All about the junior

Preface

When I first became interested in Junior work, I many times felt the need of a handbook covering exercises and suggestions for special occasions, but could find nothing in compact form. The Primary teacher had any number of good helps at hand, but the Junior worker was not so well provided for. So, from various sources, I have gathered together those things which have been most helpful to me. Much of the material has been secured at conventions, from Sunday-schools in many parts of the country, from Junior Christian Endeavor, Epworth League, and Temperance societies, and from the floating literature of many religious and secular magazines, I should be only too glad to give due credit for every idea thus obtained, but in many instances the authors are unknown.

While the teacher who is using the Graded Lessons with her class will not have so much use for the supplemental work as will the one teaching the International Uniform Lessons, still some of the suggestions will be of assistance.

Those who are working with Juniors in any department of the church outside of the Sunday-school will also find here material that may be used in one way or another.

From this miscellaneous collection, gathered from my own experience in a graded Junior Department in a large city church, and with a Junior class in a one-room school in a rural community, I trust every Junior worker may find something that will prove helpful.

Elizabeth Williams Sudlow.

Contents

PAGE

I. Our Juniors : Their Possibilities 7

II. The Class Program 16

Chapter I Our Juniors: Their Possibilities

The Junior is the fourth department of the Elementary Division of the Sunday-school, and cares for the boys and girls that are nine, ten, eleven and twelve years of age. However delightful and instructive the work in the Primary Department may have been, there comes a time when the children outgrow it. They are too big for the pretty songs and exercises which hitherto have formed a large part of their instruction. Like plants, they are growing and need room. They have had a good start in the Beginners 5 and Primary classes, and now a careful training is necessary to further the work already begun and to make these young plants bear fruit. We do not call them children now; they are boys and girls.

Let us name some of the characteristics of the Junior age. This has been termed the "steamengine period/ 5 the time when the boy has "a thousand muscles to wiggle and not one to keep still." It is the age when the boy and the girl take great interest in reading. They have learned to read with comparative ease and enjoy reading stories for themselves. It is the age of hero-worship, when the actions of older people are imitated; when the girl wants to act as much like the teacher as she can, and when the boy loves to be the companion of some older fellow, and through the law of association naturally grows in honor, in truth, in generosity, should these traits be manifested by his hero. It is the time when clubs and gangs first begin to show themselves; when the girl and her "best friend" are almost inseparable, and when the boy and his "chum" want to be together morning, noon, and night. It is the time when habits are not only formed but often clinched for life. It is the age when the "5 W- Why, What, Where, When, Who — are most in evidence; the inquisitive age. It is also the age of keen memory. Finally, it is the normal time for conscious decision for Christ. All these characteristics we must bear in mind when working with the Juniors. As teachers, we must help them to form right habits and to store their minds with such things as will be of benefit and blessing all through life. How very wrong it is to appoint as teacher for such a group a nervous person, or one whose sole aim in taking the class is to demonstrate to other unsuccessful

OUR JUNIORS: THEIR POSSIBILITIES 9

teachers that he or she can "make them behave" ! There will be little trouble about their behavior if the teacher understands the characteristics of this age and is prepared to meet the need. Some of the qualifications of a good teacher for Juniors are : consecration of time, of talents, of strength ; patience, that will never permit loss of self-control; and a sympathy broad enough to take an active interest in all that appeals to the boys and girls.

We have said that it is the liahit-clinching period; so the habit of daily Bible-reading and daily prayer should be encouraged by the teacher, as should also that of regular church attendance. Systematic giving is emphasized now, and more definite instruction given in temperance and missions. Bad habits, as well as good, are formed at this time, but if the good ones are started first, there is less danger of the others taking deep root. For instance, the boy whose mind is thoroughly saturated with temperance facts through having heard the subject mentioned, though very briefly, once each Sunday during the four years of his stay in the Junior Department, is not likely to become either a smoker or a drunkard.

Regular church attendance can be encouraged by various methods. Eefer often to the duty and pleasure, as well as the privilege, of going to God's house. If the school meets at the close of the morning service, have the text of the sermon read in concert, asking for the verse and chapter, the division of the Bible in which it is found, and the group of books to which it belongs. Occasionally have one or more take notes and give to the class some thought in connection with the sermon. Special seats at the church service are often reserved for the Juniors and their teachers.

A hymn sung at the church service may be repeated during the Sunday-school session. Interest the pastor in the work of the department and have him co-operate, whenever possible, by using church hymns which form a part of the Junior memory work, and by referring directly or indirectly to some feature of the lesson for the day. A Junior choir is often used in the morning service to lead the singing.

