CHILDHOOD--SIX TO TWELVE
No abrupt change marks the transition from the period of Early Childhood
to Childhood, but development is continuous and rapid in every
direction. The larger social world, entered through school life, and the
new intellectual world, revealed through ability to read, widen the
child's vision and develop possibilities hitherto latent, because
unneeded.
The Sunday School divides the period of Childhood into the "Primary
Age," from six to nine, and the "Junior Age," from nine to twelve,
basing the division as accurately as is possible upon the awakening of
these latent possibilities. The development of this period will
therefore be considered according to this classification.
THE PRIMARY AGE--SIX TO NINE
During these years the characteristics of Early Childhood remain in more
or less modified form. Physical growth is still rapid in all parts of
the body, the brain reaching almost full size by the ninth year.
Parallel with this vigorous physical growth is a mental growth and
development equally rapid and many sided. Curiosity is as hungry as
ever, still more eager concerning things than abstract ideas, and still
a goad to active senses. The mind has increased power to retain what is
given it, and about the ninth year enters upon its "Golden Memory
Period." The ability to reason is gradually increasing, though it is
used more upon relationships between things than between ideas.
The child's feelings are still self-centered, yet development of the
social and altruistic feelings is apparent. Children enjoy companionship
more than in earlier years, but the longing for others does not reach
the intensity which demands the club and gang until later. A feeling of
sympathy and desire to help must still be awakened by definite cases of
need, plus the influence of parent or teacher, as the child does not yet
know life's hard experiences well enough to read their meaning and give
response to them of himself.
If nurture has met its opportunity in the preceding period, the child's
love for God and confidence in Him have grown stronger. The Heavenly
Father will be as real to him as an earthly friend, and His help a
living experience. "How is it that you always have a perfect spelling
lesson at school?" a primary teacher asked of one of her boys. "Why,
don't you know that Jesus sits in the seat with me every day and helps
me?" he replied. The teacher's face betokened her surprise, and the
child emphatically reiterated, "He truly does sit with me and help me."
Would that God's older children could live as actually in the Presence
that was promised for "all the days."
Actions continue to be largely impulsive, carried out according to the
strongest present desire, and though right and wrong are more clearly
understood than formerly, they do not often determine an act unsupported
by other considerations. This is evident in the matter of obedience,
whose strengthening into a habit is one of the most imperative tasks of
nurture during childhood. Abstract laws and principles of right, so
weighty in middle adolescence, have but slight influence over the child,
unless joined with them is a strong personality whom the child loves or
fears, and whose favor he desires to win through obeying.
There are certain modifications of earlier characteristics, which demand
more than a passing notice, because they necessitate greater change in
the methods of nurture.
ACTIVITY
Though the restlessness of the preceding period is still in evidence,
more and more activity is becoming purposeful and willed. While the
child continues to love activity for itself, he is more interested in
what it will accomplish than formerly, but an end is not yet
sufficiently attractive in itself to hold him to an unpleasant activity
for its achievement. For example, he enjoys both the weaving and the
basket, the pasting and the scrap-book, but if pasting and weaving were
laborious and difficult, he would not voluntarily go through them to
obtain the basket or the scrap-book.
It must be noted further, that activity still expends itself more
readily in the realm of the physical than the mental, though there is
increasing pleasure in the quest for knowledge, if wisely directed. The
Sunday School is beginning to recognize what the day school has learned,
that the child both enjoys and masters a lesson which can be approached
through physical as well as mental avenues. In consequence, hand work is
being introduced to aid in religious instruction, as manual work in the
public schools for secular education, with most gratifying results in
both cases.
THE SENSES
More skill, more accuracy and more discrimination characterize the work
of the senses than in Early Childhood. The impressions are richer in
detail and meaning, because of the increased knowledge possessed by the
child. It is a commonplace that we receive from anything in proportion
to what we bring to it. The ear of the musician hears in an orchestra
what the child or the adult without the knowledge of music could never
detect, because he listens with more than they. The child can see in a
picture or circumstance, and hear in a conversation or a song, what once
he could not, because he brings a larger experience to bear upon it.
Criticism of others in the home, the lapses from Christ-like living, the
scenes of the street, things pernicious as well as helpful have greater
significance in character building than ever before. This gives still
graver emphasis to the work of nurture in guarding these wide-open
doorways to a hungry soul.
Growing out of the fact that the senses are the greatest source of
information to the child's mind, the method of teaching by means of
objects has arisen. Rightly used, there is great value in this mode of
instruction, but a serious perversion of its legitimate use has
developed in connection with religious instruction of little children.
Though the discussion of this may be a possible digression, it seems
necessary in order to safeguard nurture from a mistake.
