In schools where this plan is followed and the lessons are well taught, the memory texts are both learned and remembered. The children are familiar with Bible lands and can associate events with the places where they occurred. They understand the strange customs of Bible times and therefore are not puzzled by accounts that would otherwise be unintelligible. They know the Bible as a book and can find references easily. The upper grade Juniors can find a score of the great passages in the Bible without having the reference given. In schools where the correlated lessons are not taught the children are not only ignorant of many things they ought to know, but do not gain the benefit that they should get from the course of study. THE JUNIOR PERIOD Beginning and End Only broad and general statements can be made concerning the division lines between the different departments of the Sunday school, especially after the end of the Primary; but the largest factor in deciding when the Junior period begins is the ability on the part of the pupils to read well enough to be able to read in the Bible without too much stumbling. The end of the period is indicated by the beginning of adolescence, and this fixes the Junior period of the normal child as extending over at least three years. The course provides studies for four years. Characteristics The general characteristics of the children in this period are marked, differing in many important particulars from those of the period before and still more sharply from those manifested in the adolescent years. There is a reaching out for and a choice of companions differing from the happy-go-lucky way in which the Primary child accepts his neighbors as playmates and a growing tendency to concentration in groups or gangs accompanied by the most intense loyalty to the members of the group. The normal interests which have an important bearing are those in reading, heroes, the forces of nature, and the attainment of results. Intellectually, the child begins to seek for reality. The historic sense develops, and the sense of location both develops and matures during this period. There is a deep regard for authority if rightly administered by one who the child feels has a right to rule over him. Memory is strong and retentive. A deep-seated, though egoistic, sense of justice is apparent. This is preeminently a time when habits are formed and fixed. There are limitations here, as in every other period. The child is and must be more or less self-centered, because this is a time when he must pay attention to himself and get himself adjusted to the world about him before he can send his energies out in service for others, as will be normal in the next period. The reasoning power is very weak, depending upon sequence rather than causality. The interest in people is altogether in conduct and not at all in character; what a person does is what these children care about, not what he is. Spiritual Needs