endence of spirit and action. Yet, with all this independence,
the boys and girls are easily dealt with if authority is administered
by one whose personality has commanded respect and love.

#18. Specific Characteristics.#

(1) _Energy,--physical and mental._ Though this has already been
referred to in a general way, it must have special mention as one of
the most marked and important features of the Junior period. Physical
vigor is apparent in the force of bodily movements so trying to
sensitive nerves--God's provision for the excess of nervous activity.
It also appears in the type of games belonging to this period and the
intensity with which they are played. The new mental power is evident
in the ability to perform more difficult and complex mental tasks, to
reason more clearly, and to attend more closely.

(2) _Development of the social instinct._ These years mark the rapid
development of insistent and insatiable desire for close companionship
with others. There are no standards of attainment nor social
distinctions according to which friends are chosen. The "gang" or the
club is based entirely on kinship of spirit among those of the same
age and sex. Often geographical lines enter in, and the boys of a
certain street or district will band together, and not uncommonly be
the sworn enemies of other gangs for no more valid reason than love
of contest, growing out of the instinct of rivalry. But this martial
aspect of gang life is not a characteristic of all the social tendency
of the period. There is a drawing of child to child for peaceable
purposes, the joy of common sympathies and interests and the fun of
expeditions and good times together. This social awakening is God's
plan for leading the life into larger relationships preparatory to
taking its place in the world. What the companionship is in its
influence upon character and ideals is the serious question for the
home and the Sunday-school teacher.

(3) _Hero-worship._ This is pre-eminently the hero-worshiping period,
with all that means in incentive to effort, in patterns of life, in
imitation, in character-building. In mature years, the ideal of life
is either a composite from many lives or, if it be one individual, a
dissected individual, certain qualities picked out for admiration and
emulation,--and over the rest, a mantle of charity. This analysis of
character and discrimination is possible only to an intelligent and
developed life. The child accepts