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  REACHING CHILDREN
  by Mildred Morningstar
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Morningstar's practical guide on children's evangelism, emphasizing that winning
children to Christ is the responsibility of parents, teachers, and every
believer, not just professional evangelists. She provides methods and
encouragement for leading young souls to faith.

  Chapters: 10

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  TABLE OF CONTENTS
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    1. 00.4-FOREWORD
    2. 01-INVITING THE CHILD TO CHRIST
    3. 02-MAKING MEMORY WORK INTERESTING
    4. 03-TEACHING THE CHILD TO PRAY
    5. 04-TELLING THE STORY
    6. 05-SONGS FOR CHILDREN
    7. 06-THE FLANNELGRAPH
    8. 07-MEETINGS FOR CHILDREN
    9. 08-THE TEACHER AND DISCIPLINE
   10. 09-BUILDING ATTENDANCE

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  CHAPTER 1: 00.4-FOREWORD
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FOREWORD The winning of boys and girls to JESUS CHRIST and leading them in
growth in grace is engaging the lives of Christians today as never before. It is
with the view of providing practical helps for the new teacher and workable
solutions to problems for the experienced one, that this book has been written.

Some of the ideas set forth are new and original, some have been used for many
years by many workers, but all have borne the test of actual trial, and have
been found profitable.

Many of the sources of these ideas have long since been forgotten, but grateful
acknowledgment is hereby given to each one. It is with the prayer that these
"tips" shall prove of real value to the teachers of boys and girls that this
book is set forth.

Mildred Morningstar


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  CHAPTER 2: 01-INVITING THE CHILD TO CHRIST
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INVITING THE CHILD TO CHRIST

CHAPTER ONE THE change in attitude toward the giving of the invitation to boys
and girls to accept the Saviour as their own, is enough to gladden the heart of
every born-again believer.

Mothers, who have prayed long years over their wayward sons, and fathers, who
have grieved because of transgressing daughters, might have new hope if their
yesterdays could be lived today. Yesterday, the bringing of a boy or girl to a
decision to accept CHRIST was most frequently left to the visiting evangelist,
or to the pastor who conducted a special decision service for the Sunday school
- the parents doing their part by seeing that their children attended the
meetings.

Today it is being seen that this work of bringing children to CHRIST is not for
the evangelist or pastor alone, but that the mother or father, the Sunday school
teacher, the adult who has never before done anything for his Lord, the new
convert - in fact, any believer may have a part in bringing boys and girls to an
actual decision to accept CHRIST.

It has been found that sometimes those who have never taught children make the
best soul winners of boys and girls. New joy has come to them. Older women,
ready almost for a permanent appointment with the rocking chair and knitting
needles have been thrilled and their lives transformed when they found that the
Lord JESUS had a place for them in His vineyard - that they could win the
children in their neighborhood to a real knowledge of CHRIST as Saviour.

Yes, even high school girls, glowing with love for their new-found Saviour, have
discovered an avenue of service, a new purpose in their lives and a radiant joy
in bringing little ones to the foot of the Cross.

Just as anyone may go seek a straying lamb, so any Christian may seek to bring a
lost, little one to the safety of CHRIST’s fold. In fact, a whole new ministry
has opened for the average Christian - one that brings joy and delight and
thanksgiving to GOD for the privilege of being used by Him.

Perhaps it might help us to better understand this new ministry by contrasting
the old and new methods of training children in spiritual things. The old method
of approach included teaching children Bible stories, facts about the Bible and
desirable traits of Christian conduct during the time they were young and
believing. When they became older the Sunday school or church put on a special
decision service or evangelistic campaign in which the way of salvation was
presented, and the children asked to respond by receiving the Lord as their
personal Saviour. Thus the child possessed much Bible knowledge, and knowledge
of what was right and wrong, before he ever knew the Gospel of the saving grace
of GOD. Under the old method the invitation came at the climax of much Bible
training and teaching. The old method is still the policy in many places, but
there has been an awakening on the part of alert Christian leaders all over the
country to a new method of bringing children to a knowledge of the Lord. The new
method consists in presenting first of all the most vital of all Bible truths,
the way of salvation, and giving the child an opportunity to receive the Saviour
then. Subsequent lessons seek to teach him to live for the Lord JESUS, and to
establish him in the knowledge of the Word. Thus the invitation is placed at the
beginning instead of at the climax of a series of lessons.

Many children, who only occasionally drop into the Bible class or Sunday school
may not only be evangelized, but may truly be saved if this modern plan is
followed. Under the old plan they might not happen to be present on the day when
the way of salvation was presented, and perhaps, therefore, left to wander years
in sin before they finally heard the simple way to be freed from sin.

However, this was not the case with black-eyed eight-year-old Glen who came with
his cousin, Ella, to Sunday school on Thanksgiving Sunday for the first time.
The teacher breathed a quick prayer that he might see the Saviour on that one
day he was visiting. She adapted the lesson, and put more emphasis on the way of
salvation than she had planned, for all the other children were saved. When she
gave the invitation, Glen’s hand shot up without a second’s hesitation. He
eagerly asked JESUS into his heart. The teacher then mentioned certain spiritual
blessings that became ours the moment we received JESUS as Saviour, and as one
was mentioned, she asked who would like to thank JESUS for it. Glen’s black eyes
shone as he realized the blessings that were his in CHRIST, and it was his hand
that was always up before the rest.

He had visited one Sunday, heard, and accepted the way of salvation, and went on
his way rejoicing. If the old method had been followed, Glen would have heard
one of a series of lessons which lead ultimately to presenting salvation, but
his one visit with the Sunday school would not have brought to him a personal
knowledge of the Saviour. This method of seizing every opportunity to show
children the way to be saved, and inviting them to come to the Lord, results in
the salvation of many more boys and girls.

Then, too, this repetition of the way of salvation has its effect upon the
regular members of the class. They become more familiar with GOD’s way of saving
folks - they are not surprised when someone responds to the giving of the
invitation. In fact, they come to expect the newcomers and visitors to be saved.
In the instance previously mentioned, when the invitation was given, the rest of
the boys and girls listened reverently, but not one of them responded. They were
saved, and they knew it. This was a procedure familiar to them. The frequency
with which it occurred impressed firmly on their minds and hearts just what was
necessary to believe in order to be saved, and it was manifested in their daily
lives.

Corinne, whose black, curly hair, deep blue eyes and fair skin would have been
the answer to many a mother’s prayer, was also a keen cause for thanksgiving on
the part of her teacher. Each Sunday she would report about some child to whom
she had talked during the week. If he said he did not believe it when she told
how to be saved, she would read him her memory verses out of her small black
Bible. "What shall I tell him now?" she would ask earnestly, and the sincerity
of this eight-year-old soul winner was another sign that GOD approved of the
emphasis laid on the Gospel and the invitation.

After all, the things we hear most frequently are the ones that we never forget,
for they have become a very part of us.

If someone asked you the chief products or industries of Bolivia, or some other
far-away country you once studied in school, you might not be able to remember.
But if the same person asked you, "What is five times six?" you would give the
answer without hesitation. Why the difference? The ones who planned the school
curriculum knew that the latter fact was something you would need to know
throughout life; therefore it was taught with such emphasis, and with so much
repetition that you could not forget it. And is not the Gospel of just as much
importance as the multiplication table?

If we believe it, it will be a help to us all through life, and in the end carry
us safely into a blissful eternity. Oh, let us as teachers, as Christian parents
and friends of little children see that this vital truth is made so important
and so impressive to the little ones that they shall never, never forget it.

Another advantage of presenting the Gospel with the invitation each time, is
that absentees will not miss the opportunity to be saved as they otherwise
might.

One of the writer’s keenest disappointments came when following the old method
in teaching a primary group in Daily Vacation Bible School.

It was my first experience with children of this age, and I prayed earnestly
that I might lead them to CHRIST. The last Friday’s lesson was on the
crucifixion; therefore I planned on that day to give them the way of salvation,
and to have a decision service in our class. Ordinarily there were nine or ten
children present out of an enrolment of twelve. The last day finally came. I had
prayed that there would be a good attendance, but the Lord had something He
wanted to teach me. The night before, there was a regular downpour, and the
rural roads were deep in mud. Lack of suitable clothing kept many of the
children away, and it was with a sinking heart that I saw only six in my class
that morning. True, all six responded when we read from GOD’s Word how to be
saved, and they all sweetly asked to be saved when we had a time of prayer. The
other six who were absent were just as willing as those who were present.

They passed out of my class where they had been for two weeks, knowing a, few
Bible stories, a few memory verses, but ignorant as to the most vital fact of
all.

They did not know how to be saved. What a tragedy! I never saw those children
again. I do not yet know whether or not they are saved, but I do know that I
learned a lesson that I shall never forget. Since then I have taught many
classes in Daily Vacation Bible Schools. But now I seek to win as many as
possible on the first day, others on the second and third days, and to
concentrate the remainder of the time on the newcomers and visitors.

It is very rare that any regular attendants slip through without coming to a
definite decision for CHRIST. At least not one can say, "You never told me how
to be saved."

There is another danger that may be avoided by giving the Gospel and the
invitation frequently.

It lessens the likelihood of many children growing up in the Sunday school and
church, and yet not being regenerated. The average man or woman outside the
church looks upon the regular attendants as Christians. Of course, we know that
this does not necessarily follow.

True regeneration is a matter of the heart, and not of outward observances.

Nevertheless, these unsaved regular attendants whose lives have never known the
transforming power of the Lord become a stumbling block to their friends and
neighbors. Their attitude is, "Why should I become a Christian, or why should I
go to church - I’m better than he is." And the worst of it is, that this is very
often true. A missionary from Africa once told me that this very thing had
caused one of their greatest problems.

Many children were brought up in the missionary schools which had been
established to aid in the education of the country, but never received CHRIST as
their Saviour. The other natives looked upon them as Christians, but when these
educated, unsaved natives went back to their villages, it was often to cheat,
and to take advantage of the others.

You can easily see the problem this would create for the missionaries. This
missionary admitted that their emphasis had been on education rather than on
evangelism. Of course, it is not our responsibility to force others to accept
CHRIST, but it is our duty to see that each child has the message presented to
him in a way that he understands, and that he is given an opportunity to receive
CHRIST. The great advantage of following this course with children is that a
great percentage of them will be touched with the message, and will be eager to
accept the Lord.

Thus, we have seen that following the new method will bring more children to the
Lord, including visitors and absentees, will build up and establish the regular
members of the class, and will to a large degree prevent the children from
growing up to be a stumbling block to those outside the church. THE CHILD’S
WILLINGNESS Long ago the Saviour said, "Go out into the highways and hedges, and
compel them to come in" (Luke 14:23). Did He mean that by the time they were
grown there were so many outside interests in the lives of these people that
they were no longer desirous of coming to Him, and that strong measures had to
be used if they should come to Him at all? But what did He say of the children?
"Let the little children come to me; and forbid them not [do not hinder them]"
(Luke 18:16). It was almost as if He had said, "Cease being a hindrance to the
children - get out of the way - and they will come to me. They are different
from the hardened adults."

If JESUS CHRIST, GOD’s Son, called the children, who are we to say that they
should not be given the invitation to salvation? The Son still desires their
fellowship. Of the Father He said, "It is not the will of your Father which is
in Heaven, that one of these little ones should perish" (Matthew 18:14) .

Workers who follow the plan suggested - that of giving the Gospel to the
children first, and then following it with an invitation to accept CHRIST - are
amazed by the eagerness with which the children listen and respond to the
Gospel. A young married woman taught her first child evangelism class and
reported to the teacher of the training class. "Yes, we had twelve dear little
children. I had no helper but really we got along fine. I’m not quite sure I did
everything right," she added questioningly.

"Did you follow the general plan of the hour?

Fifteen minutes for singing, fifteen minutes for memory work, with twenty
minutes for the story and the balance of the time for the invitation and closing
prayer?" asked the teacher.

"Oh, yes, I did. But when I gave the invitation, all twelve children wanted to
be saved! That is what made me wonder if I had done it right."

"If the children wanted to be saved, you must have conducted the hour correctly.
For that is the purpose of the class. Many of these children have never heard
the Gospel before they come to the class. Their consciences are tender; they
realize their sinfulness, and desire to be saved when they hear the way." But we
doubting adults say, "They are so small. Can they really understand?"

Who, may I ask, completely understands GOD’s plan of salvation? Surely it is
founded on love, and Paul, one of the most learned men of all time, calls it
"the love of Christ which passeth knowledge." The mind of the greatest
philosopher of all ages cannot fully comprehend what GOD does when He saves a
soul, or to what depths CHRIST had to go in order to purchase our redemption. It
is beyond human comprehension. No, the little child cannot understand these
mysteries. What, then, is necessary? Only to believe, in the full sense of the
word.

John 3:16 : "For God so loved the world, that he gave his only begotten Son,
that whosoever believeth in him . . . " He does not say, "Whosoever
understandeth," or "whosoever is able to explain it," but "whosoever believeth."
Who is more believing than a little child? Let us give them the Gospel while
they are young and believing.

GIVING THE CHILD THE GOSPEL

Just what is the Gospel? It is the good news "that Christ died for our sins
according to the scriptures; and that he was buried, and that he rose again the
third day according to the scriptures" (1 Corinthians 15:3-4). This good news of
the way of salvation divides itself into three parts:

1. Man’s need - he is lost. 2. GOD’s provision - He sent His Son, JESUS, to die
for lost mankind. 3. Acceptance by faith for salvation - man must receive
CHRIST’s work by faith in order to be saved. In other words, to be saved I must:

1. Believe that I am a sinner. 2. Believe that CHRIST died for my sins. 3.
Believe that when I ask Him, He comes into my heart.

Or, to state it another way, I must:

1. Recognize the fact of my personal sin. 2. Realize in my heart that JESUS died
for that sin. 3. Receive Him as my personal Saviour. The Bible abounds in
passages proving this and explaining it.

1. Sin - Romans 3:10; Romans 3:23; Isaiah 53:6; Isaiah 64:6; Jeremiah 17:9. 2.
CHRIST’s death for sin - 1 Corinthians 15:3-4; 1 Peter 2:24; Isaiah 53:6; Romans
5:6; Romans 5:8. 3. He must be personally received - Revelation 3:20; John 1:12;
John 3:16; John 3:18; John 3:36; 1 John 5:12.

We ourselves need to have a clear conception of the Gospel in order to present
it to the children.

Let the teacher study the foregoing outlines on the way of salvation, until they
become a very part of her.

How many Scripture passages can you find on each one of them? Do you notice how
man’s work is omitted? Our works are not acceptable in GOD’s sight for
salvation.

Ephesians 2:8-9 : "For by grace are ye saved through faith; and that not of
yourselves: it is the gift of God: Not of works, lest any man should boast."

Titus 3:5 : "Not by works of righteousness which we have done, but according to
his mercy he saved us, by the washing of regeneration, and renewing of the Holy
Ghost."

All the plans of salvation propagated by all the religions in the world can be
reduced to just two:

1. Salvation is by grace, the free gift of GOD, or 2. Salvation is by works
which are acceptable to GOD. The Lord, knowing how universal the plan of
salvation by works would become, put in His Word, in the opening chapters of
Genesis, an object lesson to show us which plan was acceptable to Him.

There were two boys - Cain and Abel.

Each brought an offering to GOD, which tells us that GOD must have made known
His will regarding offerings.

Cain brought an offering of his good works - part of his crop. But Abel brought
of the firstlings of his flock. He brought a life, and the blood was shed - the
blood of another.

"And the Lord had respect unto Abel and his offering: But unto Cain and to his
offering he had not respect" (Genesis 4:4-5).

