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"To press the cause of Christ early in this stage is a mistake. The child is only beginning to learn what a cause is. As has been suggested, during the first part of this period even in his games he plays for himself rather than for his side. His form of baseball is for individual runs. After he has learned in games to identify his interests with those of his team or side, we can urge the championship of a religious cause."

The Memory is Weak.-Haslett says: "Psychologically, the child's memory is very weak. The child does not have the strong power of attention so essential in training the memory. The greater part of our childhood experiences are forgotten soon after we pass that period. But psychologically, the memory of early childhood is strong, since the brain structures in children are very sensitive to impressions. This seems to be one reason why aged people can remember the experiences of their early childhood much more distinctly than those of recent years. The experiences of later life are not so deeply set in the brain structures as these are not nearly so impressionable. The childhood impressions are the most lasting and the most influential, since they touch the whole of life."

Sex-unconsciousness.-During this period the children are so absolutely sex-unconscious that no one ever thinks of separating them in kindergarten, or in primary school. This instinct, however, shows a most marked change during the next two periods, childhood and adolescence. During childhood there is sex-repellance. The boy says: "I wouldn't play with girls," and the girl says, elevating her little nose, "I wouldn't be seen playing with boys," and so they are separated to prevent them from fighting. During adolescence they are sex-attracted, and for the opposite reason, the school separates them, in order to get any work out of them.

Hints to Parents and Teachers.

Prevent Affectation.-Frederick How, who is heart and soul a child-lover, urges this caution thus: "Nothing is more sad than to see a child, at an age when his or her natural freshness and simplicity should be most clearly in evidence, already cramped and artificial through an effort to copy some older person. A gentleman once took shelter in a house during a heavy

storm. The master and mistress were both out, but their little daughter was summoned from her A, B, C to talk to the unexpected guest. He told her he was sorry to have brought her downstairs, to which came the simpering reply: 'Oh, pray don't mention it! Contact with sincere and unaffected people will soon, of itself, overcome this fault.

"If children be allowed to absorb the spirit that is pervading the world at the present day-the spirit of revolt against all authority, the notion, that is, that everyone is to do exactly as he or she chooses that will of itself bring about a state of mind which is destructive of real happiness. Notions such as these are quickly picked up, and parents who themselves set all rules and authority at defiance cannot expect their children to submit to control.

"Then there is a second cause which is too often at work, and which does a great deal towards turning some children into disagreeable and discontented young folk. When people are continually trying to emulate if not excel their neighbors in appearance, and in the entertainments they provide, children are quick enough to take their cue from what they see and overhear, with the result that they are miserable if they think their frocks are less fashionable than their neighbors', and are rude and discontented if at one party they do not get as handsome presents as at some other. This is all wrong, and distinctly diminishes the pleasure that these children might otherwise enjoy."

Develop Necessary Perception.-The child should realize at this age that some things must be done in order that other things may be enjoyed.

"He must get up on time, and dress on time, or he cannot eat breakfast with his father. It is most wise to cultivate this beginning of 'necessary perception,' and to emphasize it in needed discipline. The omission of discipline teaches the child to believe that nothing is necessary, except that he should do as he likes and get what he desires. This dangerous attitude is made easy, because the child's physical senses are as active as an adult's, while his understanding is only partially developed."

Watch the Child's Companions.—Mrs. Birney devotes an entire chapter to this important subject. Among other advice she says: "Every child, every boy and girl who comes to your

house to see your children, should be an object of intense interest to you; watch them without their knowledge, and if you see grave faults, speak of them to your children; speak pityingly, as though you felt the wrong-doers might not know better, and urge them to stand up bravely at all times for the things that are right, and thus by their influence and example help their companions to do right."

QUESTIONS FOR THOUGHT AND DISCUSSION.

1. Into what General Stages is Mental Development divided? 2. What are the chief Educational Instincts to use in the Kindergarten and Primary Ages?

