15-40 W7 UC-NRLF B 3 IME flbb The Beginners' Department ANGELINA W. WRAY The "Times" Handbooks for Sunday-Schopl ^ Workers. Number / GIFT or Gladys Isaacson ^0/ , THE BEGINNERS' DEPARTMENT Digitized by the Internet Archive in 2008 with funding from Microsoft Corporation http://www.archive.org/details/beginnersdepartmOOwrayrich THE BEGINNERS^ DEPARTMENT By Angfclina W» "V^fay AUTHOR OF "Jean Mitchell's School/' " Glimpses of Child Nature," etc. LIBRARY Temple Mt. Sinai, Sioux City, iowa lio.J.^Z- The Sunday School Times Company Philadelphia v^7 Copyright) 1907, ' BY Thb Sunday School Timks Ca GIFT OF GLADYS ISAACSON CONTENTS PACK CHAPTER I The Need for the Beginners' Department . . i CHAPTER n The Superintendent 8 CHAPTER HI Organizing the Department 13 CHAPTER IV One Beginners' Department 21 CHAPTER V Socials for the Tiny Ones 33 CHAPTER VI Equipping the Department 56 CHAPTER VII The Two-Year Course and How to Use It . . 66 CHAPTER VIII The Weekly Program 76 CHAPTER IX "Nothing TO Work With" 81 V M27836 VI Contents CHAPTER X Special Days 90 CHAPTER XI Songs for Little Children 96 CHAPTER I THE NEED FOR THE BEGINNERS* DEPARTMENT Why should we have a Beginners' Depart- ment? Is it really necessary to teach the youngest children in a separate class? These are questions often asked with the ut- most honesty by superintendents, pastors, and teachers who are unfeignedly desirous of giving the best help to the children under their care. "Why," ask many primary teachers, "should the department we have tried so hard to organ- ize, to which we have given earnest thought and affection, — why should this department be de- creased in membership by the withdrawal of some of the children?" "Why," inquire other teachers, "should a school that has many uses for its scanty funds be asked to contribute supplies for another class?" "I plan my work carefully," says still another teacher, "and try to help the oldest as well as the youngest in my class. Of course, I some- times fail, but as a rule I am conscious that no child goes from my room without having been helped by the lesson taught. This being true. 2 < ^' TheJBegXfirtej'^' Department w'hiat iycis,sif)i^/g'4ip,pk^''po^^ through a separa- tion?" Let us consider the last speaker's words first. Let us visit her department some Sunday after- noon. The room is well-filled. At the front, in tiny chairs, are several three-year-olds. Farther back is a nine-year-old boy with his wee sister. Here is a shy little lady of four, nestling close to her eight-year-old protector. Three, four, five, six, seven, eight, nine — children of all these varying ages are present. There are several assistants present also, help- ing in maintaining order and in teaching the supplementary work. The program is bright and attractive. When the regular lesson for the day is taught the children listen attentively. We leave the room feeling admiration and re- spect for the skilful teacher. Perhaps there are good reasons why the plan described is the best for that particular Sunday- school. It may be that, under existing circum- stances, the teacher is doing the right thing and has no need to feel discouraged or conscience- smitten over the matter. Nevertheless the fact remains that the plan does not and cannot give the best results for the children. No teacher could give a lesson that would be equally adapted to such varying ages. Three years and nine view the world from standpoints The Need for the Beginners' Department 3 as far apart as the east and west. If the teach- ing is satisfying to the needs of the older pupils it will be above the comprehension of the younger ones. Again, hymns and exercises suitable for the tiniest learners are too simple for the older ones. In every department in which the ages are so diverse, the teacher consciously or un- consciously adapts the truth to either the younger or older, and in almost every case the latter is favored, because otherwise she finds herself unable to hold their attention. "But," says some one, "if the little ones listen and seem interested they must be receiving bene- fit." This does not always follow. I remember visiting a German church one Sunday. I under- stood very little German. The hymns, prayers, and sermon were almost unintelligible to me. Vet I listened with real interest, attracted by the earnestness of minister and congregation. In so far as I was impressed by the reverential spirit shown, I was helped in my own spiritual life. But for real spiritual growth would I not, if I could choose, go to some church where the preaching was adapted to my needs and could be readily understood ? The little children cannot choose for them- selves. They must go where their parents send them. They must accept the kind of teaching 4 The Beginners^ Department given them. But should we not see to it that their needs are met in the most helpful way? If a teacher must deal with these varied ages, let her plan her session so that some part of it is especially adapted to the youngest as well as the oldest. Then, having done that, let her not be content to rest satisfied, but keep a sharp out- look for better conditions. As for the question of finances, it is a very serious one in many schools, and a thoroughly equipped beginners' department, meeting in its own well-furnished room, receiving cards, pa- pers, etc., each Sunday, means a considerable outlay of money. I have heard persons say unhesitatingly when the plan was suggested, "It would be impossible in our school. We have hard work to pay our expenses as it is." But if the superintendent and teachers become con- vinced of the real value of the department they will find a way to make it work. No true worker despises the day of small things. If it is possible to equip the department in accord- ance with the best suggestions for the children's comfort and mental advancement, the invest- ment is unquestionably wise, even if considered from a purely material standpoint. But all over the land there are Sunday-schools that might organize beginners' departments, yet are de- terred by the fact that they cannot get all the The Need for the Beginners' Department 5 paraphernalia they deem necessary. To have a successful beginners' department, but three things are absolutely indispensable — first, a good teacher ; second, a place in which the teach- ing may be done, and third, children to be taught. The place may be but a corner sep- arated from the rest of the room by a screen. This does not mean that a good teacher can- not do better teaching under better conditions. The better the teacher, the more use she will be able to make of all the helps that can be given her. But it does mean that a good teacher will do good teaching under any conditions, because all around her keen eyes will see a wealth of illustration and help that may be hers for the taking. Many Sunday-schools have discovered, upon organizing the class, that the rest followed eas- ily. Sometimes parents, seeing its value, have helped out with the financial part. Very often the church has aided the work by contributing furniture or money. Sometimes a wealthy man or woman in the congregation has assumed the responsibility of supplying its needs. God has promised to bless all earnest efforts put forth in his name, and surely work for the little chil- dren must meet with the approval of the great Father. In regard to the objection urged by some pri- 6 The Beginners' Department mary teachers that their own department is de- creased, the fact that better work can be done for both younger and older children should be sufficient answer. The children removed from the primary classes are not lost. They will return in a few years, better able to understand and appreciate the more advanced lessons. And now we have come back to the question, "Why should we have beginners' departments ?'' "Is it really necessary?" Emphatically, yes. First, because the youngest children need simpler teaching. Second, because their interests are almost en- tirely in the home-life, and illustrations con- nected with that will mean more to them, while the primary children are often far more deeply impressed by an incident of school life or the more active sports in which they engage. Third, because repetition is even more essen- tial at this age than a little later. Fourth, because