Abel was received, because his bringing a lamb showed that his faith was placed
in the offering of another for his sin. "By faith Abel offered unto God a more
excellent sacrifice than Cain, by which he obtained witness that he was
righteous" (Hebrews 11:4).

Abel illustrates the group of those who rely for salvation on the death of
another, while Cain stands for the class which presents good works to GOD for
salvation.

- Boys and girls, however, are taught from their earliest days that they should
be good - which is right and proper.

- They are taught that GOD does not love bad boys, and that if they are not good
they will not go to Heaven.

- Thus early in life children have the idea of salvation by works. All of which
makes a very good club to hold over the child’s head, but which happens not to
be true.

GOD does love bad boys. If He didn’t He would have no one to love, for we are
all bad:

"For all have sinned, and come short of the glory of God" (Romans 3:23).

"But God commendeth his love toward us, in that, while we were yet sinners,
Christ died for us" (Romans 5:8).

"For God so loved the world (including bad boys and girls), that he gave his
only begotten Son . . . " (John 3:16).

Notice that it is a matter of believing - not of imploring GOD to save us.

We do not have to make GOD willing to save us from sin. He is willing already.
So willing that He sent His Son "to seek and to save that which was lost." The
moment we turn to Him we are found. Salvation does not need to be an agonizing
experience.

Like the prodigal’s father, GOD is so willing that He has already come out to
meet us. Our part is to come to Him. When this is explained to little children,
they are eager to accept the Lord as their own Saviour.

We must be careful, however, to see that each part of the Gospel is made plain,
so that our work will not be superficial.

If the following plan is followed, the chances for having decisions without real
heart experiences will be greatly minimized. The Gospel in the Story As you tell
the story to the boys and girls see that it contains the three points of the way
of salvation.

Ask yourself this question. Where can I best bring out the matter of sin, that
the boys and girls listening might know that they are sinners?

Many classes begin with the wordless book. The matter of sin is easily
introduced in this lesson. As soon as the black page is mentioned, we have the
problem of sin. And so it should be in every story. Sin should be shown as that
which separates us from GOD (Isaiah 59:2).

If it is not mentioned in the story, use an illustration, perhaps from your own
childhood, which fits in and shows the fact of sin.

Get the children lost before you try to get them saved. A great deal depends
upon the teacher’s attitude as to whether or not boys and girls will be willing
to admit their lost condition. If she points her finger at them and says
severely, "You children have sinned. You know you have. You have all done wrong.
You need to be saved, or you will never go to Heaven. Now, haven’t you sinned?"

Little heads will vigorously shake in the negative. But if the teacher is
willing to admit herself a sinner and take a sympathetic attitude toward the
children, it becomes easier for them to admit their own guilt. The story of some
sin committed in the teacher’s own childhood, with the spiritual application
drawn from it will do much to show the children that their teacher is human.
Many children have the idea that I had when a child that children are sinners,
but adults are perfect. Therefore, they try to keep their guilt hid from the
adult. The teacher might say, "Yes, boys and girls, just this one sin would have
been enough to keep me out of Heaven. But JESUS loved me just as He loves all
those who have done wrong, and He died for my sin so that I might be saved. If
JESUS had not died I never could have gone to Heaven."

It also helps to tell the children that all have sinned, all have done wrong.

All the Sunday school teachers, the ministers, the mothers, the fathers, the big
boys and girls, and little ones, too. This will come as a shock to some
children. It helps them realize that others are in the same predicament as they.
In telling a Bible story which speaks of some character’s sin, the teacher might
insert this application with the story:

"Boys and girls, we all get dirty. There is not a person living who does not get
dirty, and does not need a bath. It is not a shame to get dirty, but it would be
a shame to stay dirty, to never wash or take a bath. That would be a disgrace.
Just the same way, it is not a disgrace to be a sinner, for we all have sinned.
But it is a disgrace to stay that way, and never let JESUS wash our sins away in
His precious blood." The above suggestions are given to be used during the story
to make clear the first point.

What is the next point of the way of salvation?

"That Christ died for our sins according to the scriptures." In telling the
story of the wordless book, this comes under the red page. But in telling other
Bible stories, you may not so clearly see the connection to the Cross. Look for
it closely for it will surely be there.

Calvary is the theme of the Bible; in every book it is either declared, or
hidden in type. Claim the promise in John 16:14 spoken of the HOLY SPIRIT: "He
shallglorify me: for he shall receive of mine, and shall shew it unto you."

Part of the office work of the HOLY SPIRIT is to reveal CHRIST unto us. As we
come with open hearts unto the Word of GOD we will see CHRIST anew in His
sacrificial work upon the Cross of Calvary, even in passages we did not dream
contained this message. It will then be our privilege to seek to make real to
the children CHRIST’s death for sin. Let us always be sure that our story
contains somewhere the truth of JESUS dying on the cross, for there is no
salvation without His Cross work.

Illustrations are the windows of the message - they let in the light. A house is
not all windows, and yet it would not be complete without a few. Just so with
the Bible story for children. An apt illustration helps to emphasize the point,
and to make it clear to the listener. Of course, the "point" in this case is the
Gospel. The stories which follow have been very effective in making clear the
substitutionary work of CHRIST.

They are not given to be used by themselves - boys and girls need Bible stories
- but they are to be incorporated into the story at the place where the teacher
brings out the second point of the Gospel, "Christ died for our sins," to show
the boys and girls that He gave Himself to save us. The Hen and Her Chickens
Once upon a time there were twelve tiny, yellow balls of fluff. "Peep, peep,
peep."

They went in and out of their mother’s legs, under her wings, up on top of her
back, two or three feet away, and then back again. Guess what they were?

That’s right, they were little baby chicks. Their mother, Biddy, clucked to
them. She would hold little pieces of food in her beak, and try to feed them. If
Billy would come near the barn where they lived, she would ruffle up her
feathers, and if he would pick up one of her babies, she would cluck
ferociously.

Biddy didn’t want anything to happen to them, for she loved them. But one day
when Billy and his father and mother were gone, something terrible happened. The
barn caught on fire, and when they came home, it was smoking, and all black.

One side had fallen in. Billy and his father went into the barn. The door was
all black, and it made Billy’s hands black when he touched it. There was the
place where the straw had been; it was just a little pile of ashes now. Over in
the corner they saw a little, dark shape.

"Why, that looks just like a hen," said Billy.

"Listen," said Daddy. "I hear something."

"Peep, peep, peep."

Billy ran over to the dark shape. He touched it with his foot. It fell over. But
out came some little chickens climbing all over each other.

"Why, that was a hen," said Billy.

"That was Biddy. But she is all burned. She is dead."

"Yes," said Daddy.

"But when the fire came, why didn’t she fly out the window there? Even if the
door was shut, she could have gone out the window."

"Yes, but her baby chicks couldn’t fly. They would all have been burned to
death. I’m sure Biddy knew that, and clucked to her babies when the fire came so
that each one got underneath her wings. She loved them more than she loved
herself. She wanted to save them. So the fire burned her, but the chicks were
saved. That reminds me of what JESUS did," said Daddy.

"How is that?" and Billy looked puzzled.

"JESUS knew we could not save ourselves. We have all sinned, and so He said to
GOD, ’I will be punished for their sins.’ He did not need to die on the cross.
He could have come down, but He wanted to save us. He had to die to do it, just
like Biddy had to die to save her chicks."

"I guess I’m just like one of these baby chicks. JESUS knew I would have to die,
so He died for me. Is that right?"

"Yes, it is. He loved you so much He died for you."

"Oh, I’m glad He did that. I know I have done wrong, and I do want to be saved."

"Let’s tell JESUS right now," said Daddy.

Billy knelt down right on the black floor.

"Oh, JESUS, I didn’t know you died for me. I’m so glad you loved me that much.
Please save me right now."

After that, every time Billy saw a hen he remembered Biddy, and thanked JESUS
again because He had given His life to save him.

Bobby and the Ruler

One story that never fails to interest and impress children has as its setting
one familiar to all children - the schoolroom.

It was two o’clock in the afternoon, and all the boys and girls in the room had
just finished their reading lesson. Miss Johnson stood up in front of them and
said severely, "I want every boy and girl to sit up very straight. Get your
reading books, and read tomorrow’s lesson. I am going out of the room, and I do
not want anyone to whisper while I am gone." She shook her finger as she looked
straight at the children.

Bobby sat in a front seat. He could hear the clock go "Tick, tock, tick, tock,"
the room was so quiet.

He wondered how long Miss Johnson would be gone. He started to read the lesson,
but pretty soon he thought about what he was going to do after school, and he
leaned across the aisle, and whispered to his pal, Jimmy. Jimmy listened to what
he had to say, but did not say anything back. Just then Miss Johnson came back
into the room.

"Did anyone whisper while I was gone?" and she looked over the whole room.

"Oh, dear," thought Bobby, "why did I whisper?" His heart sank clear down into
his shoes. But he wasn’t a coward. Up went little Bobby’s hand.

"Did you whisper while I was gone?"

"Yes, ma’am," said Bobby, swallowing hard.

"Then come with me to the principal’s office, and get your punishment."

Just then a hand waved in the back of the room. "Yes, Tom, what is it?"

"Please, Miss Johnson," and big, twelve-year-old Tom stood up. "Bobby is such a
little boy, and he doesn’t feel very good. I know, because I live next door to
him. Please, Miss Johnson, couldn’t I take his punishment for him?"

"Did you whisper, Tom?"

"No ma’am, I didn’t."

"And you want the principal to punish you instead of Bobby?"

"Yes ma’am."

"Then both of you come with me to the principal’s office."

Little seven-year-old Bobby, and big Tom walked down the empty hall around the
corner to the school office.

Mr. Turner looked up when they came in.

"Mr. Turner," said Miss Johnson, "1 am sorry, but it is necessary to have you
punish Tom."

"Why, Tom, you surprise me, you have such a good record. 1 have never had to
punish you before."

He opened his desk drawer, took out a long ruler, and walked toward Tom. Bobby
sat down on a chair and watched.

"Hold out your hand."

Tom stretched out his hand, the principal raised the ruler. He brought it down
hard on the palm of Tom’s hand. One stroke. Tom winced. The principal raised the
ruler again. Down it came - two strokes! Three! Four! Five! By this time there
were tears in Tom’s eyes. Bobby saw them, and he blinked too. But the principal
kept right on. Six! Seven! Eight! Nine! Ten!

Bobby could stand it no longer. He grabbed Tom around the neck, and burst out
crying.

"Oh, Tom, thank you, thank you! You weren’t bad. I was the one. Thank you! ’N’
you can have my roller skates, ’n’ you can have my bicycle, ’n’ my football, ’n’
anything 1 have. ’N’ we’ll be pals forever ’n’ ever!"

Tom being punished for Bobby was just like JESUS dying on the cross for us, boys
and girls. We were the ones who were bad, but He loved us, and let GOD punish
Him for our sins.

Won’t you believe that He loved you that much, and won’t you receive Him as your
own personal Saviour? Won’t you tell Him that you are glad that He died for you?
Won’t you be friends with Him forever and ever? The story of the hen and chicks,
and of Bobby and the ruler give very apt illustrations of CHRIST’s
substitutionary death on the cross. A little tract called "The Colonel’s Word
Will Stand" contains another good story for making plain this important point.
Watch for tracts containing stories which can be used to illustrate spiritual
truths, and you can make your stories more interesting, as well as more
effective. However, never use an illustration, no matter how good it is, unless
it lets in the light on the point you want emphasized. To do so is to digress,
to weaken your story, and to make the application less powerful. The simple
telling of the story of the crucifixion cannot be surpassed in making clear the
Gospel, but the foregoing illustrations may be used when most of the class is
familiar with the Gospel, with a few newcomers who need to have the truth
presented to them. In the same way, the third point of the way of salvation
(that we must receive CHRIST to be saved) should be incorporated into the story,
either growing out of the Bible text or introduced as an illustration. Thus we
are sure that the whole Gospel has been presented during the actual telling of
the story. The Gospel in the Invitation

Then, at the climax of the story, without pause or evidence that there is a
change, proceed right into the invitation. Do not stop to sing a song; this
confuses little children, but put the proposition to them fairly and squarely.
Do not coax or plead with them, but give them a fair opportunity.

If the group is a new group which has never heard the Gospel before, it is less
distracting not to have them bow their heads, but to deal with them in a
straightforward manner. They are not familiar with Christian behavior, and until
they have been taught about prayer, it is shrouded in mystery to them. While
their heads are bowed they are tempted to peek, merely wondering what is to
happen next, all of which tends to distract them from the invitation. In other
words, treat the invitation as a part of the story, in fact as the very climax
of it. The Gospel may be summarized in the invitation. In doing this, the
invitation becomes inseparably linked with the story. Summarize the way of
salvation as you give it, repeating each point briefly. Can you recognize all
three points? The following are given as samples of the close of the story:

After almost any story.

"Perhaps some of you boys and girls know that you have done wrong, but you are
so glad to learn that JESUS died for every one of your sins, and that now He is
knocking at the door of your heart, waiting for you to receive Him. If you
really and truly want to let Him in, raise your hand, and I will help you to ask
Him into your heart."

It is easier for children to understand if you correlate the invitation with the
story, using similar terminology.

After the story of the three crosses.

"Boys and girls, GOD’s Word says that we are all like these two thieves - we all
have sinned. You know that you have sinned, but you don’t want to keep your
sinful heart. You want to be like the thief that believed on JESUS and had his
sins washed away. You believe that JESUS died for your sins, and right now you
want to ask Him to save you. If you do, you may raise your hand, and I will help
you to ask Him to save you.

After the story of the wordless book.

"How many of you realize that your heart is in darkness (turn to black page)
because you have done wrong, but you believe that JESUS shed His blood on the
cross for you (turn to red page), and you want Him to come into your heart to
make it as white as snow (turn to white page) . If you really mean it, you may
raise your hand, and I will help you to ask Him to come in."

After story of Abraham and Isaac (Genesis 22):

"Abraham offered up his only son, Isaac. Another Father, GOD, offered up His
only Son, JESUS, to pay for our sins. As Isaac carried the wood upon which he
was to be sacrificed, so JESUS carried the wooden cross. Isaac was being
obedient to his father. JESUS was being obedient to His Father, but more than
that, He loved us and wanted to die for our sins. Abraham tied Isaac to the
altar, but there were nails put in JESUS’ hands. It was not the nails, but His
love for us that held Him to the cross. Do you believe that JESUS died for your
sins, and will you accept this wonderful love, by taking JESUS as your own
personal Saviour?"

After story of the leper (Matthew 8:1-4) :

"This leper was covered with sores, and no matter what medicine he used they
would not get well. Did you know that our hearts were sick too? We have all done
wrong things, which makes our hearts so sick that nothing we can do will make
them well. We might cover them up with bandages of lies, so that others might
not know, but down underneath, the naughtiness is still there. No one could do
anything for the leper but JESUS. No one can do anything for our sick hearts but
JESUS. He just had to speak, and the sick man was made well, but He had to die
on the cross in order to make our sick hearts well. Will you bring your sick
heart to JESUS, tell Him that you believe He died for you, and ask Him to
cleanse you from sin?"

