the teacher and on the new
ideals of relationship to others, which are beginning to take form.

An organization of the class in this and succeeding periods is necessary
for the best work. It should place definite responsibilities upon each
member, either as officer or committee-man, for habits of Christian
service must be solicitously nurtured during these days.

Frequent social gatherings are very important. This is the age when the
young people begin to think that, "a Christian can not have any fun,"
and it rests with the church and Sunday School to prove to them the
contrary. The only convincing proof is in experiencing the fact itself
that the best times have a religious association, therefore a class
party should be as carefully and as prayerfully planned as a Sunday
School lesson.

As these years are included in the Golden Memory-period, supplemental
work of more advanced type should be continued. Note books are helpful
in amplifying and impressing the lesson, and brief essays upon pertinent
topics add interest.

The teaching itself must deal more and more with the relationships of
life. To the majority of young people, the Bible belongs to an uncertain
and remote past. The goal of work in these unsettled years is to help
them see how the Book solves all problems of present-day living, and how
Jesus Christ meets every personal need of the life.

CHAPTER VIII

MIDDLE AND LATE ADOLESCENCE

The crisis of adolescence may be said to culminate about the years from
fifteen to seventeen with girls, and sixteen to eighteen with boys, or
the period of Middle Adolescence. During these years the feelings and
the imagination are a great storm center, largely because of the rapid
development of the altruistic feelings, and the enlarged conception of
life with the new ideals it has given.

Divine Wisdom in the order of the soul's unfolding can be seen nowhere
more clearly than in connection with the growth of responsibility for
another. There must first be the self feelings in the little child, to
help him learn his own individuality. When that knowledge comes, his
life must be related to other lives, hence the social feelings awaken,
yet it is for his personal pleasure that contact with others is sought.
But God's plan for a life does not leave it self centered, and under
His touch through these lives a sense of responsibility toward them
begins to be felt, and the realization comes that "No man liveth unto
h