the two-year International Beginners' Course deals with thoughts and emo- tions common to all little children. The tiny child desires to know many things, and the Be- ginners' Lessons, starting as they do with the thought of God the Creator, lead the childish mind naturally to the emotion of gratitude to God the Father. The Need for the Beginners' Department 7 If the course is begun (as it is intended it should be) the first of September, the lessons on thankfulness will come at Thanksgiving time, and then, as we talk about sharing our blessings with others, will lead up to the Christmas thought and the great gift of the little Christ- Child. Other lessons given are those on Reverence, Obedience, Repentance, Forgiveness, etc. ; all touching very closely on the experience of even the youngest child, while the fact that several lessons are devoted to each theme serves to deepen the impressions made. CHAPTER II THE SUPERINTENDENT The superintendent of the beginners' depart- ment should be chosen with the utmost care. There are some qualifications that are abso- lutely essential, and any Sunday-school ignoring them in its choice will make a grave mistake. A woman is almost invariably selected for the position, and this is wise, for little children, ac- customed to constant association with the mother in the home, feel less timidity in their new surroundings when this is the case. Many persons contend that only mothers should be teachers of the youngest children, and conse- crated mothers do, indeed, sometimes make ideal teachers, but it is not always possible to secure the right kind. The qualifications I shall men- tion are just as essential for mother-teachers as for any others, and without them the work done in the most beautiful class-room will be a failure. First — the superintendent must have a heart full of love for God, her Father, and Christ, her Saviour. She may be ideal in every other way, but un- less she realizes the brooding tenderness of the 8 The Superintendent 9 heavenly Father, feels the touch of the nail- pierced hands and hears the gentle whisper of the Redeemer, she cannot lead the child-heart to the fullest joy and confidence. Second — She must have a heart full of love for little children. It is not always the most effusive sentiment that is the deepest. The teacher who constantly refers to children as "sweet little darlings" may not have as much genuine affection for them as another who rarely uses pet names. Real love shows itself in readiness to help the little ones outside of the class-room and on other days be- sides Sundays, in patience with their faults and mistakes, and in earnest endeavor to link home and school. Third — She must be willing to learn. A self-satisfied teacher is a poor teacher. No matter how wise she is, no matter how good the methods she uses, the moment she becomes convinced that there is nothing more for her to learn, that moment she begins to retrograde. There is always something for the teacher to learn. New, fresh ways of presenting old truths, better ways of reaching the child-mind, new ways of reaching the parents through the little ones — these and countless other discoveries are con- stantly being made by live, thoughtful teachers, and those who would do the best work must lo The Beginners' Department keep abreast of the times. Beginners' teachers, especially if they use the two-year International Course (or any other in which the lessons are repeated with great frequency), will find need to guard against this danger. Repeating the same lessons in the same way, using the same objects, the same blackboard illustrations, the same songs, the same pictures, and the same prayers, will ultimately deaden all originality and weaken their user, however perfect they may be in themselves. Fourth — She must have a winning manner. To teach little children it is not enough that the teacher be good. It is not enough that she have love for the tiny listeners. She may be a veri- table saint, she may feel deep and earnest affec- tion for childhood, but unless she has power to attract it toward herself she will not succeed as a beginners' teacher. This is an indescribable power, because, real and indisputable as it is, its secret cannot be put into words. It belongs to neither youth nor age, beauty nor ugliness. I have seen very homely, awkward persons to whom little children were drawn by some irre- sistible fascination, while beautiful and graceful women vainly tried to gain their favor, and I have seen the cases exactly reversed. To some extent, at least, it is possible of acquirement, but happy is that teacher to whom God has freely The Superintendent 1 1 given this wonderful gift, and happy is that Sunday-school which numbers among its teach- ing force some whom the wee children love with- out knowing why. Fifth — She must be able to use both patience and firmness. Order is necessary if good teaching is to be done. If the teacher of the beginners' class allows the little ones to wander around the room at their own sweet will, lets them keep up a con- stant chatter while she is talking, smiles indulg- ently at Freddie as he thumps his chair on the floor, simply shakes her head at Susie when that white-robed cherub slaps Nelly for the third or fourth time, — if she permits these things to con- tinue unchecked, the children might far better remain at home. The lesson she endeavors to teach with her lips is nullified by the lesson she teaches by her actions. The class is learning irreverence, inattention, carelessness, rudeness and disobedience; evil weeds that grow quickly and bring forth abundant fruit in the primary and junior departments. Patience, that virtue needed by every teacher in every grade, is needed in fourfold measure by those who deal with beginners. With the best intentions in the world, the little people often do things exactly opposite to directions given them. They forget and forget, and have to be 12 The Beginners' Department reminded again and again. An impatient teacher irritates and frets them. But she who is wise remembers that patience and firmness go hand in hand, and that they are not antagonistic, but each is supplementary to the other. Other quahfications might be mentioned: en- thusiasm, originality, keen sense of responsibil- ity, etc. All are helps. All have their value. Nev- ertheless, I believe that the five qualifications given are those that are really indispensable. Leave even one out and the department, how- ever well-equipped in other ways, will never do its best work. Find a teacher or superintendent who combines them all, and the department however poorly furnished, will accomplish results that will tell in time and in eternity. The teachers make or mar the school. The begin- ners' teacher makes or mars her class or department. CHAPTER III ORGANIZING THE DEPARTMENT In Sunday-schools in towns or cities it is an easy matter to build up a large beginners' de- partment, provided the superintendent who has been chosen will devote a little time and energy to the work. Almost every primary department includes a few children under six years of age, who have accompanied their older brothers or sisters. Many superintendents are content to put these in a separate division and call it the beginners' department, not realizing that the few may be but the nucleus of a large class. A certain school had come to the conclusion that it ought to have a beginners' department. A room was set apart for the purpose, a teacher and assistant were provided, and seven little children, taken from the primary class, met Sun- day after Sunday for a year. From time to time announcements of the new department were made in church by the pastor and in the main school by the superintendent, but the class did not grow. At the end of the year the teacher resigned. The primary teacher, realiz- ing the better work she had done since the di- 13 14 The Beginners' Department vision, was reluctant to go back to old condi- tions, but many of the church officials felt that the room which had been used by the beginners was needed for other purposes, and suggested keeping the little children apart from the others in one corner of the primary room. JjiOJu I ScXovt JivViA4, AA^tJtJt . « ' ij^nu OAJU /lU/oAAJ deb . K/huidAvtX f j^^*^ '"^ ^ ^ "^"^ ^^^ T^e,a4^^unjux^^Ci '*> ^•••••. 