In some schools marks are given for church attendance. In a graded department keen competition may be aroused between the divisions by seeing which one can maintain the highest percentage for a given period. Notebooks in which the texts are written as homework are also used. Methods are many for securing church attendance, but if we can get our Juniors interested enough to attend, and then train them to take an intelligent interest in sermon and service for the four years they are with us, the habit will be so strongly formed that it will not be an easy one

OUR JUNIORS: THEIR POSSIBILITIES 11

to break. Mrs. M. G. Kennedy says, "The teachers example is a potent factor in forming the church attendance habit with the Juniors." Said a speaker at a Sunday-school convention, "The teacher who does not attend church regularly ought either to be converted or eliminated." I have often heard pastors deplore the fact that many teachers give the excuse that if they come to Sunday-school, that is enough. An ounce of example is worth a ton of precept in this case.

Some recognition of daily Bible-reading should be taken. Encourage the reading not only of single verses but of the whole story of some character, or the description of an event which has made a person or a place prominent. Assign a certain portion to be read during the week. Most Juniors have reached the age when they can read easily and they should be taught to search the Scriptures and discover its truths for themselves. The result of such training will be an intelligent generation of young Christians who are not slow or ashamed to attend religious services through fear of showing their ignorance of biblical knowledge, and who believe God's Word because they know it.

If our boys and girls are trained to give systematically of their small means, when they become wage-earners the habit of regularly laying aside a portion for the Lord will hav£ become a fixed one, and our church treasuries will not be in the depleted condition they often are under the present system of spasmodic giving.

The same is true of missions. ISTot only will more money be given cheerfully to carry on the work, but if the subject is presented on each of the two hundred and eight Sundays the Juniors spend with us, if only for five minutes each week, it will be strange if from every group there does not go forth someone who will say, when the proper time comes, "Here am I ; send me."

This is often referred to as the "golden memory" period of life. Mr. Herbert Moninger says, "The Junior teacher has the pupils when the memory is 'most impressionable and most tenacious/ It is a sin for parents and teachers to permit children to pass this period without literally saturating them with outlines of Old and New Testament history, and many of the choicest passages of the Bible." We ought to make it a point to use Bibles at every session. Frequent drills in reference-finding should be conducted, as these will enable our pupils to handle their Bibles in an intelligent manner. In order to do this, every Junior should own his own Bible, should be taught to study it, to mark it, and to love it.

Whether you are the superintendent of a large graded department, meeting in a room where you

OUR JUNIORS: THEIR POSSIBILITIES 13

have the whole session to yourselves, or the teacher of a small group meeting in a one-room school, the characteristics and needs of your scholars are the same. Keep always in mind the possibilities of the children with whom you are working. Someone has said that "the fundamental principle underlying successful work with Juniors is adaptation." Therefore adopt as many helpful suggestions as you can find on Junior work, and adapt them to suit your own local conditions. There are many Junior departments which meet with the main school for the opening service, and then retire behind screens or curtains for their own classwork. And there by themselves the pupils not only study the lesson of the day, but devote a few minutes to missions, temperance, birthday recognition, supplemental work, geography drills, and a special offering service. How is it done? They go to their own quarters early in the session — possibly after the opening hymn and prayer — and spend the time before the classes take up the study of the lesson in their special work. Or, when they cannot have even their own curtained corner, because of large numbers or for some other reason, co-operation with the superintendent will result in an opportunity for some concert work or for the singing of memory hymns. The teachers also devote a few minutes of the lesson period to supplemental work.

To quote Mr. Moninger again: "Of all the seven periods of life, the Junior furnishes the richest harvest of spiritual results. Children who have been taught well in the homes and in the Bible-schools will naturally want to make a confession of their faith in Christ and surrender their lives to him sometime between the ages of nine and thirteen. The wise superintendent of the Junior Department will see that the proper truths are taught during this period, that the child may understand how to become a Christian and how to live a Christian life." Therefore, as this is pre-eminently a time of religious decisions, before leaving the department the child should have decided for Christ and united with the Church. All the teaching up to this point should have led him to desire to express his love toward his Heavenly Father ; then of course the natural thing for him to do is to unite with God's people. Shall we neglect the opportunities offered us in the Junior Department? Had we not better so teach our pupils that we may expect them— all of them — to become church members before they leave this department? If we do not expect it, will they be likely to do so? And has the work been well done if they do not?

