\\\ ^p ^8 WBk f "V IN ^^^p ^ l>hjp - "■ tii^^ WIT^ fl m>4 h£ M 1 1 iTSSS?^ LIBRARY OF THE NEW YORK STATE COLLEGE OF HOME ECONOMICS CORNELL UNIVERSITY ITHACA, NEW YORK Thil Is the property •( EXTENSION DIVISION - CHILD OEVELOPMEMT C9UEGE OF HOME E^,UNOMtCS Ctrneli University Cornell University Library BV 1540.R3 A course for beginners In religious educ 3 1924 014 012 730 Cornell University Library The original of tiiis book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924014012730 Copyright by Charles Scribner's Sons A COURSE FOR BEGINNERS IN RELIGIOUS EDUCATION With Lessons for One Year for Children Five Years of Age BY MARY EVERETT RANKIN Instructor in Kindergarten Education, Teachers College, Columbia University With an Introduction by PATTY SMITH HILL Director of Kindergarten Education, Teachers College, Columbia University NEW YORK CHARLES SCRIBNER'S SONS Copyright, 1917, by CHARLES SCRIBNER'S SONS PREFACE In sending this little book out to teachers of Beginners, I wish, first of all, to express my deep appreciation to Professor Hill, whose inspiration and help have made possible the writing of a Beginners' Course; also to Dr. George A. Coe, and to Mr. H. A. Sherman of Charles Scribner's Sons, both of whom have had a clear vision of the purpose of the book and have made many valuable suggestions and criticisms. For assistance in the selection and arrangement of the music I am very much indebted to Miss Margaret Gillette. M. E. R. CONTENTS Pagt Introduction .... vii The General Plan of this Course 1 Characteristics of Five-year-Olds 5 Music for Beginners . 7 How to Teach a Hymn . 10 Story-Telling in the Beginners' Class . .... 12 Suggestions for Story-Telling . ... 17 Playing the Stories 20 Teaching Beginners to Pray . . 23 Handwork in the Beginners' Department 2S The Room and its Equipment ... .31 A Suggested Program . 33 Aim of the Course 38 Topics for the Year . . . 38 Music Good Morning Song 41 Let the Merry Sunshine In 42 Sing a Song of Seasons 42 God's Work 43 Cradle Hymn 44 God's Love . .45 Nature's Easter Story 46 Guard Thy Children 47 Praise Him, Praise Him . . ... .47 Slumber Sweetly 48 An der Wiege 48 vi CONTENTS Music — Continued Page Theme from Mozart Sonata in A major ... 49 Beethoven Andante Op. 57 49 March from the Huguenots . . . 50 March from Aida . . . • 51 Rain Fitter Patters . 52 Lessons I to LII . . . 53-236 ILLUSTRATIONS Prayer . ..... Frontispiece Facing Page The Closing Prayer . . . . 24 Mounting Pictures . . .56 Story Time ... . . 66 Thanks Giving .... .90 Marching Time . . . 104 "It Was a Big Peach He Came Out Of" . . . 146 Sharing 152 INTRODUCTION Several years ago some prominent leaders in religious education requested the co-operation of the Department of Kindergarten Edu- cation, Teachers College, in working toward a better curriculum for young children which it was hoped might be of practical benefit to Sunday School workers of all denominations. A group of young children was provided for the experiment, and a teacher from the department selected to work out the plan, under the supervision of leaders in both religious and secular education. Miss Mary Rankin was chosen, not only for her deep interest in religious education, but because of a wide experience and success in two other fields which, it was felt, had given her a rare opporttinity to study children at work and play under conditions which made it possible for them to reveal their real nature and needs. At the time, Miss Rankin was teaching in the kindergarten of the Horace Mann School, and was director of the open-air playground in the afternoon. It was believed that such varied experience should be brought to bear upon the prob- lems of religious education, since we are all too prone to forget that the young child brought to the church for religious instruction on Stuiday is one and the same as the child who goes to school, or works, and plays about the home and neighborhood on week days. In other words, the same active mind and body which drive the child to restless investigation and play on Saturday are just as insistent in their demands for incessant use on Simday. The whole child goes to Stmday School to be fed and ntirtured — not merely the religious aspects of his nature. The nervous system makes no exception in favor of the day associ- ated with so many sacred memories to the Christian adult. We forget this, making impossible demands for the inhibition of many natural and healthy instincts; and, as a consequence, many children grow up in Christian homes and churches hating the day which might mean as much to them as adults, if we understood children better. vii viii INTRODUCTION While we are right in utilizing this day for the purpose of throwing our emphasis upon the ntirture and guidance of the religious tendencies in child nature, we must not forget that these .are bound up with all the others, and any premature attempt to separate them from child nattire as a whole suggests the dissecting skill of a surgeon rather than the nurturing processes of the gardener. It is an interesting fact that the most delicate and subtle problem in the education of young children has been the last to jdeld to the demands of child psychology. It is a difficult art, indeed, to meet wisely and sympathetically the religious needs of little children. Yet the parent who takes great care to select the best available teacher for secular instruction will often place her child under the tutelage of an absolutely untrained or unprepared Sunday-school teacher, hoping that religious fervor will somehow compensate for lack of preparation on the part of the religious instructor. While it is readily granted that no amoimt of training and preparation can be substituted for religious zeal, here, as elsewhere, zeal works on its highest level of productivity and efficiency when it has placed at its disposal thebestthat present-day psychology and knowledge can offer. In the lesson plans presented in this volvime the attempt has been made to use the best that Froebel's rare insight into the nattire of childhood has left us as a tradition. Wherever the conception of child nature held by Froebel runs contrary to the best interpretations of the child offered at present, the letter has been cast aside and the spirit only preserved. It is hoped that the lessons will be followed as a suggestion for adaptation to different groups of children, which must vary in every locality. As the lessons now stand, they are the outgrowth of several years of careful use, the lessons being modified each year in the light of the experience of the preceding year. It should also be said that the lessons have been planned with both trained and untrained teachers in mind. For this reason lessons are sometimes given with too great detail for the highly trained teacher, but with the novice this detail may serve as the saving grace, if not followed top rigidly. INTRODUCTION ix Child study experts have been consulted from time to time, as it is a well-known psychological fact that the specific characteristics of any given stage of the child's nature vary necessarily from both the preceding and succeeding stages. It is these characteristics, physical and spiritual, which must be utilized and transformed if we are to succeed. These characteristics must be recognized and respected as the humble beginnings of the spiritual life. They are both our machinery and our motive power. Until we can set the child in our midst and learn of him, before we attempt to teach him, we are in no position to help him to " grow in wisdom and stature and in favor with God and man." Economy of time and effort demands that we teach that which the child needs — that upon which his nature can work most effectively rather than that which we wish or will that he shall learn. It may be said of the spiritual life more thanany other that you can take the horse to water but you cannot make him drink. We must provide that for which the spiritual life of the child hungers and thirsts. Then, and then only, have we reason to hope that he will eat of the bread of life and drink of the water of life. The effort has been to adapt the lessons to the thoughts, feelings and actions of child life. It is these that must be used and, when we have once discovered and utilized them, we have truly hitched our wagon to a star. Every Sunday-school teacher should make a careful study of the spiritual problems and temptations of little children in the home, the playground, the neighborhood, the chtirch. What are the sins which so easily beset them even in baby life ? Puerile as these may seem to us who have mastered them, they are very real and vital in the character building of the Uttle ones on their upward way. These are the humble beginnings of the spiritual life and character. We must start on the lowest round of the ladder, no matter how high we may climb later. In these lesson plans the children's lives have been carefully studied, their aspirations, their ambitions, their faults and temptations, their problems and plans. The desire has been, not to give religious in- structions at large, not to moralize, but to give facts and principles X INTRODUCTION in such a simple, telling form that ideals are inspired which will, in turn, inspire daily conduct, Sunday or week day. To maintain health of spirit, ideals and action must be kept in close relations. It means much to want the right and fail. It means more to desire the right and act on it with success; but to know and see the right, and fail to turn this vision and knowledge into action is the beginning of spirittial decay. Also to be forced into a right act without inspiring the self to co-operate, may leave the spiritual nature untouched and undeveloped. It is, therefore, the essence of wisdom to keep vision, desire and action in close relation. It will be evident to even the casual reader that the effort hais been made to avoid crowding too much material into any one lesson. The piurpose has been to present the old idea in some new aspect, or from some new approach. Old material and ideas seen again and again from new vantage points have a goodly opportunity for be- coming a daily working principle in forming the habits of Christian living in these dim. beginnings of the Christian life. The social point of view has been consciously planned, so that the children may have every normal opportimity for helpfulness and co- operation. It is not a healthy state of mind when sympathy is divorced from action. When sympathy is stirred, the opporttinity to help should follow. Sentiment must be turned into action, or we or others are not lifted to a higher plane. Then, like the quality of mercy twice blessed, " it blesseth him that gives, and him that takes." The word, the truth must become flesh, as with the Divine Child. So great care must be taken that religious feeling once stirred is not allowed to evaporate. The spirit of service or ntirture, whether bestowed upon a flower, an animal, or human being, must become active before character gets its real "set." The life of childhood may become gradually and almost imconsciously transformed by Chris- tian ideals at work in such small matters as watering a thirsty plant or protecting a dumb animal. For these reasons Christian ideals stirred on Sunday should enter into the bone and marrow of daily living, in the home through the week — not through moralizing or in self-conscious right-living, but INTRODUCTION xi through ideals which inspire the self to act, and through guidance from above. In order to secure this end, there must be a common conviction and understanding between teacher and parents. To get the ideal of the teacher carried over into the hearts and minds of the parents as guiding principles in the home, the author has resorted to the idea of a weekly letter. Through this medivim it is hoped that parents may be kept informed as to the ideals or actions the teacher is endeavoring to stimulate in the children. If this co-operation is once established between the chUd-church and the child-home, the child will be helped on his onward and up- ward way, seven days in the week. With an intelligent, sympathetic guide at each end of the Une, both inspired by one common aim and purpose, the little feet cannot wander far astray from the path of righteousness, and the beginnings of Christian living will have been started in the small, as well as in great affairs of life. If this little volmne can be the means of stirring the humblest beginnings in this direction, those who have planned it will feel more than repaid for all the time and effort which have been so freely bestowed upon it. PATTY SMITH HILL. New York City, May, 1917. THE GENERAL PLAN OF THIS COURSE In planning this cotirse of lessons, the first and most vital problem kept constantly in mind has been the five-year-old child and his characteristics, physical, mental and spiritual, his interests and problems. The material for this Beginners' course has been selected in the light of experience and experiments made with many groups of Be- ginners, and years of contact with yoimg children, not' only on Sundays but in weekday kindergartens and on playgrounds. The stories, songs, prayers, pictures used have not only stood the test of appeaUng to the interest and appreciation of five-year-olds on Svmday, but the ideas and ideals gained during the hour on Sundays have been taken home and relived in their experiences during the week. Again and again the children have come back -and told us quite naively and all unconsciously how in actions or occurrences they have lived the truth or ideal we had talked about the week before. Concrete instances of this will be given in connection with the lesson plans. And so we have tried to have our material not only simple and good in itself, but of such a nature that its teach- ings will be carried into the daily life of the pupils at home, at school, on the playground and elsewhere, and will help them to form right habits of thinking, feeling and doing in everyday life, and to solve the problems that arise in the life of every child at this period. The habits that are being formed in the immature little child are the foundation of the strong, self-reliant Christian we hope will develop later on. This plan of lessons aims at continuity between the pupil's week- day experiences and his experiences in the class on Sunday. Unless the procedure on Sunday is close to the daily experiences of the five- year-olds it cannot be meaningful enough to carry over into weekday feeling, thinking and doing. Too often in our anxiety to give the pupils all the songs, stories, 1 2 THE GENERAL PLAN OF THIS COURSE prayers, etc., which we, from our adult point of view, have felt that they ought to have, we have forgotten the immattire little child and his needs at this particular time. So much has been out of his range of experience and beyond his point of view that the appeal made has been very slight. On the whole, little children are very accommodating ! Especially if we have a pleasing personality they are willing to sit on Sundays and listen to our stories and to try to sing our songs; so we are often deceived unless we know what is best. Recently a student of mine visited a Sunday Beginners' class and came back with the report of a class of twenty-five or thirty children, all of whom were sitting quietly and listening to the telling of several stories in rapid succes- sion by the teacher. The stories were altogether beyond the children's understanding. I remember that the last one was a graphic account of the stoning of Stephen. The next day my young friend asked _ two or three of the children, who were in her weekday kindergarten, about the stories they had heard on Sunday, and the children frankly replied that they didn't know what the stories meant. That teacher undoubtedly was a good, conscientious teacher, but she was thinking more of the material than of her pupils' needs. Our first and supreme responsibility is to keep con- stantly in mind our children's experience and their point of view. Provision must be made for plenty of free expression on the part of the children. An elderly minister came to visit our class one Stmday and, when I had an opportunity to talk with him, he said, with a twinkle in his eye, " It seems to me the children are doing most of the talking." He referred to our conversation period. But I am sure he appreciated that the pupils were getting more because they were contributing so much. The teacher's plan must be a flexible one, providing for the chil- dren's contributions, their responses and questions, and accepting even their cruder ideas. For we can have no adequate impression without expression. Even if the conversation is at times irrelevant to the special topic, or if the special topic must be changed, it is far more worth while than if the children rrc sitting and passively THE GENERAL PLAN OF THIS COURSE 3 accepting what they are told. Digression there must be, but any teacher can become skillful in training children to keep to one topic if she holds' them only a few minutes at a time, and if the interest is deep to begin with. (See page 117.) Our plan, as given in this book, is a very flexible one, and aims to allow freedom for testing and experiment in each group of chil- dren with whom it may be used. Comparatively few stories, songs, or pictures, for the year are suggested, but reasons for their use and methods for using them are given. It is expected that, iaving been given principles and standards for selection of material, each teacher will constantly be searching for material best suited for use in her own group. As will be seen, no elaborate apparatus will be required to carry out this plan. Lists of materials and the sources are given, with suggestions for even simpler and less expensive things. A teacher who has not had a professional kindergarten training may nevertheless learn what to do, how to do it, and why it is done. It is hoped that this course will prove to be not only a course of lessons for Beginners, but a course for training the teacher of Beginners. A letter to the parents has been written in connection with e::,ch of the lessons. It is felt that these letters as they are taken home each Sunday may help very materially to create a stronger bond between the home and the school, and may increase the interest of parents in the work of the Begiimers' classes by letting them know what our aim has been each Stmday. These letters also give sug- gestions by which the parents may help the children to live the truths and ideals gained on Sunday. A blank page is left on each of the letters so that the teacher may insert any. personal communications she wishes to send to the parents from Sunday to Sunday. It is hoped that before using the lessons in this book teachers will carefully read over the chapters telling how to use each part of the program, and will often refer to them during the year. If possible go over the lessons for the whole year in advance to get an idea of what lessons are to be taught. It may som.etimes be 4 THE GENERAL PLAN OF THIS COURSE better to change the order of lessons when the children's interests and needs suggest a change. For instance, if the question of obe- dience comes up, those lessons may be used earlier in the year. The only lessons that necessarily should not be changed are those leading up to Thanksgiving, Christmas and Easter. CHARACTERISTICS