(1) _The teacher with the vision of what may be done._ If he is not disobedient to the vision, it will lead him to close fellowship with God and the pupil, for two things are evident,--he cannot lead the pupil unless he is in sympathetic touch with him, nor can he lead him to any higher place than he himself occupies. If he be in vital relation with God and live with the pupil in his ambitions, discouragements, successes, temptations, the most dynamic external force that can operate in this period will be his to wield, namely, a spiritual personal influence. (2) _Definite decisions._ The danger-point in this crisis lies in permitting these newly awakened feelings to be dissipated without decision and action. If this occurs they weaken, the impulse to take the right stand lessens, and irresolution finally becomes the tacit choice of the self-seeking life. (3) _Definite responsibilities._ A life of service is made up of definite servings. The beauty and duty of loving sacrifice appeal to the emotions, but a concrete thing to be done calls the will into action. To every pupil should be given definite tasks both in the class itself and in the church, in order to arouse effort and make the thought of service habitual. (4) _Definite objects of benevolence._ The teachers of the Intermediate age can almost determine when the world shall be given to Jesus Christ. At no time can a permanent interest in missionary enterprises and philanthropies at home be so easily launched as now if the subjects considered be concrete, enthusiastically presented on a basis of facts, and followed by definite response in gift, prayer, or service. #28. Difficulties in the Intermediate Age.# (1) Lack of mental balance and consequent instability of conduct. (2) The fascination of the social world and the growing interest of each sex in the other. (3) The half-way position between childhood and maturity which retains the immaturity of childhood, but feels the selfhood of the man. (4) The attraction of the external rather than of intrinsic worth. In this is the key to many of the problems. What appears to advantage allures, even if it be not the best. This gives superficial standards of measuring people and things and easily opens the way to harmful influences at the critical time when ideals and life purposes are forming. The teacher himself is the most important factor in the solution of these problems, not by any attempt to force, but by a patient, suggestive, and inspiring touch upon the pupil's life. #29. Results to be Expected.#--The pupil ought to leave this period in the right attitude toward God and toward his neighbor. To render this attitude strong and unchangeable is the work of the next period. Test Questions 1. What is a keyword for the opportunities of the Intermediate Age? Explain its application. 2. Name three important opportunities of this age. 3. What serious error may the teacher commit in this period in impairing the pupil's self-reliance?