Helpful Boohs. — The Junior worker has great need to know the pupil as well as the best methods of teaching. The study of such books as "The

OUR JUNIORS: THEIR POSSIBILITIES 15

Junior Worker and His Work," by Miss E. A. Robinson; " After the Primary, What?" by Dr. A. H. McKinney; "Our Boys and Girls," by Mrs. M. G. Kennedy; "The Unfolding Life," by Mrs. M. A. Lamoreaux (particularly the chapter on "The Junior Age") ; and "Handwork in the Sunday School," by Eev. Milton S. Littlefield, will open up the subject in a most interesting manner.

CHAPTEK II THE CLASS PROGRAM

Too much emphasis cannot be placed upon the importance of a well-planned program, one in which there will be something doing every second of the time. Keep the Juniors actively at work mentally, and there will be less danger of their becoming restless physically. Of course they will grow tired, but a change in the program — a bright song, a concert drill, or something of that sort — • will serve as a rest exercise and keep them in the reverent, receptive frame of mind to which the opening service has led.

We have so short a time each week in which to train these boys and girls — only one hour — that as co-workers with God it is very necessary that we have our seed all ready for the sowing, and try not to waste a single one of our sixty working minutes. Be prepared, therefore, before going to your department — physically, mentally, spiritually.

Have the program written out, but if necessary, however, do not hesitate to dispense with a portion of it rather than hurry through a number of topics in an undignified, irreverent, confusing manner. It will be found useful to have a watch

TEE CLASS PROGRAM 17

or a clock where you can readily see the hour, and to mark on your program the time at which each new topic should be taken up.

Begin on time, and close promptly, or resign to someone else who will ! Avoid interruptions as far as possible. The assistant superintendent may remain near the door, to see anyone who has a message for you or for the department.

Divide the program into four main parts: Worship, Instruction, Fellowship, Business. Under the head of "Worship" will come music, responsive Bible-reading, prayer, and offering. "Instruction" includes the lesson of the day, supplemental work and handwork, temperance and missionary teaching. "Fellowship" covers birthday recognition, welcome to new scholars, visitors, pastor, or superintendent. Under the head of "Business" put marking records and church attendance, notices, distribution of papers and library books.

Be brief and to the point in every detail. Let nothing drag. Have every exercise full of life and vitality so that it will hold the interest of the Junior. Study carefully the lesson for the day, and plan every detail especially for that particular session. Let the prayers be brief, definite, and reverent. Do not make the mistake of talking or praying too long. So far as possible, have a thread of continuity running through all class and supplemental work, Bible drills, temperance and missionary exercises.

In going over the following program, please bear in mind that a form program must of necessity be merely suggestive. Consecrated common sense must be used to adapt it to local conditions.

SUGGESTED PROGRAM

Busy Work before Session.

Music.

Opening of School — Singing.

Eesponsive Service.

Prayer.

Church Hymn.

Fellowship.

Offering.

Business.

Concert Drill.

Temperance or Missions.

Prayer.

New Hymn.

Bible Geography — Map Work.

Teaching of Lesson.

Comments by Superintendent.

Song.

Benediction.

DETAILS OF ABOVE PROGRAM

1. Busy WorTc before Session. — As far as possible, all records are marked before the regular session so as to save time. This also gives the teacher opportunity for a private word with the

TEE CLASS PROGRAM 10

scholars. Notebooks, maps, models, and all homework are looked over now, criticized, and graded. Such work before the session insures prompt attendance of pupils and teachers — particularly of teachers, because they feel that they must be on hand when the first scholar arrives in order to get through with this busy work in good season.

2. Music. — A few minutes before the school opens familiar hymn tunes are played, together with some new tune that will be learned later. The music should gradually decrease in volume until the superintendent steps upon the platform, which is the signal for perfect quiet in the room.

3. Opening of School — Singing. — This is a praise hymn, usually sung from memory.

4. Ilespomive Service. — Such a service gives a good opportunity for reviewing memory verses. Sometimes it is a missionary group; again, some temperance Scripture, a series of verses on giving, the Beatitudes, a Psalm, or other Bible passage.

5. Prayer. — This varies. Sometimes it is a prayer by the superintendent, the Lord's Prayer in concert by the department, King Asa's missionary prayer, or a prayer song.

6. Church Hymn. — A little co-operation between pastor and Junior Department superintendent will result in a hymn familiar to the boys and girls being sung during the morning church service. Where the Sunday-school is held before church, the superintendent gets this information in advance; but where the school follows the morning worship, the Juniors themselves announce the hymn.

7. Fellowship. — This part of the service includes the recognition of birthdays of teachers and scholars, the introduction and welcome of new scholars, or welcome to pastor, school superintendent, or visitor who may be present. In the event of there being no birthday or other special feature to observe, the time may be spent on some other part of the program.