3 G I \ Z s \ H 4 Figure z on top of each other, and paste. Do the same with I and J. Let comers i and 2 lap slightly and paste. Repeat with corners 3 and 4. Cut door and windows. Socials for the Tiny Ones 37 No. 2. Animal Social Little cats cut from gray cardboard formed the invitations to this social. Each cat had a tiny bright-colored cord tied in a bow around its neck. At the social the children played the familiar Animal Game, in which one player, blindfolded, stands in the middle of the ring, points to an- other player, demands "Quack like a duck" or "Bark like a dog,'' or "Mew Hke a cat,'' and then tries to guess who answered. Miss Wheeler had been busy for some time collecting and cutting pictures of animals from 38 The Beginners' Department the pages of old magazines, circus hand-bills, etc. These she had mounted on squares of tinted cardboard and had cut them in half. The children took great delight in trying to match the various halves, and each one who succeeded in forming a complete animal was given a gin- gerbread kitty. Searching for animal crackers that had been hidden in an adjoining room com- pleted this social. No. 3. Ring Social These invitations were made of pretty pink cardboard. Socials for the Tiny Ones 39 For use at the social the teacher purchased one hundred four-inch colored circles from Milton Bradley Co., for twenty cents. Fifty of these were cut into three rings, a quarter of an inch in width, and one one-inch circle. To in- Figure i Figure 2 sure accuracy she folded the large circles in quarters, like Fig. I. On top of each folded quarter she placed a tissue paper pattern marked like Fig. 2, traced the black lines, and after- wards cut along them. When the children arrived each one received •a six-inch square of white paper (with a large black dot in the center for a guide), a tooth- 40 The Beginners' Department pick, a small dab of paste (a five-cent tube of library paste is enough for fifty children), three of the rings, of different color and size, and one of the tiny circles. With the help of teacher and mothers they pasted rings and cir- cles on the squares. As Miss Wheeler had been careful to choose colors that harmonized, the result was really pretty. After all had finished she scalloped the edges neatly and the children had refreshments (cookies with a hole in the middle) on their "ring plates," as they proudly called them. One of the mothers lent the game of Ring- Toss for the occasion, but very few children succeeded in "ringing'' the stake, as the little hands were not very steady, so Miss Wheeler devised an easier play — that of tossing the rings into an empty waste-basket set in the middle of the circle of players. At every successful venture the children marched and sang, "Hurrah for the child whose aim is so true! Hurrah and hurrah we will sing. May you be steady in all that you do, As well as in throwing the ring." All the Other games played at this social were ring games, such as Blind-man's Buff, Here we go 'round the Mulberry-bush, Drop the hand- kerchief, etc. Socials for the Tiny Ones 41 No. 4. Stick Social STICK SOCIAL, SATURDAY, 2 P.M. Five, six, pick up sticks, Seven, eight, lay them straight. For this social Miss Wheeler bought fifty enlarged sticks, three-sixteenths of an inch square and five inches in length, from the Brad- ley Co., for eleven cents. They are smooth and white and made very pretty and unique invita- tions when tied with bright blue baby ribbon. From the same Company she purchased looo four-inch colored sticks, at a cost of thirty cents. These may be kept and used for many purposes besides the one described. As the little guests came in, each was given a handful of the bright sticks and was shown how to make a large number of designs. The following small illustrations are merely sugges- tive. Innumerable others were made by the children. Tiny slender sticks of candy, wrapped in white tissue paper (the kind that comes tied in bundles of six, each bundle costing a cent) were then scattered broadcast over the floor, and the children delightedly "picked up sticks" and ate them! Ten sticks of kindling wood were then stood in a row, at equal distances apart, and the play- ers took turns in rolling a round stick over thl^ 42 The Beginners' Department floor toward them. Each time they were ar- ranged so that if one fell it would knock the others over, too, a fact which caused hilarious and unfailing amusement. Ladder Fence Star ^T^ Umbrella Tree Ms Broom Sticks of peppermint, birch, or lemon candy were the appropriate refreshments. No. 5. Cooky Social This proved to be one of the most enjoyable of all the socials. From the moment the chil- dren received the "cunning little rolling-pin invi- tations/' cut from light brown cardboard, they Socials for the Tiny Ones 43 talked constantly of the good time to come. Miss Wheeler had an old-fashioned kitchen, roomy and pleasant, with an oilcloth-covered floor. She borrowed rolling-boards from six A4ftju CirvTvJu*^ caJu'i/ a/n/<^ /tft*««»v mothers, set them on wooden boxes, so that four children could stand at each board, and when the guests, beaming with happiness, ar- rived, had a big bowl of dough just ready to be rolled and cut by the eager fingers. Oh ! the happy afternoon that followed ! How the wee bakers reveled in the fun! And how their cup of joy ran over when Miss Wheeler let each one use her five-cent cutter, shaped like a chicken, and triumphantly press a black cur- rant eye in each spicy bird! No. 6. Fan Social This social, as its name implies, was held in warm weather. The invitations were written on three-inch squares of delicate green card- board, with a fan drawn on one corner of each. The children made two fans apiece that after- 44 The Beginners' Department to- f tf) Z2 (^ u u o « C Pi a a (U cS & 1 1 (A H o bX) ■s •< 12; 1 B ctf i-l "12 H < Pi /~*— s .-) T n is 3 C M m •-» CO c o E o 5- V > < 5 2^ en bo c 0) a o u •3J s < J3 12; < •-> > < a M 1^ 1^ |h 2i«»>. Equipping the Department 65 For a class of forty beginners, with a Cradle Roll of fifty names, the running expenses for a year without either stint or waste will be about as follows: Expenses for One Year I set Large Pictures (for permanent use) $3.00 40 sets Small Picture Cards at 24c a year 9.60 I set Large Pictures for Supplemental Lessons 2.50 I Illustrated Book of Supplemental Lessons.. .25 1 Blackboard 50 2 doz. colored crayons 20 4 doz. white crayons 14 I Teachers* Quarterly 50 I Tray for sand-board 10 40 Birthday Cards, for Beginners 40 40 Enrolment Cards, for Beginners 40 50 Cradle Roll Birthday Cards 50 50 Cradle Roll Enrolment Certificates 40 I Cradle Roll 35 Total $18.84 After the first two years the expenses will be considerably less, as some of the equipment is permanent. The larger the class the greater the advantage, as collections will be correspond- ingly increased. CHAPTER VII THE TWO-YEAR COURSE AND HOW TO USE IT The Two- Year International Beginners' Course is a course of one hundred and five les- sons, differing from the uniform lessons because they are arranged in groups centering around various themes. Instead of having a Golden Text to be memorized each Sunday the same text is repeated for two, three, or more Sun- days, until even the youngest child unconsciously becomes familiar with it. It IS intended that the course be commenced in September, although that is optional with the teacher. That arrangement is most convenient, since the lessons lead up to Thanksgiving, Christmas and Easter thoughts. If the teacher decides to begin at any other time, she should choose the lesson corresponding to the month. The following is a list of themes and texts for the two years. First Year Theme: God the Creator. Golden Text. — All things were made by him. John i: 3. I. God Making Trees and Flowers. Gen. i: 9-13. 66 The Two- Year Course and How to Use It 67 2. God Making Animals. Gen. i: 20-25. 3. God Making All Things. Gen. i : 1-8, 14-19. Them^: Home Life. Golden Text. — Lord, thou art our father. Isa. 64: 8. 4 The First Family. Gen. i: 26-31; 3: 20; 4: i, 2. 5. The First Home. Gen. 2: 4-10; 15-17. Theme: God's Loving Care. Golden Text. — He careth for you. i Peter 5: 7. 6. God Caring for Birds and Flowers. Matt. 6: 26-34. 7. God Caring for Baby Moses. Exod. 2: i-io. 8. God Caring for Elijah, i Kings 17: 1-6. 