OF FIVE-YEAR-OLDS Two of the most important characteristics of this period are the child's constant activity and his strongly individualistic and impulsive tendencies. Both body and brain are growing rapidly and the larger muscles are developing. Under these conditions the child is driven to con- stant activity and is made restless when kept still for more than a few minutes. These facts we must keep in mind in planning oiu- program. We must provide for plenty of change and plenty of bodily activity. Since the larger muscles are developing, no handwork reqtiiring the use of the small muscles should be included in the plan. The five-year-old is beginning to develop a social conscicusness, but at this age he is legitimately much more concerned with himself and his own interests. But the fact that a five-year-old is still too impulsive to think long at a time about the pleasures and pains of others does not render him incapable of responding with sym- pathy and generosity. Because of his limited backgrotmd of knowledge and experience he is very credulous and believes anything that is told him. There- fore he has great capacity for fear and for faith. He is ciuious, imaginative and emotional. Laughter and tears lie near the surface, ready to break out at any time. The child at this period has little power of inhibition, that is, it is difficult for him to repress or restrain his impulses. He is impulsive and reacts quickly and spontaneously to any situation. He lives in a world of fancy and play from morning till night — is very dramatic and is constantly trying on and plajdng out the grown-up world he sees about him. - He is strongly susceptible to influences and environment, and is capable of unconsciously absorbing much of good or of evil. Im- 5 - 6 CHARACTERISTICS OF FIVE-YEAR-OLDS pressions gained now often last through life. The impulse to imitate whatever is seen or heard is strong. We must begin now to help our pupils to form right habits in connection with impulses that are beginning to appear — the impulse to be kind, to obey, to share — for these are the legitimate virtues of this period. One of the laws of habit formation especially important at this period is to make the reaction pleasurable. Thus, when a child obeys, have a pleasure naturally result; when he disobeys, let pain or an unpleasant result be the natural outcome. One of the first laws of his nature drives him to avoid unpleasantness and pain, and the habit of obeying rather than disobeying will result. The teacher must work with the growing impulses and tendencies, helping her pupils to strengthen those that work for good, and help- ing them to restrain imptilses that are injurious to mind and body. The teacher must constantly keep in mind, not a set of ideas to be taught, but the present needs of the active, restless, impulsive and sensitive little pupils in her charge. " All great things start in small, almost imperceptible beginnings, which are not the less important because of their humble origin." We want to help to socialize and to Christianize otu Beginners in the little everyday experiences of child life, and so lay the founda- tion for larger virtues and ideals later. MUSIC FOR BEGINNERS Why do we include music in our service of worship for Begiimers? Why do we sing? Why do we listen to music? We have music for expression, for interpretation and for appreciation. Music is the oldest of the arts, one of our great, fundamental race experiences, and so it is the birthright of every child to be given the best in music. Music is essentially a language of the emotions; it belongs with the things that lie deepest in the soul of man. Its great power to soften, ennoble and uplift makes it stand in close relation to char- acter building. Through music all that is highest and noblest in htiman life may be expressed. The best music increases the power to enjoy uplifting pleasures and ideals; while the opposite is true, music may in form and appeal be indifferent or even degrading. " Ideals put in musical form in early life strike deep in memory and leave an almost in- delible impression." Music, too, is more socializing than the other arts. It has great power in tuiifying a group. " When people sing together a sort of social rapport is established." We know that very young babies respond to music and are stimu- lated or quieted when melodies are gay or soothing. Children under two years of age are often able to hum a simple melody correctly. Since music makes such a strong appeal to yotmg children, and since it may become an uplifting and permanent power through life, how important it is that the music used in the Beginners' Depart- ment should be well chosen and should meet the needs of children of this age mentally and emotionally. Unless we meet children on their own plane in giving them songs and hymns to learn, how can we expect them to worship the Heavenly Father in their singing? Too often music in the Beginners' Department of the Sunday School is poor in quality, too long, and unsuited to children's voices. •7 8 MUSIC FOR BEGINNERS Too many songs are sung, and they are poorly simg, because there are too many, and because they have not been properly learned. It is well to remember that children's voices are naturally pitched high and are light. Beginners should not be expected to sing the lower tones at any time. Positive and permanent injury to their voices often results when children are asked to sing songs that are pitched too low. The vocal cords are still immatiu-e and unstable and an unnatural strain on them results in irreparable injury. The principles on which we should base oar selection of songs and hymns and which may be easily applied as a test in selecting songs for young children are: 1. All songs and hymns should be short. 2. The ideas expressed in verse should be good and should be within the experience and tmderstanding of the pupils. 3. The music should be simple in form and good. 4. Songs and hymns should always embody a wholesome mood or feeling. 5. Care should always be taken to have songs and hymns written in the right key. 6. Ordinarily the compass should be between E or Eb and F#. 7. Use few songs during the year, not more than ten or twelve. Encourage the children to sing earnestly and with interest, but never vociferously. Aim to have the words sung sweetly, clearly and distinctly, but never in loud tones. The children whp are musical will quickly learn the hymns, es- pecially if the words are printed or written out and taken home to be learned. Let those who are able to sing words and music correctly sing together and have the others listen. Let more chil- dren join this little choir as they learn the hymns; also let different children sing alone to the others, taking care to keep them uncon- scious of themselves. (See first lessons.) Alternate standing and sitting during the singing periods will prevent restlessness and bad posttire, which make good tone production impossible. It is usually not well to have the children sing while marching or during other rhythmic exercises. However, the teacher may sing to theni with great benefit. MUSIC FOR BEGINNERS 9 When the teacher herself is musical, much may be done without a piano, but much more may be done with one. The pianist should have sufficient skill to accompany the children's voices easily and naturally. All of the music used in the Beginners' Departmer ; should be simple, that it may be well played. The songs, hymns, selections for quiet music, and rhythms in- cluded in this course (pages 41-52) have been successfully used in our Beginners' classes, and it is hoped that they may be suggestive and useful to other teachers of beginners. Other songs to which reference is made in the course are: " Good Morning to All" (" Goodbye to AH" may be sung to the same music) ; " Weather Song." Both of these are in " Song Stories for the Kindergarten " by Mildred J. and Patty S. Hill. " Can a Little Child Like Me?" " Little Lambs so White and Fair." Both of these are in "Songs and Games for Little Ones " by Walker and Jenks. Quiet music and rhythms: " Church Bells." " Flying Song." Both of these are in " Song Stories for the Kindergarten," by Mildred J. and Patty S. Hill. " To a Wild Rose," MacDowell. " Spring Song," Mendelssohn. " Largo," Handel. " Traumerei," Schumann. " Theme and Variations in B Major," Schubert. " Wedding March," Grieg. HOW TO TEACH A HYMN Have the assistant play the hymn two or three times, either for 4uiet music at the opening of the session or directly after the little service of worship. Let the children first simply listen to the music. Then ask if they would hke to hear the story the music tells. Repeat the words, to let the children get the content, just to find what the story tells about. Then converse about the hynan until every child gets the meaning. Then the teacher may sing the hymn. The right kind of song or hymn will be short and it may be repeated several times. Be perfectly sure that the meaning of every word is understood, and that the children are pronouncing the words correctly as they repeat them after you. Spend only a few minutes at a time on a hymn, and then go back to it again later in the session. A few songs and hymns, ten or twelve at the most dtiring the year, well chosen and well learned are a really valuable asset for the children. They do not get tired of them. It is we teachers who get tired of the old songs and want to teach new ones. Because we have the children only once a week, there is not, as a rule, time to teach more hymns sufficiently well to have them well learned. Several songs and hymns have been reprinted in this book. Ex- perience has shown that they not only meet the requirement as to music and words, but also that they make a strong appeal to the children. No one book can be recommended as containing many hymns that are adapted to Beginners, but many kindergarten song books do contain a few that are worth while. Among those that may be suggested are: First Year Music. -HoUis Dann. Song Stories for the Kindergarten. Mildred J. and Patty S. Hill. 10 HOW TO TEACH A HYMN 11 Songs for Our Little Ones. Walker and Jenks. Songs for Little People. Frances Weld Danielson and Grace Wilber Conant. Many other kindergarten song books contain a few suitable songs or hynms. STORY-TELLING IN THE BEGINNERS' CLASS Why do we tell stories in the Begiimers' class? First of all, just because of the pure joy the children have in listening to stories. It is as natiu'al for children to listen to stories and to tell them as it is for them, to breathe. They live in a world of dramas and stories. Jingles and rhymes as well as short stories make an appeal very early. We well know that the quickest way to win our pupils is to tell them stories. Even the hostile or shy child cannot long withstand an alluring story. Children not only love to listen to stories, they like to retell them, to illustrate them with drawings and to dramatize them, and great value lies in this means of reproducing them, as will be seen later. Story-telling is one of the oldest of the arts. It has been practiced and enjoyed through countless generations, even back in primitive society, by old and young alike. It has always been one of the most concrete ways of teaching. Long before there were schools, story-telling was practiced in the home and community, as a means of teaching. Otir many legends, myths, folk tales and fables have come down to us through genera- tions, because it has seemed worth while for each generation to pass them on to its youth. The race has realized that " in story-telling is the earliest, the simplest and, as far as moral influence is concerned, the most uni- versally effective means of impressing upon a new generation the lessons that have been learned by those who have gone before." The greatest of all story-tellers is Jesus. Yet " from time to time prophet and sage, preacher and statesman have made it their tool for shaping human conduct and character." Jesus used story-telling as a means of teaching old and young, and the appeal of his parables and their influence on life and character in his time have grown and strengthened with their use through the generations that have followed. 12 STORY-TELLING IN THE BEGINNERS' CLASS 13 Story-telling has always been one of the most effective ways of enlarging and interpreting experience. We adults interpret our experience and enlarge it in many ways through literature of all lands — history, biography, fiction, etc. An adult has a large back- ground of knowledge and experience which gives meaning to imagined situations of which he has not directly been a part. For this reason he can give intelligent appreciation to a wide range of stories. It is not so with a little child. His experience is very limited. He has come in contact with comparatively few persons, places and situations. His sense of and control of language also are weak. The stories he hears must have elements common to his relatively narrow life if they are to have meaning. Not only does the experience of a little child differ from that of an adult, but experiences of children differ. There are children who come from homes of laborers and children who come from homes of employers, children who have city experiences and children who live in the country, American and foreign-bom children. All of these facts must be taken into consideration in telling stories. Again, this does not mean that every fact must be a familiar one; a chUd's imagination and the help of pictures go a long way toward creating a real bond between the child and what is unfamiliar in the story, but there must be a general correspondence between the life por- trayed in the story and the child's, life. There must be a familiar and known element as well as an unknown one. Mr. St. John, in his book on stories and story-telling, groups stories for use in moral and religious education under two heads: Idealistic and realistic stories. The important forms of idealistic stories are fairy and folk tales, myths, legends, fables and allegories. The last four are for the most part suited to older children only. Mr. St. John says that idealistic stories are sometimes considered im- suited to use in teaching morals because they are not literally true to fact. However, most fairy and folk tales, either modem or those of early origin, have this moral quality in that virtue is always re- warded and wrongdoing receives its punishment. In fairy tales retribution comes quickly, in contrast to a longer time elapsing in 14 STORY-TELLING IN THE BEGINNERS' CLASS realistic stories. Therefore a fairy tale may point a moral more effectively than a story drawn from real life. " Such stories need never mislead the children, for they are capable of realizing that a story may be fictitious without being false. If told with emphasis upon the inner meaning and with no insistence upon literal fact or correctness of detail, they will carry their messages more effectively than exact records of actual happenings of life. So the teacher may seek with confidence for valuable material among stories of this class." Realistic stories are drawn from history, biography, personal reminiscences and true stories of animal life. " Besides suggesting a principle, they indicate how it may receive specific application in life." — " Stories must not only be true, they must seem to be true. It is not the startling, but that which does not test credulity, that is impressive here." To narrow oiu" problem of story-telling for 'five-year-olds in the Beginners' class, material must be chosen, keeping in mind the experiences and problems of five-year-olds in. our group. The material for stories in this book has been successfully used with different groups of five-year-olds in the Sunday School. How shall we determine what Bible stories to include in our Begin- ners' course? Many people say that we may tell five-year-olds all the Bible stories to which they will listen. But surely we must know why the children listen before we can ascertain what the effect upon character will be, and this is as true of Bible stories as of other stories. Children enjoy all kinds of stories and will listen attentively some- times to stories that are beyond them — stories the meaning of which they cannot possibly take in until they are much older. The point is that we may be deceived when children listen to our stories. They are such accommodating little creatures that they want to please us. Moreover, they enjoy mere movement and "go," regard- less of meaning. This is especially true in Sunday School, where there is greater formality and therefore we may not as easily know what is going on in their little minds. Not long ago I heard of a little boy who is very fond of reading blXJRY-TELLING IN THE BEGINNERS' CLASS 15 to his younger sister at bedtime. This winter he has been reading the Book of Psabns night after night, beginning with the first Psahn. Both children said they did not understand very well what the Psahns mean. The reader said he liked the sound of the words. Lois, being somewhat younger, could have imderstood very little, but her devotion to her brother, and that alone, made her listen night after night to his reading. So we must not be deceived into thinking that, just because the pupils are listening to oiu" stories on Sunday, they are necessarily effective ones and are producing the desired fruitage. The definite aim. must be to choose for each Stmday a story that has a direct relation to the particular child-life problem with which we deal on that particular day. If we always follow this principle, we shall not hesitate to draw stories from many different sources. Most of the Bible was not written for Beginners, but for older people. It contains a few stories for children as yotmg as this. These stories will be foiuid in the present series. Other Bible stories are as in- teresting to Beginners. But the ones we Jaave included, taken in connection with their family experiences and the seasonal interest, will enter more vitally into, the five-year-old's efforts to be obedient, helpful and kind. If we postpone telling the other wonderful Bible stories until the child is a year or more older he will greet them with i(reater delight because they- come to him as something new and fresh. Experience has shown that one telling of a story on Sunday is not sufficient for the children to get it and make it their own. The repetition the second Sunday not only gives the children pleasure, but helps them to master the story we have felt it worth while to tell the first Sunday. The time intervening during the week gives the truth or ideal emphasized on Sunday a better opportunity to enter into the life of the children in different ways. The second Sunday you will get a reaction from them. They will be glad to tell how they "have been kind" or how they "have obeyed." Retelling the story will impress the truth still further. Professor Patty S. Hill says, " We would suggest fewer stories, more 16 STORY-TELLING IN THE BEGINNERS' CLASS closely related to and interpretative of child life and child problems, well told, and so frequently told that the child comes to possess them not only in the content, but in the literary form." Though the children's expression in retelling the story may be crude, it seems to me that there are times when it is worth while for the pupils to dramatize the stories, retell them verbally and illustrate' them with drawings, for only through these crude expres- sions can the child get control of the idea, and only so can we know just what impressions the children are getting, how to make them clear, and how to raise their ideas and ideals to a higher plane. (See " Handwork," page 28, and " Plajdng the Stories," page 20.) Some of the ethical values of stories depend upon: 1. The joy they afford the listener, which makes him open to the good influences embodied in the story. 