After the story of creation (Genesis 1):

"On the fourth day the Lord made the great lightholder which we call the sun. He
gave it to us for a picture of His Son, JESUS, who is the Light of the world. If
we had a house and had all the shades pulled, and all the doors closed so that
the sunlight could not get in, it would be very dark and dreary. Our hearts are
dark and dreary without JESUS, the Light of the world. But He died on the cross
to take away our darkness. Now He stands outside the door of our heart,
knocking. He wants to come in and make it light and cheerful. He is knocking at
your door. Will you say, ’Yes, JESUS, I know my heart is dark with sin. I
believe you died for me, and I now open the door to let you come in and make my
heart light?" Do you see how the invitation may really be a part of the story?
After you have tried for several times to fit the invitation to the story it
will almost become second nature to you. But don’t think that you are different
from anyone else if you have shaking knees as you think about giving the
invitation for the first time. This was the hard part for me in teaching my
first class. I did not know what to say, or what to do if anyone should be
saved, but I studied hard and prayed harder. The Lord brought me through and
gave me the soul of each little child who was present. How I praise Him for it.
And He is still the same Lord. The Gospel in the After-Meeting

Up to this time the three points of the way of salvation have been presented in
the story, and summarized in the invitation, but now they should be applied
individually in the after-meeting. Now the after-meeting need not be that at
all. But for want of a better name we label thus the period when the children
are dealt with as to receiving the Lord. At this time each part of the way of
salvation is reviewed.

Perhaps you have a new class.

You give the invitation, and seven out of the nine children present raise their
hands indicating that they desire to be saved. To have the children go into
another room would be folly - practically the whole group would follow you
there. The thing to do is to deal with them as they are. The three points must
be again presented to them, to see that each one individually believes each one.
What are they?

First, I believe I am a sinner.

Second, I believe that CHRIST died for my sins.

Third, by faith I invite Him into my heart to be my Saviour. In this little
group speak confidentially to them, as one individual to another. "You boys and
girls have said that you want to be saved. There is just one way to be saved.

First of all, we must know that we have done wrong. Then we must believe that
JESUS CHRIST, GOD’s Son, died for our sins, and last of all we must invite Him
into our hearts. It says in the Bible, right here, ’all have sinned.’

"If some of the children are old enough, have one of them read the first four
words of Romans 3:23 from your Bible which you hand to him, with the four words
underlined.

"Now, GOD says that all have sinned, and He knows because He can see right down
into our hearts. Do you boys and girls believe that you have sinned?"

If the group is small, ask each one individually, but if there are twenty-five
or more, have them raise their hands. If one of the children does not admit his
guilt do not deal with him then, but tell him you will talk with him afterwards,
and proceed to deal with the willing ones.

After each willing one has admitted that he is a sinner, turn in your Bible to 1
Corinthians 15:3.

"Now, children, GOD sent JESUS to die for our sins. It says so in His Word. I
will read it to you. ’Christ died for our sins.’ That means that because I was
bad CHRIST died for my sins. That means that because you were bad CHRIST died
for your sins. He let them put the nails into His hands because He wanted to pay
for your sins. GOD punished Him for each sin I have committed, and for each one
I ever will commit. JESUS paid for them all because He loved us so. Do you boys
and girls believe that? Jane, do you believe that JESUS died for all your sins?
Henry, do you?"

Get each child to tell you that he believes that JESUS died for him, either by
raising his hand in the case of a very large group, or by continuing to ask each
one individually.

"Now, boys and girls, after JESUS died GOD raised Him up, and now He lives in
Heaven, but He wants a home down here on earth in our hearts. Do you know what
He is doing now? He is knocking at the door of our hearts, pleading with us to
let Him come in so that He can take away our sins. He says in His Word, ’Behold
I stand at the door and knock.’ "

Knock on a chair or nearby wall. "He is knocking because He wants to come in,
but the only way He will come in is for us to ask Him. Some people say, ’No,
JESUS, I don’t want you in my heart,’ but others say, ’Oh, JESUS, I’m so glad
you loved me enough to die on the cross for my sins. I’ll open the door right
now, and you may come into my heart.’ Do you boys and girls want to receive Him
into your heart? You do? All right, we will ask Him right now.

If I were at the door of your house knocking because I wanted to come in, would
it be very hard for you to ask me to come in? Why, no. It wouldn’t be hard at
all, would it? JESUS is even more real than I am. He is knocking, and He wants
you to let Him come in, so each one of us will ask Him. When we talk to JESUS,
we bow our heads and shut our eyes.

We will start with Katherine (one of the more attentive, less timid children).

While we all have our heads bowed Katherine will ask JESUS to come into her
heart, right out loud."

Even if her prayer isn’t eloquent, if it is sincere it is sufficient for
salvation.

Proceed around the circle, having each one pray in his own words. This has been
used in a group when as many as thirty children desired to receive CHRIST and it
is possible to have each one pray individually.

Instead of calling on them or going in an orderly way around the group, you may
ask who wants to ask JESUS next; thus you deal with the most willing ones first.
However, this may be determined at the time you are dealing with the group. Use
whichever method seems to be more suitable. This may be more work and take extra
time, but the children thus dealt with will be clear on each point of the way of
salvation, and it will amaze you to watch their growth in grace.

If this seems entirely too difficult for you, you may have the children in a
group repeat after you a simple prayer with the instructions to do so only if
they are in earnest.

Repeat the prayer first so they will understand and then have them say it phrase
by phrase. A prayer such as the following could be used:

"Dear JESUS, I believe that I have sinned. Thank you for dying for my sins. Come
into my heart right now and save me. Amen."

Remember, if an unusually large number of children desire to be saved at one
meeting, you can call at any time on the Lord for special wisdom, and He will
give it. "If any of you lack wisdom, let him ask of God, that giveth to all men
liberally, and upbraideth not" (James 1:5).

If it is possible to take more time, the suggestions that follow will bring
immeasurable help to the child and will do a great deal to insure his having a
healthy Christian life. If it is not possible, do not be discouraged. Remember
that now the child is saved he is in GOD’s family, and that GOD is able to care
for His own children.

Immediately after the child has prayed, ask him, - "Who is in your heart now?"

- "Who paid for your sins?"

- "Do you have to pay for them?"

- "What does this verse say you are?" Read Acts 16:31.

- "Whose child are you now?" (John 1:12).

Try to correlate these questions with the line of approach used in the
invitation. For instance, in presenting JESUS as the light, ask, "Are you in
darkness anymore?"

"Why not?"

"What is JESUS?" (The Light of the world) "Where is He?" (In my heart.) After
the children have asked GOD to save them, seek to awaken in them a spirit of
thankfulness. When you see by their faces that they do appreciate what JESUS has
done for them, ask, "Who would like to thank JESUS because He died on the cross
and saved you?"

What joy it will give you as one by one they eagerly give thanks to their
newfound Saviour.

Let the words be their own even if they are ever so simple.

One little boy just bowed his head and said softly, "Thank you, JESUS."

I am sure that was sweeter music in the ears of our Lord than many a more
eloquent prayer. The prayer of praise does a great deal in giving the child the
assurance that is so vital for Christian growth.

Tell the child also that JESUS has saved him from sin, and that He will keep him
from sinning if he asks Him.

If, however, he should forget and do something wrong, he should tell JESUS about
it at once, saying that he is sorry, and that he would trust JESUS to help him
not to do it the next time. "If we confess our sins, he is faithful and just to
forgive us our sins, and to cleanse us from all unrighteousness" (1 John 1:9).

If given to the child when he is first saved, these three things that JESUS
wants us to do will greatly aid him in his Christian life. If there is time in
the after-meeting the teacher might say:

"We have found out today how much JESUS has done for us. Did you know that there
were three things that He wants us to do for Him? The first one is to read His
Word. (Hold up your Bible.) This is His letter to us. When we read it, it is
like JESUS talking right to us. If we want to know what He wants us to do, we
can find out in the Bible. He wants us to read it every day. If it is hard for
you to read, ask your mother or your big brother or sister to help you, but
remember not to go to bed at night until you have heard what JESUS has to say."

If they do not have a Bible, give them penny portions of Psalms or one of the
Gospels from the American Bible Society. This might be supplemented later on
with a ten cent booklet, "Daily Bread," by J. Irvin Overholtzer. Allow the child
to earn this booklet as it is a bad policy to give out too much material. "The
Children’s Guide Book" contains no marks which would designate it as belonging
to any one church. It is good to give to children who have only heard the Gospel
once or twice, because it reviews it in simple language and gives instructions
for the Christian life. "Six Wonderful Things" tells of six things that happen
the moment a child accepts CHRIST. It is effective where children have been
under the sound of the Gospel for some time before accepting CHRIST.

"The next thing He wants us to do is to talk to Him. What would you think if I
asked you to come into my house and never said a word to you? Would you think I
loved you very much? Now, JESUS lives in you, and He wants you to talk to Him,
and tell Him all your troubles, for He will help you. If you have a hard lesson
at school ask JESUS to help you and He will, every time. Then tell Him about the
good times you have too, and talk to Him just because you love Him. ’If ye shall
ask anything in my name, I will do it’ (John 14:14).

"The last thing is the hardest of all, but JESUS will help us do it. That is to
tell someone else that we believe in JESUS.

"Today we have read the Bible, we have prayed, or talked to JESUS, but we
haven’t told anyone that we believe in JESUS. I wonder who will be brave enough
to stand up and tell us that you believe in JESUS? Reading the Bible is like
eating, it helps us to grow bigger, and praying is like breathing, and telling
someone else about JESUS is like taking exercise, it gives us good muscles."

Some of the most glorious moments of my life have been those spent in listening
to little boys and girls speak out their faith in CHRIST immediately after they
accepted Him.

How their faces light up with the joy of Heaven.

Great care must be exercised in certain strict Jewish or Catholic communities in
the giving out of Gospel literature. To give earmarked literature to the child
may mean he will never return because of his parents. Big classes have dwindled
to nothing overnight because young leaders unwisely gave tracts to the children.
In such cases it is perhaps better to establish the child in the class, and to
call on the home before giving out literature. Let the HOLY SPIRIT be your guide
in these antagonistic communities. If at all possible, the child should have a
portion of GOD’s Word.

Some have objected to telling the child that it is hard to tell others of JESUS.
But it is hard! Should we shield them from the truth? If you have ninety to
ninety-five percent new converts stand up immediately and testify, then don’t
tell them it is hard. But if you don’t have that large a percentage, tell them
it is hard. Ask them to trust in CHRIST for strength, and see what the results
are. Try both ways, and do what is best for you.

If the child follows these instructions: reading the Bible, praying and
testifying, he will grow in grace rapidly, even if it should happen that you
never see him again.

It will never be so easy for the child to testify as when he is first saved.
Testimony is like letter writing - the longer we put it off the harder it
becomes. If the child gives his testimony in the meeting it will not be met with
a dash of cold water as it otherwise might be. If there is just one child who
accepts CHRIST, ask him to tell some Christian who is nearby. Proceed with him
to the individual and say, "Johnny has something he wants to tell you." That way
the first step of testimony is taken in favorable circumstances.

Perhaps it will be impossible to conduct as lengthy an after-meeting as this
would involve. Do the best you can with the help of the Lord in the time you
have, and at later meetings try to give the rest of the instructions. Let us
restate the order of procedure to be followed when a child has indicated his
desire to be saved.

1. Teacher reviews three points of the way of salvation, making sure each child
believes each one. 2. Child prays asking the Lord to come in to save him . 3.
Teacher questions child to give assurance. 4. Child thanks the Lord. 5. Teacher
instructs on confession of sin. 6. Teacher instructs on "Three Things JESUS W
ants You to Do." a. Read Bible b. Pray c. Testify 7. Child gives testimony. 8.
Teacher gives child Scripture portion. In many meetings for children the workers
have been distressed because some children come forward again and again. In most
cases if the preceding instructions have been heeded this will not occur, as the
reasons for this have been dealt with before they arise.

Why does a child do this?

He may desire to repeat a pleasant experience.

Little Patty is an example. On the first Friday meeting she had eagerly accepted
the Lord as her Saviour, and when she came back the next week, she said to the
teacher, "Do you remember what we did last week?" Her eyes lit up and her face
beamed as she thought of it. "Let’s do it all over again." The experience had
been such a joyous one,. she desired to repeat it. A few words of explanation
from the teacher showed her that when we are saved we have happy times by
talking with the Lord JESUS, instead of asking Him into our hearts again. This
can be effectively illustrated by making the following supposition.

"Patty, suppose that one day I should go to see you. I knock on the front door.
You look out the window and see who it is. Then you open the door and say, ’Come
in, Mrs. Morningstar, I’m so glad to see you.’ I sit down expecting to have a
nice visit with you, but instead of that, I see you going to the door again. You
open the door, and call, ’Come in, Mrs. Morningstar, come in!’ What would I
think?"

Generally, the children laugh, see the point, and never again respond to the
invitation. They see that it is a matter now of fellowshipping with the Lord
JESUS, rather than of inviting Him in over and over again.

He may not be saved. He may respond to the invitation the second time because he
was not really saved the first time. This does occur frequently when no
after-meeting is held. The child perhaps was willing the first time. The message
may not have been quite clear to him.

Talk to him sympathetically and if you find this is the case, follow the steps
given for dealing with an unsaved child.

He may not have the assurance of his salvation. This child should not be
overlooked or dismissed because he has responded to the invitation before; he
should be helped.

You might proceed to help him in the following manner.

"Jack, did you ever ask JESUS to come into your heart? Is JESUS really in your
heart?" He probably will say he doesn’t know.

"Sonny, did you really mean it when you asked Him to come in?"

"Yes, I did, but I don’t know if He really came or not."

"Well, let’s see what He said. The reason we know He wants to come in is because
He tells us so when He knocks at our door."

Turn in your Bible to Revelation 3:20.

Sit beside the child so that he may see also. "Now this is what JESUS said. It
was so important that He put it right in the Bible. ’If any man hear my voice,
and open the door’ . . . Now you knew that JESUS wanted to come in, didn’t you?
And when you asked Him to come in that was just the same as opening the door. So
did you do what JESUS says here? Yes, you did; didn’t you? All right, now we’ll
read what JESUS said He would do if you opened the door."

"I will come in." Let the child read it for himself.

"This is actually what JESUS CHRIST said. Do you suppose that He would tell you
a lie? I should say not! He is GOD; He cannot lie. So if He said that He would
come in if you opened the door, and you opened the door, what did He do?"

Get the child to say, "He came in."

"That is right, now where is He?"

"He’s in my heart."

"Yes, aren’t you glad? JESUS is perfect, and yet He will come and live in our
hearts. Now, we want to find out how long He is going to stay. He tells us right
in the Bible. Here it is. Hebrews 13:5 : "I will never leave you" There is one
word for each finger. Now, when will JESUS leave you?"

Let him read the verse, and find it for himself.

"Never."

"Isn’t that wonderful? Now, when our mother or our father does something nice
for us, we thank them. Wouldn’t you like to thank JESUS because He has come to
live in your heart?" Have the child bow his head and in his own words thank the
Son of GOD for taking up His abode with him. In this way the child is dealt with
on the basis of GOD’s Word. He is basing his salvation on something that will
not pass away. Too often someone is inclined to believe he is saved because he
"feels good." Feelings are not permanent. The only time in the Bible a decision
was based on feelings was the time Isaac felt Jacob to determine whether or not
he was Esau. His conclusion was wrong. Let us get the children to see that they
are saved because GOD has said so in His Word. "Thy word, O Lord, is settled in
Heaven."

He may be out of fellowship because of sin. The child sensing that something is
wrong because he has sinned may respond to the invitation thinking he needs to
be saved over again. The teacher should first of all make sure that he is saved
and has the assurance.

She may then turn to 1 John 1:9 : "If we confess our sins, he is faithful and
just to forgive us our sins, and to cleanse us from all unrighteousness."

She should explain this simply, perhaps using also Isaiah 59:2 : "But your
iniquities have separated between you and your God, and your sins have hid his
face from you."