9. God Caring for Many People. Exod. 16: 11-18; 31-35. Theme: Giving Thanks to God. Golden Text. — O give thanks unto the Lord; for He is good. Psa. 106: i. 10. Daniel Thanking God. Dan. 2: 17-24. 11. The Israelites Thanking God. Exod. 14: 9, 10, 21-31. Exod. 15: 1-21. 12. Thanking God for All Things. Psa. 103: 1-5; 104: 10-24. 13. Thanking God in Heaven. Rev. 7: 9-17. Theme: Giving. Golden Text. — God loveth a cheerful giver. 2 Cor. 9: 7. 14. A Poor Woman's Gift. Mark 12: 41-44. 15. Giving to the Needy. Neh. 8: 1-12. 16. The Israelites Giving to God. Exod. 35: 20-29. Golden Text. — He loved us, and sent his Son. I John 4: 10. 68 The Beginners' Department 17. God's Gift of His Son. Luke 2: 1-20. 18. The Wise Men's Gifts. Matt. 2: i-ii. Theme;: The Boy Jesus. Golden Text. — His name was called Jesus. Luke 2: 21. 19. Jesus Being Named. Luke 2: 21-39. 20. Jesus in His Home. Luke 2: 39, 40, 51, 52. Golden Text. — Let us go unto the house of the Lord Psa. 122: I. 21. Jesus Going to the House of God. Luke 2: 41-49. Theme: The Man Jesus. Golden Text.— He took them up in His arms, and blessed them. Mark 10: 16. 22. Jesus' Love for Children. Matt. 19: 13-15. Mark 10: 13-16. Golden Text. — I will sing unto the Lord. Exod. 15: I. 2Z. Children Praising Jesus. Matt. 21: 6-17. Golden Text. — Who went about doing good. Acts 10: 38. 24. Jesus Feeding the Hungry. Mark 6: 30-44. John 6: 1-14. 25. Jesus and the Storm. Mark 4: 35-41. Matt. 8: 23-27. 26. Jesus Curing a Sick Boy. John 4: 46-54- 27. Jesus and Jairus' Daughter. Mark 5: 21-24; 35-43, Theme: Resurrection Less-dns. Golden Text. — We shall all be changed, i Cor. 15: 51. 28. The Flowers Blooming Again. Song of Sol. 2: 11-13. Luke 12: 27. Golden Text. — Christ died, and lived again. Rom. 14: 9. The Two- Year Course and How to Use It 69 29. Jesus Dying and Living Again. Matt. 28: i-io. Golden Text. — I go to prepare a place for you. John 14: 2. 30. Jesus Returns to Heaven. Acts i: 9-1 1. 31. Our Heavenly Home. John 14: 1-3. Rev. 22: 1-5. Theme: RevEREnce. Golden Text. — The Lord our God is Holy. Psa. 99: 9. 32. Reverence for God's Name. Exod. 20: 7; i Kings 8: 41-43; Psa. 113: 1-5. 2i2)- Reverence for God's House. Exod. 3: 1-6; 40: 34-38; Psa. 122; i: Eccl. 5: i, 2. Golden Text. — Remember the Sabbath Day, to keep it holy. Exod. 20: 8. 34. Reverence for God's Day. Neh. 13: 15-22; Gen. 2: 2, 3; Exod. 20: 8-11; Isa. 56: 2-y. Golden Text— I will not forget Thy Word. Psa. 119: 16. 35. Reverence for God's Word. 2 Chron. 34: 1-6; 14-18; 29-33. Theme: Obedience. Golden Text. — Children, obey your parents. Eph. 6: i. 36. Joseph Obeying His Father. Gen. ZT- ^Z-^'?- Golden Text. — I will help thee. Isa. 41: 10. 2i'7. Fishermen Obeying Jesus. Luke 5: i-ii. 38. Noah Obeying God. Gen. 7: 12-24; Gen. 8: 1-22; Gen. 9: 13. 39. God Will Help Us to Obey Him. Dan. i: 1-21. Theme: Repentance. Golden Text. — I will be sorry for my sin. Psa. 38: 18. 40. Peter's Sorrow for Sin. Luke 22\ S4-^2; John 21: 15-17. 41. Turning Away from Sin. Luke 19: i-io. 70 The Beginners' Department Th^me: Forgiveness. Golden Text. — Ready to Forgive. Psa. 86: 5. 42. Joseph Forgiving His Brothers. Gen. ^tT- 23-28; 43. A Father*s Forgiveness. Luke 15: 11-24. Theme: Prayer. Golden Text. — My God will hear me. Micah 7: 7. 44. Hezekiah's Prayer for Help Granted. 2 Kings 20: 1-7. 45. David's Prayer for His Child Denied. 2 Sam. 12: 15-23. 46. Elisha's Prayer for a Child Granted. 2 Kings 4: 8-37. 47. Jesus Praying. Luke 3: 21, 22; Mark i: 35; Mark 14: 26-42. Theme: Kindness. Golden Text. — Be ye kind one to another. Eph. 4: z'2: 48. Rebekah's Kindness. Gen. 24: 10-20, 29-31. 49. The Boy and the Lamb, i Sam. 17: 32-38. 50. David's Kindness to a Lame Boy. 2 Sam. 9: 1-13. 51. Elisha's Kindness to a Poor Woman. 2 Kings 4: 1-7. 52. The Good Samaritan. Luke 10: 30-37. Second Year Theme: Happy Home Li^E. Golden Text. — Honor thy father and thy mother. Exod. 20: 12. 1. Respect for Parents. Jer. 35: i-io; Eph. 6: 1-4. 2. Miriam Ready to Help. Exod. 2: i-io. Golden Text. — Blessed are the peacemakers. Matt. 5: 9. The Two- Year Course and How to Use It 71 3. Jonathan the Peacemaker, i Sam. 19: 1-7; i Thess. 5: 13. Golden Text. — Preferring one another. Rom. 12: 10. 4. Kindness to Guests. 2 Kings 4: 8-13; Heb. 13: 2. Themk: UnseIv^ishness. Golden Text. — Christ also pleased not himself. Rom. 15: 3. 5. Abraham and Lot. Gen. 13: 1-9. 6. Ruth and Naomi. Ruth i: 1-22. Thkme: God's Goodness. Golden Text. — God shall supply all your need. Phil. 4: 19. 7. God's Care for Ishmael. Gen. 21: 12-20. 8. God's Care for Elijah, i Kings 17: 8-16. 9. God's Care for Daniel. Dan. 6: 1-23. 10. God's Care for Peter. Acts 12: 1-17. 11. God's Care for Us. Psa. 2y. 1-6. 12. God's Care for All Things. Matt. 6: 25-30. Theme: Gratitude. Golden Text.— Be ye thankful. Col. 3: 15. 13. A Man Thanking Jesus. Luke 17: 11-19. 14. A Lame Man Thanking God. Acts 3: i-io. Theme: Helpfulness. Golden Text. — Let us do good unto all. Gal. 6: 10. 15. A Little Girl Helping Her Master. 2 Kings 5: 1-5; 9-II- 16. Samuel Helping in the House of God. i Sam. 3: i-io. 17. Friends Helping a Sick Man. Mark 2: 1-12. 18. A Little Boy Helping Jesus. John 6: 5-14. Golden Text. — For God so loved the world that He gave His only begotten Son. John 3: 16. 72 The Beginners' Department 19. God Helping Us by the Gift of His Son. Matt. i: 21; Luke 2: 1-20; i Tim. i: 15. The:me: Jesus Our Hei.per. Golden Text. — Lord, be thou my helper. Psa. 30: 10. 20. Jesus Helping the Fishermen. John 21: 2-13. 21. Jesus Feeding Four Thousand Men. Matt. 15: 32-39; Mark 8: 1-9. 22. Jesus Healing a Leper. Matt. 8: 1-4; Mark i: 40-45. Golden Text. — My help cometh from the Lord. Psa. 121: 2. 2'>,. Jesus Healing a Blind Man. John 9: 1-41. 24. Jesus Raising the Widow's Son. Luke 7: 11-17. Themk: Jesus Our Teacher. Golden Text. — Teach me Thy way, O Lord. Psa. 2']\ II. 25. Jesus' Example of Service. John 13: 1-15. 2(i. Jesus' Story of a Supper. Luke 14: 16-24. 2'j. Jesus' Story of the Lost Sheep. Luke 15: yj, 28. Jesus' Story of the Seed. Matt. 13: 3-8. Theme: The Risen and Ascende:d Lord. Golden Text. — Behold, I make all things new. Rev. 21: 5. 29. New Life in Nature. Gen. i: 12; Song of Sol. 7: 11-13; Psa. 61: 9; Psa. 74: 16, 17; Psa. 104; 14-17; Psa. 147: 16-18. Golden Text. — He is risen. Matt. 28: 6. 30. Jesus' New Life. Luke 24: 1-9. Golden Text. — In my Father's house are many man- sions. John 14: 2. 31. Jesus Going Back to Heaven. Luke 24: 36-53. 32. Our New Life. Rev. 21: 1-4; 21-27. The Two-Year Course and How to Use It 73 Theme: Jesus' Nearness to Us. Golden Text. — I am with you alway. Matt. 28: 20. 33. Jesus' Promise of Nearness. John 14: 18-23; 16: 16-22; Matt. 28: 20. 34. Jesus' Nearness to Paul. Acts 18: i-ii; 2 Tim. 4: 16-18. Theme: Obedience. Golden Text. — We must obey God. Acts 5: 29. 35. Gideon and the Three Hundred. Judges 7: 12-21. 36. Peter and John Obeying God. Acts 5: 17-32. Theme: Honesty. Golden Text. — Let us walk honestly. Rom. 13: 13. Z7. The Honest Workmen. 2 Chron. 24: 4; 8-14; 2 Kings 12: 11-15. 38. The Dishonest Servant. 2 Kings 5: 20-27. 39. The Honest Treasurers. Ezra 8: 21-34. Theme: Truthfulness. Golden Text. — My mouth shall speak truth. Prov. 8: 7. 40. Samuel Telling the Truth, i Sam. 3: 1-21. 41. Daniel Telling the Truth. Dan. 5: 13-30. 42. Truthful at All Times. John i: 43-51; Eph. 4: 25; Psa. 15: i^ 2. Theme: Self-Control. Golden Text. — Be patient toward all. i Thess. 5: 14, 43. David's Self-Control. i Sam. 26: 1-25. 44. Jesus Bearing Wrong. Luke 9: 51-56. Theme: Prayer. Golden Text. — Lord, teach us to pray. Luke 11: i. 45. Praying for Help. Neh. i: i-ii. 74 The Beginners' Department 46. Praying for Others, i Sam. 12: 19-24; Matt. 5: 44; James 5: 13-16. 47. When and Where to Pray. Matt. 6: 6; Dan. 6: 10; Acts 3: i; Gen. 24: 10-14; Neh. 2: 4; James 5: 13; Matt. 8: 23-46. Themes: Forgivkness. Golden Text. — Forgiving one another. Eph. 4: 32. 48. Stephen Forgiving His Enemies. Acts 7: 54-60. 49. Jesus Forgiving Peter. John 18: 15-18; 25-27; John 21: 15-17. Theme: IvOVE. Golden Text. — Let us love another; for love is of God. I John 4: 7. 50. Jonathan's Love for David, i Sam. 18: 1-4; 20: 1-42. 51. Mary's Love for Jesus. John 12: 1-8; Mark 14: 3-9. 