ng heart, and more surely increase his
faith? True nurture will not starve life in the present to hoard for the
future. Memory now requires all its store for immediate use. Later,
after growth is well under way in every direction, memory not only can
supply present needs, but it will also demand a surplus for future use.

The second question, relating to the permanency of these impressions, is
answered in meeting the following conditions:

1. A healthy, non-fatigued brain when the impression is made.

2. Close attention.

3. A clear, easily understood and forceful presentation of the thing to
be remembered.

4. The use of as many senses as possible. When an impression has been
given through eye and ear and touch, for example, it is more definite in
the mind than when it has come only through the sense of hearing.

5. A natural association of the new impression with others well known
and interesting to the child.

6. Immediate and frequent recall.

CHAPTER IV

THE PERIOD OF EARLY CHILDHOOD--Concluded

THE FEELINGS

A child receives a coveted toy and his face is aglow with delight. He is
sharply reproved and anger or grief appears. Another child comes to play
with him, and he may assert that all his guest desires "is mine," and
tears, and even blows ensue before amicable adjustment can be made. And
so through the hours of a kaleidoscopic day, the emotional pendulum
keeps swinging from love to anger, from pride to humility, from
selfishness to sporadic and angelic bits of generosity. What is the
significance of it all in the life of the child?

Before considering this vital question, shall we note some
characteristics of the feelings in Early Childhood?

They center about self, and instinctive feelings, such as hunger and
thirst, pain and pleasure, fear, pride and anger, are strongest. Love
is present in its first stages, not the self sacrificing sort, but love
given in response to love and attention. The child's feelings are easily
aroused, fleeting, and usually more or less superficial. Abstractions,
such as beauty, duty, responsibility, and relationships in general have
but slight effect upon his soul, and the lack of feeling in these
directions is commonly expressed by saying that the higher feelings are
not yet developed.

The child's feelings in response to religious truth can not, therefore,
be those of the adult. He will feel love for God as he feels it for his
mother, because of His love,