There are two helpful methods of using an object with children in the
Beginners' and Primary age. The first is to explain an unfamiliar fact,
or make it clear. A model of an oriental house or curios from a mission
field are examples of this. The second use is to illustrate a fact. The
flower is the visible expression of God's loving care; the table, heaped
high with grains and fruits and vegetables at the Thanksgiving service,
teaches as no mere words could the fact of God's provision for our need.
Objects used in this way require no reasoning power to make their
meaning clear. It is only a matter of perception.
The use of an object, however, in order to deduce spiritual truth
therefrom for children with reasoning powers undeveloped, is a mistake.
Instead of making the thought clearer to their minds it obscures it.
Close examination reveals the reason for this. A child is both
imaginative and literal. Through his imagination he can transform one
object into another object, as we have already observed, but in this
case he is asked to transform an object into an abstract idea. This he
does not easily do, since such transformation is made by reason, not by
imagination. Further, the spiritual teachings are drawn from the
abstract idea which the object is supposed to represent, not from the
object itself. Manifestly, therefore, if he does not get the idea he
will not get the deductions from it. His mind does not follow beyond the
point where he can understand, consequently, his thought remains with
the object as it literally is.
To illustrate, take the familiar object lesson of a cup overflowing with
water, used to teach the thought of God's manifold blessings in the
life. The child is asked to change the cup into the abstract thought of
life, and water into the thought of blessing. This is difficult, for it
involves reason and deals with resemblances which are artificial, not
real. The child's literalism, therefore, asserts itself, and the cup
remains a cup and the water is still water, and while the teacher is
drawing conclusions, the child is probably wondering whether her dress
will get wet or how he can get a drink.
The same principle obtains in regard to certain types of blackboard
illustrations. The child is asked to change a cross into suffering, a
crown into victory, a red cardboard heart into life, and a picture of
Jesus Christ pinned upon it into regeneration. He does not make these
transformations until reason is more fully developed than in this
period. Lines remain lines, cardboard is still cardboard and spiritual
deductions do not reach his understanding.
The fact that an object or drawing is always interesting does not alter
the principle at all, for being interested and being instructed are not
necessarily equivalent terms. The lesson must always be interesting, but
it must also gain entrance according to the laws of the mind to be
instructive.
INTERESTS
The interests of this period include those of the preceding period, but
they are more diverse and far-reaching than in Early Childhood. They
still center around the concrete, and especially physical activity.
Crude and amazingly heterogeneous collections begin to make their
appearance in boys' pockets and girls' treasure boxes. Dolls are never
so dear to their fond mothers as in this period. Games and active
outdoor sports appeal to both boys and girls, those games being
particularly enjoyable which give the individual an opportunity to
shine. Real team play is impossible at this time, since in honor each
prefers himself. Any scepticism upon this point will be dispelled by
listening to the modest aspirants for office when the positions in a
football game are being assigned. The explanation for this lies
partially in the instinct of rivalry, which arrays individual against
individual, all through the early years of life. When the social
feeling which welds individuals into groups becomes strong, rivalry will
appear between gangs and clubs rather than between individuals.
A significant change occurs in connection with that which the child
desires to imitate. At first, definite acts focused the most of his
interest and aroused imitation, now, interest begins to attach itself to
the actor as well, and the child not only desires to imitate the deed
but also to emulate the doer. Out of this a little later comes real hero
worship, an incentive to action than which life holds no greater.
Another fact in connection with this is also significant; those whom he
desires to resemble need not be in the home circle nor in his
environment, as at first, but may be distant in time and place. This new
interest in people whom he can not see lends added charm and value to
Bible stories and, if told aright, they will do for his life what can be
done in no other way so effectively.
Surely Agur, the son of Jakeh, saw no eager little faces upturned to
his, pleading, "Tell me another," or he would have added to the things
that are never satisfied, nor say, "It is enough," the hunger of a child
for a story. Since hunger is always indicative of a need in the
developing life, there must be a reason for this craving. It is found in
connection with the rapid development and requirements of the
imagination.
There are two ways in which a truth may be taught. One is through an
abstract statement, such as, "Intemperance destroys the happiness of a
home." The other is through the concrete, or the story of a home
blighted by liquor. The first appeals to reason, and can be understood
only in the light of experience; the second requires simply the exercise
of a vivid imagination. Of reasoning power, the child at this time has
little, but he has an imagination vivid, strong and hungry, eagerly
reaching out for something to feed upon. The well-told story fully
satisfies his hunger, and at the same time meets the greatest need of
the whole soul, namely, the placing of right ideals before it in such a
way that they will be worked out into character.
To accomplish this result three things are necessary: first, the thought
suggesting the ideal must be understood; second, it must rouse the
feelings; third, it must lead to action. The story meets every demand.