52. Jesus' Love for His Friends. John 14: 1-31. If desired, the lessons may be taught by sev- eral teachers, each gathering a small group of children around her. Whether taught in this way or by one teacher to the class as a unit, the time occupied in lesson presentation should not exceed fifteen minutes, as little children find it almost impossible to concentrate their atten- tion for a longer period. After marching or rest exercises of some kind, a supplemental les- son may be given for ten minutes, or the supple- mental lesson may be given before the regular one. The Two- Year Course and How to Use It 75 To criticize a course of lessons is compara- tively easy. Probably few persons will claim that the Two Years' Course is perfect. Its de- fects may readily be seen by the careful student. But, taken all in all, it is by far the best course yet offered for little children. In several instances the teacher will think of stories that will illustrate the truth better than those selected. If so^ let her not be deterred by the fact that they are not on the list. Any course slavishly followed is detrimental to the teacher. She should use her own common sense in the matter. CHAPTER VIII THE WEEKLY PROGRAM In planning a program, the teacher must re- member that variety is needful, and that little children require change of position far more fre- quently than older persons. They become rest- less and inattentive when forced to remain in- active. Disorder might often be avoided by the use of some simple rest exercise. The following program will give a good work- ing basis : Opening Exercises lo minutes Offering Exercise 5 " Supplemental Lesson lo " Rest Exercise or March 5 " Lesson 15 " Birthday Exercise 5 " Closing Exercise 10 ** Total 60 " Before the session arrange the chairs in a cir- cle, see that the picture or object to be used for illustration is ready, and place papers and cards where they may most easily be distributed. If any child will celebrate his or her birthday during the week tie a bow of pink or blue rib 1^ The Weekly Program yy bon to a special chair and let the little one occupy that during the session. As the children come in, remove their hats and wraps. Allow early comers the privilege of examining scrap-books or pictures (not those for the day), or talking together in quiet tones. Promptly at the moment for opening the ses- sion a chord of music should give the signal for taking places on the ring. Insist on perfect quiet after this signal. If you desire it, you will have it, and can do much better work if the children are in order before you begin. Let the class stand and sing a greeting song, accompanying it with pretty motions. If a new scholar is present call him to the center of the ring, introduce him by name to the other children, and sing a welcome song. Of course he should not be urged to come for- ward if he is timid, but the welcome song should always be sung. If any child has been absent three or more Sundays, because of illness or some other rea- son, let his classmates welcome him during the opening exercises by a special song. A pleasant feature of the opening exercises may be the greeting given to parents or other visitors. After the opening prayer, which should be very brief and simple, the offering may be yS The Beginners^ Department received. Many teachers prefer to collect this as the children enter, but in my own class I like better to let them march and drop the money in a glass bank held by one of their number. It is true that once in a while some child loses a penny before ''marching time/' as they call it, but it happens so rarely that the annoyance is but trifling, and their delight in the exercise more than compensates for the trouble. When the bank has been passed to visitors by its proud monitor, a little slide at the bottom is re- moved and the contents counted aloud. Then, while the little heads are bowed, we thank our Father for the gifts he has given us, and ask his blessing on the offering we have brought. Even if teachers find it desirable to omit the marching, do not forget the little prayer, for the children are greatly impressed by it, and it helps them to feel that they have a part in sup- plying the needs of others. In almost all schools the offering, at least once a month, is devoted to missionary work. Even the tiniest child should be taught the im- portance and meaning of missionary Sunday. The supplemental lesson may be taught after the offering has been received. It should be followed by a complete change of position. Marching, standing up and clapping, flying around the ring, and dozens of other exercises The Weekly Program 79 will suggest themselves for the purpose, but, whenever possible, choice should be made of some activity connected with the thought that the teacher has endeavored to teach. For instance, if the supplemental lesson has dealt with God's care for birds or flowers, a rest exercise might be used by asking the chil- dren to imagine they are little birds flying home when the day is done, or sleepy flowers nod- ding in the night wind. If the supplemental les- son concerned patriotism let the boys and girls march, illustrating in pantomime the waving of flags, or beating of drums. As it is very desirable to have quiet atten- tion during the second lesson, the exercises which may be vigorous at first, should become more thoughtful toward the close. To illus- trate: if the children have been singing of the chiming bells let them repeat the last stanza very softly, imagining that the people are in the silent church waiting for the service to begin. After the lesson is ended put on the little ones' wraps and when all are ready sing a birth- day song, ofifer a birthday prayer, and give a birthday card to any child whose birthday will come during the week to follow. Let the clos- ing song come next and dismiss, distributing papers and cards as the children march out. 8o The Beginners' Department Some teachers prefer to send the birthday card, or letter, by mail on the right date, but in a large class the item of postage becomes an important thing to consider, and in such cases it is better to give the card or letter on the Sun- day before, rather than the Sunday after, the birthday, because the little ones enjoy exhibit- ing it with their other birthday gifts. CHAPTER IX " NOTHING TO WORK WITH " "Oh! It's all very easy to do beautiful work and get fine results if you have plenty of money and quantities of time at your command/' said a discouraged teacher coming from a Sunday- school Institute. "Fd love to try all those ex- periments for my children and let them make those pretty books, but, simple and inexpensive as the lecturer said they were, they are way beyond the reach of our little school. Think of being able to buy a bulb, for instance, and a beautiful lily, to illustrate the resurrection! And then think of those pretty blackboard illus- trations! How my children would be fasci- nated by them ! But we have no blackboards, no objects, no anything! Tm discouraged through and through, for I have absolutely nothing to work with. I get as blue as indigo whenever I come to an Institute." Now, discouraged teacher, you who are doing your best with "nothing,'' if you will look around you you will find a wealth of material ready to be utilized. You can illustrate your lesson each Sunday 8i 82 The Beginners' Department with drawings and letters just as well as if a large blackboard hung in the place of honor, and yet have not a cent of expense. How? One way is to get large empty pasteboard boxes from a drygoods or general store, those in which shirt-waists or woolen underwear have been packed. Cut the boxes carefully apart, leaving the lids untouched, and you will find you have three large oblongs and two smaller squares from each box. These pasteboard pieces tacked on door or wall make very good substitutes for blackboards, and if the work is carefully erased, each may be used for three or four weeks. A long, narrow, pointed piece of wood, burnt to charcoal, may be used for drawing and lettering. Burnt matches are not to be scorned for this work, either. If you wish to use color you can buy colored crayons at ten cents a dozen, and will find they give just as good results on pasteboard as on anything else, only remembering that the best effects are produced by bright, rich colors in- stead of the paler ones. Tea paper is another