done by the teachers, presupposing they have risen to
their privilege and are trained. First, the week-day shepherding becomes
an increasingly serious matter as the child is broadening in his
relationships, and no superintendent can give it alone. Second, the
recitation must give large opportunity for individual work on the part
of the pupil during the lesson, and this is impossible in a department
taught as a whole.

PROGRAM

The program should give prominence to supplemental work taught largely
through drills, including--during the Golden Memory Period--the Books of
the Bible, passages, chapters, facts concerning the Bible and training
in its use, geography of the Holy Land, the catechism where used and the
hymns of the church. Public recognition in badges, certificates and roll
of honor will aid in securing the desired work along this and other
lines.

Systematic and careful training in habits of Christian service ranks
with the lesson in importance. Responsibilities in various committees
through the week may be used to strengthen habits and utilize energy.
Missionary heroes should be made as familiar to the children as their
own personal friends, and there should be regular contributions to
definite objects, not abstractions like "Missions" or "Benevolences."

Music of a martial type is greatly enjoyed by the children, also that
suggesting action, but never the meditative, introspective sort. Great
care should be taken to guard the voices from overstrain in loud
singing, as irreparable damage may be done for all time to come.

THE LESSON

The Junior lesson should be prepared to meet the children's interest in
facts and love of a hero. They are not ready yet for truth in the
abstract--it must be seen in a person. Instead of the story, as in the
Primary class, there must be a mingling of vivid word pictures by the
teacher and question and answer. The children should not be told to
"study the lesson," for they do not know how, but rather have assigned
to them one definite thing to prepare for the recitation. Make use of
their love of reading in this connection. Use energy and hold attention
by means of pad and pencil, written answers in the books they are making
on the current lessons, map drawing, looking up references and a
stereoscope if possible. Time before the session and in the social
gatherings of the class can be most fascinatingly and profitably used in
making pulp and sand maps and models of Orient