 The Boy and the Church — Foster. 
 
 The Boy Problem — Forbush. 
 
 The Child and His Religion — Dawson. 
 
 The King and His Wonderful Castle — Brown. 
 
 The Natural Way— DuBois. 
 
 On the Training of Parents — Abbott. 
 
 Hints on Child Training — Trumbull. 
 
 Building Your Girl — Wayne. 
 
 Building Your Boy — Wayne. 
 
 The Dawn of Character — Mumford. 
 
 Moral Education — Griggs. 
 
 The Girl in Her Teens— Slattery. 
 
 Training the Girl — McKeever. 
 
 Training the Boy — McKeever. 
 
 Essentials of Character — Sisson. 
 
 Such an organization as that here described will be 
 of large benefit first to the pupils, and second to the 
 teachers and parents. 
 
CHAPTER XI 
 
 Wf)t Jfflontfjlp Workers' JWeetmg 
 
 " The need of the pupil is the law of the school" 
 
 In order to realize the aim of the Junior Department, 
 it is necessary for the superintendent, officers, and 
 teachers to cooperate fully in the promotion of all the 
 plans of work. Such full cooperation cannot be secured 
 unless all who aid in the management of the department 
 fully understand the aim of the work and the means 
 and methods of doing the work. Hence the real neces- 
 sity for a monthly meeting of the junior workers. The 
 time of this meeting should be the same each month 
 and it should be about a week or ten days previous to 
 the first Sunday of the ensuing month, for instance, the 
 third Monday, Friday, or Saturday of the month. 
 Such an arrangement gives opportunity for all the 
 workers to arrange their plans for the coming month 
 so that they will dovetail together. No excuse for 
 absence, except illness, should be offered or accepted. 
 
 The Members of the Association should be the officers, 
 teachers, and substitute teachers of the Junior Depart- 
 ment. 
 
 The object should be to afford the junior workers an 
 opportunity to pray, plan, and study for their special 
 work. 
 
 The officers should be a president, vice president, and 
 
 104 
 
W<St jMonttjlp SHorfeers' iMeetmg 105 
 
 secretary. (The superintendent of the department 
 should be the president, the assistant superintendent, 
 the vice president, and the secretary of the department 
 should act as secretary.) 
 
 Only those committees which seem necessary to do 
 the work from month to month should be appointed. 
 
 There should be a library of good, helpful books for 
 junior teachers. These should be purchased by the 
 Sunday school for the use of the junior teachers. See 
 page 44 for list of books. 
 
 Plan for a social hour at the close of the meeting, and 
 serve light refreshments. 
 
 The Program 
 
 1. Short Scripture reading and a brief opening prayer. 
 
 (A devotional five minutes.) 
 
 2. Roll call. 
 
 3. Minutes of the last meeting read and approved. 
 
 4. Business arising from the reading of the minutes. 
 
 5. Report of special committees. 
 
 6. Reports from officers and teachers. 
 
 The superintendent. 
 
 The assistant superintendent. 
 
 The secretary-treasurer. 
 
 The pianist. 
 
 The teachers. 
 
 Of First Year classes. 
 
 Of Second Year classes. 
 
 Of Third Year classes. 
 _ Of Fourth Year classes. 
 
 7. Consideration of business suggested by the reports of the 
 
 officers and teachers. 
 
 8. New business. 
 
 9. A ten-minute season of prayer, seeking help in the solution 
 
 of problems brought to fight during the meeting. 
 
 10. A half-hour study period with the superintendent acting 
 
 as leader. (This period may be devoted to a study of the 
 
106 ®fje Sftmior*: ^oto to ®eacf) anb tKrain ®f)em 
 
 Junior Department standard or some good book of interest 
 to junior workers.) 
 
 11. A half -hour conference period. 
 
 12. Social hour. 
 
 Blanks should be furnished the teachers for their 
 reports in order that they may be handed the superin- 
 tendent for later and fuller consideration. They may 
 read as follows: 
 
 Class No 
 
 Teacher 
 
 Number of pupils 
 
 Cases of absence, how many, and reasons for such.. 
 
 Visits to the homes 
 
 Special information secured from visits to the homes.. 
 
 Any problems peculiar to the class 
 
 Any successes to report 
 
 Any help needed from other workers in the department 
 
 Have you been absent during the month? 
 
 What provision was made for your class? : 
 
 Name any special books helpful to you as a junior worker which 
 you have read during the past month 
 
 Have you attended any meetings where you received special help? 
 If so, where? 
 
 The officers need not have blanks for their reports, 
 but may be expected to report on the following points: 
 
 The Superintendent. — 
 
 1. The program plans for the coming month. 
 
 2. Equipment necessities. 
 
 3. Teacher-training plans and suggestions. 
 The Assistant Superintendent. — 
 
 1. Any classification problems. 
 
 2. Substitute teacher problems. 
 
 3. Social plans for the department. 
 The Secretary-Treasurer. — 
 
 1. The attendance at Sunday school and church: is it regular? 
 is it punctual? 
 
tEfte JWontfjlp Movktv^ iHeeting 107 
 
 2. New pupils: who are they? what is their home environment? 
 
 3. Increase or decrease of offerings. 
 
 4. Progress made by pupils in securing class or individual 
 
 credits for the department work. 
 The Pianist. — 
 
 1. The music for the month. 
 
 2. Any special music. 
 
 3. Teaching the children to sing. 
 
 Finally, it should be decided that under no circum- 
 stances may this meeting become a social or debating 
 club, but that it should be held for the following pur- 
 poses: To consider the needs of the department; to 
 concentrate upon the weak places ; to correct erroneous 
 ideas; to make better teachers and workers; to pray 
 for the work. 
 