good substitute for a blackboard. These sheets cost eight or ten cents a dozen. Each sheet may be cut in the middle, and if firmly tacked or pinned, give a smooth white surface that is delightful to work upon. ''Nothing to Work With'' 83 Common manilla wrapping-paper brought into the house around bundles may be ironed smooth and used in the same way. Indeed, dozens of substitutes will give thorough satis- faction. The sketches may be preserved from week to week for review, or given to different children at the close of the lesson. The covers of the large boxes make splendid sand-trays. They may be filled with sand, gravel, salt, sawdust, or whatever the teacher prefers. Small clothespins dressed in long, brilliant robes, will represent oriental persons and may be moved from place to place on the tray. Pieces of looking-glass will simulate lakes, and crinkled blue tissue paper makes a satisfactory ocean. The teacher may use the tray to illustrate her opening story, connecting link, or application, by cutting children's figures from the colored plates in old fashion magazines, mounting short, narrow strips of pasteboard on their backs for standards, and arranging them pret- tily. Trees and hills cut from cardboard and colored add greatly to the effect of the scene. The leaves and tiny flowers from old hats will often prove useful in illustrating the flowery fields of Palestine, if stuck close together in lit- tle groups on the sand tray. A square white box will give a good idea of 84 The Beginners' Department an Oriental house. It is not necessary to use the lid ; as the bottom of the box will serve for the roof. Cut a square hole in the latter. Cut two or three squares from the sides of the box for windows, and paste narrow strips of white paper in a lattice effect across them. Steps leading to the roof may be readily folded from white paper. If you wish to have a balcony, take the cover of a somewhat larger box and cut a square the exact size of the smaller box, from the center. Slip the large hollow square over the middle of the box, letting the upturned edge represent the railing. Of course, if stairs are used, a space should be cut in the balcony for them. If you cannot afford the large pictures pre- pared to illustrate the lessons do not lose heart. Look over your own and your friends' store of old magazines, not disdaining even the adver- tisements. Here is a picture of a flock of sheep coming homeward at twilight. It is not the same pic- ture as the one published by the Sunday-school companies, but what difference does that make ? Cut it out neatly and put it away to use with your lesson on The Good Shepherd. Here is a dainty baby picture (only an advertisement for some infant food), but charming in its grace and winsomeness. That will illus- ''Nothing to Work With'' 85 trate the lesson on father or mother love. Here is one of a dear old grandmother. Think how many lessons on helpfulness may be brought out by the picture. Here is a bright- faced laddie, a veritable sunbeam. It will do your boys and girls good just to look at his smiling countenance. He teaches a lesson with- out a word. And where could a better illustra- tion of the results of kindness to animals be found than in that familiar picture of the dog at the phonograph? These are but a few of the almost innumerable store to be found with- out difficulty. Do you want to illustrate the Easter lesson beautifully, yet with little or no expense? Get a penny sponge and a cent's worth of flax or grass seed from a druggist. Put the tiny seeds in every crevice of the sponge, tie a cord around it, and hang it in a sunny window. The sponge must be kept wet, so you will prob- ably have to start the experiment at Sunday- school, and continue it at home. In a week, or two weeks at the utmost, you may take the ball of living green to let the class admire and won- der at the result. On the Sunday preceding Easter show the children a clump of hepatica plants dug from the woods. There will be not the slightest sign of life visible (unless Easter is unusually late). 86 The Beginners' Department just an unattractive clump of dull, ragged leaves and roots. While the little ones watch, put it in a glass tumbler half-filled with water, invert another tumbler over the first, and set the minia- ture conservatory in a sunny window. By the next Sunday the plant will be covered with ex- quisite blue flowers. Two Sundays before Easter break off several long sprays from plum or cherry trees. The leaf-buds may not have begun to swell, but if you put the sprays in water and keep them in the sunshine, you will have beautiful blossoms to illustrate the story of wakening life. The sprays should be dipped in water two or three times a day, to prevent them from shriveling in the dry air of the room. Do you wish you had pretty mottoes to hang on the walls? Get a five-cent sheet of dark green or crimson blotting paper. Cut it into four oblongs. Cut pretty letters from stiff white paper and paste them gracefully on the blotting- paper. Cut flower sprays or leaves from the white paper and paste them on, too. ''Nothing to Work With'' 87 If neatly made, these mottoes are very pretty, for the rich, heavy background throws the snowy letters and decorations out in bold relief. Some of the pictures cut from the magazines, insurance monthlies, etc., may be mounted on cardboard and used for decorating the walls. As for object lessons, no teacher, however poor or busy she may be, can fail to find a rich abundance if she will look about her. Take, for instance, the first lessons in the Beginners' Course, with the Golden Text, "All things were made by him." The lessons are sup- posed to begin in September, when goldenrod and asters riot in every field. Surely no country teacher can fail to find some flower and leaf to illustrate the lesson, God Making Trees and Flowers, and very few city teachers will have difficulty in getting at least a geranium to show their classes. A cluster of crimson or yellow autumn leaves makes a pretty object lesson for this group. The teacher may press the leaves, if she is keep- ing her work for review, and attach them to one side of blackboard or paper by tiny strips cut from the gummed flaps of envelopes. One of the most charming lessons may be given just at this time. In almost every field and meadow grow large quantities of the com- mon pink milkweed. It does not require very 88 The Beginners' Department sharp eyes to discover on many of these plants a long caterpillar, ringed with green, yellow, and white. Capture one of these and put it in a glass jar, securing two or three small milkweed leaves for its food. Cover the top of the jar with mosquito netting. Almost immediately the caterpillar will make his chrysalis, a dainty, deli- cate little green case, studded with tiny golden spots that look like nails. In seven days from the time the chrysalis is made, the case will turn dark, and the great, velvety, brown milkweed butterfly will emerge. I know of no object les- son more fascinating and impressive to little children. A toy sheep or other animal brought by some childish owner at the teacher's request will bring out in a most striking way the second lesson, God Making Animals, for the skilful teacher will call attention to the differences be- tween the toy made by man and the living ani- mals made by God. To introduce the second series of lessons, on Home Life, the children may be led to think of the many homes on the earth, ant-hills for the ants, hives for bees, nests for birds, and houses for human beings. A bird's empty nest will be a good object to be shown, and charming stories of its former tenants may be told. So I might go on and enumerate countless ''Nothing to Work With'' 89 objects that would make fine illustrations. They are all around us, in our homes and in the out- door world, asking us to take and use them. CHAPTER X SPECIAL DAYS The teacher of little children soon finds that one of the greatest links between the home-life and the Sunday-school lies in the observance or recognition of special days, and makes of them a golden chain with which to reach the hearts of the parents. Somehow, the tiny children seem peculiarly dear to father and mother. They love the older ones, but feel a greater sense of responsibility for the wee tots who are so dependent upon them. Many a parent who has given no thought to church or Sabbath-school for years, is aroused to interest in both when John or Mary brings home a special invitation to some service. For this reason it is well to have simple but frequent exercises to which parents are cordially invited, or if the room is so small that this is impossible, send some tiny souvenir home with the injunction, "don't forget to tell papa and mama all about it." Many times the little messenger unconsciously preaches a forceful sermon, and wins a new disciple for Christ. 