"When we accept JESUS as our Saviour, GOD becomes our Father. Just as we are
happy with our father when we do what he tells us, so we are happy with GOD when
we obey Him. But when we sin it is like disobeying our father. We do not want
him to come home, and when we do see him, we are unhappy and do not want to talk
with him. Our sin has spoiled everything. What should we do? We should go to our
daddy, tell him what we did, and ask him to forgive us. Then we will be happy
again. That is exactly what we should do when we sin. We should go to our
Heavenly Father, tell Him exactly what we have done, and ask Him to forgive us.
He promised in this verse He would forgive us." Have the child read the verse.

Ask him then, if he is a small child (nine or under), what he has done. Ask him
to tell GOD about it. Let him pray aloud. In the older child it may be better to
let him pray silently, although if possible get him to ask for forgiveness
orally. A few additional words will help to strengthen him for the future. Turn
to John 10:28. Always use your Bible instead of quoting the verses. Let the
child read the verses himself when you are dealing with him. If he cannot read,
turn to the verse, point to it, and tell him that is what GOD says. This is much
more effective than when the child only hears the verse quoted. With the child
looking at John 10:28, "And I give unto them eternal life; and they shall never
perish, neither shall any man pluck them out of my hand," ask him where he is
now. Help him with the verse until he says, "In JESUS’ hand." Hold out one hand,
cupped.

"Yes, JESUS holds you in His hand."

Now read the next verse. "Whose hand does it say you are in? Who is the Father?
It is as if the Father took His hand (take other hand, place it over cupped
hand), "and put it over JESUS’ hand, and said, ’You are safe, no one can get you
now.’ "

Show him from this that he does not need to be saved again, but rather to
confess his sins.

"You may be unhappy in their hands, but you do not need to be saved again. The
way to be happy is to do as they tell us in the Bible, but if you forget and
sin, then tell GOD about it right away and He will forgive you. One way to stay
happy is to tell others that you are saved." Read Psalms 107:2 : "Let the
redeemed of the Lord say so, whom he hath redeemed from the hand of the enemy."

"Whose hand were you in before? Who is the enemy?" This little study about the
hands may be used with even a very small child to illustrate this truth.

Again we state the reasons why a child responds to the invitation more than
once:

1. He may desire to repeat a happy experience. 2. He may not be saved. 3. He may
not have the assurance of his salvation. 4. He may be out of fellowship because
of sin.

There is a reason why the child comes forward or raises his hand repeatedly. Do
not dismiss him without help. Find out the reason and deal with him accordingly.


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  CHAPTER 3: 02-MAKING MEMORY WORK INTERESTING
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MAKING MEMORY WORK INTERESTING

CHAPTER TWO IN THIS changing world we need something to which we may cling,
something which is sure and steadfast, something which never changes. Little
children are caught in the whirl of a swiftly moving age; and may be swept over
the edge of some dangerous precipice unless they have something constant in
their lives. What could be better than the sure Word of GOD, the Word which is
"settled in Heaven," that Word which shall never pass away.

It will help them in their youth to remember their Creator, and will in their
old age point them to a loving Father who cares for them. It will never be
wasted, for it will be brought to mind by the ever-present HOLY SPIRIT, who
makes the Son of GOD real to us.

What a great privilege belongs to the teacher of little children; she is in
partnership with the Trinity.

- GOD gave the Word, - JESUS is the Word, and - the HOLY SPIRIT reveals the
Word.

Surely there is no greater honor than to endow a spiritually poverty-stricken
child with precious nuggets of GOD’s Word which shall never grow dim. Not only
is the child enriched, he becomes enthusiastic about learning Scripture
passages. It is a challenge to him, and engages all the powers of the most
brilliant members of the class who are sometimes apt to lose interest and cause
trouble.

Little Richard was a child whose powers needed to be engaged, or the result
would be that some other child about to sit down would find himself on the floor
instead of in his seat. He was always disrupting the class, until a new memory
work contest was started and stars were awarded for each verse learned, with a
New Testament as an award when the course was completed.

He was tremendously interested from the very first. But since he was only eight,
and since his grandmother with whom he lived was blind, we thought that he would
not be able to do a great deal of memory work. The next Sunday we were
surprised. He had learned twenty verses perfectly! After that we never had any
trouble with discipline. Richard was intent on earning stars, and was too busy
to be naughty.

Memory work presents a challenge to the child.

Very often children feel that it is impossible for them to learn Bible verses.

One teacher appealed to the spiritual side of the saved children. She showed
them the great value of having GOD’s Word hidden in their hearts. She then told
them that JESUS had promised "whatsoever ye shall ask in my name, that will I
do."

"Now, children, whenever a task confronts you that is too hard for you to do by
yourself, just ask GOD in JESUS’ name to help you, and He has promised that He
will."

She gave to each child memory sheets which had ten verses to be memorized, with
the Gospel of John as an award for learning them.

After the class was over a little girl just seven whose mother had visited the
class said to her mother,

"Oh, mother, I don’t know what to do. This nice teacher expects us to learn
these verses, and I can’t. I just know I can’t. What will I do next week at the
Bible Club when she asks me and I haven’t learned them?"

"Why don’t you do what the teacher said? Ask JESUS to help you."

Little Mary took the memory sheet, went into her bedroom, shut the door, and was
quiet for two hours. When she came out she ran to her mother. "Oh, mother, JESUS
did help me. Just think I have learned five whole verses, and I didn’t think I
could learn any."

If you appeal to the spiritual side of the child it will help him to put into
practice what he learns in the story time.

Many teachers believe in teaching the children verses from GOD’s Word, but have
been unable to make it interesting, and for this reason have given it up. It is
for those who wish to make memory work attractive to children that this chapter
is written.

There are many ways to teach Scripture verses which appeal to the boys and girls
to such an extent that they will love to memorize and to repeat GOD’s Word.

TEACHING THE VERSE As it is much easier to learn something with which we are
familiar than something absolutely strange, it is well to acquaint the children
with the verses even before they attempt to learn them. The teacher may quote
them in telling the Bible story to bring out a salient point, she may use them
in connection with a song or with another verse.

If she is familiar with the verses which are to be taught in the future she can
without much effort find many places to use them.

Unconsciously the boys and girls will be a little more familiar with the memory
work when they come to learn it. That excellent Bible game, the Sword Drill,
lends itself to this in a remarkable manner. As it consists of looking up verses
in the Bible, the teacher merely chooses those verses which are to be memorized.
This drill may also be used to teach the books of the Bible. You will find that
the children will enter into it with glee, and care will have to be taken that
they do not become too hilarious. The Sword Drill

Introduce it to the children in a way similar to the following: "Today we are
having a war. In wars different weapons are used. I am thinking of a weapon
which was used in wars a long time ago. Can anyone think of what it might be?"
Let the children guess, but give them a hint or two if they do not guess it
soon.

"When men fought with swords they had to drill to learn how, just as the
soldiers drill with their guns now. GOD has given us a wonderful weapon to use
against the worst enemy we have ever known, Satan. It is the ’Sword of the
Spirit,’ and is sharper than any two-edged sword. It is the Bible. Just as there
are two sides in a war, we will have two sides. Those on this side of the room
will be the Reds, and the ones over there will be the Blues. I’ll write that on
the board and will keep score."

Later on be sure the sides are evenly divided as to ability. The following
orders are given in a military manner before each verse is located.

Attention: Children sit erect.

Sword in Hand: They place Bible on outstretched left hand. Matthew 4:19 :
Teacher repeats slowly.

Charge: They look for the verse. The first one to find the verse stands and
reads it.

Just to stand first is not to win, but to stand and read the correct verse. (The
others may stand after the first one starts to read when they find the verse if
the teacher wishes. In case of error, the second child to stand should be given
a chance to read the verse. The teacher must watch carefully in order to be
absolutely fair. In some cases she may need a helper to watch with her. The
following are references to be used in the sword drill on successive days.
Suggestions will be given later in the chapter for memorizing the verses. You
will notice that some are listed more than once; this will make the children
familiar with the words.

First Day - John 10:9, Matthew 4:19, John 10:10, Romans 3:23, Romans 10:9, John
10:9, Matthew 4:19.

Second Day - Matthew 4:19, John 10:9, John 10:27, Romans 3:23, Revelation 3:20,
John 10:28, John 10:10, John 10:29, Revelation 3:20, John 3:16.

Third Day - Romans 3:23, 1 Corinthians 15:3, John 10:9, Revelation 3:20, John
10:27, Revelation 3:20, Romans 10:10, 1 Corinthians 15:3, Romans 10:9, Romans
3:23, 1 Corinthians 15:4, Psalms 51:7.

Fourth Day - 1 Corinthians 15:4, John 10:9, John 10:30, Revelation 3:20, John
10:27, Matthew 4:19, Romans 10:9, 1 Corinthians 15:3, John 10:28, Romans 10:10,
John 10:11, Revelation 3:20, Matthew 4:19, John 3:16.

Fifth Day - John 10:30, John 10:9, Revelation 3:20, John 10:27, Matthew 4:19, 1
Corinthians 15:4, Revelation 3:20, Romans 10:10, 1 Corinthians 15:3, John 10:28,
John 10:10, Romans 10:9, John 10:30, Revelation 3:20, Romans 3:23, Psalms 51:7.
This drill will not only make the children familiar with many Bible verses, with
the use of their Bibles, and provide activity which will fascinate them, but
will also add a highlight to any children’s program. As the sword drill serves
to introduce the verse without the children’s knowledge, so the picture and
story serve to introduce it with their knowledge. A picture of the crucifixion
for 1 Corinthians 15:3-4; Holman Hunt’s "The Light of the World" (CHRIST
knocking at the door) for Revelation 3:20; a picture of a shepherd and his sheep
or "The Good Shepherd" for John 10:9-11 and John 10:27-30; and a picture of
Bible fishermen for Matthew 4:19 will help to indelibly impress the meaning of
these verses on the hearts of little children. When a verse is to be taught and
no picture is available, a story may be used instead. The alert teacher will
collect both pictures and stories against a possible "rainy day."

Teaching With the Blackboard Colors, always appealing to children, may be
employed in chalk to teach the meaning of the verse.

GOD, JESUS, or Heaven, may be indicated with gold; eternal life, green; sin,
dark brown (to make it visible on black); died or blood, red. The balance of the
words are printed in white. The meaning of the verse should always be explained
to the child before he attempts to memorize it. An old method, but an excellent
one to teach the verse in class, is to print the verse on the board, tell the
children you are going to see if they are smart enough to read something that
isn’t there. Erase one word at a time and have the children read the verse after
each erasure. They are delighted when only one or two words in widely scattered
places appear on the board, and they can "read" the whole verse. This way there
is some change before each repetition, and the children do not tire of saying
the verse repeatedly, which is, of course, necessary for them to learn it. A
verse would appear thus in the various stages of "reading" it. For example:

Romans 3:23 : For all have sinned and of glory of GOD.

Romans 3:23 : allshortGOD. A child may be chosen to erase the next word, or one
child may conduct the whole exercise. The verse is read once by one section of
the group, again by the whole group or an individual each time an erasure is
made.

Teaching with the Flannelgraph The same principle may be used with the
flannelgraph by printing the verse on cardboard, pasting flannel on the back,
and cutting it into separate words. Remove the words one by one as the children
read the verse over and over.

Another method with the flannelgraph is to divide the verse into sections and
illustrate each section with a picture or drawing. Flannel is pasted on the back
of each, and as the verse is repeated by the teacher at the proper place the
symbol is placed on the flannelgraph board. The pictures may be made into a book
if the board is not available. Always be sure that the reference is included
with the pictures. Thus the children look at it each time and it helps them to
connect the verse with the reference. Some suggestions follow for certain
verses. More may be worked out by the teacher herself. Every verse does not lend
itself to this treatment.

If pictures cannot be secured, a simple line drawing may be made with crayon,
black show-card color, or India ink and lettering pen.

These may be secured from a stationery store. Each picture should be mounted on
flannel, and likewise the reference, which should always be put up first. Each
set should be clipped together, for quick use. An alert child may be permitted
to place the pictures on the board while he or another child quotes the verse.
The children will love to take turns at this - which means that there is lots of
repetition and the verse is learned without much effort.

After these pictures are prepared they may be used again and again, and the
teacher herself will find new uses for them. Never throw away a magazine without
first removing all the good pictures.

Combined with the flannel graph they make an excellent aid to Scripture
memorizing.

Teaching With Motions Motions, for teaching verses a different way, are given in
the following chart.

Little children love motions, and they are profitable in memory work as well as
in songs. If the teacher always uses the motions when presenting the verse, that
thought will be brought to the mind of the child when he sees the corresponding
motion.

Thus when the child is trying to repeat a verse and gets "stuck," the teacher
makes the motion, and he can generally finish the verse.

Even an older child may be thus helped through a difficult place, but he need
not give the motions at other times if they seem babyish to him.

It is especially helpful in large classes to have the children do their
memorizing at home. For this the child should be furnished with the references
and the verses written out.

{eS module note: while this chart may not appear correctly in all screen
settings, it is nonetheless ver helpful, and at the risk of being hard to see, I
decided to not reformat it.}

John 10:9-11 I am the door: by me if any man enter in He shall be saved, And
shall go in and out, and find pasture, The thief cometh not, but for to steal,
And to kill, and to destroy; I am come that they might have life, and that they
might have it more abundantly. I am the good shepherd: The good shepherd giveth
his life for the sheep.

Reference printed Door Man going in door White heart Meadow, or sheep grazing A
thief, or lion or bear with sheep Picture of CHRIST Picture, “The Good Shepherd”
Cross Sheep

Point upward Hands together close to chest, spread out wide Finger pointing on
each word from left to right Crouching position, hand over eye- brow as if to
see if someone is coming. Move finger across throat Point upward Point upward
Arms stretched outward simulating cross

Matthew 4:19 And he saith unto them, Follow me, And I will make you Fishers of
men,

Reference printed A picture of Christ Man catching fish

Point upward Walk a few steps Hands in front as if holding fishing pole

John 10:27-30 My sheep hear my voice, and I know them, and they follow me and I
give them eternal life; And they shall never perish, neither shall any man pluck
them out of my Father’s hand My Father, which gave them me, is greater than all;
and no man is able to pluck them out of my Father’s hand I and my Father are one

Reference printed Sheep following shepherd, or an Ear Someone giving gift, or an
ever- green tree (Explain that as this tree is green when others are dead, so we
have life when others do not,) Flames of fire Cupped hand Cupped hand A printed
figure, “I’

Hand to ear Move right hand as if to put some- Thing in left hand Shake head
from side to side Cup hand Point hand upward Cup hand Point upward twice Raise
left forefinger

John 3:13 For God so loved the world that he gave his only begotten Son, that
whosoever believeth in him should not perish but have everlasting life

Reference printed Picture of globe Cross Picture of CHRIST Man, woman, boy, girl
Flames of fire Evergree tree, see John 10.

Point upward Fingers together above head, mak- Ing circle for “world” Arms
stretched outward Left finger raised (only once) Hands together near chest,
stretch Out Point upward Shake head side to side Point on each word, starting on
left.

Romans 3:23 For all have sinned, and come short of the glory of God

Reference printed Boy, girl, man and woman Brawl, or boys fighting or girls
cheating Ruler

Hand outstretched, palm down, Move from side to side (all un- der the sun)
Shoulders dropped, hands at one shoulder simulating carrying load Palms of hands
facing each other, signifying “short” Point upward

1 Corinthians 15:3-4 For I delivered unto you first of all that which I also
received, how that Christ died for our sins according to the scriptures; and
that he was buried, and that he rose again the third day according to the
scriptures.