2. The wholesome emotions they stimulate, the pleasure and pain which may enrich the child's life just in passing, without being unduly prolonged. 3. Their tendency to create attitudes of mind toward what is right and good as well as toward what is evil. 4. Broadening the sympathy by seeing in the stories other lives, different, yet like our own. 5. Specific activities promptly induced in the child whereby these attitudes are expressed, confirmed and wrought into habits. 6. . If we have chosen the story wisely and have told it well, there is every reason to believe that it will go home with the pupils, and there be retold to parents, brothers and sisters, and relived in thought and play during the week. SUGGESTIONS FOR STORY-TELLING 1. Be sure of your story, that it is good in itself, and suited to the needs and experience of yoiur particular group of children. " The story must include a beginning which stimulates interest, a succes- sion of events orderly and complete, a climax, the story's point, and an ending that is satisfying." 2. Kjiow your story well, and ordinarily tell it, do not read it. You can live your story better with the children if you tell it. It is not always necessary to memorize stories absolutely, but remeniber that the words and phrases may have been chosen, and the repetitions introduced, for specific ptirposes. 3. Take yoiir story seriously when you are telling it. Story- telling is an art and one must always enter into the spirit of it. There must be as deliberate control of each detail of a story as there is in a painting or a piece of sculpture. " A story is a work of art. Its greatest use to the child is in the everlasting appeal to beauty by which the soul of man is constantly pricked to new hungers, quickened to new perceptions, and so given desire to grow." 4. Tell your story simply, naturally and directly. Try to forget yourself. The images must be vivid in the mind of the story-teller and the language simple and well chosen. 5. Use direct discourse. Allowing the persons in the story, and even animals and plants, to speak for themselves gives reality to the situation, and makes the personality of the story-teller less intrusive. 6. Take time to tell your story. Never hurry. Children are weak in their control of language, so that they need to hear every word. To hurry through a story takes from the impressiveness of it. 7. If you make a mistake or forget part of your story, go on with it as though an error had not been made. 8. Do not moralize. If the story is suited to your children they will spontaneously draw their own conclusions and form their own moral judgments. 17 18 SUGGESTIONS FOR STORY-TELLING 9. Have the story groups small and have the children sit as close to you as is comfortable for them and for you. A group of twelve or fifteen is large enough for social effectiveness. A group of twenty to thirty is too large for adequate attention to be given to individual children. 10. Repetition of the moral keynote in the story is effective, for it gives the children pleasure, and it gives them a feeling of control. REFERENCE BOOKS ON STORY-TELLING AND STORIES TO TELL How TO Tell Stories to Children. Sara Cone Bryant. Stories to Tell to Children. Sara Cone Bryant. Best Stories to Tell to Children. Sara Cone Bryant. Stories and Story-Telling ijj Moral and Religious Educa- tion. Edward P. St. Jplin. ■ Story-Telling: Wha^'to Tell and How to Tell It. Edna Lyman. , \ Telling Bible Stories.. Louise Seymour Houghton. Stories and Story-Tell-j;ng. Angela M. Keyes. Golden Windows. Laura E. Richards. The Silver Crown. Laura E. Richards. The Story Garden. Maud Lindsay. Mother Stories. Maud Lindsay. More Mother Stories. Maud Lindsay. Tell Me a True Story. Mary Stewart. Once Upon a Time Tales. Mary Stewart. The Castle of Zion. George Hodges. When the King Came. George Hodges. Child's Christ Tales. Andrea Hofer Proudfoot. All about Johnnie Jones. Caroline VerhoefE. For the Children's Hour. Carolyii S. Bailey and Clara M. Lewis. Andersen's Fairy Tales. Mrs. Turpin. Little Folk's Christmas Stories and Plays, Ada M. Skinner. SUGGESTIONS FOR STORY-TELLING 19 The Children's Book of Thanksgiving Stories. Asa D. Dick- inson. The Children's Book of Christmas Stories. Dickinson & Skinner. Manual of Stories. William B. Forbush. American Institute of Child Life, Philadelphia. The Story Hour. K. D. Wiggin. In the Child's World. EmiUe Poulsson. The Emerald Story Book. Ada M. Skinner and Eleanor L. Skinner. Children's Stories and How to Tell Them. Esenwein and Stockard. PLAYING THE STORIES Little children constantly play the stories that have been told to them; they even originate and play stories of their own. The Sunday-school experiences are very frequently taken home and relived by " playiag Sunday School," or the story is dramatized at home. Try to find out from the parents just how the plays have been worked out. You will then know in part what the story or the Stmday School means to these children. The way may easily be opened for such free self-expression during the Sunday sessions. " Dramatizing a story involves nothing for- mal, nothing cut-and-dried, nothing theatric, no training at all, but only a naive outward expression of the main points of the story as the children understand and feel it." _ Aij .JBejcperienced teacher may easily use this method by following :iW.. ' j^i directions given below; the children will do the rest. Any attempts the children make to dramatize stories or verses on Sunday will be spontaneous, never planned for except as they want to play them again to play them better or as suggestions are made by teacher or children to this end. Experience has shown that it is not well to have any dramatization when there are visitors in the room. The children must be perfectly free from self-consciousness when they are playing, and this will not be possible when they are being observed by strangers or even by members of their families. We put up a " no visitors " sign when we wish to be alone for any special purpose. Only a few suggestions can be given here, but others will be in- cluded in the lessons, and teachers and children can work out many more for themselves. Early in the year, when we are talking about our families, the children enjoy playing family, as has been suggested in the first lessons. One child is chosen for the father, another for the mother, and a brother, sister and baby are usually necessary to complete 20 PLAYING THE STORIES 21 the family. Sometimes the family just stands up in the circle in a row, and as we sing oxor " Family Song " (see " First Year Music," HolUs Dann), each member of the family in turn bows to us. On one occasion the mother in the family said, " Let's play we live over on the other side of the room and get ready to go to church." She was a very energetic little mother and a very dramatic little person. She quicldy went through the motions of getting her chil- dren washed, dressed, then gave them their breakfast, so that when we in the circle played we were ringing the church bells, the family was ready to start for church. There may be two or three families at a time, if each member plays his part well and there is no confusion. Unless the play is carried on properly, it should be stopped immedi- ately. Other ideas for family plays may be worked out by the children. Playing shepherd and sheep is another suggestion that comes when we have had the story of the shepherd. One chUd is chosen for a shepherd and he chooses his sheep. The circle of children may be the sheepfold, and the shepherd and his sheep star* "•'+ tlirough the gate. Before the play begins we talk about wht 'j'jo jo; ■■ jrd must do and what sheep must do. A shepherd must '^' ft 'ti^'iis sheep and take them to safe places and green pastures and -cr there is water. The sheep must " listen and obey, following who' he leads the way." The shepherd will take them perhaps to a watering trough (a child holding his hands clasped before him for the enclosure), or they may all go and lie down under trees (other children standing with arms outstretched for branches). Then at night they all come back to the sheepfold. This play will take only a very few minutes, and many children of the group may participate in it. Again, in the fall when the birds are flying south the children may play that they are flying off toward the south. This may be done to music. For the spring the making of a garden of children is an exercise that may be used for the rest time. We dig imaginary holes inside the circle; then the children who are chosen to be seeds are nut in the holes and carefully covered with imaginary earth 22 PLAYING THE STORIES and watered by raindrops (children in the circle reaching high above their heads, then letting their fingers come dancing down to the floor and making a pattering sound). We have soft music which sotmds like pattering raindrops. Slowly the plants grow and flowers open. Sometimes we just enjoy them in the garden, and again we pretend to pick them to give away. Another story that may be dramatized is a story of a father and mother bird and the Httle ones in a nest made for them by the parent birds. The story of " How Twelve Ducklings Learned to Hide " (see lessons XX, XXI) is another that the children ask to play. This story has been played over and over at home. In one small family father and mother have to help out by being ducks. " The Selfish Giant " (see lesson XXVI I) may be dramatized easily. Children at this age care very little for things to use as setting or properties. Anything and sometimes everything may be imaginary, or whatever is at hand may be used with satisfaction. Always let the suggestion as to how these stories shall be played come from the children. They will think of ways and means that will not occur to you, though at times they will need and gladly accept a ^Suggestion from you. The plays will be short and crude; they necessarily must be. But each child must do his part as well as he can. Otherwise he must go back to the circle and some one else be chosen in his place. One more suggestion may be given in regard to dramatizing the stories told from Sunday to Sunday. Never let the children try to play a story until they know it well, and do not include too many children at a time, or hopeless confusion may result. Not all the stories we tell lend themselves easily to dramatization. Some are to be carefully avoided; for example, the birth of Christ. Nor have we always time for dramatizations. But we may well make a place on our program for this form of expression, for by living the story in action as well as in thought the child is mak- ing not only the story, but the ideal or truth it contains, more a part of himself. TEACHING BEGINNERS TO PRAY Some of our children come to us from homes where prayer is a nattural and habitual part of the daily life, being participated in and discussed quite natturally by all members of the family; but other pupils in the Beginners' Department come from homes where prayer is never heard, perhaps never mentioned. Any ideas that these latter children have regarding prayer have been acquired from household servants, from other children or from people outside the home. Children from both kinds of families reflect their home experiences and the attitude of the father and mother toward prayer. In the Beginners' class, then, we have in the one case to develop a habit already started, but in the other case to start a habit that may en- counter varying degrees of indifference at home. Not long ago the mother of one of my pupils told me quite frankly that there was absolutely no religious interest in their family life, but she said, " My little girl is beginning to ask me questions, and I thought I'd better send her to your Sunday School to have them properly answered." Our problem is to take the children as they come to us on Sunday from whatever kind of homes and in the short hour a week to try to make prayer something more than the repetition of words we choose to teach them. We want to establish conscious fellowship between our pupils and the Heavenly Father, a relationship that will grow and strengthen as the pupils grow in experience and knowl- edge. Oar aim must be to help the children actually to worship, " to have the experience, not merely the form," and so to develop the habit of prayer. " Children so easily adopt a mechanical routine that our special object must be to make worship an inner attitude and experience at all stages of growth." It is through their knowledge of the love and care of earthly parents that we are able to bring to them the love and care of the 23 24 TEACHING BEGINNERS TO PRAY Heavenly Father. Dr. Coe says : " When God is presented as Father, it is, in my opinion, the parental instinct that chiefly responds. We love God by getting his point of view. In order to teach four-year- olds to trust the Heavenly Father, the Sunday School teacher of today is likely to use as material, among other things, the care of father and mother bird for their offspring. How does such material lead toward the desired result? Does the child-mind construe Divine Fatherhood analjrtically by means of an analogy with bird parenthood? Or does an induction from cases of parental care lead the heart up to Universal Fatherhood? Far different from either of them is the emotional logic of a four-year-old. Central to the process of his mind is the fact that he himself instinctively assum.es a parental attitude toward the helpless birdlings that have been brought to his attention. This helps him, by direct sympathy more than by analysis, to enter into the divine purposes. Without illegitimate stretching of terms, we may say that he ' learns by doing,' he learns to love the Father by nascently performing fatherly functions." And so it is through the love and care bestowed by earthly parents and through the children's natural desire in their turn to help and protect what is more helpless than themselves that we may bring to them the love and care of the Heavenly Father. Mrs. M-umford says: "Until the child loves, he is not ready himself to pray. For prayer is not merely asking for things, even though that asking is for help in his efforts to be good, and for God's blessing upon those he loves. Prayer is communion with an unseen Father, and when the child prays, that which matters most is his attitude towards God, and not the form of his petition." It is natural for children to respond to the idea of a Heavenly Father, whom they cannot see, no matter what the home training has been. If the home training has been a normal and wholesome one the pupil responds more readily, perhaps, but in any case you must take the children as they come, loiow their respective needs, and meet them just where they are. On the first Stmday, after the informal conversation and offering. TEACHING BEGINNERS TO PRAY 25 the greeting and hymn will be sung. The hymn, perhaps, will speak of the things oiir Father sends us. You will ask what Father it is who gives " all things bright and beautiful." Let the children tell of many things He has given us. You may find a child who thinks it is his own father. Never take anything for granted with five- year-olds. The teacher's part is to help the children to understand. That she cannot do by talking to them. There must be plenty of opportunity for the pupils to express their ideas, crude though they may be. Then on this first Sunday ask the pupils if they would now like to say " thank you" to the Heavenly Father for all the beautiful things He has made and given to us. The pupils will imitate the teacher's attitude of reverence and will stand and fold their hands as she does. " And now before my prayer is said I'll close my eyes and bow my head," repeated by the teacher, helps to have all eyes closed and heads bowed. A short prayer may then be repeated. If the prayer is a short one and expressed in a childlike, natural form the children will easily follow it and will quickly learn it. "Father of all in heaven above," which is given in full in the first lesson, fulfils these requirements. Another Sunday I should introduce the subject of prayer again and find out how many of the children pray at home. In our group this year I found that all the children said a prayer at home each night, and all but one child insisted that night was the only time you could pray. After a little more questioning one child said, " But you don't have to always pray in New York, you can pray in the country at night"; some one said, "And you can pray on a boat, because I have," and another, "And when you are riding on a train" — but always at night. I then asked them if the Heavenly Father is glad to have us talk to Him. They all agreed that He is. Then why can't we pray any time in the day? I dropped the subject, 26 TEACHING BEGINNERS TO PRAY and told them all to think about it dtiring the week, first telling them of a little girl I knew who said " Thank you " to God before each meal. After talking about prayer several Simdays we came to the con- clusion that God is glad to have us talk to Him at any time. These little pupils had been taught to pray at night, but the idea that they might pray at any other time had never before been suggested to them. A few Sundays after these discussions the question came up of pra3dng for help when we had something very hard to do, and Francis said "And you don't have to wait till night to pray, you can pray at school or when you are playing or anywhere." We have taught our groups of Beginners the Lord's Prayer, so that they may have a part in the service of worship when they go to chapel with the whole school. The Lord's Prayer may have sig- nificance for children as soon as they have had the experience of "father "and of "bread." After the middle of the year I begin to suggest that we try to make a prayer of our own. The suggestion does not always meet with a response the first Sunday or the second. I never press it, but drop the subject, telling each child to think during the week of something he would, like to say to the Heavenly Father. One Sunday after a lapse of several weeks every child said he had something he would like to say to God, and each in turn told what it was. The suggestions thus received were woven into the following composite class prayer, which was used during the remainder of the year: "Heavenly Father, we thank Thee for the springtime, that brings the warm stmshine and the rain, the green grass, flowers and birds. We thank Thee for watching over us. Help us to be kind, and to share with oiu- friends everywhere the good things that Thou hast given to us." Amen. Another time the prayer was simply " Heavenly Father, we thank Thee for the springtime, for the birds, flowers and green grass. Help us to be good children." Amen. Our aim, then, in teaching the pupils in our care to pray, is to help them to have a real feeling of TEACHING BEGINNERS TO PRAY 27 fellowship. Let