90 special Days 91 For the first Sunday in the new year a dainty and appropriate souvenir is a wee blank book, made perhaps from inexpensive white tea-paper, tied with snowy baby ribbon with the words, "A Happy New Year" on the cover in gilt let- ters, and the Httle verse on the first page. God gives the new year sweet and fair, — A book with pages white, And He will help us fill each leaf With pictures pure and bright. Even the tiniest child understands the simple thought and can repeat it clearly. If it can be arranged, let the beginners have a valentine social and show them how to make a pretty heart-shaped valentine with the words. Mother dearest, kind and true, Here's a valentine for you. Let them carry these home with an air of great mystery, suggesting that they may be hid- den "under mother's plate." The little secret delights the child-heart and brings it into close and loving sympathy with the "teacher who plans so many nice things," as one little boy ex- pressed it. For Easter give each child a package of flower seeds. These can be obtained for one cent a package from several Flower Missions, and indeed, almost all florists furnish several 92 The Beginners' Department varieties at this price, for the special use of kindergartens and schools. The best results will undoubtedly be obtained from dwarf nas- turtiums. When the seeds are distributed give simple directions for planting, and urge the children to bring the flowers to Sunday-school. If the teacher does not follow the matter up and create a genuine and lasting interest the chances are that the seeds will be taken home and put away in some drawer or closet, but if "teacher'* cares about their fate and makes careful inquiry Sunday after Sunday, the seeds will receive great attention, and the small florists will be very proud of their gardens. The five-cent packets contain more seed, and sometimes teachers may prefer to give them instead of the smaller packets. Cut flowers or potted plants make pretty Easter gifts, but the seeds are just as appropriate and often give more lasting pleasure. Larkspur, bachelor's button, petunia, and candytuft are other flowers easily raised from seed. For Children's Day each member of the Be- ginners' Department may receive a banneret made of dainty pink cardboard of light weight, v/ith a cluster of daisies painted in one corner, with the words. Birds, and flowers, and music gay! Happy, happy Children's Day! special Days 93 If the teacher cannot paint the daisies she can cut the pattern from white paper and paste them on the banneret, using tiny yellow circles for the centers. For Rally Day, which is usually held in Sep- tember, little baskets filled with small sprays of goldenrod will be bright and attractive. To make the baskets take five-inch squares of paper and fold and cut according to diagram on page 94. Paste corners to form a square basket, and add a handle. When Thanksgiving Day comes, a wee sheaf of wheat is a pretty souvenir, or a card in which three or four heads of wheat have been inserted. The cards may have the words written or printed in quaint lettering, Dear Father, by our daily living We'll try to show our true thanksgiving. Christmas suggestions are so plentiful that it is needless to repeat them here. A very sim- ple but exquisitely pretty gift for each member of a large class may be made by even the busiest teacher if she will mount the beautiful repro- ductions of the Bodenhausen Madonna on squares of gray cardboard. These pictures may be obtained from the Perry or the Brown Pic- ture Company in half-cent and one-cent sizes. The latter are about six inches in length, while 94 The Beginners' Department T ^^ "1 \cur CUT / ( \CUT ^. CUT ) special Days 95 the former are about three and a half. Either size mounted on heavy gray cardboard makes a very attractive gift. The love prompting the gift is what consti- tutes its real value. Even a tiny child appreci- ates the fact that his teacher has thought of him when absent, and the veriest trifle becomes a treasure, if real affection goes with it. Some teachers have a hesitancy about "link- ing secular and religious things." I have heard conscientious persons say, ''I don't like to give my children a flag on the Sunday before Memorial Day, because they may think of that more than of the lesson,'' or "Valentines for a Sunday-school social! We ought to pay more attention to religious truths and less to foolish- ness." These objections may be honest, but they are, fortunately, growing rarer. The more we con- nect religion with everyday life, the better, and the wise teacher will make use of as many of the child's interests as possible. Many beautiful spiritual truths may be taught from the flag that every child loves and honors, and even so trifling a thing as a valentine may help to develop deepe* love for parents, and, through them, for the great Father. CHAPTER XI SONGS FOR LITTLE CHILDREN In selecting songs for the beginners it should be remembered that both words and music must be simple and child-like. The thoughts ex- pressed must be on a plane with their interest. No five-year-old could possibly feel the truth expressed in such lines as, Prone to wander, Lord, I feel it, Prone to leave the God I love. Here's my heart, oh, take and seal it, Seal it for thy courts above. Pie may sing the words lustily, but they are, and should be, Greek to him. A child's feeling toward God should be the same affectionate impulse which he feels toward father and mother, with a deeper undercurrent of reverence. He has not "wandered far away from God," he has not "grieved Him o'er and o'er." He should be led to think of his Pleav- enly Father in an entirely natural and happy w^ay, so the songs selected should avoid the religious experiences of adults in so far as they deal with remorse. The words of every song should be most 96 Songs for Little Children 97 carefully taught, so that their meaning will be plain to even the youngest ones. Never use long songs, and now and then allow one of the children to repeat the stanzas to you or the class. I knew a kindergartner in a public school who had carefully (so she thought) taught the words of the beautiful cradle song beginning, Sleep, baby, sleep! Thy Father watches his sheep. One day she asked one of the brightest boys in the class to repeat the song, and was horrified by the following version. Sleep, baby, sleep, Thy father washes his feet! Sometimes children use very simple words for a long time with absolutely no conception of their meaning, because every one takes it for granted that the familiar terms are understood. A minister's boy, a little fellow of seven years, once asked his mother, "Mother, what does gobless mean?" "Fm sure I don't know," she answered. "Oh! yes, you do. I say it every day." "Well, there is no such word." The boy looked unconvinced, and finally the mother said, "When do you say it, Frankie?" "Why! I say it twice a day, in the morning and at night. You know I say, 'Gobless papa. Gobless mamma.' " It was clearly evident that the 98 The Beginners' Department familiar petition, God bless, needed explanation before it could have any meaning for the peti- tioner, and I believe that the same bewilder- ment concerning other oft-reiterated expres- sions exists in the mind of many children. So let us see to it that the little singers understand the thought in each line of the songs taught. The little child loves birds, flowers, grass, trees, and all the other beautiful things in na- ture. Through them he gets his first dim con- ception of divine power and love, and the thoughtful teacher will make constant use of this interest. The music should not be too difficult and should be kept within compass of the childish voices. Do