Reference printed A delivery boy Person receiving gift Cross (may be cut from
paper) A Bible Tomb with stone in doorway Tomb with stone rolled away Figure “3”
A Bible

Both hands cupped; move right hand to left hand as if putting something in it on
word “de- livered” Cross Hands together, palms toward face as if reading book
Right hand moving downward Both hands low, palms up; raise them Hold up three
fingers Hands together as if reading

Revelation 3:20 Behold I stand at the door, and knock: if any man hear my voice,
and open the door, I will come in to him, and will sup with him, and he with me.

Reference printed A door Hands knocking at door or heart A large ear An open
door A set table

Hand knocking in air Hand behind ear Right hand over heart, move out- ward as if
opening door Point upward; then to self Hand to mouth as if drinking from cup

Psalms 51:7 Wash me and I shall be whiter than snow.

Reference printed Picture of baby in bath Large snowflake

Move hands as if washing Raise hands above head, move fin- gers up and down and
lower hands

Romans 10:9-10 That if thou shalt confess with thy mouth the Lord Jesus and
shalt believe in thine heart that God hath raised him from the dead, thou shalt
be saved.

Reference printed A large mouth Picture of CHRIST Heart An open tomb A white
heart

Point to mouth Point upward Point to heart Both hands law, palms upward Raise
them Finger pointing on each word, starting from left to right

References are not sufficient as many do not have Bibles at home. Even if they
do, they will not always go to the trouble of locating them.

We found that fastening the typewritten sheet to a colored sheet of construction
paper greatly reduced the number which were lost. The children could keep track
of something colored more easily than a white sheet of paper. A couple of
staples in one end, or a bit of yarn may be used to fasten the pages together.

Fold the sheets crosswise and the child has a booklet. A light colored paper may
be used to write the verses on. A hectograph which makes duplicate copies in
purple ink may be secured reasonably from a mail order house or stationery
store, and will materially lessen the work of making the copies for each child.
It is not necessary to have a typewriter to use these.

Always make some extra ones as some will be lost. When the memory work is done
at home, the verse may be recited to someone at a table at the entrance. This
gives individual attention to all but does not take valuable class time. A child
should never be given credit for a verse until he can recite it perfectly with
the reference. For the little children a rule that they must say the verse twice
perfectly helps them to overlearn it before trying to say it.

One thing we can never get away from in the learning process is repetition.

It takes unfailing patience to urge a child to say again and again a simple
verse. We must realize that two or three times will not suffice, but that it
must be over and over again.

Before the meeting begins, or after it is over, the teacher can often help the
child who has difficulty. In fact it is a good idea for the teacher to consider
herself occupied for fifteen minutes before the opening time; and fifteen
minutes after the time for closing. Those few minutes can be very profitable,
and some child who is too backward to try in class will be persuaded to attempt
learning a verse when a loving teacher is giving all her attention to him.

While the teacher must be loving she must also be fair, and not wink at mistakes
and award the child who stumbles through a verse equally with one who has said
it perfectly. Maintain a high standard.

Insist that a verse be repeated correctly with no help from you before it is
counted.

I know it is hard to do this. Some little child not quite so brilliant as the
others has forgotten to learn his verse at home and hearing the others say it
several times he can get through it, if you help him three or four times. Should
this verse be counted as memorized? Absolutely not. Do not discourage the child,
but help him individually all you can. If he cannot say it at the close of the
time allotted, encourage him to come back the next time and earn his star then.

If a child tries to say a verse and almost succeeds, he should be encouraged,
helped by the teacher, or an older child, until he can say it, but should not be
given credit until he has come up to the standard. At first, children will try
to slip by with shoddy memory work, but if a high standard is maintained, they
will learn their verses more carefully.

One class increased its attendance by having each child teach the memory verse
to some other child who was not present. The one who taught the verse received
extra training on it; the other child became interested in the class through the
memory work. When a list of verses is being memorized as in a contest, the child
may be given a star each time he says a verse, and then required to review that
verse on a different day, which accomplishment is indicated by a check mark
after the star. Then, at the close the verses should all be said at one time. By
making individual charts for each child and posting them on the bulletin board
only after the child has earned two stars, real interest can be awakened and
maintained.

NAME OF CHILD StarsCheck Mark

Romans 3:23 * V

Romans 10:9-10 (2 stars)**V Revelation 3:20* 1 Corinthians 15:3-4 (2 stars) John
10:9-11 (3 stars) John 10:27-30 (4 stars)

Matthew 4:19

John 3:16

Psalms 51:7 The child whose chart is given above had recited the first three
passages, and had reviewed the first two. The stars or check marks should be
given immediately after the child recites the verse. Professionals tell us that
this attaches a satisfying reaction to the effort of learning the verse. The
next time he will be ready and willing to learn. In one class the teacher strung
symbols on ribbon immediately after the child said a verse, with 100% results.
In another class the same teacher used the same symbols, and same verses, but
strung them after class. Although the children saw their memory strings the
following week the percentage of verses learned was only 50-75%. The immediate
reward is most effective. The following system may be used as a guide in memory
work.

Number of versesAward one verseone silver star ten silver starsone gold star two
gold starsBible story book five gold starsNew Testament A Gospel of John may be
awarded when the first gold star is earned. The teacher will find that a
ceremony making a special occasion of the giving of the awards will add greatly
to the zeal of the children in future memory work. The room may be arranged in a
specially attractive way. Teacher might wear her prettiest dress, and the
children earning awards could sit in special seats. The teacher could give a
little speech before presenting the awards.

Even if it be something very inexpensive, homemade, or costing one cent, the
value of it to the child is enhanced immeasurably by the ceremony that
accompanies it.

Remember it is not the money you spend on awards that counts, it is the value
that you endue them with in the mind of the pupil that matters. Do not spoil
your children by starting out with expensive awards. Pick something that a child
will like, even if it costs only a few cents. I still recall the pleasure we as
children received from a ten cent top one Christmas while expensive presents
went unheeded. It is not the amount of money spent that counts.

Once during a memory contest select several of the children who have done
especially good work, and ask them to tell how they memorized their verses. Some
will say they learn their verses right after school, some just before they go to
bed, and others will have an unusual method of memorizing. Such a service will
encourage the others to go on with their work with greater vigor.

REVIEWING MEMORY WORK

Reviewing is just as important as memorizing. The verses should become so fixed
in the mind and heart of the child that they will never be forgotten, and there
are many excellent methods to accomplish this end. Remember that each time a
verse is said in your class it will help to fix it in the minds of the children.
The problem is to see that the verses are said many times and yet maintain
interest. The devices suggested will help.

Flannelgraph Ships By use of the flannelgraph an interesting way of review for
primaries may be devised.

Find in a magazine or make two ships identical except for color. Paste flannel
on the back. Make two identical sets of big waves which may be strips of blue
flannel about four inches wide, reaching clear across the flannel, graph. Cut
waves with scissors. Divide the class in two groups.

First one side, then the other, is given an opportunity to say the verse.

Each successful attempt causes the ship to move forward one wave.

After each unsuccessful one, it moves backward. The children’s desire is to get
their ship across the board first. Yours is to get them to repeat the same verse
correctly many times without tiring of it. For variety, on another day use
airplanes with varying heights in altitude; or autos with miles marked, bicycles
with city blocks, or train engines with different cities designated. The Popcorn
Drill When the children know as many as three verses you may begin to use this
drill, which they dearly love. The drill might be introduced as follows:

"How many of you have ever watched your mothers pop corn? Of course you have.
Just what happens when she does it? First, she puts some grains of corn in a
kettle, then she turns on the fire; and then what happens? Pretty soon, we hear,
’Pop, pop, pop, pop’ almost faster than you can count.

Now we are going to have a popcorn drill. Each one of you will be a grain of
popcorn. When I say ’Ready’ that will be turning on the fire; and you will ’pop’
by standing and saying a verse of Scripture. If someone says the verse that you
know, just say it anyway. Grains of popcorn are often alike. What is in the
bottom of the pan after your mother is through popping the corn? Yes, some
grains that didn’t pop. There will be some here who will not ’pop.’ They are
just like those grains. I hope you aren’t like them." This drill may be used for
a short period each meeting, and will furnish a good review of previous memory
work.

Puzzles An activity which is useful in reviewing memory work for the
early-comers is found in puzzles. On strips of cardboard print the reference and
words of the memory passage in letters 1/2 or 3/4 of an inch high. Use different
colored crayon, or showcard color for each passage to facilitate assembling if
they should become mixed. Then cut between each word, and the child can have the
job of putting them in the proper order on a table or on the flannel graph if
flannel is used on the reverse side of the cards.

If two sets are available on the same verse, the children love to race to see
which one can finish first.

Boys and girls from eight to twelve are in the puzzle age. Why not use that for
the Lord?

One youngster wanted me to make a puzzle of the whole twenty-third Psalm, but I
drew the line at that. Perhaps I should have had more patience. A sample of a
puzzle follows:

[ Romans 3:23 ] [ For ] [ all ] [ have ] [ sinned ] [ and ] [ come ] [ short ] [
of ] [ the ] [ glory ] [ of ] [ God ] The longer passages may include several
words in one piece, and the children be permitted to use their Bibles.

Later the Bible is excluded, and the cardboard cut into a piece for each word.

Riddles Children of Junior age like riddles as well as puzzles.

Verses may suggest simple ones. To guess, the child must state the reference and
quote the entire verse before told whether or not he has chosen the right verse.
The group may enter in as a whole, or may be divided into sides, and points
given for each one correctly guessed. Remember each time a verse is repeated it
is traced deeper on the heart and mind of the child. Our job is to make that
repeating interesting. Given below are samples. Make up your own.

It isn’t hard.

Romans 3:23 - I am thinking of a verse that tells something about everyone in
the whole world. It isn’t about their hair, or about their eyes, and it isn’t
very nice. What verse is it?

1 Corinthians 15:3-4 - I am thinking of a verse that starts with something sad,
and ends with something glad. The glad part happened three days after the sad
part.

Revelation 3:20 - I am thinking of a door, and Someone is making a noise at the
door. What verse does that remind you of?

Romans 10:9-10 - I am thinking of a verse which says something about a mouth,
and a heart, and tells how to be saved.

John 10:9-11 - What is the place where cows are driven to each morning? What is
a person who steals? And who is the person who takes care of animals, but not
cows? The right answer to each question is a word in each one of the three
verses in this passage.

John 10:27-30 - I am thinking of a soft little animal, and a part of our body
with which we hold things. What verses does this tell about?

John 3:16 - I am thinking of Someone who had something He loved very much. He
had only one, and yet He gave it.

Psalms 51:7 - I am thinking of something cold and white which we generally see
in winter.

What Verse Could You Tell This exercise is similar to riddles, but is more on
the thought of the verse, and gives good training for personal work. Primary
children as a rule are too young for this, but it is excellent training for the
Junior and Intermediate child. The procedure is the same as for riddles, the
child repeating the reference and whole verse before being told whether or not
he is right. Frequently, the child will quote a verse which would apply
perfectly, but was not the one you had in mind. Of course, he should be given
credit.

Romans 3:23 - One day a boy tells you he has never done anything wrong. What
verse in the Bible could you tell him to show that is not true?

1 Corinthians 15:3 - A girl tells you that JESUS was just a good man, and that
He never did anything for her. What verse could you tell to show her He did, do
something for her?

Revelation 3:20 - Someone tells you that it is very, very hard to get JESUS to
come into your heart.

They say that you have to be very good, go to church all the time, do lots and
lots of good things, and still maybe JESUS won’t come into your heart. What
verse could you tell which says that it is easy to get JESUS to come into your
heart?

Romans 10:9-10 - A boy says that it is all right to believe in JESUS, but you
never need to say anything about it with your mouth. What verse could you tell?

John 10:9-11 - Someone says there are lots of ways to Heaven, and lots of good
leaders. If we just follow one we shall be saved and shall have life abundantly.
What verse could you tell?

John 10:27-30 - A boy asks you, "If I would put myself in JESUS’ hand could
anyone ever take me out of it?" What verse could you tell?

John 3:16 - Someone says, "I don’t believe GOD has a Son." What verse could you
tell?

Psalms 51:7 - Someone says, "I don’t believe your sins can be washed away so
that you are really clean." What verse could you tell?

Games A party for children may be enlivened with games which use memory verses
as a background. Pin on the wall pictures which go with the memory verse. Number
each picture. Give each contestant a list of the references and have him put the
number of the correct picture opposite the reference. Score the individuals or
divide group into sides. Bibles should be available for visitors. Of course, one
who knows the verses has a distinct advantage but the others will not feel left
out. For a relay race print the verses on one sheet of paper in large letters,
and on another sheet print the reference.

Make two sets.

Line the children up as for a relay race some distance away from a table where
the verses are spread out in clear view. At the signal the first one in each
line runs to the table, picks up the top reference, chooses the verse to go with
it, and hands it to one of two adults.

If it is correct, he takes the next reference to the next child in line. If it
is incorrect, he must look up the reference in the Bible, and thus choose the
correct one. The adult may post the reference and verse together on a bulletin
board after they are handed her, for the remaining children in line to study.

Several copies of the verses and references which are difficult for the children
to associate may be made, and the very repetition will help the children to
remember them.

Use a blackboard to print scrambled verses, the letters of the words being mixed
up. With pencil and paper the children may unscramble them. A sample follows:

LLA AVEH NNESID NAD MECO HRTSO FO HET LOYGR FO ODG (Answer: Romans 3:23) For
variety, the words, instead of letters, might be mixed. One twelve-year-old boy
liked this so much that he stayed after class during the time for his favorite
radio program, to finish a whole list of scrambled verses.

These helps to learning memory work have all been tried and found to work. But
in speaking to teacher training classes the author has found that the teachers
do not always try them, thinking that these things would not appeal to their
children. All we ask is that you try and see. Perhaps you also, like some who
tried them after great insistence, will be amazed at the interest and enthusiasm
for GOD’s Word that they will arouse.


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  CHAPTER 4: 03-TEACHING THE CHILD TO PRAY
========================================================================

TEACHING THE CHILD TO PRAY

CHAPTER THREE

STRETCHED out before the teacher is the "beautiful garden of prayer" - a sunny,
eastern slope with lofty heights and many lovely nooks and dells. In her hand is
placed that of another, not a full grown man who has seen it all before, but a
tiny toddler, a precious little child.

It is her glorious privilege to introduce this place of wonder and beauty to the
child.

She will not expect her little charge to exhaust its wonder in a day - ah no,
they will make many trips before even a part of this garden is traversed. For
the child is very small, and he has never been this way before.

Besides, his little legs are weak, and as she would use patience and love in
teaching him to walk physically, she uses just as much patience in acquainting
him with this beautiful garden. No matter what his actual age, spiritually he is
just a new-born child of GOD. She will not be discouraged if he can only take a
step or two at first. She will not give up if he forgets just where that
beautiful flower grew that she showed him the day before; but over and over
again she will show him some small thing, then lead him a bit farther day after
day, until soon he has grown to love the garden, and can come to it even when
she is not with him. The entrance to the garden is the gate of salvation.

Only the redeemed ones, born-again children of Father GOD are permitted inside.

She does not make the mistake of trying to show the garden of prayer from the
outside through this gate. The child, being so small, could not see over the
wall, and soon it would grow very dull to him, even if he should pretend to walk
its paths. But once he has entered through faith in CHRIST JESUS, even though he
gets only a little glimpse, he wants to come again and each time the garden
grows more precious to him. THE FIRST PRAYER Ideally, the child makes his first
prayer as he enters the gate to the garden. That is when he accepts CHRIST as
his personal Saviour.

GOD’s Word says that the way into the holiest, the very presence of GOD, is
through the blood of JESUS. "Having therefore, brethren, boldness to enter into
the holiest by the blood of Jesus, By a new and living way, which he hath
consecrated for us, through the veil, that is to say, his flesh" (Hebrews
10:19-20). The mere repetition of words is not prayer.