1. It makes the truth concrete. The statement, "Love will endure
hardships for the sake of Jesus Christ," is only a thought in the brain.
The story of Paul or Livingston brings the truth out of that intangible
world, puts flesh upon it and the breath of life within, and the child
can in imagination exercise his sense of sight, of hearing and of touch
upon it.
2. It makes the truth visible, and therefore to be grasped through the
senses or imagination.
A thought can not be seen by itself, but if lived out in the life of a
person it may be seen by the physical eye, or, if mountains and
centuries intervene, still by the eye of the soul--the imagination.
When it is seen, the fact itself is understood, though the reasons for
it may not be comprehended. While no man may ever know why God so loved
the world that He gave His only begotten Son, we understand that He does
love us, as we see the Babe in the manger and the blessed Savior upon
the cross. Only when a truth is so seen does it become real and,
consequently, of any worth to the life. Herein lies the need and the
power of "Living Epistles," not only in the material world, but also in
the world of the imagination.
3. When the truth is seen it always arouses feeling.
A thought which is merely known does not move men. It is possible to
read of a terrible tragedy with measured pulse and indifferent heart,
but if the reader was an eye witness, or allows imagination to picture
it for him, his soul quivers in its presence. One of the greatest needs
of our teachers is to see the Master among the hills and by the blue
waters of Gennesaret, to look into His face, to hear His voice till
hearts burn. Then they will not repeat words, but, "Looking upon Jesus
as He walked," say, "Behold Him!" in such a way that the children will
see Him also, and a great love for Him be born in their hearts, and a
longing to follow.
4. The truth that is seen and felt impels to action.
This has already been discussed in connection with the feelings, and an
illustration will suffice at this time.
A mission Sunday School was listening to a talk on the fixedness of
habits formed in youth, and to make it clearer the speaker said, "Boys,
do they ever lay cement walks in this neighborhood?" Every eye was
riveted on him, as they answered, "Yes!" "Did you know," he continued,
"that if you were to take a sharp-pointed stick and write your name in
the cement while it was soft, it would harden and remain there as long
as the walk lasted?" "Of course," he hastily added, as a significant
expression appeared on their faces, "no boy here would be mean enough
to do such a thing," but it was too late--the picture had done its work
and the purpose of handing autographs down to posterity would be
executed at the first opportunity.
Such is the power of the image or picture to lead to action. Only the
Father knows how many sons have come home from the far country because
of the matchless story of the prodigal. Only He knows how many
consecrated men and women are in Africa and China and Japan because they
saw the heroes in God's Hall of Fame. Surely this is why the Holy Spirit
inspired Paul to write, "Whatsoever things are true, whatsoever things
are honorable, whatsoever things are just, whatsoever things are pure,
whatsoever things are lovely, whatsoever things are of good report, if
there be any virtue, if there be any praise, think on these things."
5. If the imagination steadily hold the picture, some day the life will
be like it.
It is impossible for the soul to look day after day upon anything
without unconsciously being changed into its likeness. Hawthorne has
exquisitely portrayed the transformation of Ernest into the image of the
Great Stone Face, and, in so doing, has told the story of every life
that gazes fixedly on its ideal. Herein lies the blessed secret of
Christ-likeness: "We all, with unveiled face reflecting as a mirror the
glory of the Lord, are transformed into the same image, from glory to
glory even as from the Lord, the Spirit."
In the light of these wonderful possibilities growing out of "seeing the
invisible," the oft-quoted words of Stanley Hall are most significant,
"Of all the things that a teacher should know how to do, the most
important, without any exception, is to know how to tell a story."
APPLICATION TO SUNDAY SCHOOL WORK
The requirements of the Primary department in regard to teacher, place
and equipment are similar to those in the Beginners' class, save that a
song roll may now be helpfully added, since the children are learning to
read. In the matter of instruction, however, some variation from
preceding methods is necessary, owing to the rapid mental development of
the children.
I. General Program.
In addition to the thought of making the service worshipful and joyous,
the program must be planned with reference to three important things:
(1) The Truth to be presented in the lesson.
This should be a guide to program building in the preceding department
as well, but it becomes imperative in this and the Junior departments,
since the truth to be taught changes weekly, and therefore must be
fastened during one hour's work. Memory in this period depends upon the
force of the impression rather than upon association, as in later
periods, hence all songs and exercises should emphasize the one thought
to be given in the lesson. This does not require new songs and services
weekly. It merely requires that the old songs and exercises be
approached from the standpoint of the lesson, that which is pertinent to
it being developed in each.
The results of this plan are two-fold: first, a freshness in the program
each week, even with familiar features, and second, cumulative emphasis
upon one truth, thus fulfilling the conditions of memory, and therefore
of nurture.