8. Offering. — Too often this is made a part of the business of the class rather than of the worship. Use a short responsive Scripture service, followed by the taking of the offering in individual classes; then have a brief dedication prayer by the superintendent, or a concert prayer by the whole department.

9. Business. — Under this head come the marking of records and the announcement of meetings or events of interest to the department.

10. Concert Drill. — This will serve as a rest exercise, and will bring the attention of the boys and girls back to the work of the hour. See Chapter 15 for suggestions.

11. Temperance or Missions. — Five minutes can be devoted to some phase of either of these

TEE CLASS PROGRAM 21

subjects, the exact nature depending upon the line of teaching followed by the department. A Dumber of suggestions are given elsewhere in this book (Chapters 8-12).

12. Prayer. — A brief, definite prayer by the superintendent or a teacher.

13. New Hymn. — Try to devote a few minutes each Sunday to new music. If the pupils are familiar with the melody of a new hymn, through having heard it played during the busy-work period, they will learn it readily.

14. Bible Geography. — At least three minutes may profitably be spent in map work and in the study of Bible geography.

15. Teaching of Lesson. — This is the heart of the whole session. The period belongs to the teacher and should be held sacred from any interruption.

16. Comments by Superintendent. — The superintendent may wish at this time to emphasize the leading thought of the whole period — whatever may have been the golden thread running through the day.

17. Sang. — This closing song should leave the Juniors in a reverent spirit.

18. Benediction. — One of the Bible benedictions, repeated in concert.

The pupils resume their seats while papers and library books are distributed; then, class by class, they march out of the ?oom, keeping time to music.

In her book, "Our Boys and Girls," Mrs. M. G. Kennedy, in speaking of program-making, says, "If your program is sj^stematically planned, and you know just what you are going to do, you can accomplish a very great deal in an hour, divided into periods of five minutes, or even three; and three minutes devoted each Sunday to a subject make two and a half hours in the course of a year. But if you hesitate and consult your pianist or secretary between parts of the service, of course you cannot do 'all of this/ "

Chapter III Lesson Preparation

Even with our program divided into four divisions — Worship, Instruction, Fellowship, and Business — the whole is planned with but a single object in view — the development of Christian character. The most important part of it all, the very heart of the service, is therefore the lesson. We have no less an authority than a President of the United States, Woodrow Wilson, for the public statement that "the Sunday-school lesson of today is the code of morals of tomorrow." How very important, then, that the teacher be prepared to bring to the boy and girl that which can be assimilated and which will nurture the growing soul.

Mr. Marion Lawrance says, "The secret of success in teaching is preparation" Therefore, if we are to be successful in our work it behooves us to get ready. But this cannot be done if our main study is left until Saturday night or Sunday morning, and we then attempt to "prepare" a lesson for our class. We must begin early in the week, and line upon line, fact upon fact, truth upon truth, study ourselves full. We cannot expect to impart to others something of which we know nothing. We ourselves must first acquire knowledge before we can hope to give it away. "You cannot water others until you yourself have first been watered," is an old proverb, and one to be considered by the Sunday-school teacher.

When studying the lesson our text-book must be the Bible. Eead the designated Scripture, as well as the parallel and intervening passages, and search patiently to discover what these passages reveal, before you turn to the lesson-helps. Someone has said, "The Bible is a great gold mine of the truth that nourishes the soul. But it is a mine, not a jewelry shop, and it yields its richest treasures only to him who mines them for himself."

When we have studied the lesson first with the definite purpose of strengthening and enriching our own life and adding to our store of religious truth and knowledge, we are in condition to prepare the material so as to present it to our scholars in so forceful a manner that they too may be strengthened. We must bring the abstract thought into concrete form, keeping in mind the needs of the particular class we are to teach.

Eev. Forrest E. Dager, D. D. ? tells an incident of some men engaged in tunneling a river. They were in the midst of an animated discussion upon the relative merits of several kinds of shovels.

LESSON PREPARATION 25

The outcome of the discussion was that the value of a shovel of any particular size or shape was largely dependent upon the character of the ground to be handled and the strength and quickness of the man who used it. "Two lessons that unique debating society taught me," Dr. Dager says: "First, no matter what may be the character of one's work, it is wise to think and to seek light upon the best tools and methods; second, in every branch of work, each workman must study the peculiar conditions that confront him, and use the tools and methods that the situation requires. The conclusion of that normal class on the river bank," Dr. Dager continues, "is that while general principles may be settled through conference and council, the peculiar requirements and difficulties of each class must be met by the thoughtful study and application of the individual teacher."

Another point to remember is that every lesson presents a positive as well as a negative side, and that the positive is the thing to emphasize. Every lesson also presents several truths. Select the truth test suited to your class and build around that. "Drive one nail clear through and clinch it."