Reciting by rote does not necessarily gain the audience of GOD. True prayer is
coming into His presence through the Blood of His only Son; audible words may or
may not be used. So in teaching our little ones, let us bring them by the right
way unto Him in prayer.

It is so easy to teach them correctly in the first place, but much more
difficult to train them after they have been instructed erroneously.

Let us remember that this discussion concerns the child in the meeting, not the
child in the home. For by the time he is old enough to come to meetings, he is
generally old enough to be brought to the Saviour. Thus the child’s first
prayer, through which he enters into the beautiful garden, is that one in which
he receives JESUS CHRIST as his own Saviour. This prayer is not difficult, and
should not fill the worker with apprehension, for it is merely talking to GOD
and asking for His salvation. The teacher makes the children understand what it
is. The word "pray" or "prayer" may not even be mentioned. For the average child
a mysterious something with which he is .not familiar is brought to mind along
with this vocabulary. Of course, these words are introduced as time goes on, but
we must take care not to frighten the child or he will be afraid to take this
first step.

Other suggestions are given in the chapter "Inviting the Child to CHRIST."

If you had never seen a group at prayer, would not the sudden bowing of heads,
and closing of eyes arouse your curiosity? Be one jump ahead of the child who is
always curious. Tell him in advance what is going to happen, and then he will
not be curious.

"When we talk to JESUS, we bow our heads (teacher bows her head), and close our
eyes (teacher closes her eyes), and think about JESUS, for it is to Him we are
talking."

Then the teacher has the boys and girls follow her example. If these
instructions are given every time before prayer with the smaller children, they
will soon learn to have a quiet, reverent attitude. Some would ask, should we
have the children kneel? The answer is to lead the child a step at a time. If
you try several, he may stumble.

One group of children were earnestly listening as their teacher explained
salvation. She had them kneel, and the experience was so new and different that
they became occupied with it, and started to giggle.

It was only with difficulty that she recaptured their attention. It might have
been wiser to have waited to teach them this physical position for prayer. THE
PRAYER OF THANKSGIVING The entrance to the garden is so close to the flower of
thankfulness that the second prayer may follow close on the heels of the first.
The child’s thoughts are already centered on what CHRIST has done for him, thus
it requires little effort to get him to say "thank you" to the Saviour. This is
a flower that the little child loves to visit. Somehow it seems that it does not
appear so lovely to the older ones.

I have seen a group of twenty Primary and Beginner children drill with eagerness
as they were asked, "Who would like to thank JESUS because He died on the Cross
for us?" Twenty little hands would go up, and no one was satisfied until all
twenty little hearts had thanked their dear Saviour.

It was not just once, but time after time these dear little tots stopped before
the flower of thankfulness and enjoyed its beauty one after the other.

Cannot we adults, so eager to get to the place of petition, learn a lesson from
these little ones?

"Oh, that men would praise the Lord for his goodness, and for his wonderful
works to the children of men!" (Psalms 107:31).

Yes, we have His goodness in the sunshine, our parents, our food, and in various
physical blessings, but we must not forget to teach the child to thank Him
because we are His children, because He has forgiven our sins, because He is
going to take us to Heaven, and because He answers our prayers.

Remembering our "step at a time" rule, mention only one of these at a time, or
if you wish, mention several, and let each child choose with you before prayer
time the one for which he wishes to thank the Lord.

Children do not understand a "season of prayer," therefore we go around the
entire group in an orderly manner mentioning the child’s name before that one
prays, or having the child who wishes to pray next, raise his hand. THE
EMERGENCY PRAYER

After the prayer of thanksgiving, teach the child the emergency prayer - that
short prayer in which the heart is lifted to GOD in time of need. The prayer of
sinking Peter is an example of this. The hard place in which the Israelites
found themselves as they faced the Red Sea was depicted to one class of
children.

"There was a mountain to the left, a mountain to the right, the sea in front,
and behind them came the onrushing Egyptians. They did not know what to do. They
were in a hard place. The Bible says they cried unto the Lord. That means,
children, that they prayed. The Lord rolled the waters back and made a dry path
right through the Red Sea. They were safe from the Egyptians. Now, this next
week some of you children may be in a hard place - we cannot tell. If you are,
will you remember to ask the Lord to help you? Next week we will ask you to tell
about the hard place that you were in and how the Lord helped you." In one class
the following week little Ralph, a freckled-faced red-haired mischief of eight
spoke up:

"Well, I was in a hard place. Our neighbors lost their dog, Shep, and they
called and called him, and he didn’t come.

He was a good dog, too. I hunted and hunted for him, but I couldn’t find him.
Finally I thought, Why, this is a hard place, I’ll ask JESUS to help me: And so
I did. Then I went right over a little hill, and there was Shep. JESUS really
helped me."

Now that child has experienced a definite answer to prayer, and it will not be
so difficult for him to voice an audible prayer.

Little Dorothy reported, "I was in a hard place, too. My tooth was loose, and
Daddy wanted to pull it, but I was afraid. I asked JESUS to help me, so I
wouldn’t be afraid, and He did. Then I let my Daddy pull it, and it didn’t even
hurt."

It is the desire of the Lord not only to have these boys and girls, but to enter
into every part of their lives. The pulling of a tooth, or the finding of a lost
dog is very real to a little child, and if he finds the Lord sufficient for
these things, he will trust the Lord as he grows older.

PRIVATE PRAYER Coming to the "garden of prayer" with the teacher is precious,
but coming all alone is infinitely sweeter. A fragrance comes from the lives of
those who have this habit which others do not know. Even a child is not too
young to form the habit of coming regularly to the Lord in prayer. What power
there would be in our churches today if all the members were accustomed to spend
time alone with GOD every day.

There is no better story to introduce this new step than the age-old one of
Daniel.

Daniel, who prayed regularly. Daniel, who was not afraid of the officers who
sought his downfall. Daniel, who would rather pray and be thrown to the lions,
than not to pray.

What an example of courage and bravery!

What a hero to present to young worshippers! And then to bring home the story.
"Will you pray every day? No one will throw you to the lions, but someone might
make fun of you. Will you be brave enough to stand against that and still pray?
Or will you be a coward, and quit? Or will you say, ’I’m too tired tonight.’
That’s not being brave. I hope everyone in our class will be as brave as Daniel
was." In seeking to develop regular devotional habits in the believing child it
is well to employ a prayer chart. The teacher may make these previously, or the
children may make them in a handwork period.

Use colored construction paper as the base.

Paste at the top a picture suggestive of prayer, such as Daniel in the lions’
den, CHRIST in Gethsemane, or the boy Samuel at prayer.

Rule a piece of white paper to resemble a calendar, but omit the numerals. List
the days of the week at the top of this white sheet over the proper squares.
Punch two holes in the top of the construction paper, and use yarn or colored
string through them so that the chart will hang on the child’s bedroom wall.

Each night the child marks "P" in the proper square if he prayed that day. He
draws a circle around the "P" if he read the Bible.

Although this is a very simple device, the teacher will be surprised at the
interest it will arouse in regular prayer and Bible reading. The chart serves as
an ever-present reminder against the old excuse, "I forgot."

Gordon was only eight years old, but he had made a prayer chart in Sunday
school. His mother said to the teacher, "It doesn’t make any difference how late
it is, or in how much of a hurry I am, Gordon simply will not go to bed until he
has read the Bible and prayed." The little books, "Daily Bread," by Ruth P.
Overholtzer, are ideal to use in a planned devotional program for children.

Each book contains an appealing reading for each day in a month, with suitable
stories and poems illustrating Bible verses, especially for children. Of course,
nothing takes the place of the Bible. The private devotional life of a Christian
is the basis for his growth.

Therefore, let us do everything in our power to firmly establish this habit in
the lives of our saved children in order that they will stand true to the Lord
in spite of trials and temptations.

PUBLIC PRAYER If the suggestions already given have been followed, the child
has:

- prayed publicly upon receiving CHRIST as his Saviour, - he has prayed again
publicly thanking JESUS for saving him, - he has turned to the Lord in time of
emergency, and - he has prayed by himself at home. By now he is more or less
familiar with the mechanics of prayer, a foundation has been established, and
the child is ready to proceed.

It may take a period of several weeks to arrive at this point if there is only
one contact a week with the child. But do not make the mistake of trying to
build without this foundation, for it simply will not stand. In seeking to lead
children in prayer it is better to make the step that you ask them to take so
small that you are reasonably sure that they will respond in the way you desire,
rather than making such a big step that the children would be afraid to try.
This truth cannot be overemphasized. Do not expect too much at once, but have
your goal in mind and proceed that way slowly, but very definitely.

I believe that there is no great truth of the Bible or of the Christian life
that cannot be taught to children if this is kept in mind.

Review is implied here to a great extent.

GOD said, "For precept must be upon precept, precept upon precept; line upon
line, line upon line; here a little, and there a little" (Isaiah 28:10). In
having public prayer in a class there should be some definite reason for it. A
classmate who is ill, a child’s father who needs work, and friends and relatives
who are not saved, are all suitable subjects for prayer. At first it might be
well to have one request and let several who desire pray about it.

Later on the children themselves may bring the requests and the teacher appoint
or let different children take certain requests to the Lord in prayer.

Remember that this is the children’s prayer time, and only those things that are
real to the children should be prayed about.

If the teacher desires that the children pray for some missionary friend, this
person and the field should first be made real to the children by means of
letters, pictures, stories, etc.

Children generally do pray in faith, and we have available a great power for GOD
if we would train our saved children to pray for the Lord’s work.

It must also be remembered that adult prayers before children should be
suitable. Paul says that we are to pray "with the understanding," but how can
this be if the adult prays with a vocabulary foreign to the understanding of
the, child.

These prayers should be simple and short. As the children grow in grace the
prayers may be a trifle longer, but as a rule they should be kept short.

If you have someone visit your class who is known for his long-winded praying do
not honor him by asking him to lead in prayer. It will throw cold water on the
child’s interest. Honor him some other way. As the children grow in grace even
prayers usually voiced by an adult may be entrusted to a child.

Think what agony these children will be spared if when older someone calls
suddenly upon them to lead in prayer. THE MEALTIME PRAYER The story of JESUS
feeding the five thousand is an example to give to the children in establishing
the practice of thanking the Lord for our food.

Possibly many children come from homes where this Christian practice is not
observed, but where the parents would not be antagonistic if their pride and joy
were to make the suggestion that he thank GOD for the food.

Besides establishing the children, this gives a definite testimony to parents
who need it.

Make the suggestion to the older children when they are no longer afraid to pray
publicly, and at the next meeting inquire as to what success they had. The
younger children might pray with the teacher through the day’s meals after the
class is over. They could mention what they had on the table for breakfast, and
one child could thank the Lord. Enough meals could thus be pretended to give
each child a chance to return thanks. No one knows the effect these simple
prayers will have carried to unbelieving parents.

Sometimes for variety the following verses may be used as mealtime prayers. The
second goes with the melody of the Doxology.

GOD is great and GOD is good, And we thank Him for our food, By His goodness all
are fed, Give us Lord our daily bread.

We thank thee Lord for this our food, For life and health and every good.

Let manna to our souls be given, The Bread of life sent down from Heaven.

ELEMENTS IN PRAYER We have discussed the occasions for prayer, but a few words
on the elements of prayer might be suitable.

Worship, thanksgiving, petition, confession, and communion are all elements of
prayer.

Most of these have been mentioned, but one or two need further developing.

Worship The spirit of worship is necessary to true prayer.

Too many children’s meetings are of the "hip, hip, hurrah" variety, with no
thought given to true worship. The leaders should be enthusiastic, and keep the
interests of children in mind, but each meeting should have a time of quiet
worship.

One way which was most helpful in fostering this spirit in several groups was
the use of the prayer chorus.

Public prayer was held at a regular time in each meeting, but before the prayer,
heads were bowed, eyes closed, while the piano softly accompanied muted voices
singing a quiet chorus. Then the room was still while all the hearts listened
when one or several led the group to the throne of grace.

There was no hush-hushing of the group to get them quiet enough for a hurried
prayer. The chorus had brought about a reverent spirit of worship. There are
many such choruses. Search through your chorus books for one appropriate to your
group. Use this chorus only before your prayer, not at any other time, except
while learning it. Always sing it softly and reverently, and you will find a
true spirit of worship will prevail in your prayer time.

One we used with great effect is to the tune of "Into My Heart." The author of
the words is not known.

Out of my life, out of my life, Shine out of my life, Lord JESUS;

Shine out today, Shine out alway, Shine out of my life, Lord JESUS.

Thanksgiving and Petition For a discussion on the second element of prayer, see
"The Prayer of Thanksgiving" at the beginning of this chapter. Petition is also
discussed under "The Emergency Prayer" and "Public Prayer." In addition, the
children should be taught:

- to ask in JESUS’ name, John 14:13-14;

- in faith, Mark 11:24;

- recognizing the Father’s will, 1 John 5:14-15;

- making definite requests, John 14:14. To encourage them in faith, tell them of
your own answers to prayer, and the answers that other children have had.

Encourage them to tell in class when GOD answers prayer for them.

Confession of Sin

Just as we need to teach the child to thank the Lord and ask Him for his needs,
so we also must teach him to confess his sins to the Heavenly Father.

1 John 1:9 : If we confess our sins, he is faithful and just to forgive us our
sins, and to cleanse us from all unrighteousness.

During a junior girls’ handicraft class several girls seemed to be quarreling.
As the days went by their spirit became worse, and different ones began to
tattle to the teacher. None of the tales agreed, but knowing that these girls
had publicly accepted CHRIST, the teacher knew that this spirit of anger and
bitterness should not exist. Each one tried to tell her side, and the bickering
almost spoiled the class.

Finally the teacher drew each of the four girls into an adjoining room, and
handed each a Bible. "Now, I don’t want to hear each one of the sides of this
quarrel. That would not do any good at all. But I want us to see what GOD has to
say. Let us turn to Ephesians 4:31-32. Mary, you read it to us.

"Let all bitterness, and wrath, and anger, and clamor, and evil speaking, be put
away from you, with all malice: And be ye kind one to another, tenderhearted,
forgiving one another, even as GOD for CHRIST’s sake hath forgiven you."

"Now the Lord says," went on the teacher, "that there are five things that He
wants put away from you. Alice, tell us what these five things are."

Alice read the list in the passage.

"I am afraid, girls, that these things have been very much present in our class.
What do you think? Have you been guilty?" The little heads which had been so
erect as each owner was so sure she was right, began to droop as the HOLY SPIRIT
did His work.

"Now the next verse says that we are to forgive others even if they do things
that are wrong. The reason is that CHRIST has paid for their sin. Therefore, we
must not hold it against them.

If we do not forgive, we are disobeying the Lord, and we will be unhappy. How
many of you have disobeyed Him?" Four little heads drooped lower as four little
hands went up.

Then they all turned to 1 John 1:9 and the teacher explained that we must not
just confess all our sins, but that we must tell the Lord what they are. Each
girl admitted that she had sinned, and told the teacher she wanted to ask the
Lord to forgive her. A time of prayer followed, with each child taking her guilt
to the Lord. After this, those four girls became bosom pals. Instead of
quarreling about their handiwork, they were always helping one another. The most
ardent disputer confided to the teacher, "Everything is so different now. I’m
happy, and those girls are my best friends."

Teachers do not always have such a situation in which to teach confession of
sin, but there are many that might unconsciously be passed by. Every time that
the truths of the Christian life can be applied to the child in his actual
experiences, those truths will be much more real to him than those he learns in
theory only.

Through the gate of salvation the teacher has led the child into the "beautiful
garden of prayer."

