1. Bible truths needed first in the life of a little child have been carefully selected and arranged in their logical order. 2. As many lessons as are needed to make each truth clear and to fix it in memory are devoted to it. 3. The setting for the truths to be taught is given in stories, not abstract statements. 4. The same Golden Text is used for all the lessons teaching one truth, is simple, intelligible and, by repetition in connection with several lessons, can be fixed. 5. The pictures accompanying the lessons are very choice both in theme and execution. Since the only ideas the child will receive of the lesson must come through his senses and bodily activity, and since, of his senses, sight and touch make a clearer impression than hearing, large use should be made of them. Further, as this is the period of imitation of definite acts, the lesson should present forcibly and fascinatingly, an activity within his power to imitate. The end sought, as a result of the nurture of this period, is that the child may become truly a child of God, and never know a time when he did not love Him. This may be achieved, for the heart of a little child is open and peculiarly sensitized to the matchless story of Jesus Christ. When it is presented to him aright, he always responds in faith and love. In this response, the conditions upon which spiritual sonship is conferred are met, for, "As many as received Him, to them gave He the right to become children of God, even to them that believe on His name." CHAPTER V CHILDHOOD--SIX TO TWELVE No abrupt change marks the transition from the period of Early Childhood to Childhood, but development is continuous and rapid in every direction. The larger social world, entered through school life, and the new intellectual world, revealed through ability to read, widen the child's vision and develop possibilities hitherto latent, because unneeded. The Sunday School divides the period of Childhood into the "Primary Age," from six to nine, and the "Junior Age," from nine to twelve, basing the division as accurately as is possible upon the awakening of these latent possibilities. The development of this period will therefore be considered according to this classification. THE PRIMARY AGE--SIX TO NINE During these years the characteristics of Early Childhood remain in more or less modified form. Physical growth is still rapid in all parts of the body, the brain reaching almost full size by the ninth year. Parallel with this vigorous physical growth is a mental growth and development equally rapid and many sided. Curiosity is as hungry as ever, still more eager concerning things than abstract ideas, and still a goad to active senses. The mind has increased power to retain what is given it, and about the ninth year enters upon its "Golden Memory Period." The ability to reason is gradually increasing, though it is used more upon relationships between things than between ideas.