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GRADED INSTRUCTION 11 Reasons for Having a Graded System; The Purpose of the Graded Course; The Material Used.
THE JUNIOR COURSE 12 Arrangement of Material; The Aims; The Correlated Lesson.
THE JUNIOR PERIOD 14 Beginning and End; Characteristics; Spiritual Needs.
THE JUNIOR TEACHER 16 Personality; Opportunity.
GUIDES FOR STUDY AND TEACHING 19 The Teacher's Text Book; The Pupil's Book for Work and Study; The Children's Bible; The Rainbow Bookmark; How the Bookmark is Used; The Bookmark as a Reward.
PROMOTION REQUIREMENTS AND HONORS 26 The Basis for Promotion; Recognition for Extra Work.
A. Memory Work 99 B. Book List 101 C. List of Stereographs 103 D. Aids for Superintendent and Teacher 105 E. Outline of Lessons for the Year 107
OUT OF CHILDHOOD INTO YOUTH
Traits of Boyhood and Girlhood
At the beginning of the period of childhood for which the Junior Course is intended, approximately nine years of age, there appears to be in the life of the normal boy or girl a real transition as the traits and interests of earlier years give way to those of full fledged boyhood and girlhood. Strange premonitions of impending physical and mental changes now appear, with suggestions of riper years that are rapidly approaching. The physical and mental changes of this period are accompanied by an awakening of social consciousness. This is noticeable in the friendships formed, in the increase of love and sympathy for others and in the dawning recognition of obligations toward others. The opposite of the same tendency is reflected in the sense of rivalry and emulation and, especially in boys, in the developing spirit of pugnacity, tempered with a tendency to defend the weak. This growing social consciousness brings with it also a stronger consciousness of self, a clearer recognition of right and wrong and an awakening of conscience which now begins to take the place of rules made by others as a guide to action.
The Inner Life of the Spirit
The normal growth of the inner life of the spirit is likewise rapid, the spiritual awakening which may be counted on during this period bringing with it the first religious crisis in the life of the boy and girl. For this crisis the most careful preparation should be made. When the spiritual awakening comes, the child should be given an opportunity to choose for himself to live as God's child in obedience to his laws and in loving unselfish devotion and service for others. When the choice has been made, the new sense of responsibility which follows must be fostered and the child aided by suggestion and encouragement in daily conduct to follow right habits of thought and action. The meaning, need and the helpfulness of worship may be taught through actual participation in services of worship suited to the pupil's age and the manner of his natural expression of religious impulses and aspirations.
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