the ideas be crude, as they may be at first, and crudely expressed. They will now, as later on, express trust and happiness, gratitude, loyalty to God's purpose and repentance for wrongdoing. Since a little child lives in a world of realities, what he wants he wants so very much, therefore asking God for some private benefit or toy may come to be a spiritual thing with him. He is taking his request to the highest court of appeals. The child, however, should be taught to petition wisely in the spirit that Jesus showed when he said, "Thy will, not mine, be done." The thought of the children in our classes has been directed to- ward the expressing of thankfulness and aspiration in their prayers. And so we may lead our pupils by developing in their minds the thought of how much the Heavenly Father has already done for us, and how glad He is to have us share with others. Let us, then, help the children to have the right attitude in prayer, let them express what they want to say in as intimate a way as they like at first. We can later on help to more dignity of form. In conclusion, I want to say that we have found it necessary to ask visitors not to enter our room during the service of worship. They may come in before the opening of the session, but not dtiring the first twenty minutes. We have sometimes had a notice outside the door. If there are ushers we ask them not to bring visitors during the opening exercises. It is impossible to have the service mean anything to the children or to us when people are coming in at that time. HANDWORK IN THE BEGINNERS' DEPARTMENT It is a question what kinds of handwork really need to be included in the Beginners' course program. Handwork is usually limited by the short periods of time which may be used for work at the tables. A lack of money to provide the more expensive materials, such as the blocks, clay, other materials for constructive work, as well as painting materials, all commonly used in the week-day kinder- garten, is another consideration. But after all, are these more expensive things necessary or im- portant ? It seems to us that it is better not to use them in the Sunday classes. Free drawing, with colored crayons; mounting pictures which illustrate the lessons and are taken home by J;he pupils; mounting pictures brought by teacher and children and sent to a children's hospital; free cutting and mounting, or cutting from simple outh'nes; making Christmas or Easter cards to send to parents or friends, and possibly making very simple flower baskets of paper and filling them with flowers to send to other children or friends who are ill — are suggestions for handwork which it seems to me may be done by the children with profit. These kinds of handwork may be used during short periods with good results, and the expense in providing the materials will not be great. Lists of materials are given under " Materials for Pupils " and "Teachers' Equipment and Materials." (Page 34). These kinds of handwork may be done during the short periods of time allotted, not m.ore than fifteen or twenty minutes, and this will include allowing the children to pass the materials and to put them away. The children may get results that to them are satis- factory, and results that are worth while from the teacher's point of view; whereas in using blocks, paints and clay much more time 28 HANDWORK IN THE BEGINNERS' DEPARTMENT 29 will be needed and the results will not justify their use nor carry out our plan as well as the simpler ones. All children are charmed to have crayons and drawing paper given to them, and at the five-year-old period they are quite wiUing to attempt to draw anything. It makes no difference what may be asked of them. When they know a story well enough, they are delighted to try to tell it with the crayons, or make " pictures of the stories." Even if crude, these drawings are often very interesting and suggestive. By allowing the children to illustrate the stories we find out what stands out to them as most important. Give them perfect freedom in their drawing, only as far as possible hold them to what they plan in the first place to draw. If there is time, let the children criticize one another's drawings when they go to the story circle. Each one may tell which part of the story he has drawn, and after a time they will be able to tell which children have told the story best. At first each is concerned only with his own picture. The first results may not seem to be worth while, but if drawing is practiced once or twice a month, great improvement during the year will be noticed. Ftirther suggestions will be given in connection with the lesson plans. The mounting of pictures should be done as well as possible, the children always being encouraged to do neat and careful work. As a rule, only the comers of pictures need paste to hold them securely to the mounts. Be sure that the children use blotters to keep the mounts from getting soiled. The pictures we have mounted to send to a children's hospital have usually been brought by the pupils. An appeal to the mothers helps to have attractive pictures brought, and the children them- selves make good selections when told to be sure to bring pictures they woxild enjoy looking ct. Pictures may be gathered from various sources. Attractive ones may be cut from magazines, or colored post cards may be used. Colored scrap pictures may be pur- chased. Also Perry or Cosmos pictures may be motmted. Last 30 HANDWORK IN THE BEGINNERS' DEPARTMENT year. in our group we talked the matter over with the children, and from Sunday to Sunday they brought pictures. Maiiy of them were charming. Most of them could be used. And in most cases they had been selected by the children themselves. There were picttires of animals, birds, flowers and groups of children. A few children had cut out paper dolls to bring. In homes where the chil- dren do not have access to pictures, the teacher will have to provide them. We have found that our picttires were more acceptable at the hospital if mounted on separate leaves rather than tied to- gether, because weak little hands can more easily hold them. If many of the children are not in week-day kindergarten where they are making Christmas or Easter cards for parents, the making of these cards in Sunday School may be planned by the teacher. For instance, one Sunday the children may spend the handwork period making these cards. A simple way to make a card would be to give each child a piece of drawing paper about 4" x 6". Let them draw pictures. For a Christmas card a Christmas tree might be drawn, or let them think what they want to put on the card. For an Easter card they might draw pictures of flowers. Several trials may be necessary before they have satisfactory drawings. These may be mounted on brown, green or gray mounts; or Perry or Cosmos pictures may be mounted as gifts for parents. Free cutting (simply giving the child paper and scissors and no outline) is more difficult for five-year-olds and in some groups would not be worth while in the short time. But the teacher may draw an outline and, if it is a simple one, the children may cut out the object themselves. Groups of five-year-olds differ widely in ex- perience and in muscular control. Further suggestions will be foimd in connection with lesson plans. Many other ideas for handwork with these materials may be worked out. Let the pupils always be responsible for passing of materials and, if possible, for putting them away in a closet or cabinet. One child may be selected each Sunday to see that each thing has been put in its proper place. THE ROOM AND ITS EQUIPMENT The sunniest, most airy, clean and attractive room in the church school should be reserved for the yoimgest group of children. And the room should in size be in proportion to the size of the group of children. There are naany reasons for this. ChUdren at this period are particularly susceptible to influences and environment. Also they are very susceptible to diseases, com- monly called " children's diseases," the results of which, as we know, are often serious at their age. The danger of passing on and con- tracting colds and other ills can be lessened, if the room is well- lighted and ventilated, warm, dry and clean. Too often the youngest pupils are tucked off in a small, dark comer. The danger of eye- strain in connection with any handwork done in a poor light is an additional point to be remembered. First of all kindergarten chairs, preferably the saddle seat chairs sold by Milton Bradley Co., should be obtained. These should be in two or three heights to fit the different children. Chairs ten, twelve and fourteen inches high would be needed for Beginners. Plain kindergarten tables, (not ruled in squares), also to be obtained from Milton Bradley Co., should be used, and a small table for the teacher. A piano, too, is almost a necessity, for instrumental music, songs and rhjrthms. A small three-part , screen (each part about l|'x4j'), covered with brown or green burlap, is very useful. It affords a con- venient place on which to hang the pictures that are used every Simday, and it may be moved near the group of children. A cabinet for the materials to be used, such as pictures, paste and paste dishes, crayons, drawing paper, mounts and nature materials, is another necessity. A few good pictures for the wall are most desirable. They should be chosen with the idea of their appealing to the children's in- terests and appreciation. Suggested subjects are, " Feeding Her 31 32 THE ROOM AND ITS EQUIPMENT Birds," Millet; " Holy Night," Correggio; " Christ Blessing Little Children," Plockhorst. These may be obtained from Cosmos Company, New York City, in large sizes. Plain, dark wood frames are usually most effective; black frames for the pictures of gray. and dark brown for those of sepia. Provision must be made for a place where the pupils may hang their wraps. Confusion will be avoided before and after the session if the wraps can be left outside the classroom. A SUGGESTED PROGRAM This suggested program i,n outline form is included to show the order of exercises that in our experience has worked out most success- fully. The service of worship should always come first while the children are fresh. If the offering is taken care of first the chil- dren can more easily attend to the rest of the service. Otherwise, the money will be a disturbing element until it has been collected. The rest period may be changed from Sunday to Sunday, putting it where it is most needed. It may sometimes be better, too, to change the order of story and handwork periods. We have found it well to encourage the children's coming ten minutes early and letting them have that time for an informal visiting time before the class opens. SERVICE OF WORSHIP 1. Quiet Music (see page 53). 2. Offering (see page 53). Prayer: " Heavenly Father, bless our offering. We bring it all for thy children." Amen. 3. Greeting (see page 56). Song: " Good morning good morning. Good morning to you; Good morning, good morning. We're glad to see you." 4. Hymns (see page 56). One of these: " All Things Bright and Beautiful." " Sing a Song of Gladness." " Guard Thy Children, Lord, We Pray." " Little Lambs so White and Fair." 5. Prayer (see page 56). " Father of all in Heaven above, We children thank Thee for Thy love, /Our food, our homes and all we wear Tell of Thy loving care." Amen. 33 34 A SUGGESTED PROGRAM 6. Review of verses already learned, new verse or hymn (see page '64 or 72). 7. Conversation Period (see page 56). Review of story, or conversation about what the children have done dtiring the week, directed toward the applying of what was talked about the week before, and introducing a new topic. Dramatizing old story. Looking at new and old pictures. Rest exercises. 8. Table Period (see page 57). Either: Mounting picttu-es for book. Drawing. Free cutting. Other handwork. 9. Story Period (see page 58). 10. Dismissal (see page 60). Good-bye song. Prayer (sentence prayer by teacher). Letters to parents. Instrumental music while good-byes are said. MATERIALS FOR PUPILS The pupils' equipment, furnished by Charles Scribner's Sens, consists of sixteen art reproductions of photographs taken especially for this course; sixteen sheets of mounting paper 9x 12 inches for mounting the pictures; thirty-six sheets of drawing paper to be used by the pupils for drawing pictures, and crayons (Rubens' Crayola six "colors in a box). Optional pupils' material is suggested in connection with each lesson. The art reproductions of photographs provided for this course are: 1. STORY TIME. This picture shows a mother reading to her children. This particular situation was chosen because it represents one of ths, things that almost universally mothers do for their children, and cHldr.e" may be led to show their appreciation through seeing in another f anui. ' group a situation similar to one in their own home. A SUGGESTED PROGRAM 35 2. FEEDING THE SHEEP. This is a picture of a modern shepherd and a little boy feeding the sheep. The idea brought out in the picture is that weaker l&e constantly needs our care and protection and shows one way that children may help care for animals. 3. THANKS GIVING. This picture shows a small group of children giving thanks by packing a basket to send to a needy family. The idea that may be brought out here is that it is not enough to say " Thank you." We must do something to show our gratitude. 4. THE CHRISTMAS TREE. This picture shows a group of children in a Begiimers' Class decorating a tree which they have bought to send to the children in a Day Nursery. The picture represents one way that children may come to know the ioy of Christmas giving. 5. PRAYER. This picture of a little boy praying is a remarkable picture, and the spirit of reverence expressed cannot fail to make an impression on little children. 6. CHILD HELPING HIS MOTHER. In this picture a little boy is helping' his mother by carrying a tray of dishes from the lunch table. The idea of this picture is to suggest one of the little acts of service which even young children may render in the home. 7. NIGHT. The beauty and mystery of the night are represented by wind-blown poplars in the foreground and lights shining through the darkness in the distance. 8. A CHINESE FAMILY. This is a picture of a Chinese woman and her two children. The children are in native Chinese costume. This picture wiU. help to stimulate an interest in children of another country. 9. SHARING. The picture shows a little boy sharing his apples with his sister. The idea in this picture was purposely made very obvious for the children's appre- ciation. 10. SPRINGTIME. A blossoming apple tree, a meadow through which a stream runs, with a farm in the backgroimd bring a message of spring. 11. A CHURCH. The beauty and dignity of a little church in the country give very well to five-year-olds the church ide^. 36 A SUGGESTED PROGRAM 12. BIRDS. This picture suggests springtime and shows several birds that have lighted on feeds in a swampy place. This picture may be used to awaken an interest in the birds that come back in the spring. 13. CHILDREN PLAYING TOGETHER. This picture shows children at play in a sand box. Playing in the sand was chosen because it may involve a difficult situation. It is hard not to quarrel over the sand und there is always a temptation to throw sand. Little children will readily appreciate the difficulties. in- volved in playing together in a sand box. 14. AN ITALIAN FAMILY. This is a picture of an Italian mother and her four children taken in the doorway of their home. This picture will be used in connection with the lesson, the aim of which is to mterest the children in new comers to this country. 15. GARDENING. This picture shows two little boys digging in the garden with rake and hoe. WhUe children five years of age are too young to take responsibility in caring for a garden, they may be encouraged to plant seeds and help to care for them. 16. CHILD HELPING HERSELF. This picture of a little girl dressing herself shows a child, who, every morn- ing has struggled to put her clothes on and fasten buttons. It has been a very serious matter for her each day and the picture will be appreciated by other children who are learning to dress themselves. THE TEACHER'S EQUIPMENT AND MATERIALS A weekly letter to the parents of each child informs them as to the work of the class, and shows in specific detail how the home and the Sunday School can work together, each supplementing the other. These letters are furnished by Charles Scribner's Sons. In addition to the materials for pupils given above, each class should be provided with a large jar of paste, individual paste jars, individual paste brushes, and blotters to use when mounting pictures to keep the mounts from being soiled. These can be secured from any stationer. Individual pairs of small scissors for cutting and "olored and white cutting papers may be purchased in small packages A SUGGESTED PROGRAM 37 at a shop where kindergarten supplies are sold or in large sheets at any stationery store. Large pictures to be used by the teacher for illustration of the talk and story each Sunday may be obtained and mounted if the teacher is constantly on the lookout for them. By selecting pictures fr6m The Westminster, The Berean, The Augsberg, and The Key- stone Beginner's Series, and by collecting pictures from other sources, such as magazines, old books, and odd pictures, the teacher will soon find that she has a good collection. A collection can be made of nature and other illustrative m.aterials such as birds' nests, cocoons, seeds, bulbs, and objects of different kinds. For example, objects in common use in the foreign covuitry talked about. AIM OF THE COURSE To guide the pupil's thought, feeling, and conduct in his im- mediate human relations in the family, at school, at play and else- where; emphasizing most of all ideal relationships in the family life, so that he will begin to reaUze himself as a member of God's family. Changes in conduct and character hoped for are : More kindness in thought and action. Gratitude expressing itself in love and service for others. Obedience. Sharing — unselfishness. Helpfulness and happiness. Truthfulness. Bravery — courage. Loving and giving. Learning to play with other children. Reverence. Self-control. Responsibility in caring for self and in helping others. Habits of prayer. TOPICS FOR THE YEAR SEASONAL ARRANGEMENT October, November, December 1 Introductory Lesson. 2 Learning to be Kind. 3 God's Care. 4 God's Care. 5 How Children May Care for Others. 6 How Children May Care for Others. 7-9 Thanksgiving Lessons. 10^13 Christmas Lessons. 38 TOPICS FOR THE YEAR 39 January, February, March* 14 Jesus' Boyhood. 15 Jesus' Boyhood. 16 Jesus Blessing Little Children. 17 Jesus Blessing Little Children. 18 The Gift of Day and Night. 19 The Gift of Day and Night. 20 Learning to Obey. 21. Learning to Obey. 22 Helpfulness and Happiness. 23 Helpfulness and Happiness. 24 Little Friends Far Away. 25 Little Friends Far Away. 26 Review. *April, May, June 27 Learning to Share. 28 Learning to Share. 29 Easter Lesson.* 30 Easter Lesson.* 31 Gardens, Their Need of Care. 32 Gardens, Their Need of Care. 33 Birds, Their Need of Care. 34 Birds, Their Need of Care. 35 Jesus the Good Shepherd. 36 Jesus the Good Shepherd. 37 Learning to Be Truthful. 38 Learning to Be Truthful. 39 Review. July, August, September 40 Learning to Be Brave. 