(2) The Activity of the children.
The increased mental ability will permit interesting exercises to take
the place of some of the physical outlets for activity necessary in the
preceding period, but they must be brief and compelling in their
attractiveness.
The use of motion songs is outgrown, especially with boys. During many
years there has remained in memory the expression in the face of a boy,
head and shoulders taller than any other child in the primary
department, as he stood pointing to pedal extremities, not less than
number fours, and singing, "Little feet, be very careful where you take
me to." The sentiment could not possibly have been wrung from him had
not the superintendent been his mother.
Hand work suggestive of the lesson, such as pasting, coloring, tearing,
cutting and simplest writing for the older ones, is growing in favor as
a means of utilizing the activity and impressing the lesson. An outline
of the methods of this work is impossible here, but three words of
caution must be spoken.
First: Choose the time for hand work carefully.
While it will give wise outlet for activity and aid memory, if used in
the wrong place it will tend to dissipate the influence of the lesson.
Even the pasting of a picture when the feelings are deeply stirred could
give them sufficient expression so that they would be satisfied without
further action. They ought to impel to imitation of the action in the
story with all the intensity that has been aroused, instead of being
expended in a mechanical way. In view of this fact, the proper subject
of the hand work would seem to be the lesson of the week preceding, and
the best time for it, just prior to the beginning of the session, if
that be of the usual hour length. This time is practicable even where
the session immediately follows the church service, and it has three
advantages. It will counteract lack of punctuality, will utilize
activity at its most disastrous stage--the unoccupied minutes before the
program proper begins--and will not crowd out from the hour any other
training equally important.
Second: Remember that valuable as the hand work is in clarifying and
impressing the lesson, it is only a shell containing the truth.
Therefore, a teacher who occupies a large part of the hour in this way
is not giving the child sufficient spiritual nourishment.
Third: This work must be raised above the level of similar week-day
occupations.
This may be done through emphasizing the fact that the child is making a
book of Bible stories, and special care must be used to make it
beautiful and worthy. A mission of help or cheer to some one else may
also be held out as a climax to its completion.
(3) The program must be planned with reference to training in habit
formation.
Though the latter part of Childhood is the habit forming period of life,
pre-eminently, yet habits of Christian activity must be begun during
these earlier years. The children in this department are not too young
to lay the foundations of regular and punctual attendance, bringing of
Bibles, giving to church expenses and benevolences, interest in and
gifts for missionary work, daily prayer and, under proper conditions,
church attendance.
II. Instruction.
While special teaching must be given in connection with each habit to be
formed, the supplemental work and the lesson constitute the principal
subjects of instruction.
1. Supplemental Work.
Scripture for memorization in this period should be chosen primarily to
help the children in habit formation. Information about the Bible and
storing for future use belong in the next period of "Golden memory."
Verses that give the thought of God's love, and incite loving obedience
to Him and to their parents, and loving service to others, are
fundamental and should predominate. The Twenty-third Psalm and Lord's
Prayer will have real meaning, and therefore help for the child at this
time, if carefully taught. A few of the great stories of the Bible,
including those of Christmas and Easter, may be added, and some of the
hymns of the church expressing God's majesty and the thought of service.
2. The Lesson.
Every principle of nurture already discussed bears upon the presentation
of the lesson.
(1) The lesson must bring an ideal to the child in concrete form. This
will be the truth connected in some way with a person. Where the lesson
gives the negative side, or the absence of the truth in life, the
positive side must also be presented and made more attractive, since
the child's impulse to imitate, even when warned against it, is stronger
than the warnings. He must always be sent away with something to do,
rather than not to do.
(2) This ideal must always be given in a story. When the lesson material
is abstract, like the Epistles or Psalms, a truth to be taught should be
selected from it, and then made concrete and living in some Bible story.
(3) The story itself is the mainspring to action, not the application.
The forceful, vivid and realistic presentation of the story, made
possible as the teacher lives in it, impels the child to imitation; the
application, or "ought," appeals to his reason and compels him, and
action is always more hearty when impelled than when compelled. The only
after touch upon the story which is helpful to little children lies in
plans for imitating the activity which has been pictured. Even this is
not always to be done. Jesus left the most wonderful story He ever told
with no words of application, for they were unnecessary. He knew that
every prodigal would feel a tug at the heartstrings and an impulse to go
home. At the conclusion of the story of the Good Samaritan He merely
said, "Go thou and do likewise." Allowing the children to suggest what
they would like to do if they so desire, or making the suggestion
indirectly by song, or prayer, or the teacher's announcement of her own
purpose will carry far more weight than any injunction to act, for, "The
deepest spring of action in us is the sight of action in another."