d.

(_b_) The Holy Spirit can bring to the remembrance only that
which has been in the mind. Therefore the teacher who stores
the memory at this time with Scripture passages makes it
possible for God to speak to the heart in later years.
#/

(5) _The opportunity to lead to open confession of Jesus Christ._ This
is not to force, it is not to play upon the child's emotions, and lead
him to do that which has no foundation in a consciousness of his own
relation to Christ, but something is radically wrong in the home and
something lacking in the teacher's work, if the boys and girls do not
really love the Lord Jesus in this period. They do not understand it
all, but the essentials of a Christian life they may have,--love,
faith, penitence for wrongdoing, and the desire to serve Christ. Their
experience cannot be that of an adult, for they have not his insight.
But just as surely as the love and caress of the child is precious and
acceptable to a mother even before there can be any comprehension on
his part of the sacrificial character of mother-love, so is child-love
precious and accepted with the Master even before the child grasps the
great spiritual contents.

#20. Needs of the Junior Age.#

(1) _The presentation of Christianity as something to do rather than
to be._ The boys and girls do not live in inner experiences in these
years, but in outward, energetic action; therefore, what they may do
for Jesus Christ and others needs emphasis. This presentation also
includes a Christ who appeals to boyhood and girlhood, the
wonder-worker of Mark, the God-Man of Matthew and Luke, and the
victorious King of Revelation.

(2) _Opportunities for service._ These must be carefully devised by
the teacher, with the twofold purpose of giving immediate expression
to the desire to do something and leading to the formation of habits
of Christian activity.

(3) _Christian heroes._ The teacher ought to be a Christian hero
himself. Out of missionary literature, out of the lives of great men
who have lived, out of Bible characters, heroes must be multiplied.
The Sunday-school lessons ought to be hero studies, not sermons.
Heroic literature ought to be put into the hands of the
children--either directly or through indirect suggestion in some
curiosity-arousing reference to the story. This means the most
effective type of instruction during all the week as well as Sunday.

(4) _A lesson requiring work on the part of