41 Learning to Be Brave. * When Easter is in March the Easter Lesson should be used at the appro- priate time. 40 TOPICS FOR THE YEAR 42 Learning to Play With Other Children. 43 Learning to Play With Qther Children. 44 Other Little Friends. 45 Other Little Friends. 46 Learning Self-Control. 47 Learning Self-Control. 48 Another Lesson on Kindness. 49 Another Lesson on Kindness. 50 On Learning to Take Care of Yourself. 51 On Learning to Take Care of Yourself. 52 Review. Good Morning Song m -* 1— i 41 tF^E^si^i r r PB Good mom - ing, good morn - ing, Good mom ing /5 /5 fS'- to 4I -IS'- -?- I=i p-i :t: :^= -A- iH f= -*^ir you ! Good morn - ing, good mom-ing, Oh, how do you (2 — m -s- -T do? ^ From " First Year Music," Copyright, 1914, by Hollis Dann. Used by permission of American Book Company, publishers. M. E. R. Good Morning Song i^^ ^ ^= r:. b. g. X-- Oh, how do you do? We're glad to S^-i rX- 4: ri i^!^ ESE f- fe^==!= i !^ ^ -x- X ^; you ! Good mom - ing, good mom - ing, good mom - ing ! I I . I I . I i^: 3.= ^^^1 g r- Copyright, 1917, by Charle* Scribner's Soos. 12 Let the Merry Sunshine in * ^^^^^^^T^^^^ r Let the meny sunshine in, r r * Let the merry sunshine in. ^^^^^^ ii^ f E-^ ^^^^M w=r- =4=ii= -0g—0-» — ^ ^# il^ r 7"- • - O-pen all the windows, o-pen all the doors. Let the merry sunshine in- J_J_i_J r=F 1-- ± '^- r I [Author unknown] I Sing a Song of Seasons ^E^E^: i^^ ■4-3 r- r r Sing a song of sea - sons. Something bright in all, J^ iiifelEe -F»-4 r i ?^i^ s T -«- Flow-ers in the Spring - time, Fires r ^ in the Fall. Si i^ -n / 1 From the ' Copyriifht, ' Song Primer," by Alys Beiitlcy, X907, by A. S, Barnes & O). Sing a song of gladness, little children sing, 'Tis our Father sendeth ev*ry pleasant thing. [Author unknown] 43 God's Work Mrs. C. P. Alexander Reverently m fefe EiJE fSf^ It= ^ P=P= 1. All things bright and beau - ti - ful, All things great and 2. Each lit-tle flower that o pens, Each lit-tle bird that 3. He gave us eyes to see them, And lips that we might ^ ^=j=^ i J r 9i*B=» <-| 1- ^ i^^E =t small, All things wise and won-der- ful. Our Fa- ther made them all. sings, He made their glowing col - ors. He made their ti - ny wings. tell How good is God our Fa - ther, Who do - eth all things well. ^^ ^ i^^m ^ -* — 1^ S=^^ r tf — :;r^ m 4J. E5 ^ From "Song- Stories for the Kindergfarten," by Mildred J. and Patty S. HiU. By pexmisstou of Clayton F. Summy Co., owners of the copyright. 44 Cradle Hymn Martin Luther ;^ S -Az 1. A - way in a man-ger, No crib for a bed, The lit - tie Lord 2. The cat-tie are low-ing, The ba-by a - wakes; But lit - tie Lord ite ^^ -}=y E n ni 17 i g r s Ffe^g=?=i= -1/ — "- Je - sus Laid down his sweet head. The stars in the heav-en Looked Je - sus, No cry - ing he makes. I love thee, Lord Je -sus, Look ^M J i iaSE i ^-- -^ ^^ EE 11 :^g =t= rf— zzt $ }& down where he lay, The lit - tie Lord Je - sus a-sleep on the hay. down from the sky, And stay by my cra-dle Till morning is nigh. 3 m m egg i lA i :^ -J. 1 f^ r Tranquilly i ^ God's Love Arr. from Mozart 3ri ^E£ -i — i- it± 0-^-^»-g- God our Fa-ther made the night, Made the moon and stars so bright, God our Fa-ther made the skies. Bees and birds and but-ter-flies. SE ^^ P^Es^ ^ ::i=^:=r- ii^^pE=?E±|E^^ :^==t =?=ei =^k ti=t JI ^-f-^ 1: qnzs: Si All the clouds far, far a-way. The shin-ing sun and Tiny flow'rs and trees that wave: These lovely gifts our gold-en Father day. gave. J-J- -I ^- .t?= -li — S -•— j- r J ^ :§; t tefe it=t: li-J — «- t=t Tf T From " Son^ Stories for the Kindergarten," by Mildred J. and Patty S. Hill. Hy permission of Clayton F. Summy Co., owners ot the copyright. 46 Reverently Nature's Easter Story M ^ IE ^ ii=7ji The seeds and flow'rs are sleep - ing sound, Till East - er time, Till fti±Z3I ^EE 3^ i^ -r-^ ISe J* J=q= Ilt=3i fep; W ^ East - er time ; And then they rise a - bove the ground. At hap - py East - er *» w^m iE=t- ^■ m-j -j-^ . -i=t- a=i ^ EEi *=i=^ j — • f ,• ^ - S— al- r f :k^|c e£ i M: i f==!E: P — »^- :t=:C=f time; And then they rise a-bove the ground, At happy Eas-ter time.- i tf I 1 ^- P=^^ :»=g: 3^^ -^- ^ m l^rDiii ■' Soiiif Stories f'lr ilie Kindergarten, " hy Mildred J. and Patty S. Hill. ,- |.criiiJssion of Llayton 1-. Sinniny Co., owners ot the copyright. Guard Thy Children W^^^r -i- — • — --i- — '-p-^*- Guard thy chil - dren, Lord, we pray, ^^^ A^^A r Thro' the long hours , i ^ =t=t --r=r T i ^ =i s -"¥ -b^-- of the day, While we work and while \vc ^. m ^Fl =q= -f- P-ay. L3E I ir-j Melody from " The Eleanor Smith Music Course, Book One," Copyright, 1908, by Ele.-•• F==?^ -h-l— ^-1— I— I- I Wr ■0- -0- 11^ N .itH= --f ^JS ■» — 0-0-0-0- wu a -!• — S- :t=i= =t-K ^^^ ^= :p=^z E^ :.=^= ^J. 1^ 3 3 e4 tee fctf±* ^ ±1: =fe^= :j^^^ f=5f==l^ :tS ^ -p^ S^iiN er Ifet ^Mtir -h-h-hn- u -b-r-t- ^-- iiE*; ■tU" n- 1=J: -I 0- *=r 1=1: f— «- m 51 / ^Si March from Aida ^- ^ f rr p 1=1 *hk • — ^~ — I — I- ^ rr^ V r 9-#U^= ^^ /? ^ > > > i=r=^-^ "ITT I feife^ ^3?^^ =* — I — — \- ^ |S M T-J' ^ =N: I* -•-• •I-— 3^ M: T^i^^.^ ^ r 6^ Rain Fitter Patters Duttca i ^^— j- y~^^! lEi^ ^ -q- iiiEi ^ felS^ «*; 3?=ft: £3^ to/ ltd Copyriifht by G. Schinner, Inc. Used by permission. LESSON I INTRODUCTORY LESSON Aim: To become acquainted with the children; to make th^^m feel at home in the room with the teacher and with one another, and to begin to link home and school together. A SUGGESTED PROGRAM IN FULL Service op Worship The few minutes while the children are gathering, before the time for opening the class hour, may be used for infonnal conversation between children and teachers about their interests and the happen- ings of the past week. Also the children may at this time assist in getting out any materials (pictiures, crayons, papers, etc.) that are to be used dioring the hour. Try always to be prompt in beginning, from the first impressing upon the children that their tardiness disturbs the rest of the group, and make the point with both mothers and children that they are to come on time every Stinday, so as not to miss any part of the service. Quiet Music. A few bars of music on the piano will announce to the children that it is time to stop talking and listen. Experience has shown that this is the best way to secure attention. Have the music simple, well chosen and short, and played quietly but with reserve force. Use only the very best and have it as well played as possible. Later on this time may be used to have the children listen to the music of a new hymn. A list of selections appropriate for quiet music will be found on page 9. Offering. The first thing that the teacher will observe will be that the children sitting in front of her are tightly clasping coins, or 53 54 INTRODUCTORY LESSON are playing with them and dropping them on the floor. On asking why the money has been brought she will get a number of answers, such as: "I don't know," " Father gave it to me," " To put in a basket," and probably a more sophisticated child will say: " To send to the heathen." Upon the teacher's inquiring who the heathen are, the answer will be, " They are poor children," or " People who live far away." The money has been brought by the children, and it is most im- portant that they know right away why it has been sent from home and where it is going. On this first Simday there has thus come an opporttmity for training in service. Never merely tell the chil- dren that they are " making a gift to God." " The cattle on a thousand hills are His," why should he need a few pennies? In our Beginners' Department recently, where the children had been sending money to a day nursery, a little girl came into the class several Sundays after the school had opened in the fall. She had a nickel tightly held in one little fist. On being questioned she only knew that her mother had given it to her, but had no idea why, or what she was to do with it. The other children in the group also had their money, and they were more than willing to explain to Jean in detail just where they had decided to send it. But the teacher said, " Jean doesn't know what a day n-ursery is, or why there are babies there. ' ' So the full explanation, given by the children themselves, followed. They explained to Jean that there are families where the fathers have died or are ill. Mothers must go away from home each day to earn money to buy food and clothing. And so there is a place in Street where there is a nursery, and there the mothers may safely leave the babies with nurses to take care of them. " And my mother goes there and sends money," Alan interposed. " And so does mine," said Margaret, " and we can help those mothers by sending money to buy milk for the babies' luncheons." With the children in this group the responsibility had come to be a very real one, and the interest in it never flagged. Each Sunday throughout the year be sure that the pupils know why they bring money and where it is to be sent. If possible let INTRODUCTORY LESSON 55 the children themselves decide where they shall send the offering, after suggestions of possibilities within their experience and interest have been made. The decision need not be made the first Stmday. Tell the children to think about it. Let the object be something within their understanding and experience, even if their gift does not always go to the object for which the remainder of the school is giving. If interest in service is to be continued through life it must be very real and vital from the beginning. Suggested objects are: To buy milk for a day ntirsery; flowers or food for children in a hospital; clothing, food, or toys for children in needy homes, etc. Every community offers opportunity for the service of even very little children. More will be said later of reach- ing out to include within the children's Christian service those who are farther away. On the very first Sunday, after the preliminary discussion, when perhaps you have asked the question as to what they would Uke to do with the money, and told them to think about it until next week, have a child pass the basket or box. Never pass it yotirself even to save time. In the school on Sunday, as at all other times, never do for the children the things they can and should do for themselves. Have the children stand while the basket or box is being passed. When the offering has been gathered let the child who has passed the basket hold it, standing in his place in the circle, while an offering prayer is repeated, such as : " Heavenly Father, bless our offering, We bring it all for Thy children." Amen. The money may then be counted and the amount put on the class record, if the children are able to help to count it, or the teacher may count it herself if she thinks best. On the first few Sundays the children will be interested in counting to see how many children there are in the class and in learning their names. At this time a point can be made of coming every Stmday and of trying always to be on time. 56 INTRODUCTORY LESSON Then should follow a song of greeting. Any one of the fol- lowing may be used: A " good morning " or " good afternoon " song. See page 41. "Good Morning to You." Song Stories for the Kinder- garten. Patty S. & M. J. Hill. Hymn. "All Things Bright and Beautiful." " Guard Thy Children." " Sing a Song of Gladness." Use only one hymn; and see page 10 for method of teaching hymns. If " All Things Bright and Beautifiil " is used, repeat the words: " All things bright and beautiful, All things great and small. All things wise and wonderful. Our Father made them all." Be sure to ask the children which father is meant. Occasionally a child is found who confuses his own father with God. Let the children tell of the " bright and beautiful " things the Heavenly Father has made, and ask whether they would like to thank Him for all the things He has given to us. Then say : " And new, before my prayer is said, I'll close my eyes and bow my head." Prayer. " Father of all, in Heaven above, We children thank Thee for Thy love. Our food, our homes, and all we wear Tell of Thy loving care." Amen. The children will respond to, and imitate, your own attitude of reverence as you repeat the words of the prayer. Conversation Period. An informal talk may now follow about the children's homes, and who live there. Ask what wakened them, who helped them to get ready for Sunday School. Find out whether they can help themselves. Suggest that they do. Bring out the INTRODUCTORY LESSON 57 idea that in each home there is a family, large or small, and as far as possible let the children talk about their own families and members of the household, including the employed helpers. Rest Period. Use a finger play in this way: Everybody hold up one hand and with the first finger of the other hand point to the members of the finger family. ^^"^ "This is the mother (the thumb), This is the father (the first finger), This is the brother tall (middle finger), This is the sister (the third finger) , This is the baby (the fourth or little finger). Oh, how we love them all." Or have five children represent a family, letting the children choose uhe father, mother, sister, brother and baby. The teacher must keep herself free from self-consciousness and that will prevent self- consciousness on the part of the children. If the family (the five children) would like to take a walk, or walk to church or Sunday School, let some one ring an imaginary church bell. If there is any dramatization (see page 20) let it be spontane- ous, afld necessarily it will be short. When the children are all seated again ask what the mothers in our families do for us. You will get a few answers, but close the talk with the question, " What do our mothers do for us?" asking the children to think about it and tell you next time. Table Period. Suggest drawing houses, homes or members of family. (Let the children pass materials, one box of crayons, one sheet of paper to each child, and be responsible for putting them away when they have finished. See page 28 for suggestions as to children's drawings and their purpose and part in the plan.) If there is time, take a few minutes while the children are still at the tables to let them hold up their drawings to enjoy and perhaps to criticize them a little. 58 INTRODUCTORY LESSON THE STORY FOR LESSSON I Story Time. Tell the following story, showing how kindness and gentleness help to make happy lives and homes. *The Little White Dove There was once upon a time a white dove that lived next door to a growly, grizzly bear. The dove had a voice as sweet as music, but the bear had a terrible growl. He was always snarling and growling and quarreling, till the white dove said: " I cannot stand it any longer. I must find a new home." So early the next morning she started out to find the new home. First she went to the creek and dipped her wings in the shining water till they were as white as snow. Then away she flew over the hills and the valley. " Coo, coo! I should like to Uvewith a good child," she said as she flew. By and by she came to a small white house by the road- side, and there on the doorstep sat a little girl who looked so much like a good child that the dove lighted on a tree by the gate and called with her voice as sweet as music, " Coo, coo! May I come in? Coo, coo! May I come in?" But the little girl did not hear, for just then her mother called from the kitchen: " Little girl, come here! I want you to rock the baby to sleep." And before the dove had time to call again the little girl began to cry as loudly as she could: " Boo-hoo! I don't want to come in! Boo-hoo! Boo-hoo!" " Coo, coo," called the white dove. But it did no good, so she spread her wings and flew away. " I should rather live next door to a growly, grizzly bear," she said to herself, " than in the house with a child who cries like that." On and on she flew, over the tree tops and roofs till she reached a big house that had a great many doors and windows. The windows * " The Little White Dove " from " More Mother Stories " by Maud Lind- say, by permission of the author. INTRODUCTORY LESSON 59 were open and, looking in, the white dove saw half a dozen boys and girls playing together. Oh! What a noise there was! The baby had waked up long before he was through with his nap, and he was crying about it, and the nurse was singing to him, and all the rest were running and jumping and screaming, till altogether there was such a din that the white dove could not make herself heard, although she called many times. At last, however, somebody spied her, and then what a terrible time she had! Every child in the room began to push and scramble to get her. " She's mine!" " She's mine!" " I saw her first!" " You didn't!" " I did!" they cried, all talking at once, till the white dove spread her wings and flew away. " It would be almost as bad as living next door to a growly, grizzly bear to live in the house with children like that," she said as she flew awav. Her v/imgs were weary and she began to think she would have to turn bai, when she heard a sound as sweet as her own voice. It came from a brown house near by, and the white dove made haste to the door to fitnd out what the sound was. When she put her head in at the door she saw a little girl rocking her baby brother to sleep in his cradle; and it was this little girl who had the voice Hke music. As she rocked the cradle she sang: " All the pretty little horses, White and gray, black and bay; All the pretty little horses You shall see some day, some day. All the pretty little horses." " Coo, coo! may I come in?" called the little white dove softly at the door, and the little girl looked up. Now the child had often thought that she would rather have a white dove than anything else in the world, and she whispered back : '" Dear dove, come in." Then the white dove went in and lived there all the days of her life and rjever had to go back to live by the 60 INTRODUCTORY LESSON growly, grizzly bear any more, for she had found a home with a good child, and that is the best home in the world. A minute or two may be given for the children's comments and suggestions about the story, this having far more effect than if the teacher tries to point out a moral. Dismissal. Children standing for prayer and good-bye song. Closing prayer, by teacher: " Our Father, help us to try to be kind and loving this week." Amen. Good-bye song (see page 9). Music. (See page 7). Let the assistant play quietly while the children march around to say good-bye, one at a time, to the teacher. These individual good-byes are an opportunity many times for a last word of suggestion or help to children. (The letters to parents may be given out during the closing exercises. It probably will be best to have them given as the children say good-bye to the teacher, or the assistant may give them out as the children leave the room. A blank page is left on some of the letters to give an opportunity to the teacher to add an occasional personal message to the parent, in her own handwriting. The first letter is reproduced below. These letters are furnished in printed form by Charles Scribner's Sons.) I TO THE PARENTS Each Sunday during the year, a letter will be sent to you from our Beginners' class. By means of this letter it is hoped that our Sun- day School will keep in close touch with you. INTRODUCTORY LESSON 61 We want you to know what we are trying to do with your child each Sunday. We feel sure that you will approve of our general aims, and that