 Perhaps it would be well if the Junior Teachers' 
 Association adopted a standard to which the teachers 
 would be asked to subscribe upon entering the depart- 
 ment as workers. Such a standard might include the 
 following: 
 
 1. The careful study of the lessons to be taught. 
 
 2. The study of the " Foreword" and the "Appendices" in 
 
 each quarterly textbook. 
 
 3. The making of the Pupil's Work and Study Book. 
 
 4. Visiting the children in their homes. 
 
 5. Attendance at the junior workers' monthly meeting. 
 
 6. Visiting the public school which the pupils attend. 
 
 7. The study of at least one teacher-training book a year. 
 
 8. Attendance at a Community Training School, or a Sum- 
 
 mer or Winter School of Sunday School Principles and 
 Methods. 
 
 Such a standard would prove most helpful in increas- 
 ing the efficiency of the workers. 
 
3fumor department ismpplie* 
 
 Printed Felt Banners for All Departments 
 
 These banners are made of best quality felt, printed in 
 colors showing gold fringe edges with combination colors, 
 according to the International designs. Each banner has 
 a silk cord by which it may be hung in any part of the 
 school. All one size, 18 x 28 inches. $1.50 each, post- 
 paid. Poles for Banners, 25 cents each, delivery extra. 
 No. 4 B. Junior Department (Green and White). 
 No. 12 B. Banner Class (Black and Red). 
 Complete Banner and Pennant Circular sent on request 
 
 Certificates and Diplomas 
 
 Order by Numbers and Titles 
 
 Series A. These certificates are engraved in brown 
 on the very best grade of white writing paper. 
 25 cents a dozen, or $1.75 a 100, postpaid. 
 
 No. 103. Primary to Junior. No. 104. Junior to Intermediate. 
 
 The Westminster Series of Promotion 
 Certificates 
 
 A handsome series of Cradle Roll and Promotion Certificates for 
 the different departments of the school. Price 10 cents each or 
 75 cents a dozen, postpaid. Uniform sizes 734 x H % inches. 
 
 The front of each certificate is embellished with a beautiful picture reproduced 
 from the work of a famous artist, and is lithographed in three printings. The 
 certificate itself appears on the third page and gives the promotion to the re- 
 quired department. Each of the certificates is enclosed in a white envelope. 
 On each certificate there is a space before the word School to permit the in- 
 sertion of Sabbath, Sunday, or Bible. 
 
 No. 800 Cradle Roll Certificate 
 
 No. 801 Cradle Roll Promotion to Beginners 
 
 No. 802 Beginners to Primary 
 
 No. 803 Primary to Junior 
 
 No. 804 Junior to Intermediate 
 
 No. 805 Intermediate to Senior 
 
 The Westminster Press 
 
 Headquarters: PHILADELPHIA, Witherspoon Building 
 
 New York Chicago Cincinnati Nashville St. Louis 
 
 San Francisco Pittsburgh 
 
junior department gmppltesi 
 
 Junior Bible Society Badge 
 
 This pin is made of sterling 
 silver, the front in light 
 blue and white enamel, 
 with the letters "Hear 
 Do," in silver. 25 cents, 
 postpaid. 
 
 Junior Department Button 
 
 The same design in the 
 form of a button with pin 
 attachment, made of cellu- 
 loid. Printed in colors. 
 15 cents a dozen, or $1.00 
 a 100, postpaid. 
 
 International Sunday School and Bible Class 
 Emblems 
 
 In Celluloid. $1.00 a 100, postpaid. (All uniform 
 
 sizes.) 
 
 No. 1022. Elementary Grades, green with white center. 
 
 (Junior.) 
 
 No. 100. Adult Bible Class (for men and women's classes), red with white 
 
 center. 
 
 No. 1011. Advanced Division (Intermediate), royal blue with white center. 
 
 No. 1033. Teacher Training, gold with white center. 
 
 No. 1044. Home Department, purple with white center. 
 
 Westminster Printed Felt Pennants 
 
 25 cents each, postpaid. 
 
 These are the latest for up-to-date schools to use in in- 
 creasing offerings and attendance. For decoration of 
 rooms and stimulating general interest. (All Depart- 
 ments.) Uniform size, 12 x 24 inches. 
 
 No. 4. — Junior Department — same regulation colors 
 as Primary Department. (Send for complete circular.) 
 
 The Westminster Press 
 
 Headquarters: PHILADELPHIA, Witherspoon Building 
 
 New York Chicago Cincinnati Nashville St. Louis 
 
 San Francisco Pittsburgh 
 
LIBRARY OF CONGRESS 
 
 021 062 917