3. How will Restlessness and Activity Determine Method in the Kindergarten?

4. What is the Educational Value of Play?

5. Discuss the Personification and Anthropomorphism in this age.

6. Discuss Lies of Imagination.

7. What can you say of the Small Child's Conscience?

8. What Hints are Important to Parents and Teachers?

Childhood:

CHAPTER VIII.

THE STAGES OF DEVELOPMENT.

Childhood.

SUGGESTED READINGS.

LETTERS TO A MOTHER. Blow.

TEACHER TRAINING. Roads. pp. 30-33.

*THE BOY PROBLEM. Forbush. pp. 9-20.

*THROUGH BOYHOOD TO MANHOOD. Richmond.

THE TRAINING OF THE YOUNG IN THE LAWS OF SEX.

Richmond.

PEDAGOGICAL BIBLE SCHOOL. Haslett. pp. 127, 129-136.
EDUCATION IN RELIGION. Coe. pp. 239ff.

CHURCHMAN'S MANUAL.

Butler. pp. 112-113, 136-169.

CHILDHOOD. Birney. Index.

II. The Second Period, Later Childhood, from Six to Twelve Years of Age. 6-9, Age of Imitation; 9-12, Age of Habit.

This stage of boyhood and girlhood is the great teaching period, especially in Sunday school. The Day school succeeds in holding children a little longer, often through college courses. The Sunday school is apt to lose the children, particularly boys, just as the age of puberty approaches, the critical time when they most need religion and loving guidance.

1. PHYSICAL CHARACTERISTICS:

Less Restlessness.-The child can keep quiet and pay attention a little longer than before.

Tireless Activity.-This is not so manifest perhaps as at the Primary Age; but still it is a feature. Children love action. Doing is their first thought. The best way to teach the Bible now is by doing Christian work, bringing into play both good works and handicraft, in class illustration. Give children something to do, and their interest is at once attracted and held. They may weary soon of doing the same thing. That is natural.

Change then to something else. His games now are active games, sport or romping, not sedentary. The heroic attracts him both from its phase of courage and daring and from its activity and doing. Hero-worship is manifest at every turn. Use it, then. Present Jesus Christ, the Hero-King. Give the Old Testament Heroes and the Apostolic Record of Brave Deeds. Let him read Miss Yonge's BOOK OF GOLDEN DEEDS, and see how he devours it. Tales of Travel and Adventure form the main part of his reading. It is his Old Testament time of life.

The Senses are still the most noticeable feature and the highly alert child is seeking information at every source. He is "a perambulating interrogation point." Be patient with him then, for it is the learning time of life. Give him all he asks, quietly, gently, clearly, patiently. So long as he is really anxious to acquire, take time fully to explain all he can well comprehend. His inquiries often appear foolish to you. They are not so to him, for he has not learned to see things as you see them. Mrs. Kennedy tells us that a child now "is always hungry, mentally and physically."

Irresistible Impulsiveness marks this period. The child is thoughtless to a dangerous extreme. Impulse, instinctive action, is uppermost. Conscience is just rising into power. Yet just because impulses are active, that is, action-forming, it is, par excellence, the Habit-forming age. As such, it is of paramount significance, for character building is Habit-training. All the high moral and Christian Habits are to be formed now. Love of honesty, honor, truth, purity, faithfulness, courage, gentleness, kindness, love of study, neatness, promptness-in fact all the Personal Habits-are "set" by the end of this period. The habits of reverence, gentleness, courtesy, like their opposites, are absorbed by the child from those with whom he is most closely associated. It is in these attributes that an "ounce of example outweighs a pound of precept." The habits may alter in the upheaval of Puberty, but it is unlikely. "The boy is changing," says Forbush, "from a bundle of instincts to a bundle of habits; the trails are becoming well-travelled roads. Boyhood is the time for forming habits, as adolescence is the time for shaping ideals. It is the era for Conscience-building, as the latter is for Willtraining."

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