you will help him to put into practice day "by day, in his home life and in his play life, what we try to teach him on Sunday. We need your help also that we may understand your child and know tetter just what prolDlems he is meeting in his everyday life, and how successfully he is solving them. You can tell us in what ways we might perhaps help him to he more kind, helpful and ohedient. As a result of this year's work we hope that our pupils will hegin to realize that they are mem- hers of God's family. In short, we want to join with you in helping your child to learn the great lessons that make for his present happiness and future character. Our aim for jthe year is clear and definite. It includes instruction, training in worship, and training in service. The plan for each Sunday aims at a definite result in conduct as well as in 62 INTRODUCTORY LESSON feeling and in thought. Our purpose is not merely to give religious instruction but also inspira- tion, that will iirgnediately affect the everyday activities of the children. And so each Sunday our program will "be planned with reference to some one of these child prohlems. Each week our letter will tell just what the aim of that Sunday has been. Pive-year-olds are unahle to tell to any great extent what lesson is given them. We think, therefore, that this plan of sending you letters will he a great help in linking home and Sunday School more closely together. The aim on this first Sunday has "been to get acquainted with the children and to make them feel at home in the room with each other and with the teachers through our service of worship, conversa- tion, song and story, and to take the first step in "bringing home and Sunday-School experiences close together. We talked ahout our homes and the different members of the families who live in them, closing with the question "What do our mothers do INTRODUCTORY LESSON 63 for us." The children are to think alDout it and come ■back to tell us next Sunday what their mothers do for them. You will understand the reason for this simple question. The great truth of the fatherhood of God and the TDrotherhood of men is "best learned through the experience and practice of love in our relations with each other and first of all in the family. "He that loveth not his "brother whom he hath seen, how can he love God whom he hath not seen" (I John 4:20). "If we love one another, God a'bideth in us" (I John 4:12). You are cordially invited to visit our class as often as you can. We hope that each pupil will, as far as possible, come every Sunday and be on time. ' LESSON II LEARNING TO BE KIND Aim: To make the pupils appreciate and respond to the care bestowed on them at home, at school, by parents and teachers, as a preparation for bringing to them the knowledge of God's care of them at all times. Verse. " Be ye kind one to another." Eph. 4: 32. Service of Worship Quiet Music. A few bars from an instrumental piece or " All Things Bright and Beautiful." Offering. (Children and teacher stand while basket is being passed by one of the children. Repeat the offering prayer while standing.) Ask the children again why they have brought money. As a rule a yotmg brother or sister of a child who was in the class last year will know what was done with some of the money the year before. Otherwise have suggestions ready for the children. Then let them decide what shall be done with the offering. Their interest and responsibility will be much greater if the decision is their own. (Suggest to parents that children have their own allowance — and that if possible they earn it. See letter to parents.) Greeting. Good morning song. These songs of greeting the children will learn quickly. By the second or third Sunday let one child sing the song of greeting to the others or to a new child or to one who has been absent. Encourage the children to look at each other as they sing, and try to have the song really a friendly welcome each Sunday. Hymn. Repeat the words of the hymn sung last Sunday, and let the children listen to the music before they try to sing it. Be sure that the children are repeating the words correctly. 64 LEARNING TO BE KIND 65 " All things bright and beautiftil, AU things great and small, All things wise and wonderful, Our Father made them all." Again let the children tell what bright and beautiful things the Heavenly Father has given us. Trees, flowers, sunshine, birds, etc. Shall we say, " Thank you " to Him? " And now, before my prayer is said, I'll close my eyes and bow my head." Prayer. " Father of all in Heaven above, We children thank Thee for Thy love. Otir food, our homes, and all we wear Tell of Thy loving care." Amen. Conversation Period. Do our food, our homes and all we wear tell of God's loving care? Do you remember that last Sunday we talked about the people who live in our homes? What do we call them all together? Yes, we call all the people in our home a family. Shall we sing again about oiu" finger family — or a family of children? Again let the children choose each member of the family and, if they want to dramatize some phase of family life, let them have a few minutes for plajdng whatever they have chosen. Then recall the question you left with them at the end of last Sunday's session. Can you tell some of the things our mothers do for us? To this question there will be a great variety of answers. Let the children talk freely, but from the first train them to wait politely for one another. " This is a difficult habit for little children to form, for they are by nature driven to talk rather than listen. One must be patien while forming the social habit, but firm also." When you have several children talking at once, simply stop all conversation and ask how many people should speak at once. When the answer comes, "Only one person," ask why one person should 66 LEARNING TO BE KIND speak at a time, to get the answers, " Because it isn't polite " and " Because no one can hear what is being said," etc. This conver- sation may have to be repeated several times; but politeness should be insisted on from the first, for if these children in your group are four or five years old they are not too yotmg to be polite and thoughtful. Yes, our mothers take care of us, make clothes for us, read to us, play with us, cook for us, put us to bed, etc. Why do they do so many things for us? Yes, because they love us. What can children do for mothers? Is there anjrthing you can do to help your mothers, to show that you love them or are really grateful to them for all they do for you? You will get some answers that are true and some that are fictitious, because children at this age are very imaginative and they are quite ready to tell you they have done an impossible thing for mother. Try to help them distinguish between fact and fancy. Simply pass over the fanciful answers at first, but gradu- ally from Sunday to Simday help them, perhaps in this way, by saying in reply to John who has told you he filled lamps for his mother, " Little boys do not take care of lamps, think of something you really did do for mother." How about our fathers? What do they do for us? The other day I heard of a little boy who said to his father: " Father, you do so many things for me, and it seems as though I can't do anythiag for you." Don't you think there are many kind things a little boy can do for his father? What can you do for your fathers? Let the children tell what their fathers do for them and what they can do for their fathers. "Be ye kind one to another." Let us all repeat this verse together, for I want you to learn it and remember it. Who is glad when we are kind and helpful? Yes, our fathers and mothers and the Heavenly Father, too, is glad. Try to remember all the week to be kind, and next Sunday come and tell us if you have remembered. Rest Period. If the children seem to need a rest have a short tnarcb ao-d then have them carry their chairs to the table. LEARNING TO BE KIND 67 Table Period. Have the children pass paste jars, brushes, blot- ters, mounts. Then let them mount the picture " Story Time " provided for this lesson. Have each child place it carefully on the paper the way he thinks it looks best. Tell the children that they will motmt more pictures during the year and that these mounts and the pictures drawn by them will finally be tied together to make a book of their own which they may take home at the end of the year, to remind them of all they have been thinking and talking about during the year. The verses and h3mins, that the children will learn during the year, may be typewritten and included in the book. After the pasting has been finished let the children put away "the materials and have the assistant put names of the children on the piounts. Try to have everything done by the children and in as orderly a way and as quickly as possible. Story Period. Repeat last Sunday's story (see page 58), " The Little White Dove." At the end of the story repeat again, " Be ye kind one to another." This is what God asks us to do. Ask the children what they are to remember all the week. Dismissal. Close with prayer and good-bye song. Music. Quiet, steady music for marching around while good-byes are said to the teacher. (The letters for parents should be given out just before the dis- missal.) LESSON III GOD'S CARE Aim: To make the pupils appreciate and respond to the care bestowed on them at home, at school, by parents and teachers, as a preparation for appreciating God's care of them at all times. Service of Worship Quiet Music. Offering. Prayer. " Heavenly Father Bless Our Offering." Greeting. Song of Greeting. Hymn. " Guard Thy Children." Prayer. "Father of All." Conversation Period. In the talks of the past Sundays we have endeavored to bring to the pupils the idea of the care of the father and mother for them. In connection with concrete things done for them we have shown how constant and loving is the care of parents and friends in the home. Today we wish to emphasize, in our con- versation, God's care. We do it by telling the story of how a mother cared for her baby. For it is through the knovrai parental care that we can bring to the child an idea of God's care and love. He readily responds to the idea of the Heavenly Father's care and pro- tection through his experience and appreciation of love and care in his home and his happy relationships there. Just as the child is willing to reach out and include within his care and protection younger children, dolls, animals, birds, so he comes to have a feeling and appreciation of a Heavenly Father's love and care and, more than that, a feeling of fellowship with God. Preparation for the Story. Ask questions about getting ready for winter, what we do at home, the need for fires, warmer clothing, work of father and mother to provide things to make us comfortable. 68 GOD'S CARE 69 What changes take place out of doors with trees, grass, flowers, animals, buds. Who cares for them? How? Rest time for flowers, plants and trees. Warm coats for animals. What do birds do when cold weather comes? Do any of them stay here? Can we do anything to help care for them? How can we feed them? Does the Heavenly Father like to have us help him? Who has remembered the verse we learned last Sunday? Does any one think he has remembered to be kind? Suggested Verses. " Be ye kind one to another." " He careth for you." Rest Period. March. Story Period. "A Mother's Care of Her Baby." (Exodus 2:1-10.) In another country long ago and far away, there lived a mother to whom God sent a wee little baby boy. Now this mother wanted to take the very best care of her baby so that he would grow up to be a strong, good man, who would care for all who needed help. In that same country there lived a wicked king who didn't love little boy babies and who wanted to have them all destroyed. The little child's mother knew about the king and knew that she must not let him know where her little son was. At first she took care of him in the house and kept him hidden there, but after a time she felt that she must find another and a safer hiding-place. I suppose she thought a great deal about the best place and asked God to help her. Finally she decided what to do. She went to work and made a little basket bed for him, and shaped it so care- fully to make it comfortable. Then she filled the cracks with pitch (pitch is a kind of sticky gum), so no water could get in. Now why do you suppose she did that? I'll tell you. That mother lived near a river; and she had decided that the safest place for her little son was away from the house, down by the river's edge among the tall grasses called bulrushes. So when the little basket boat was finished " she put the child therein and laid it in the bulrushes at the river's bank." 70 GOD'S CARE Now the baby had a big sister, Miriam, who loved her little brother very much and wanted to help in the care of him. So, when the mother had laid the baby in the boat and covered him up, Miriam stood far away from him, but not too far to see if any one went near him. Presently the king's daughter came down by the river with her maidens to bathe. She soon saw that curious little basket boat among the bulrushes and sent her maid to get it. When the basket was opened, you can imagine how surprised she was to find a little baby. The baby woke up and began to cry. Now when the king's daughter saw that the little baby had been hidden away, she knew it was one of the boy babies her father, the king, wanted to destroy. Just then the baby's sister, Miriam, came to see what was going to happen to her little brother, and when she saw that the princess wanted the baby for her own she quickly said, " Shall I go and call a nurse that she may nurse the baby for you ? ' ' And the king's daughter said, " Go." Now whom do you think Miriam called? She went and called the baby's own good mother. And the king's daughter said, " Take the baby away and nurse it for me." So the inother took her boy baby home and nursed it for the king's daughter. And the baby grew up well and strong and when he was older the mother took him back to the king's daughter, and he was her son, and she called his name, Moses. Do you think that the Heavenly Father cares for us? How? Yes, He gives us fathers and mothers, homes and friends, a beauti- ful out-of-doors and sunshine and play time, night and rest time, our food and clothing; so many beautiful and wonderful things. Otu: prayer says: " Our food, our homes and all we wear Tell of Thy loving care." Shall we stand up and sing " Sing a Song of Gladness." Table period. Drawing of pictures by the children, illustrat- ing the story. If the teacher prefers to have the children mount a GOD'S CARE V picture, " Moses in the Bulrushes " (Wilde pictures) can oe secured from the New York Sunday School Commission, 73 Fifth Avenue, New York. Carry chairs back to the circle. Dismissal. Good-bye song. Prayer. Giving out letters for parents. Music for marching around while good-byes are said. LESSON IV GOD'S CARE Aim: To make the pupils appreciate and respond to the care be- stowed on them at home, at school, by parents, teachers and friends, as a preparation for appreciating God's care for them at all times. Service of Worship Quiet Music. Music of " Guard Thy Children," or instrumental music. Offering. Prayer. Again ask why the money has been brought and, for the sake of any newcomers, let the children explain what is to be done with it. Also find out whether any of the children earn the money they bring. Suggest that they do try to earn it. Greeting. " Good Morning, Good Morning to You." Hymn. " All Things Bright and Beautiful." Repeat the words of " Guard Thy Children." Listen to the music again. It is often better just to hear the melody a few times before trying to sing. Then say : "And now, before my prayer is said, I'll close my eyes and bow my head." Prayer. " Father of all, in Heaven above." (See page 56) Verses. Ask who remembers one of the verses we have learned. Repeat together and let different children repeat: " Be ye kind one to another," " He careth for you." Conversation Period. Have you remembered the verse about being kind this week? Has any one been kind to you? Have you seen any one doing a kindness for some one else? If you think you have remembered to be kind and loving to father and mother, would you like to stand up and tell us when you have remembered ? (When the children all stand up and each has something to tell, be sure that each speaks in his turn. If some children insist on speaking 72 GOD'S CARE 73 out of turn, help the children make a rule about what shall be done with those who are not willing to wait for others. However, this probably will not often be necessary.) Find out through this infor- mal talk what thoughts the children have taken home with them and what they have remembered through the week. Speak again of preparation for winter out of doors. Ask the ohildren to tell what they have seen that makes them think that winter is coming. Repeat to them: " Clouds of gray are in the sky, Flocks of birds are passing by, Trees all dressed in faded brown Send their leaves aU fluttering down. Little flowers downward creep, Hide their drowsy heads and sleep, All the world must say good-nightt Till spring comes back with sunshine bright." God .gives us fathers and mothers to take care of us and so many chings out of doors to enjoy. Isn't He a very kind Heavenly Father? Rest Period. Be quick to notice signs of restlessness or fatigue and, when they appear, have the pupils change position, or exercise, or rest in some way. It is impossible for children of this age to sit quietly in their chairs and give attention for more than a few minutes at a time. Table Period. Drawing. Suggest drawing pictures of autumn scenes. (Have the children pass materials, one box of crayons and one sheet of drawing paper to each child.) Story Time. Repeat story of " Moses in the Bulrushes." (The children may help tell the story or one child perhaps will vrolunteer to tell it alone, or it may be best for the teacher to repeat the story as it was told last Sunday.) Dismissal. Good-bye song. Prayer. Giving out letters for parents. Music for marching out. LESSON V HOW CHILDREN MAY CARE FOR OTHERS Aim : To make the children desire to help care for yoiinger chil- dren, animals and all living things, and to show how they may help. Service of Worship Quiet Music. Offering. Prayer. Greeting. Hymn. "Guard Thy Children," or "All Things Bright and Beautiful." Prayer. " Father of All." To say, each Simday, before the prayer, " And now, before my prayer is said, I'll close my eyes and bow my head," will help to center the attention on the words the children are repeating. We sometimes ask the childi'en why we close our eyes and get the answer, " Because we can think better about what we are saying." Conversation Period. Q'.n planning the talk, more suggestions have been given than would probably be used^ in one morning's conversation period.) What time of the year is it? Where are aU the birds that sang to us in the summer time? Do you see them any longer? Where are the flowers? Yes, the birds have flown away to a warmer country where they can find plenty of food, and the trees and plants and flowers are having a rest time for the winter. The Heavenly Fa'ther has made out-of-doors all ready for a long winter's sleep. 