not forced upon him, since he can grasp
only that which is like something that he knows.

(3) _A limited vocabulary._ This calls for watchful care in language,
particularly lest a familiar word be used in a sense unfamiliar to the
child.

(4) _A conflicting home atmosphere._ When the child absorbs influences
that lack Jesus Christ during seven days in the week, only a teacher
filled with Divine life and power can effect counter-conditions more
powerful in the brief time of her contact.

#10. Results to be Expected in the Beginners Age.#--Summing up the
results already suggested, the work in the Beginners department will
make its impress upon the feelings of the child, primarily. He will
have learned some truths about the Heavenly Father, and his Son Jesus
Christ, and there is an intellectual value in these. But this value
cannot compare with that of the love and trust which come
unconsciously, yet really, into his soul, if the teacher has done her
work with God.

Test Questions

1. In what two ways may life be touched?

2. Give illustrations of what is known as "unconscious influence."

3. What methods accomplish more than precepts with Beginners?

4. What spiritual truths can be taught in this period?

5. Name four needs of the Beginners Age.

6. What is meant by "atmosphere"? How utilized?

7. How may the child's activity be given the right direction?

8. Name four difficulties in the Beginners period.

9. How may restlessness be overcome?

10. What special care is needed in the teacher's choice of words?

11. What are some of the results to be expected in the Beginners Age?

Lesson 4

The Primary Age--Six to Nine

#11. General Characteristics of the Primary Age.#--The Beginner is
easily traced in the Primary child, but more developed and stronger.
Two general characteristics may be specially mentioned:

(1) _Broader interests._ Curiosity is increasingly active concerning
things with which the senses come in contact, yet the child in the
Primary period is able to reach beyond that which he can see or
handle. He cares nothing for abstractions like missions, or
patriotism, or temperance, but his interest is genuine in the people
and actions back of the abstraction. It is a law of the soul that
interest in a certain thing will extend to other things related to it.
This makes it possible for the teacher to take the child far into the
field of knowledge, provided the starting-point be som