ly prepared teacher.

(2) _The necessity for the child to learn obedience in the use of his
activity._ This is to be secured not by force, but because the one to
whom it is to be rendered wins it through love and the power of
personality.

#15. Difficulties in the Primary Age.#--There will still be
difficulties in attention and in confining the instruction to that
which the child can really grasp, but the greatest difficulty will
center about the activity. Yet the whole problem will be solved with
no harsh question of discipline if the child is kept constantly busy
with that in which he is interested.

#16. Results to be Expected in the Primary Age.#--If the teacher has
met her opportunity, there will be growing love to Jesus Christ, the
beginning of service for him, and deep down in the soul of the child
an increasing store of material out of which life ideals are to be
fashioned in the days to come.

Test Questions

1. Name two general characteristics of the Primary Age. What years are
included?

2. How are the child's broader interests shown?

3. What method of teaching can hinder the child's growing mental
power?

4. Name four special characteristics of the Primary Age.

5. What is meant by power of perception? Illustrate it.

6. How may memory be abused?

7. What is imagination?

8. Name three opportunities of the Primary Age.

9. What does a well-defined mental picture lead to in the child's
mind?

10. Why may a lesson contain more than in the Beginners period?

11. How does the source of motives toward service differ in childhood
as compared with later life?

12. Name two needs of the Primary Age.

13. Name some of the difficulties.

14. What results may be expected?

Lesson 5

Junior Age--Nine to Twelve

#17. General Characteristics.#--A broad survey of this period reveals
the fact that in a peculiar way God is preparing life for entrance
upon the larger opportunities and responsibilities of maturity. There
is new physical strength, new intellectual vigor, greater power of
absorption and assimilation, a wider diffusion of interest. The
curiosity of earlier years becomes a real spirit of investigation
along lines of interest, and questioning, not alone to find out facts,
but also foundations of belief begins to appear. The individuality of
each child stands out more distinctly and emphasizes itself in two
marked ways--first, the desire for prominence, and, second, an
indep