74 HOW CHILDREN MAY CARE FOR OTHERS 75 Do all the birds fly south in winter? Who knows the names of some of the birds that stay all through the cold weather? Sparrows, pigeons, chickadees and snow birds; can they always find enough to eat ? We can help take care of them. For after the fall time winter and snow will surely come and then the birds do need our care, and the squirrels, too, are glad of nuts. Do you think the Heavenly Father is glad to have us feed the birds and squirrels? Do the animals get ready for winter, too? Yes, just as we said that we wear warmer clothes, so the animals have longer, thicker fur coats in the winter. So you see in this way the Heavenly Father takes care of the animals, too, and naakes them warm and comfortable. Next time you see a Idtty or a dog you look and see whether he hasn't a nice, thick, warm coat. Perhaps you have a pet dog or kitten or bird — have you? If you have, do you ever help take care of him? Do you feed him? Are you kind to him or do you tease him? Do animals need good care just as children do, to be fed every day and to' play and rest? Yes, of course they do. What are our warm clothes made of? Where do we get wool? Yes, the sheep give us wool. You know every spring when it gets warm the sheep's wool is cut off and is used to make us warm clothes for winter. Be sure that the children understand that the sheep are not killed or hurt when the wool is cut off. I wonder if any one has anythiag made of wool to wear in cold weather — coats, suits and mittens and caps are made of wool sometimes. Do you know who takes care of the sheep that live out in the fields in the country? There usually are a good many of them and they need a great deal of care. Show pictures of shepherd and sheep. I know a little hymn, too, that I think you would like to learn. " Little lambs, so white and fair. Are the Shepherd's constant care, Now he leads their tender feet Into pastures green and sweet." 76 HOW CHILDREN MAY CARE FOR OTHERS What does " constant " mean? What does " tender " mean? (Note: Never use a word in talk, story or song, without being sure that the children know the meaning.) Table Period. Mount the picture " Shepherd and Sheep " pro- vided with this course. (Let children pass materials, and as far as possible be responsible for putting them away.) Story. The Little Shepherd.* The shepherd was sick and the shepherd's wife looked out from her door with anxious eyes. " Who will take the sheep to the pasttire lands today?" she said to her little boy, Jean. " I will," cried Jean. " I will. Mother, let me." Jean and his father and mother lived in the country, where there were quiet fields and meadows. Every morning, as soon as it was light, Jean's father was up and away with his sheep. He had never missed a morning before and the sheep were bleating as if to say, " Don't forget us today." The sheep were Jean's playfellows, for he had no brothers and sisters. There was nothing- he liked better than to wander with them in the pleasant pastures, and already they knew his voice and followed his call. " Let the lad go," said the old grandfather. " When I was no older than he I watched my father's flock." Jean's father said the same thing, so the mother made haste to get the little boy ready. " Eat your dinner when the shadows lie straight across the grass," she said as she kissed him good-bye. " And keep the sheep from the forest paths," called the sick father. " And watch, for it is when the shepherd is not watching that the wolf comes to the flock," said the old grandfather. " Never fear," said little Jean, " the wolf shall not have any of my white lambs." There were white sheep and black sheep and frolicsoriae lambs in the shepherd's flock and each one had a name of its own. *Adapteti from story by Maud Lindsay in " More Mother Stories." HOW CHILDREN MAY CARE FOR OTHERS 77 There were Babette, and Nanette, and Pierrot and Jeanot, — I cannot tell them all, but Jean knew every one. " Come, Bettine and Marie, come, Pierrot and Croisette. Come, pretty ones all," he called as he led them from the fold that day. " I will take you to the meadows where the daisies grow." " Baa," answered back the sheep as they followed him over the hiUs to the pasture lands where there was plenty of green grass to eat and water to drink. The other shepherds were there with their flocks, so Jean was not lonely. He watered his sheep at the dancing brook and led them along its shady banks to feed in the sunny fields beyond, and not one lambkin strayed from his care to the forest paths. The forest lay dim, and shadowy on one side of the pasture lands. The deer live there, and the squirrels and many other animals that .love the woods, where the trees grow thick and dark. There had been wolves in the forest, but they had been driven away and the shepherds feared them no longer, except the old men like Jean's grand- father, and little boys like Jean, talked about them still. Jean was not afraid, oh, noi He sang with the birds and ran with ,the brook as he watched the sheep from early morning till noon, and when the sun was high over his head it was time for htm to eat his dinner. There were little cakes in Jean's dinner basket. He had seen his mother put them in, but he had not tasted a single one before. Then out in the road beyond he heard the sound of men march- ing, and there was a band of music. The other shepherds heard, too, and they began to run. " The soldiers are coming," they cried. " Come, let us see them as they pass by." "Who will take care of the sheep?" asked Jean, but nobody answered, so he, too, left his dinner and ran with the rest up the hillside toward the road. " How pleased my mother will be when I tell her I have seen the king," he said to himself as he was hurr5dng over the hilltop, when all at once he remembered the forest, and the wolf and his grand- father's words, 78 HOW CHILDREN MAY CARE FOR OTHERS " Come on," called the others. " I must stay with my sheep," answered Jean; and he turned and went back, though the pipes and. the drums all seemed to say, " Come this way, come this way." He could scarcely keep from crying as he listened. There was nothing in sight to harm the sheep, and the pasture lands were quiet and peaceful, but into the forest had come that day a gray, hungry wolf. His eyes were bright, his ears were sharp, and his four feet were as soft as velvet, as he came creeping, creep- ing, creeping, creeping under the branches and through the tangle- wood. He put his nose out and sniffed the air, and he put his head out and spied the sheep left alone in the meadows. " Now's my chance," he said, and out he sprang just as little Jean came down ,the hill. " Wolf, wolf, wolf!" shouted Jean. " Wolf, wolf, wolf!" He was only a little boy, but he was brave and his voice rang clear as a bi:;gle call over the valley and over the hill, " Wolf, wolf, wolf!" The shepherds and soldiers came running to answer the cry, and as for the gray wolf he did not even stop to look behind him as he hurried back to the forest without even touching a lamb. He ran so fast and so far that he never was seen in that country again,' although the shepherds watched for him day after day. When evening came Jean led his sheep home, white sheep and black sheep and froHcsome lambs — not one was missing. ''Was the day long? Did you get tired?" asked his mother, who was watch- ing for him, from the doorway. " Are the sheep all in?" called the sick father. " Did the wolf come?" said the old grandfather; but you can guess what Jean said, and what a story he had to tell them. You don't have a chance to help take care of sheep, do you? " Yes, I do," said Donald, one time. ' " When I go to see my grand- father in the sitmmer, I help take care of his sheep, for I help to feed them." " What did you feed them?" we asked. " I give them salt," said Donald. Are there any pet animals in your homes? Do you feed them yotirselves ? Always remember that the pet birds and dogs HOW CHILDREN MAY CARE FOR OTHERS 79 and kittens get hungry and cold and tired just as you do, and they need to be taken care of every day. And how about the babies and Uttle sisters and brothers ? Can you help take care of them? Try this week to remember that the Heavenly Father wants you to help to take care of the little children and the pets in your homes. Dismissal. Good-bye song. Prayer. Giving out letters for pai-ents. Music for marching while good-byes are said. LESSON VI HOW CHILDREN MAY CARE FOR OTHERS Aim: To make the children desire to help care for younger chil- dren, animals and all living things. Service op Worship Quiet Music. New hymn. Have the melody only of " Little Lambs so White and Fair " played two or three times while the children listen without hununing. Offering. Prayer. (It is well each Sunday to recall what is to be done with the offer- ing, to help the children keep it in mind. There are always some children who have forgotten. The interest, joy and responsibility of bringing money each Sunday will be in proportion to the under- standing of and interest they have in the cause for which it is to go.) Greeting. Song of Greeting. Hymn. " All Things Bright and Beautiful." " Guard Thy Children." " And now, before my prayer is said, I'll close my eyes and bow my head." Prayer. " Father of all, in Heaven above." How many children talk to the Heavenly Father at home? " I say a prayer every night," says Helen. " And so do I," say several other children. And " We say a prayer in kindergarten every morn- ing." Let the children talk freely and express the ideas they have about prayer. An excellent book for the teacher to read is "The Dawn OF Religion in the Mind of the Child," by E. E. R. Mumford. Listen again to music of new hymn, " Little Lambs so White and Fair." Let the children go over to the piaino, if the class is not too large, and hum the music. See if the children remember 80 HOW CHILDREN MAY CARE FOR OTHERS 81 the words without telling them. Repeat the words, and be sure that the meaning of imfamiliar ones is understood. Sing one verse, and repeat two or three times, leaving the second verse until another Sunday. Rest Period. If the children need a rest this might be a good time to let them dramatize a play of shepherd and sheep, or perhaps a march or other exercise would be better. It is possible to give sug- gestions only, for in every group of children the plan will work out differently. Conversation Period. Last week we talked about getting ready for winter, indoors and out of doors, and how the Heavenly Father takes care of flowers, birds, seeds, animals, and we said that we can help, too. We can help take care of the birds, and of our pets at home. I wonder if any one has remembered this week, " Be ye kind one to another." " He careth for you." Has any one tried to help care for some one else, a little brother or sister, or a little friend, or pets or birds? On one occasion a little boy said, " I was very kind to my baby this week. When he knocked my block houses down I didn't say anything. I just let him do it." Another took care of his baby sister when she was in a carriage out in front of his home, and so on. We want the talks and stories of our Sunday, with the thoughts and feelings that have been awakened, to carry over into the conduct of the week, That is the only way the teaching on Sundays can have any lasting meaning to the children. Unless action follows promptly, the feeling evaporates. Table Period. Drawing, shepherd and sheep. Passing of materials to pupils, one sheet manila drawing paper. Story Time. Tell again the story of " The Little Shepherd." Dismissal. Prayer " by teacher. Good-bye song. Giving out letters for parents. Music while children march around to say good-bye, or teacher walks around the circle to say good-bye to each child. LESSON VII THANKSGIVING LESSONS Aim: To make the children conscious of care received, and to encourage a feeling of gratitude, leading up to the idea that the best evidence of gratitude is to do helpftil acts for others. Service of Worship Quiet Music. Offering. Prayer. Greeting. Hymn. " Thank Him " (see page 47). " Guard Thy Children." Prayer. Conversation Period. When some one does some very kind thing for you or gives you something you need, what do you do or say? Yes, if you are polite you will always say " Thank you." To whom should we say "Thank you"? Yes, our fathers and mothers, brothers, sisters, friends, teachers, all are doing things for us every day. Do you remember the little boy who said to his father, " Daddy, you do so many things for me, and it seems as if I can't do anjrthing for you"? Do you think that little boy could do any- thing for his father besides just saying " Thank you"? What can you do for yotir fathers and mothers and friends? I wonder if any one knows what holiday is coming this month? Yes, Thanksgiving Day. Why do we have a Thanksgiving Day? Does anybody know? I know a verse that says: " Oh, come, dear little children, come, Our grateful thanks to bring, For all the harvest gathered in Ere winter storms begin." 82 THANKSGIVING LESSONS 83 What is the harvest ? Do you remember last spring when the farm- ers planted seeds in their fields and when there were buds and blossoms on the fruit trees? In the gardens, and fields and orchards ever since last spring grains and fruits and vegetables have been growing all through the summer and early fall, until now when it is abnost winter we have ever so many kinds of food, grains and vege- tables and fruit all ready for winter, when it will be cold and snowy and things cannot grow out-of-doors. Who made all the things grow? Yes, the Heavenly Father sent rain and sunshine to make things grow, and now we are all ready for winter, and that's the reason we have a " Thank-you Day," to give thanks to the Heavenly Father. The church bells ring on Thanksgiving Day and people go to chvirch as they do on Sunday. Show picttires of harvest, for example, the farmer and his store of fruits and vegetables, Jessie Willcox Smith's picture of two little children giving thanks, or any other pictures suitable for Thanks- giving. These can easily be found ia magazines and weekly periodi- cals. Hymn. (One of the following:) " Sing a Song of Gladness." " Thank Him, Thank Him." " Oh, Come, Dear Little Children, Come." Rest Period. Ring church bells. Each child may pull the rope of an imaginary church bell keeping time with the music (see page 9). Table Period. Mounting the picture " Thanks Giving " pro- vided with this course. Story Period. Today I am going to teU you a " thank-you " story. First I want to know whether you have ever been sick or known any one who has been sick? Did you like it? Is it nice to be sick ? Did you ever have to stay away from other people ? (Listen patiently to children's tales of their own ills, for they are q-uite as serious and important to them as the ills of grown-ups.) Are you glad to be well and able to run and play? Is that really something to say " Thank you "for? 84 THANKSGIVING LESSONS Now listen to my story. [First explain, if necessary, who Jesus is.] Healing the Ten Lepers (Luke 17: 11-19) One time when Jesus was going on a journey he came to a little village where there were ten very sick men. They were called lepers because they had a very dreadfid disease. It was so bad that they were not allowed to stay in their homes in the village. They had to live far away out in the fields and beg for food by the roadside because every one was afraid to go near them, and no one knew how to make them well. These poor men were very sad and lonely, and I suppose they were always looking for some one to come who wouldn't be afraid of them and could help them to get well. When they saw Jesus coming and noticed what a kind, loving face he had, they stood way off and called to Him and said, " Jesus, Master, have mercy on us," and I think that meant " Please come and help us." And when Jesus saw them he wasn't afraid of them, and he was very sorry for tliem, and he told them what to do and where to go to get well. Then they did just as he told thena to, and every one of them became well. One of those men was so glad to be well that he turned arotmd, and went straight back to Jesus to say " Thank you," and to tell him how happy he was that the Heavenly Father had sent Jesus to make them well. Then Jesus said, " Were there not ten men who were made well? Where are the other nine?" What do you think he meant when he asked this? Yes, the others all forgot. Aren't you glad you are well today? Every one stand up. Now each child in turn may tell if he has something for which to say thank you. When you have told us, sit down. Shall we try this week to remember always to be very polite and kind? Come next week and tell if you have re- membered. THANKSGIVING LESSONS 85 Before we sing good-bye, let us all thank the Heavenly Father for all the things He has given us, and for keeping us well. Prayer. Our Father, we are glad to be well, and we are thankful for all the things Thou hast given to us. Help us this week to re- member to show our thanks by doing something for some one. Amen. Dismissal. Good-bye song. Giving out letters for parents. Music as the children march around to say good-bye. LESSON VIII THANKSGIVING LESSONS Aim: To develop thankfulness, expressing itself in helpfulness and loving service toward others. Service of Worship Quiet Music Offering. Prayer. Greeting. Hjmin. " Sing a Song of Gladness," or " Thank Him." Prayer. "Father of All in Heaven Above." Verses. / "Be ye kind one to another." " He careth for you." " Oh, come, dear little children, come Our grateful thanks to bring For all the harvest gathered in Ere winter storms begin." Conversation Period. To whom do we owe thanks? Parents. Teachers. Friends. God. To God for His care of us, of birds, of animals, of flowers, and for the preparation for winter. Last week we talked about the harvest. What is the harvest? Yes, all the ripe vegetables, fruits and grains that have been stored away for winter are the harvest. Early in the spring they were planted and all through the spring and summer months they have grown, helped by the rain and stinshine. Who sends the rain and sunshine? Yes, the Heavenly Father takes care of all the growing things as well as the birds and animals, Does he take care of us, too ? 86 X THANKSGIVING LESSONS 87 What did we say last Sunday that we were going to try to remember all this last week ? Yes, we were going to remember to be very polite. I wonder who has remembered to be polite this week and say, " Thank you " when things have been given to you or done for you. Every one who can remember one time when he has said " Thank you," stand up. (Let the children tell you when they have remem- bered to be polite. Never forget to help the children to form the habit of courtesy.) Is it always easy to remember to say " Thank you "? No, indeed, it isn't. You just have to stop and think, don't you? You like to have people polite to you, don't you? So it must make your parents and your friends, teachers and the Heavenly Father glad when you remember. But is there anjrthing else beside just saying " Thank you "? I know a verse that says : " Politeness is to do and say The kindest thing in the kindest way." Introduce the idea of either giving part of your money, or sending a Thanksgiving dinner for a family in your community. Let the children decide what they want to do about it. Talk over what shoTold be sent in a Thaiiksgiving dinner basket. Let the children make suggestions, and later be sure to see that the parents know what is expected of the children. If you are really thankful to all your good friends, you will try to do something to show it, by being kind and helpful and loving to all of the people who do so many things for you, and to others who need help. After we have a march, would you like to hear again the story of the " Ten Lepers" ? Rest Period. March. Story Time. Repeat the story of the " Ten Lepers." Don't you suppose, after those men were made well, they wanted to go and do something to make some one else glad? Try to remem- ber all this week not only to say " Thank you," but to do a" thank you " each time. What can you do for father and mother and your friends? 