not let them shout while singing, but lead them to sing softly and sweetly. Some teachers have three or four songs that are sung Sunday after Sunday. However sweet and pretty a song may be, it should not be used over and over until the children are tired of it. Have variety in this as well as in other things. Graceful motions are always enjoyed, and in many of the following songs I have suggested simple, easy gestures, to rest the children, while illustrating the thought they are singing. A WELCOME SONG. 99 Angelina W. Wray. Rather slow. Ethel V. Wilt. 1. On this day of rest and glad- ness, While the bells are 2. Now the earth is hush'd and qui - et, Si - lence lin - gers 3. Come and list - en to the sto - ry Of our heav'n-ly JLJ^J-Ij-J^-J- 4A -> ^=^ 1'*=«^ ^; ^ — M — r-^4 K 1 J — « — ::J-c-P ^ ^ ring - ing clear, far and near. Fa - ther's love. Lit - tie chil - While the bells And His Son, dren, are who r come and list - en, soft - ly ring - ing, came to bring us P^- 1^ ^-H f-5- tt» - r \- ^ ^-^p— J Chorus. Faster. "r r To a sto - ry sweet and dear. ^ God in- vites His chil- dren here. >Wel -come! wel - come! Joy and glad - ness from a - bove. ) wel - come! Lit - tie chil - dren, wel - come here! lOO Angelina W. Wray. Bather fast. WAKING TIME. Ethel V. Wilt. 1. The wak - ing time has come a - gain. The winter days are past. Come 2. The leaves are bud-ding on the trees, The busy brown bees hum; New ^n ESE T=r /)g *IL W 1 ^ ta h h 1 1 ^J^ N N -^J , W'^-i=^~^—^^=^J^—^ -ir=ir ^~~5=H lit - tie flow'rs.come birds and bees, 'Tis life, new joy, fills all the world, For wak - wak - ing time ing time -_ ^ u at last, has come. ?2 — n gi3Jf*_l— \ r_ rp. — fi — -T — -§ — ^ U^ ;^ r- n 1 ' Chorus. Time for the birds to build iheir nests.Time for the flow'rs to grow ,For ^fe J_ E^. J_ I ^ M^ qtitt:: j— .rtfp- «&=Jr 533: r_=rz*z -1- ■q I t - -f5^ — hi* ^^?E5?E^EE God has sent the sun - shine warm To melt the win-ter's snow. WHAT THE Rq$kSSAy^^.o., ; ; ; ,1,01 Angelina W. Wray. Quietly. > ErkfiL V. Wilt. r 'r 1. What do the red, red ros - es say, By the sun-ny gar -den 2. What do the fair pink ros - es say, In the sun-shine and the 3. What do the pure white ros - es say, With their pet- als like the ^m -I- • : m 4- T^=^^ -m^z^i^ f ^ I z^zzz^ ES ^ ^ T^^ T" wall ? "Be brave and strong," each red rose says To ev - 'ry child so small, heat? "Be kind and gen - tie, lit -tie ones," Each pink rose whispers sweeti snow? "Be pure in word and tho't and deed," Each white rose murmurs low . ^§^^^ Sk cr3- :it m =£J»«=^ f^ f^ Chorus. Ros - es, ros - es, bloom- ing fair, Send-ing fra-grance on the air ; pi ^^ =^i=iz zM^r^M, r-^- =»(=«l=: trSr Like the ros - es, let us be Fair and sweet for God to see. 10^ SUNSHINE SONG. Al:^t;ELiN> • W. WrXv. Ethel V. Wilt. ^ It ^^ -4=s-4- =t =1= =J^^= SEi =S±g- S^ 1. Af - ter the darkness scat- ters, Af-ter the long, long night, The 2. How can we scat-ter sun-shine Each in our own small place? We =J=d tS^: f^ f^ ^. gold - en sun shines bright- ly Flood-ing the earth with light. can be bright and hap - py, Show-ing a shin- ing face ; J V -^ -^. gis^ lB=:: ?= =ffl»: i5^= =t: F^ i- P =1^1=1= bird - ies, Wak-ing the sleep-ing flow'rs round us, Sing-ing the songs we love, £^ M—.,^ — p-" "+7= -ap^^^ ^--r- '-r Rous-ing the drow-sy bird - ies, Wak-ing the sleep-ing Help-ing the friends a - round us, Sing-ing the songs we J- ^ J ^ - ■ ' ^ Sei rBatrpte m m W- $ te^^IE^Epd^^ X ^^ ^ S^: =1= f=^ Each lit - tie sun-beam has its part In mak- ing sun- ny hours. Each lit - tie child may al - ways be A sunbeam from a - bove. ?2- :^=tJJK: m ?2Z 5±:$=C ::^=^ =t: -f^ Chorus. ^ fei^^^ Sis^-ig^ifc^ 1^ ^ Sunbeams, sunbeamSjFilling the world with cheer, Je - sus will f^feg- :?2- SUNSHINE SONC-Concluded. 103 /J>, K ,;-i J 1 J J I 1 J J 1 i - ; 1 ) ''+4-H' JLb^JP^. _^_tt*=:^ 1 help the ti - ni - est child To be His sun-beam here. feHr^- =P *P-^ r^ ^ -L, g.^ S^!^-i- ^ 1 , .1 — Cf- — =M — 01 A GREETING SONG. Angelina W. Wray. =^ , P^ Ethel V. Wilt. ' 1. A greet - ing 2. A wel - come J to to you, you, a greet - ing to you, Each a wel - come to you ! We're _g_ _# m %-\ ^ $ ^ 6 "^ — -f-= r^ -|« ^ ^^ * L_4 1 Lf ^ 1 1 y I i dear lit - tie friend so gay. With a smile and a bow we glad you are with us here. Now our praise we will sing, to I " a r T^ wel-come you now, This beau-ti - ful Sab - bath Je - sus, our King, To Je - sus, our Friend so Day. dear. I04 SONG FOR MOTHERS' DAY. Angelina W. Wray. Ethkl V. Wilt. i > I (^ I i^ 1. O moth-er dear, a wel-come ^true We glad-ly, glad-ly 2. Each bird - ie ^in its ti - ny nest Thinks its own moth-er SI :^-:^— S- ^ =5i=3)«: m ^_/_^_/_ ■e=-- ^¥=^ -^=it ---¥^ — y — J — -h- -J- -T^i— Jh sing is J- P* — r to you. the best We're al - ; So ev ways glad to see - 'ry child, how - ev you here, In - er small, Loves •^ --A — r t? — ^i=*_ =^ — H- f^=l-Sl - -^r-^ Chorus. this our Sab - bath-school so dear. \ you, *dear moth-er, best of all. } m A welcome ^sweet, a J. ^ i ---e±i E^E^ E3^ ^=: =5t*; m wel - come true, The chil - dren gai - ly sing to you, And ^ f I^ > \ J^ ^ t=X =t= Motions :—i Kiss finger-tips 2 Heads bowed. 3 Hands brought together, forming a nest. * Let each child point to his cr her own mother. SONG FOR MOTHERS' DAY- Concluded. 105 ^1 ^ ^^ 4:: i I - -*■ * pray ^that God's most tender care May guide and bless you ev'rywhere. ?^i^ Angelina W. Wray, Slow. ^ ^ EVENING. Ethel V. Wilt 1. Sun- set on the wait - ing land, Sun - set on the sea. The 2. Twilight on the wait - ing land, Twi - light on the foam. A 3. Darkness on the wait - ing land, Dark-ness on the deep; But I . . . clo - ver folds its dew - y leaves, The wind blows cool and free, white-wing'd ship goes sail- ing out A - way from love and home. God's great love still broods a - bove While earth and o - cean sleep. * # gg ;. «« r-*- g3 3fE zt zt =t Slow-ly fades the gold- en light ; Slow-ly, slow - ly comes the night. Sail - ing in the gold- en light, Sail- ing out to meet the night. Watching o'er the ripp-ling foam, Watching,too, o'er love and home. io6 Angelina W. Wrav. Lively. THE RAINY DAY SOLDIERS. Ethel V. Wilt. 5f*rf=- 1 IS IS IS IS" — IS IS 1 — 1. Who's a 2. Who's a - fraid of the - {raid of the — '- f ^- — 1— ^- rain rain as it pat - ters as it tin - kles J J ^ J-, all a - round ? on the roof ? ?^3^zzp =4=t ^ ~-f== ^ Lp= B I U i l l 5^ b^ =^ -d -^ -1— Who's a- fraid of the silv - 'ry rain? Not the flow' rs, nor the Who's a - fraid of the silv - 'ry rain ? It's God who gives the -I- ^^ m ^ ^ trees. Not the birds, nor the bees, And nei - ther you nor I, 'tis plain, show'rs For thirst-y trees and flow'rs; So wel - come, lit - tie drops of rain ! S^ -r— r— r- ^^ =!»->- ^ Chorus. i ^^^^^^^ ^. ^^^ T ^^^ We are Rain -y Day Sol - diers, don't you see, don't you see? And ^ :g- 4 t a- T=f THE RAINY DAY SOLDIERS.— Concluded. 107 'r -^- r — i — 1^ not a-fraid of stormy days are we, are we. On a stormy Sabbath day r -r We will hurry onour way.Forwe're Rainy Day Soldiers.don't you see.don'tyousee? ^ f * m -f— r- -r I r r — =f=^ CLOSING PRAYER. Angelina W. Wray. Slow. Ethel V. Wilt. 1. Dear Fa - ther, to - night, When dark - ness has come, 2. When cur • tains of night Hang heav - y and low, 3. Thy love kept us safe This long hap - py day; m. m i(y =e= ^=ng= ^ =tfK: ^i m =#= =«*s Watch o - ver each child No child has a fear, Be w^ith us to - night, I And Thy Dear guard ev - 'ry home. kind - ness wt know. Fa - ther, wc pray. io8 Angelina W. Wray. Not too slow. GOD'S CARE. Ethel V. Wilt. 1. When the hap - py brown birds *flut-ter far, far a - way, 2. When the lit - tie brown birds ifiut - ter home to the nest, When the east^ is a - glow with the com - ing of day, When the When the sun - set is red in the beau - ti • ful west,* When the ^ ^ =6= ^i-^^^^^ r gold - en sun^ shines on the wide *rip - pling sea, My ti - ny white moon* sails a - bove the deep sea, My ^^ Fa - ther in Fa - ther in heav heav en en IS is think - ing of think - ing of J- J me. me. Motions :— ^Arms extended. Flying motion. 2 Point toward the east. ^ Arms meeting in circle over head. * Rippling motion with extended arms. * point toward the west. • Point upward. UNIVERSITY OF CALIFORNIA LIBRARY BERKELEY Return to desk from which borrowed. This book is DUE on the last date stamped below. I LD 21-100m-ll,'49(B7146sl6)476 Td 5( Ivi27836 THE UNIVERSITY OF CALIFORNIA LIBRARY