It has been a wonderful privilege, for the wonders and glories of this garden
are never to be exhausted even if one should spend a lifetime there. It is
enough that the teacher should introduce the child to this place and make him
sufficiently acquainted with it, so that he will come there by himself; for then
the Head Gardener will lead him into paths of communion large enough only for
two, so sweet and so precious that they are not seen if another is there.


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  CHAPTER 5: 04-TELLING THE STORY
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TELLING THE STORY

CHAPTER FOUR "I love to tell the story, For some have never heard The message of
salvation From GOD’s own holy word."

TELLING the Gospel story - what a priceless privilege!

Angels desire to tell it, but they cannot because they have never been redeemed.
No other message is as sweet to the ear as the good news of salvation. Little
children who love stories anyway are doubly glad to hear this sweetest of all
stories. The story is so precious to GOD that He has filled His Word with it: a
shadow of it here, a suggestion of it there, a golden nugget partly revealed in
another passage, until we come into the full glory of the complete revelation
given the apostle Paul.

All in all, we have a voluminous collection of stories all heading up in one
subject, GOD’s beloved Son.

How can we best tell these stories? What will make our storytelling more
effective? It is to answer these questions that this chapter is written.

WHAT TO TELL Is a story with a moral just as good as a Bible story? By no means.
"For the word of God is quick, and powerful, and sharper than any two-edged
sword" (Hebrews 4:12).

Use the Bible story in your class, and your children will grow in grace and in
the knowledge of the Lord. There is no literature in the world which surpasses
the Bible.

Thus in giving the child the Bible you are giving to him a cultural background
as well as a spiritual foundation. In cases where the children meet more than
once a week, or for a lengthy period of time, a missionary story may be included
for variety, but even this should not take the place of the Bible story. Other
incidents may be used as illustrations within the story, but first and foremost
is the story from GOD’s own Word. A series of stories with a central theme is
generally best to follow.

One person starting to teach children for the first time said, ’’I’m just going
to teach out of my head and tell them all I know." This is a mistake, for those
who have had experience have points of value to pass on to those who follow. If
one ever did try to get along without the helps, it should be only after years
of experience in teaching children the Word of GOD.

Preparing to tell the story is almost as important as the actual telling, for
the results depend largely on this factor. Last minute study, no matter how
intensive, is never as favorable to good storytelling as that which takes place
over a period of time. The mind and heart need time to think and to meditate,
during which the HOLY SPIRIT has opportunity to speak to the teacher.

Several weeks beforehand read a few of the stories you are to tell, and at least
a week before telling a particular story start your preparation. In this way the
story will be thoroughly mastered by the time it is to be told. The details are
not hazy in the mind, and new points of spiritual truth are discovered each time
the story is read. The teacher’s preparation is not complete until she knows the
story thoroughly.

Reading it in the Bible comes first, then the helps follow.

Some people find help in making a brief outline of the story, and by putting
down on paper the main points, they master the trend of the story. But the
preparation is not all intellectual, it includes the heart as well.

If the story means something to the teacher it will mean something to the
children. A great Bible teacher once said, "If we speak out of our heads the
message will enter into the heads of our listeners, but if we speak out of our
hearts, it will enter into their hearts."

Conduct is changed because of a change of heart.

Therefore since we wish to influence the heart, we must see that our own heart
is warmed by the story. A very conscientious teacher said, "Telling the story is
so much easier for me now. I used to study so carefully, attend a teacher
training class, and then try to tell the story exactly as it was told there. One
day the leader told us that the HOLY SPIRIT desired to use us in the telling of
the story, and that we should depend upon Him. Now I still study carefully, and
I still attend the teacher training class, but instead of trying so hard in my
own strength, I turn it over to the Lord, and He brings new light on the story
as I go about my housework. It is much easier now. I tried hard before, but now
He just seems to do it." For those who have not had much experience, practice is
almost imperative.

One young man got his start as a minister by preaching to the cabbage heads on
his father’s farm. The teacher of little children may practice on her own
children, those of a neighbor, or even on the breakfast dishes. Many are just
afraid of the sound of their own voices, and this oral practice aids in
attaining poise before a group. The teacher will be more than repaid for the
effort involved in getting adequate preparation.

HOW TO TELL IT With Forcefulness

If the story has forcefulness and expression, it is really a good one. To make
her story forceful, the teacher should first of all have a purpose in telling
it.

She is not just telling a story, she has a point that she wants to put across,
something she wishes to accomplish in the lives of the children. At first this
great aim should be to lead the children to CHRIST, but later on it may include
leading them into closer fellowship with CHRIST, causing them to desire to yield
their lives to Him for service, or making them want to give their testimony at
every opportunity. The story is a means to an end, and not the end itself.

After the aim has been decided upon, the teacher should build to a climax. It is
as if she were building a children’s slide.

Each point is another step in the ladder, with the climax at the peak where the
slide starts. In building a slide, even if one had a very attractive piece of
lumber, if it were not long enough for a step he would not use it. It is the
same way in a story. No matter how good a point is, if it does not fit, do not
use it. Eliminate all extraneous material. In telling a story, the things you
leave out are just as important as the things you include.

Every sentence should bring you one step nearer the climax. A little suspense
goes a long way in making an interesting story. Don’t give the ending to your
story too soon. In telling of Daniel and the lions, don’t say at the beginning
of the story, "But the lions didn’t get him." That is to throwaway your
suspense. Keep the children sitting on the anxious seat wondering what will
happen next. With Expression

Everyone loves a story that is well told. Putting expression into the words, the
voice, and the body aids considerably in making a well-told tale. Use words that
give a vivid picture of the scene, by giving the specific details. In telling of
David, either of the following statements might be used, but the latter is more
graphic, because the specific details are given. We get a clearer picture of
what actually happened.

"An animal came from behind something and attacked a sheep."

"A lion sprang from behind the bushes, and sank his teeth into the throat of a
sheep."

Comparison often makes clear to little children those things which are outside
their experience.

Some city children have never seen thorns, yet if it is explained that they are
sharp like needles, but grow on bushes, the story of the crucifixion will be
more real to them. The thorns which were outside of the realm of their knowledge
were compared to needles which were familiar to them.

Comparison is of great value in linking the known to the unknown. Use it freely
in Bible stories, for it will aid in greater comprehension. Like comparison,
contrast clears up the meaning.

Instead of telling what points are similar, it shows the places of difference.
In telling of the two thieves, the teacher could say, pointing to the crosses
drawn on the board or displayed on the flannelgraph, "This man, because he
accepted CHRIST, had eternal life, but this man did not. This man was going to
paradise, but the other would never get to go because he did not believe in
JESUS. The first thief would be with JESUS forever and ever, but the second
thief could not be. This man had his sins forgiven, but the other one died
without forgiveness."

Thus from a Bible story the children get clearly the difference between the
saved and the lost. If you want to make your Bible stories live, make the words
expressive by using specific detail, comparison, and contrast.

Expression in the voice makes it pleasant to listen to, and consequently the
story is more attractive.

We have all listened to preachers whose never-changing drone puts the
congregation to sleep. It requires much more effort to listen to a monotone than
to the voice whose pitch is first high, and then low. A monotone is like
listening to one note on the piano played again and again with no other notes
included. The human voice as given by GOD is capable of great variation. Why
employ only one tone when He has given so many? A little practice in
conversation by deliberately changing the pitch of the voice will make it easier
in telling the story. The same degree of loudness may be almost as tiresome as a
monotone.

Some points are more effective if made in a soft low voice. If you notice the
children becoming restless, try either raising or lowering your voice, and very
often their attention will be regained. In the same way, speak slowly part of
the time, and quickly at other times. To give the impression of rapid action
speak quickly and use short sentences.

Likewise, to convey a peaceful, quiet effect, employ a low voice with long
sentences.

Change the voice to a high pitch when one character speaks, and to a low tone
when the other character answers, and with just this variation the children will
see two people carrying on a conversation.

Use conversation whenever you can, quoting the words which the character used,
or might have used. Direct discourse makes a story vital. Use it whenever
possible, taking care to label it as such if imagination is employed. A pleasing
voice can adorn the Gospel very effectively. When some people speak before an
audience it seems that every part of their body is frozen except their tongue.
Yet those same people will show a group of friends how long the fish was, how
tall the child was, or how the old man stroked his beard. They use their body to
get across their point.

We do not need to be actors to tell a good story, but we do need to be natural,
and it is natural to use our bodies at least part of the time when we are
talking. You may think that you could never move before the children, but if you
do it consciously a few times, it will soon become natural, and the children
will really enjoy the story more.

One small boy watched Miss Frances Bennett, the master storyteller, as she
showed how David wound up his sling, and when she made the motion to let the
stone go, this little boy ducked. The expression in her body made the story that
real to him. For those who would carry this advice of bodily movement too far, a
word of warning is given.

Never allow your gestures or bodily movements to become ridiculous, so that your
audience laughs at you. That is to cheapen and degrade the message. When
movements detract the attention from the story to themselves, then you have gone
too far.

It is like everything else, we need to strike a balance: too much in either
direction is wrong. But with the right amount of expression in the words, the
voice and the body, the story can really live for the children. With the Power
of the Lord Last of all, and most important, to tell a good story one should
depend upon the Lord and not upon his own ability. The stories of the most
educated are insipid without His help, and those of the willing ones without
much training may be used to eternal glory if they are told in the power of His
HOLY SPIRIT. "Little is much if GOD is in it." Who knows what the simple telling
of the Gospel story shall mean to the boys and girls around about us?

I love to tell the story, ’Twill be my theme in glory, To tell the old, old
story Of JESUS and His love.


========================================================================
  CHAPTER 6: 05-SONGS FOR CHILDREN
========================================================================

SONGS FOR CHILDREN

CHAPTER FIVE THE DAY of the triumphal entry little children were crying,
"Hosanna to the son of David," and the chief priests and scribes asked JESUS to
rebuke them. Instead, He commended them by saying, "Yea, have ye never read, Out
of the mouth of babes and sucklings thou hast perfected praise?"

Perfect praise comes from the lips of little children when they sing unto their
Lord.

We as teachers have a great responsibility in leading them in praising the Lord
in song.

SELECTING THE SONGS The message is of first importance in selecting the songs.

Because the music furnishes an additional way to teach the children, we want to
make sure that the words in each song are worthy of the time it takes to teach
and to sing them. Will they impress more deeply some truth taught in the lesson,
or will they indelibly print the words of a Bible verse on the child’s heart?

We have the children such a short time that each moment of time spent in class
must be used to the greatest possible advantage.

If some one unsaved hears the songs we have taught the children will he have a
testimony of GOD’s saving grace, or will he only hear foolish little nothings
that we have unwisely selected to teach them? As well as having a message that
would be a testimony to one who should overhear the child, the song should have
in it that which means something to the child.

One beautiful little crippled child who had attended a Child Evangelism Class
went to the blackboard at school early one morning and drew a cross as she
hummed, "On the Cross for me." Underneath it she wrote her name, "Donna." The
teacher asked her what it meant, and she explained, "It means that JESUS died on
the cross for Donna." The message of the song meant something to her. The melody
should also be considered in selecting the songs.

Little children do not have a very wide range; that is, they are not capable of
singing very low or very high, and a song which has a wide range is not suitable
for the very little ones.

Primary children have a slightly wider range, and the Junior child has a range
still larger.

Make sure that the song you want to teach is within the range of your children.
The intervals (the jump from one note to the next) may be difficult in certain
songs, and we must consider whether a song is worth the extra time it will take
to teach the melody. Frequently excessive drill is required to see that the
children sing the correct notes, and this is most unfortunate, as there are many
songs which have such lilting melodies that they sing themselves right into the
hearts of the children. And then, the rhythm must not be too complicated for the
group. Of course as you teach the children song after song, they will be able to
learn more difficult selections.

Little children like songs with motions, which the older ones are inclined to
think babyish, but they all seem to enjoy songs which have a phrase repeated
over and over. The "down in my heart" which is repeated in "I Have the Joy,"
makes it more attractive to children, as does the repetition of "rolling away"
in "All of My Burdens Went Rolling Away."

Notice a song which contains much repetition, and nine times out of ten it will
be a child’s favorite. The chorus of "JESUS Loves Me" in Chinese or some other
foreign language makes a big hit with children of all ages. The following are a
few of the many songs which children like.

{eS module note: the original creator of the .rtf file used tabs to build these
lists. To see the intended formatting, please increase the window width or
maximize.}

ChorusesPrayer Choruses The B-I-B-L-EInto My Heart JESUS Loves the Little
ChildrenOut of My Life On the Cross for MeOn the Cross for Me

’Tis Simple as Can Be Let the Beauty of JESUS Be Seen in Me

Into My Heart

Out of My Life Scripture Choruses

Safe Am I

I’m So Happy I Am the Door

I Have the JoyI Will Make You Fishers of Men The Gospel TrainI’m Feeding on the
Living Bread

Gone, Gone, Gone Rolled AwayBelieve on the Lord JESUS CHRIST All of My Burdens
Went Rolling AwayYe Must Be Born Again

Everything’s All Right For GOD So Loved the World

JESUS Is the Sweetest Name I Know Thy Word Have I Hid in My Heart

V Is for VictoryI am the Way No One Ever Cared for Me Like JESUSI Am the
Resurrection and the Life

Hymns

JESUS Loves Me Trust And Obey

I’ve Two Little Hands Standing on the Promises

We Are Little Soldiers The Bible Stands

Onward Christian Soldiers Beautiful Words of JESUS

Fairest Lord JESUSIn My Heart There Rings a Melody Whosoever Surely Meaneth
MeHoly, Holy, Holy

He LivesStand Up, Stand Up for JESUSThe teacher should have a few good chorus
books such as "Salvation Songs for Children," "Singspiration Song Books," "The
Pinebrook Chorus Books," and "Radio Songs and Choruses." If only one may be
purchased, the first is to be preferred, as it is especially for children, while
the others also contain songs for adults.

TEACHING THE SONGS Start to teach the song by presenting the words along with a
story, to illustrate a point.

It may also be presented by some member of the class as a special number, or the
pianist may use it as the music before or after class. Do not suddenly announce
that the group is to learn a new song, but rather plan an approach from the
children’s activities, the change in seasons, the last lesson’s review, or
something near to the heart of the child which shall make him desire to learn
the song. The pianist may play the melody as the children gather, or while they
are bowing their heads for prayer. When she plays it for them to learn it she
should play the melody in octaves that they may hear it better. The rule of much
repetition for learning applies to teaching songs as well as to memory work. We
need to have as much variety here as there. The teacher may sing the song first,
then have her helper or a child sing it with her. Next she may sing it, having
the children hum. Then try it slowly with the children trying to sing. Post the
words before the children on the blackboard, or have them printed with black
crayon or India ink on blank newspaper or shirt cardboards.

If the blank newspaper or cardboard is used, the copies should be saved for
reviewing, or for helping new members learn the song.

It is generally better to have the words before the whole class rather than for
each member to have a book. This way the children become accustomed to looking
up, and consequently singing out, and it is easier for the leader to direct
them. Secure repetition by having the song sung by the first row, the last row,
the ones who are six, seven, and eight, and the ones who are nine, ten, and
eleven. Put in as many variations as you can devise. No song should be taught
without explaining the meaning.

One little boy told his mother that they sang about the cross-eyed bear at
Sunday school that morning. She and his teacher were both puzzled until they
found that included in one song was the phrase, "The consecrated cross I’ll
bear." To make the meaning clear use pictures as much as possible.

Holman Hunt’s, "The Light of the World," is excellent to introduce "Into My
Heart."