88 THANKSGIVING LESSONS Let the children suggest what they can do at home. Table Period. Drawing, harvest picture. Dismissal. Prayer. Heavenly Father, help us all this week to show in what we do our thankfulness to our friends and to Thee. Amen. Good-bye song. Giving out letters for parents. Music for marching out. LESSON IX THANKSGIVING LESSONS Aim: To develop the idea of thankfulness into helpful acts for others. To make pupils realize that action is the best proof of gratitude. Service op Worship Quiet Music. Offering. Prayer. Hymn. " All Things Bright and Beautiful." " Thank Him, Thank Him " (see page 47). Prayer. " Father of All in Heaven Above." Verse, " Be ye kind one to another." " Oh, come, dear little children, come." " Politeness is to do and say, The kindest thing in the kindest way." Conversation Period. Who remembers what we talked about last Sunday? Did any one remember the little verse about politeness? " Politeness is to do and say The kindest thing in the kindest way." Who . remembered to do polite, helpful things as well as to say "Thank you"? Give opporttmity for the children to tell you. Why, John, didn't you have a chance to do anything for any one? Did no one do anything for you? I'm sorry you forgot. Try this week very much harder to remember. What if your mother and "father should forget to take care of you? Does the Heavenly Father ever forget to take care of us? No, indeed. Let's all try much narder to remember, not only this coming week, but every week. What day is coming very soon? Yes, Thanksgiving Day. Why 89 90 THANKSGIVING LESSONS do we have a Thanksgiving Day? All over the CQuntry, the church bells ring to call the people to church to say " Thank you " to God for the harvest that is ready for winter, and afterwards so many families have a glad and happy time together. Do you remember what we thought last Sunday we might do to make one family glad? (Note to the teacher: Tell the children about some one that needs help. For example:) I have found out about a family that just needs our help. The father has been sick and they haven't money to buy a good Thanksgiving dinner. Would you like to send a dinner to them? So to-day we must plan just what we are to send them. It is desirable to explain what children could bring for the basket, i.e., oranges, vegetables, canned goods (anything that will not spoil), and explain why it is usually better to buy the balance. There are some small communities where there are no families to whom a dinner could be offered without embarrassment. In that case, the money could perhaps be sent to a neighboring town. (If the parents have been notified, it may be possible to have the food brought by the children. But it is usually better to let the children bring part, and take money from the children's fund to buy the balance.) Rest Exercise. March or other exercise. Table Period. Let the children draw a Thanksgiving picture. Story Period. Today I am going to teU you a Thanksgiving story. It is a long story, so shall we make ourselves very comfortable before we begin? Be careful not to crowd your chairs too close together. A Thanksgiving Story Once upon a time a little boy who had always lived in the country went with his father and mother to live in the city. Now the city was a very crowded place. Bobby didn't like it at all. There were so many people and so many houses crowded close together that there were no yards to play in. There just wasn't any place for little boys to play but the streets. And the streets were so full of . w ^■^, »;: •4^ *«•.♦♦ '\ ^HIUH ^gMff .V| ^^ 1% w^HSBI |k 1 III 1;^ ^1 ■ r^ £ ■Pf^^^ J % ^ o C/3 THANKSGIVING LESSONS 91 people and wagons and automobiles that it wasn't safe to play there. So Bobby could only go out walking every day with his mother. Each day he used to say, " Oh, how I wish I had a place where I could play! I'm tired of just walking along the street." One day they were taking their afternoon waUc when he suddenly spied, through a high fence, a group of children playing. Some were running and laughing and shouting, and some were using hammers and nails and seemed to be working on some little wooden houses in the playground. " Let's go inside," Bobby said to his mother. " That is a place where I could really play." " But," his mother replied, " there are so many children and that playgrotmd isn't very large, and I'm afraid there wouldn't be room for you." Just then a little girl inside the high fence saw Bobby, and she must have seen how much he wanted to go in, for she ran to ask a grown-up person who played with the children if they might have the little boy come to play with them. The grown-up person smiled at Bobby and told Lois to go and bring him in. Bobby was delighted with everything he saw. The little wooden houses and stores, big enough for children to go inside, were arranged like a village street. Bobby walked up and down and Lois took him in her house, and he said to her, " If I could come here every day to play, I could put a slanting roof and chimney on yotir house." When Bobby's naother asked the grown-up person if there would be room for him, she said, "We haven't room for very many children here, but I think there is room for just one more Uttle boy." And how happy that made Bobby! You see, he wasn't very well and he couldn't go to school. A good many days he had to stay in bed and keep very quiet. On the bright sunny days after that, when he was well, he and his mother hurried to the playground so they wouldn't miss a minute of the two hours of play. Bobby always took his tools and helped Lois work on her house, 92 THANKSGIVING LESSONS and he did, with the help of one of the big boys, build a roof and put a chimney on it. He watched the other children, but it took him. qtiite a long time to get to know them, for he was very quiet and not strong enough to play as hard as some of the others did. He liked Lois best, because she was always gentle and kind. Sometimes he just stood and watched, and saw older ones helping little ones, or some of the boys and girls playing in their houses and sharing their toys or playing games. And then again, he saw some of them quarreling and snatch- ing tools and toys and sajong, " That's mine; you can't have it," or "Go away; you can't play in my house," and how cross their voices sotmded! Bobby couldn't see how they could be so cross when they were all so well and strong, and when they had such a good place to play. Each afternoon when it was time for the children to say good-bye to the grown-up person and go home, Bobby would always say to her, " Thank you; I've had such a good time." . One afternoon, when Bobby didn't feel well enough to play, he was standing and watching the others. Some of them were painting their houses, and some were making things out of wood, and still others were planting bulbs that would bloom the next spring in the little garden. Presently Bobby looked over toward the fence, and there, standing in the very spot where he had stood before he was invited to come inside, were two little boys, both looking just as he had, as though they would like to go in. Quickly Bobby ran to the grown-up person and asked if he might invite the children in. But she shook her head and said, " No," they couldn't invite any more children to come in to play, for they were already too crowded. Sadly Bobby went back to the fence. " Have you any place to play?" he asked the children outside. They shook their heads. " Haven't you any things to play with at home?" Again the chil- dren said, " No." But the oldest boy said, " I'd like a wagon like that," pointing to a wagon on the playground. It had just been finished by one of the older boys and was being painted red. " Why don't you buy one or make one?" Bobby asked again. THANKSGIVING LESSONS 93 " I haven't any money to buy one or anything to make one of," the boy repUed. Bobby was soon called away from the fence, for it was time to pick things up and get ready to go home. It was late in the fall and near Thanksgiving, and he and his mother had been talking about Thanksgiving Day that was coming and why we have a "Thank- you Day." You see he knew about the harvest, for before he came to the great city he had lived in the country and had seen the bams and cellars stored with grains and fruits and vegetables, all ready for winter. He and his naother had talked about all the things they had to say " Thank you " to the Heavenly Father for, and every night, when he said his prayer, Bobby told all the things he was thankful for. But his mother said, "If we are really thankful, we do something for some one to show it. Just to say the words isn't enough." Bobby had asked his mother what he could do for some one, but his mother had said she would rather have him think of something himself. That night, after he had gone home from the playground, he thought again of the two hungry-eyed little boys outside the fence and of the cart they wanted. The next day he went to the playground bright and early and htirried to the grown-up person who played with the children and helped them, and asked her if he could make a cart and paint it red to give to the children who had to stay outside. She thought it a fine idea, and went with him to the carpenter shop near by where they got boards, axles and wheels to make the cart. But carts are not easy to make. Bobby never had made anything so hard. Some big boys were very glad to help him, however, and it wasn't long before the cart was finished and painted red. While he was finishing it, Lois came along and said, " Wouldn't it be fine if we could all bring things and fill the cart with a Thanksgiving dinner for those children?" You see, she knew for whom he was making the cart. Bobby was so pleased with Lois' idea that he jtimped up and down 94 THANKSGIVING LESSONS and waved his red paint brush, and then all the other children came running to see what was the matter. Then Bobby and Lois told them their plan for a Thanksgiving surprise. " I'U bring nuts," said Walter, and " I'll bring candy," Henry said. Some one else promised to bring apples, others thought of vegetables, and the grown-up person was sure she could get a turkey, and they were almost afraid the cart wouldn't hold all of their things. You see the grown-up person had found out where those little boys lived and had foimd out, too, that the mother would be very glad to have the Thanksgiving dinner, for there wasn't a father in that family to help earn one. The next day the two children came back and looked through the fence. Bobby ran over to them and said, " Come back here the day before Thanksgiving and we'll have a surprise for you." The children looked as though they didn't quite believe it, but the afternoon before Thanksgiving, back they came, and Bobby and Lois proudly brought them into the playground, and there was the red cart, just as full as it could be, for every one had brought what he said he would. " It's all for you," Bobby said to the boys. " For us, and the cart to keep?" asked the older boy, as he picked up the handle and started off. The little brother said ' ' Thank you, ' ' and the big boy looked around at all the children and smiled his " Thank you," and then the boys hurried off, both drawing the cart. Dismissal. Good-bye song. Prayer. Giving out letters for parents. Music as the children march around to say good-bye. LESSON X LOVING AND GIVING Aim : In talks and stories of Christmas, let the aim be to fill all with the spirit of Jesus, the spirit of loving and giving. Emphasize with the children the part they may have in making their friends happy, and not only their friends at home. Try to have them give to a group of less fortunate children gifts of toys and clothing. Service of Worship Quiet Music. (New Christmas hymn played through two or three times.) Offering. Prayer. Hymns. Prayer. " Thanksgiving Hymn." " Sing a Song of Gladness." " All Things Bright and Beautiful." " Father of All." Suggested Hymns. Begin to learn new Christmas hymn. " The Little Lord Jesus," Luther (see page 44). " Once a Little Baby Lay." See page 10 for method of teaching a new hymn. Conversation Period. When we came back to Sunday School what time of the year was it? Yes, it was fall. And all the fall we have talked about getting ready for winter. Last week we had a Thanksgiving Day, when all the harvest is gathered in, and we remembered to say " Thank you " to the Heavenly Father because he has helped us to get ready for the winter that is coming. 95 96 LOVING AND GIVING Now what month is it? Yes, December. And what great holiday will come in December? What is Christmas Day? (Listen to suggestions and stories of Christmas, and what the children want for Christmas, asking why Santa Claus comes to bring them presents.) Would you like to know why we have stories of Santa Claus, and why we have a Christmas every year? I am going to tell you a story about the very first Christmas. There was a time when year after year evergreens grew in the woods, but no one gathered them, no one paid any attention to the red holly berries. Boys and girls never heard of a Christmas carol, tree or gift, for that was before the first Christmas, when Jesus came. Sotirces of stories for Christmas lessons : Luke 1 : 26-35, Annuncia- tion; Ltike 2: 1-7, Birth of Jesus; Luke 2: 8-20, Visit of the Shepherds; Matthew 2: 1-12, Visit of the Wise Men; consult " When the King Came," George Hodges. Verse. " Glory to God in the highest, and on earth peace, good will toward men." (Luke 2 : 14.) Story of the First Christmas There was once a beautiful young woman named Mary, who lived with her husband, Joseph, in a little town called Nazareth in a long- ago and far-away time. One day in the springtime, when Mary was alone, she suddenly saw that the room was filled with a strange and wonderful light, and, turning, she saw an angel standing near by. It all seemed so strange and unusual that Mary was frightened. But the angel said imto her, " Fear not, Mary," and then the angel told his message. He told her that God was going to send her a little son, a little boy baby whose name should be Jesus, and the angel said, " He shall be great and shall be called the son of the Highest." And when the angel had gone Mary felt very happy, thinking of what he had told her. After that, the springtime changed to stimmer and summer to fall time when the harvest is gathered in, and it came time for all the LOVING AND GIVING 97 people in that country to go on a journey to be taxed or cotinted, each to his own village where he had been bom. Now Mary and Joseph had to go to a little town called Bethlehem. It was a long journey, and traveling was slow in those far-away days. Mary rode on a donkey and Joseph walked by her side and carried a stout, strong walking stick to help him over the rough roads. It was night when they finally came to Bethlehem and they had traveled so slowly that many people were there ahead of them, so many that there was no room for them to stay in the little inn or hotel. Even the yard outside the inn was filled with men and animals, camels, donkeys, sheep and cows. Joseph knew that he could sleep out of doors, but Mary was so weary that he wanted to find a place where she could be warm and rest well. So he finally fotind a cave back of the inn on the hillside. It was used for a stable where the cows and donkeys and nice woolly sheep slept, and there on the soft, sweet hay Mary and Joseph rested, and that very night the little baby Jesus was bom. Mary wrapped him in swaddling clothes and laid Him in a manger. Mary hadn't a cradle, so she put Him in a box filled with soft, sweet ha,y. Wasn't that a strange bed for a little new baby? I think, though, that He was happy and comfortable there. Out on the hills in the darkness the shepherds heard that Jesus was bom. That was the first Christmas and it was such a very happy night that the angels sang a beautiful song: " Glory to God in the highest, And on earth peace, good will toward men." For you see that little baby Jesus wasn't always a little baby. He grew to be a little child, then a big boy and a man and always He was so kind that all people who were sick, or poor, or in trouble of any kind crowded around Him for help. He healed the sick, helped the blind to see, the deaf to hear, and the lame to walk. He helped more people than any one who lived before or since, and for this reason every year we celebrate His birthday and this is Christ- mas day, the happiest, gladdest day of all the year. 98 LOVING AND GIVING Begin today to plan with the children some enterprise of Christ- mas giving. The stories of Santa Claus with all their embellishments are brought to our children each year, and too often Santa Claus means simply some person, or a good fairy, who is just waiting to bestow upon each child the gifts that he wants most. At this time the teacher may suggest that each child may be a Santa Claus, by saying, perhaps: " Did you know that each one of you can be a Santa Claus? Why, any one can be a Santa Claus! AH he has to do is to plan a surprise for some one, a surprise that will make some one very happy. For you know that is just what a real Santa Claus does. Could each child in this class be a Santa Claus this year?" Suggested plans are: 1. To fill stockings with toys and send to a needy family. 2. To make decorations for a Christmas tree and send small tree and decorations to a family that wotild otherwise have no tree. 3. To have the children bring gifts for children in a nursery or hospital. Suggest that they select from their own toys at home those that are in good repair and that they enjoy still, but would like to give away. Also suggest gifts of clothing. Suggestions for Christmas tree decorations are: Chains made of gold, silver, red or green paper. Chains may be made of strips of paper cut five by three-quarters inches, the ends lapped over each other and one link slipped within the other before the ends are pasted. Strings of popcorn and cranberries make attractive decorations. Also gilded nuts. Small stockings made of tarletan and sewed over and over with bright colored worsted may be filled with sugar popcorn and a cajidy cane. Gold, silver, red or green lanterns may be made from five-inch squares of paper. Directions for Making the Lanterns. (These directions are given for clearness for the teacher, not as a way of procedure with the chil- dren.) Place the five-inch square of paper with an edge toward you. Fold front and back edges together to form an oblong. Cut slits on the folded edge one-quarter to one-half inch apart. Open the paper with LOVING AND GIVING 99 slits running up and down and after lapping the edges over, fasten - 5 inches - Folded edge ■ i! ■! .3 :« M