A suggestive plan for preparing the lesson may be helpful:

1. The Starting-Point

2. The Route.

3. The Destination.

The Starting-Point. — This should be brief and not of such a character as to foreshadow the lesson itself. Secure the attention of the boys and girls by asking questions, by arousing their curiosity in an object or a blackboard diagram, or by giving an illustration or a story that leads them from the plane of something with which they are already acquainted to unfamiliar ground.

The Route: the Lesson To Be Taught. — The route may be given in story form, or, as Miss Eobinson says in her book, "The Junior Worker and His Work": "Occasionally it will be well to adopt the conversational method of presentation, in which the teacher asks questions of members of the class, supplementing their statements by his own, by way of correction or addition. The aim of this interchange of thought should be to aid the pupils to discover the truths of the lesson for themselves."

The Destination: the Truth. — This may be reached either by direct or by suggested application, or perhaps through a familiar song or a suitable illustration. It should provide an opportunity for the pupils to become "doers, and not hearers only." The value of the impression which they have received must be demonstrated through expression which will have a place in their "code of morals of tomorrow."

The teacher who yearns to be successful would

LESSON PREPARATION 27

do well to study "Teaching and Teachers/ 5 by Dr. H. Clay Trumbull. It is full of help and inspiration from cover to cover. The closing paragraph should be an incentive to every teacher to strive for better preparation : "Then, they that be teachers [they that cause others to discern the truth] shall shine as the brightness of the firmament; and they that turn [they that influence] many to righteousness [shall shine] as the stars for ever and ever."

In conclusion, it is only as God's Spirit works through a teacher that the teacher can accomplish anything. We are workers together with God. Pray for the guidance of the Spirit every day before you begin the preparation of the lesson. He will direct you as to what you ought to present and the method and material to use in the presentation. "When he, the Spirit of truth, is come, he will guide you into all truth."

Chapter IV Responsive Readings For Opening And Closing Services

OPENING SERVICE OF PRAISE VERSES

Superintendent : Let the people praise thee, O God; let all the people praise thee. — Ps. 67:3.

Boys : O praise the Lord, all ye nations : praise him, all ye people. For his merciful kindness is great toward us: and the truth of the Lord endureth for ever. Praise ye the Lord. — Ps. 117.

Girls: O let the nations be glad and sing for joy: for thou shalt judge the people righteously, and govern the nations upon earth. — Ps. 67:4.

All: Make a joyful noise unto God, all ye lands: sing forth the honor of his name: make his praise glorious.— Ps. 66:1, 2.

Close with the Doxology.

OPENING SERVICE OF MISSIONARY VERSES

All: God so loved the world, that he gave his only begotten Son, that whosoever believeth in him should not perish, but have everlasting life. — John 3:16.

Superintendent: And this gospel of the kingdom shall be preached in all the world for a witness unto all nations; and then shall the end come. — Matt. 24:14.

RESPONSIVE READINGS 29

Bops: How then shall they call on him in whom they have not believed ? . . . And how shall they hear without a preacher? — Eom. 10:14.

Girls: And how shall they preach except they be sent? As it is written, How beautiful are the feet of them that preach the gospel of peace, and bring glad tidings of good things!— Rom. 10:15.

Bops: Go ye into all the world, and preach the gospel to every creature. — Mark 16:15.

Girls: Declare his glory among the heathen, his wonders among all people. — Ps. 96:3.

All: That at the name of Jesus every knee should bow, of things in heaven, and things in earth, and things under the earth; and that every tongue should confess that Jesus Christ is Lord, to the glory of God the rather.— Phil. 2:10, 11.

OPENING SERVICE OF TEMPERANCE VERSES

Superintendent: Who shall ascend into the hill of the

Lord? or who shall stand in his holy place? —

Ps, 24:3.

Class: He that hath clean hands, and a pure heart; who

hath not lifted up his soul unto vanity, nor sworn

deceitfully.— Ps. 24:4.

Superintendent: Woe unto him that giveth his neighbor

drink, that puttest thy bottle to him, and makest

him drunken also.— Hab. 2:15.

Boys: Woe unto them that rise up early in the morning,

that they may follow strong drink; that continue

until night, till wine inflame them. — Isa. 5:11. Girls: Nor thieves, nor covetous, nor drunkards, nor

revilers, nor extortioners, shall inherit the kingdom

of God— 1 Cor. 6:10.

All: Teach me, O Lord, the way of thy statute**; and I shall keep it unto the end. Give me understanding, and I shall keep thy law; yea, I shall observe it with my whole heart.— Ps. 119:33, 34.