SUNDAY SCHOOL NOTES

Evening Star, Issue 19127, 19 December 1925, Page 14

SUNDAY SCHOOL NOTES

[By Forward.]

Items of interpprt—short, bright paragraphs <\ news, comments on these Notes, inquiries about difficulties—will be welcomed by “ Forward.” In Sunday school work, at any rate, Die most important elements are the human, social, and religious influences. It is in these personal relationships that we find the character-forming forces and those qualities which hind tho children to the school and the church. In the necessary and _ praiseworthy effort to lift the educational standard of tho work being done wo must beware of going too fast and so outrunning tho capacity and desires of the average teacher and child. EXHIBITION JOTTINGS. 111. We shall complete tho frieze this week. Early adolescence (12, 13, 14 years), rapid physical growth, keen self-con-sciousness, vigorous montal life, great religious awakening. Close of primary school period, beginning of high school experience, and significance points in joining the church are 14 year’s 2 months for boys, 14 years 6 months for girls. Two fathers, with their sons, illustrate the strong counsel and guidance required for this period of life. Significant posters and camp snapshots suggest tho physical aspect of this stage. ‘ His Camp,’ from ‘ Tho Lost Boy,’ by Henry Van Dyke, is an apt quotation in the foreground. Middle adolescence (15, 16, 17 years). Groat emotional development, marked religious activity, high, school, work, young people’s organisations in local church, teacher-training department, significant life choices for good or evil arc made during this period. .Photo of girls’ hockey team. Later adolescence (IS to 24 years). Rapid intellectual development, period of logical analysis, college and business training, young people’s organisations in local church, teaching in departments of church school, serious preparation for life work, assuming responsibility in homo, church, school, and community. The Bible class court for this week after “girls’ day” was given up to the young women. In tho hook case were the literary exhibits, poems, short story, and a fairy tale. _ Of practical interest was a budget lor a week’s expenses. Tho show case was filled with crochet, embroidery, and knitting in cotton or linen silk and wool. A calendar and a plaque were the art exhibits. Tho number of articles marked 100 per cent, was most gratifying. A poster ’from a Wellington Methodist class gave by word and photo a splendid outline of its club work. Early manhood and womanhood (2o to 34 years). New social, personal, industrial, or professional adjustments. Periods of home-making and care of young children, a time of great potency ; ■young parents’ classes; regular place in life of church, school, community. Photo of two fond parents watching their child’s first steps. Middle age (35 to_ 64 years). Period of mature life; family to bo educated; business to be developed; career to lie made; adult classes; warm, virile church life. The next generation must be started on a higher plane. This is true progress. Old age (65). Period_ of fruitage; retirement wisdom; devotion to worthy causes; dependence upon tho ideals that have guided the earlier years. The work shown in the cradle roll, beginners, primary, and Junior departments was done in Trinity Methodist. Congregational, Baptist, and Church of Christ church schools respectively. In the cradle roll is a cradle roll service given in tho intermediate department. Its purpose is to interest the boys and girls of that department and show them their relationship to tho cradle roll department. A cradle roll mado_ by the teachers is worthy of inspection. A feature of the beginners’ service is a poster illustrating tho song ‘When I Rim About All Day.’ The sand tray presents the incident in David’s me when he was summoned to be anointed by Samuel. The children’s drawings are characteristic of their ago. “Go and do thou likewise ” is tho theme of the primary programme and expression. From the story of “ How David used his harp ” the children give examples in picture, drawing, and writing of ways in which they are able, to make others happy. _ The well-corre-lated order of service is attracting more than a passing glance. The interest in the junior department is the homework, sketching, and paper modelling presented hy' teacher and pupil. Elijah’s trust in God os shown bore has its appeal to the hoy and girl. Visitors desiring a further study of the work shown hero from week to week are invited to tho room kindly lent by Mr A. 11.. Rccd to tho Otago Council of S.S. Unions, where it will bo on view.

MOTIVES WITH JUNIORS. “ Some teachers are too anxious to bo popular with their classes, too anxious that the pupils should like them. A teacher whoso pupils do not like him cannot do much with them or for them, of course; hut to cater to all the whims and notions of a bunch of ton-year-olds, to humor thorn too far, to refrain from criticism, all because you are afraid to offend them and gain their ill-will, is a mistake. It is a wrong motive on the teacher’s part, and it is a method that, in nine cases out of ton, will load away from success rather than toward it- Juniors are keen to detect insincerity, lack of courage, and the absence of other straightforward traits that go to make the heroes and heroines they so much admire. At no ago are children more open to frank criticism than at the jnnior ago. They rather admire the person who can tell them ‘ things to their face ’ and still keep a courteous manner. They have not reached the age of self-conceit yot; they are not sure of their own judgments, and, though they are full of opinions, those are surface opinions, snap judgments, and they change thorn readily for the serious and fearless opinions of an older person whom they admire.” “ It is necessary at times to listen to their likes and dislikes, their criticisms and complaints, but the teacher who would make a success with juniors must have the courage to stop them when he thinks they have gone far enough, and to hold the mirror up to their own faults and failures. They will rarely resent this. They respect courage and they are likely to think that it takes a good deal of courage to tell them that they are not perfect. Forget about being popular with your class. Make it your aim to awaken them, and you will discover some day that you are the idol of the juniors, with almost unlimited influence over them for good.”