Use a picture of a happy-faced child for "I’m So Happy," or "I Have the Joy."
JESUS with the children of many lands is appropriate for "JESUS Loves the Little
Children," while the Bible itself serves for "The B- I- B- L- E."

Some songs lend themselves to illustrating each phrase. In such a case a little
booklet could be made and a child permitted to turn the page to show the picture
as the song progressed.

"Fairest Lord JESUS" can be treated in this manner.

Fair are the meadows, Fairer still the woodlands, Robed in the blooming garb of
spring;

JESUS is fairer, JESUS is purer, Who makes the woeful heart to sing!

Most songs and choruses can be illustrated if a little imagination and diligence
to find the pictures are employed.

LEADING THE SONGS

Many women are hesitant about standing in front of the children directing the
music. They feel that since they have never done it that it is better for them
not to try. The children do not know it is your first attempt, if you do not
tell them. The first time is the hardest, so jump in and get it over with.

However, there are some who just can’t carry a tune. It is better for these to
secure a helper, or to use the piano alone, or else have a musical child lead
the singing.

It really is amazing what a child can do when given the proper instruction.

Perhaps some child in the group plays a musical instrument in a very acceptable
fashion. He may lead with it. There are many ways for the teacher who is not
talented to still have music in her class. The piano should be placed so that
the pianist can see the leader in order to better follow her. If the pianist
must also lead, the piano should be placed so that she can see the children. She
should not try to lead with her back.

It is of utmost importance for the leader to enjoy the singing.

One song leader stood in front of a group of children with a face as expressive
as a stove pipe, her mouth tightly locked, while she beat out the rhythm
perfectly. The children were about as responsive as fence posts.

Others have not known how to beat out the rhythm but have entered
whole-heartedly into the singing, and the boys and girls nearly burst their
throats for them.

There are books on conducting which may be secured, and for the one who wishes
to lead her own group it is helpful to remember that the first beat of every
measure is indicated by a down stroke. A theme - a thought around which the
songs for a particular meeting or series of meetings are built makes the music
period more profitable, and prepares the way for the story or lesson. If you
desire to have the children enter into the selection of the music, allow them to
guess the hymn or chorus of which you are thinking after you have given them a
broad hint. Make the motions to a chorus and let them guess it. This allows the
carrying out of the theme, and yet permits child participation which is always
valuable.

Let your class be divided in two, to introduce a little spice.

One group starts the song, and in the middle the leader points to the other
group, thus indicating that they shall carry it on. After a little practice you
will be able to switch frequently from one side to the other to the keen delight
of the children. This exercise may be used to emphasize the thought of the song.
A special number by one member of the class, a duet, or a song by a small group
all serve to make the singing more interesting.

Sing a few phrases in certain numbers softly and you will see that a more
worshipful spirit results, and that more attention is paid to the message. The
prayer chorus can be of great value in bringing about an attitude of worship.
Use the same chorus for several months each time before prayer is offered. The
children should bow their heads and close their eyes while they sing the chorus
slowly and quietly.

There has been a trend in fundamental circles to use loud, peppy choruses almost
entirely. A few of these do add zest, but we are robbing our children if our
music is not balanced with the worshipful prayer chorus and the hymns of the
church. In leading the music, let us see that a rounded-out selection of songs
is made, bearing on the message of the day. Let us use some to give pep to the
meeting, while through others we seek to maintain a spirit of quiet worship.


========================================================================
  CHAPTER 7: 06-THE FLANNELGRAPH
========================================================================

THE FLANNELGRAPH

CHAPTER SIX DOES YOUR CLASS need renewed interest? Is it sometimes hard to keep
the attention of your boys and girls? Are the children unable to remember what
you told them last week?

Then the answer to your problem is the flannelgraph. The results with boys and
girls are startling. They are fascinated by the pictures "that won’t fall over."
Their minds and hearts are impressed by the truth more deeply when it enters the
eye-gate as well as the ear-gate. And they remember - oh, how they remember! -
the stories when told this new way.

We are told that we remember 10% of what we hear, 50% of what we see, and 80% of
what we see, hear, and do. The flannelgraph adapts itself to all of these. The
child sees the story on the board before him, he hears the story from his
teacher, and he "does" the story later when the teacher lets him review it on
the flannelgraph. Thus it becomes a very part of him.

Most everyone now knows what the flannelgraph is-a method of portraying truth by
means of pictures and objects pasted on flannel, which may be placed against an
upright board covered with flannel. The flannel on the picture adheres to the
flannel on the board, and the pictures remain in place.

It is also referred to as the feltograph or flannel board.

Attendance in various classes has skyrocketed since the advent of this new
method, teachers who before were mediocre have found new enthusiasm in their
classes, and more boys and girls have been touched with the precious Gospel of
grace.

Because there are as many different ways of working with the flannelgraph as
there are people who use it, different materials and methods will be discussed
and the reader may decide which is most appropriate for him. THE BOARD Of the
materials needed, the first to consider is a board. This may be as inexpensive
as corrugated cardboard, or as elaborate as a board and easel together which
fold as a suitcase. The cardboard, corrugated on both sides, may be taken from a
large heavy grocery box and covered with black or gray flannel. Cut with a knife
to 2x3 feet, and be sure the corners are square. The flannel may be glued on the
back side of the board, but not on the front as that destroys its sticking
qualities. Another piece of material a little less than 2x3 feet may be fastened
to the back which will cover the raw edges and make a neater board. This board
will be easy to carry, will not take much room to store, and with reasonable
care will last a long time. Of course, a table is needed on which to place it
while telling the story. The folding easel and board is an advantage for the
Christian worker who tells the story in many different places, where he will not
always have a table.

Material as well as the legs of the easel can be carried inside. The flannel is
not already on these boards but must be put on after it is up.

Use a couple of thumb tacks or a piece of flannel larger than the board so that
a good bit of it will hang down in back. In this way no fasteners are needed.
There are several different models on the market.

Just remember that you will be carrying whatever it weighs and consider that.

Many of them have a blackboard finish which is a very desirable feature. Time
must be allowed before every meeting to assemble the board, but you will
generally find in every group some mechanical boy who will delight to do the job
for you. However, always supervise until the child learns how and you may save
yourself some broken material.

Some one willing to spend a little time and a very little money may make a
durable and satisfactory board from plywood, 2x3 feet.

Paint it with blackboard enamel which may be purchased from a hardware or paint
store. Thus, the blackboard may be used for the songs, puzzles, and memory
verses, and with one yard square of flannel thrown over the board it is ready
for the story. This size board is good, as yard wide flannel fits very nicely.

If a larger board is used the material must be cut the lengthwise of the goods
and much more is required. However, this size is good for the small and medium
sized figures, and can be used with the larger figures.

Some use a board 3x4 feet for the larger figures. An audience up to 250 or 300,
if seated close together, can see the figures on the small board. For ordinary
class work and children’s meetings these are recommended. The traveling
children’s evangelist who gets the very best equipment will prefer the large
figures and board. If extremely large groups of children are contacted, he may
prefer even a larger board. THE SCENES What kind of background shall I use? This
is one of the first questions. For you who are beginning with a new set of
children and have all the work of preparing figures for the first time, plain
black flannel or vello cloth will be very satisfactory. The bright colored
figures show up well against it, and the children will like it even if the scene
is not worked out. As time goes on you can get a few scenes, but this is not
necessary to start.

One of the first scenes should be a general outdoor one which can be used for
most Bible stories. This may be just a general landscape with mountains or hills
in the background. One method consists in cutting various strips of flannel or
vello cloth and building the scene before the children. Thus one strip would be
green for the grass, another blue for the sky, and a third dark blue or purple
for the hills.

Other pieces may be used for a lake, mountains may be omitted, and a stretch of
oriental houses substituted. This way several pieces of flannel or vello are
used for one scene.

They may be interchanged with other sets of scenery. For instance, the tan
ground of a desert scene maybe used with the blue sky of the regular scene. An
orange sunset sky may be used with a seaside scene. The advantage of this method
is its interchangeability, but the disadvantage is that it is quite difficult to
keep track of each separate piece, and sometimes takes considerable time to
decide just which pieces to use. The Mead scenes are of this type and are very
attractive in vello cloth. Vello cloth is a new cloth quite superior to flannel,
in that it does not wrinkle easily and has more body than flannel.

One side is not fuzzy, but objects adhere nevertheless. This side is used for
the drawing and the results are much nicer than when flannel is used. The Munn
scenes are beautiful indeed, but out of the reach of the pocketbook of most
children’s workers. They are drawn on wool felt, and felt figures come with
every scene. They are so constructed that they may be used on both sides, which
really cuts the price in two, making them cost about the same as the Mead
scenes. For a special occasion one of these scenes would add a beauty and
dignity that would not soon be forgotten by the audience. And anyone who can
afford them for all flannelgraph work certainly has great cause to rejoice.

Using a yard of unbleached muslin, white flannel, or vello cloth, and drawing a
complete scene on it with crayon, payons or oils, is another way to make a
background. This may be done by the teacher or some artistic child or friend.
The beautiful pictures on Beginner and Primary leaflets furnish many suggestions
for making backgrounds.

These may be copied by one who has no artistic talent, or who has never done any
drawing.

It does take quite a bit of time, but because the flannel especially permits new
lines on top of mistakes, without showing, it is possible for an amateur to get
satisfactory results by copying from a good picture. Most people are afraid to
try. If you don’t have the money to buy a scene, do try to make one. Or get some
one else to try for you. Is there a scene outside the temple? Find a picture
with a temple in it, and seek to copy it. Notice each detail. Do not be dismayed
because the task seems too big. Ask the Lord to help you. The author has
absolutely no artistic talent, but has amazed herself at what a little time and
application will do.

One thing, remember both scenes and figures should not be too brilliant in
color, as they may clash when put together. Consider what the total effect will
be rather than concentrating on making one item.

These scenes drawn all in one piece are somewhat easier to use and are more
convenient for the teacher. They do not provide quite as much interest for the
children as the other type, but are very satisfactory. Of course, they may be
used over and over again. For an easy-to-make night scene, take a yard of dark
blue and paste a few packaged stars in the sky.

Cut a circle or crescent from gold paper for the moon, and the children are
transported into long-ago night with Jacob or Nicodemus. For one who has not
begun the flannelgraph work, this may sound confusing. Just remember that the
only scene you need to start with is a piece of black. The children’s
imagination will supply trees, sky, mountains, etc. THE FIGURES

Although a great variety of figures for Bible stories are now available, it is
generally best for the beginner to choose those figures which come with the
stories already written. In this way he secures additional help and
instructions, and is started on this new way of Bible teaching with much more
ease. After he has become accustomed to teaching the flannelgraph way he will
wish to get additional figures even though the stories do not accompany them.

Out of his own experience and Bible study he will be able to coordinate the
figures with the story. The majority of figures are 9-11 inches in height, which
is ideal for the board 2 by 3 feet. The larger figures are good for some special
occasion or for the meetings where over one hundred children attend. They may
also be used with a small group but are not necessary. The cost is considerably
more. The small figures may also be used with an audience up to about three or
four hundred, but - the larger ones would be preferred for that size group. The
following chart may help in selecting your material.

Material Producer Size Price

Figures with storiesIrene B. Ranny9-11 in.moderately for books as "Gos- priced
pel of John," "Gen-," esis," etc

Figures, not stories,Hollenbeck9-11 in.moderately following themes,priced such
as "Life of

CHRIST."

Figures for individ-Story-a-Graph15-20 in.more ual stories - noexpensive stories
furnished.

One nice thing about the flannelgraph is that the materials may be used over and
over again in new ways.

- Rebecca with her pot may also be the woman at the well;

- Miriam watching the baby Moses may in another setting become the little maid
who told Naaman’s wife of her GOD.

- Abraham may pose as Moses, and - innumerable Bible characters may on the
flannelgraph play a double role. Of course, care must be taken not to have the
figure take on a new personality too soon or the children will discover the
ruse. As to the preparation: color the figures first, glue flannel to the back,
dry thoroughly, and last of all cut out.

If the figures are cut out before they are dry, the likelihood is that the
figure will curl. The completed sheet may be placed under the rug, or the sheet
cut into sections and placed in a very large book to dry. The figures may be
colored with crayons, water colors, or show card colors. The crayons are the
least desirable, and the show card colors the most desirable.

I have seen work done beautifully in crayons, and some done in show card colors
that left very much to be desired.

Everyone improves with practice no matter what medium is used.

Show card colors are also called tempera paints, and poster paints. They come in
bottles, may be thinned in water for tints, or mixed with other colors for
different shades. When, after standing a long time, they become thick, add water
and let stand overnight. With red, yellow, blue, black, and white, almost every
different color is possible. However, if much of this work is done the painter
will wish to buy the additional bottles to save the time of mixing the colors.

Mixing ChartMinimum colors needed Red and yellow - orangeRed

Red and blue - purpleBlue Yellow and blue - greenWhite

Red and white - pinkBlack Blue and white - pale blue Purple and white - lavender
Black and white - gray Red and yellow and small amount blue - brown Brown and
white - tan Red and yellow and white - flesh color Beautiful pastels may be made
by adding white to any given color.

Jar lids make excellent containers in which to mix the paint. Not much is
required for painting quite a bit, but be sure to mix enough as it is difficult
to match a color that has been mixed.

Flesh color may be made by mixing red, yellow, and white. Pink is not a real
flesh color. Take a look at your own arm when trying to mix flesh color.

Remember also that the outdoor fishermen and sheepherder were somewhat darker
than we are.

Crayons may be used one color on top of another and rubbed with the finger tip
to secure a smooth blend.

One tip which has been helpful to many who are not artistically inclined is to
make the folds of the garment darker than the garment itself if the figures are
not shaded. If they are shaded, the shaded part should be colored darker than
the remainder of the garment.

Most people figure as I did. If a dress is red, it is red all over. But to the
eye it does not appear this way. The folds seem to be a darker red. Where there
are lines in the garment, paint this line a darker color, and you will be
pleased with the result. This shading may occur in the skirts, the headdress,
the hair, the sashes, and even in the hands, if they are prominent in the scene.

Wherever there would be shadows, these places should be painted a darker shade
of the same color. Do not worry about this too much at first, but do the best
you can. The Lord made things beautiful when He made this earth, and I believe
that He would be honored with figures neatly done and true to life. Many
suggestions may be gained by studying the work of the masters.

Coat the back of the sheet of figures with a liquid glue and press flannel
against it.

Some say that the figures should be mounted on a heavier paper or cardboard
before gluing to flannel, but very satisfactory results are obtained if flannel
completely covers the back of the figure. The extra weight of the cardboard
sometimes causes the figure to fall from the board.

Then, too, a figure with just flannel on the back may be bent to carry from
place to place, or to store, and will not leave a crease as would the cardboard.
The flannel must completely cover the back of the figure. Of course, scraps may
be used for the work of backing the figures, and it does not matter what color
or what quality flannel. Some one who has been sewing for a baby may have an
abundance of flannel to donate.

Remember to completely dry the figures after painting and gluing before cutting
them out.

It helps to either number the figure or to write the name of the character on
the back.

There is no use denying it, a great deal of work is required to prepare the
scenes and figures for the flannelgraph, but anyone who has used it over a
period of time will testify that it is well worth the trouble. In some cities
the women who are teaching classes get together for an all-day meeting and
prepare figures together.

If the gathering has been well planned and all materials are present and ready
to be used, a great deal can be accomplished in a pleasant way. In other cities
the women set aside part of August and prepare their figures for most of the
year to come. Where these groups work together so well, why could not a library
of figures be established?

All the figures required for one story could be placed in one envelope, with a
smaller envelope and card placed on the outside as is contained in a library
book.

One of the women could be librarian, and send out notices for stories overdue,
or see that none were lost. To get such a collection, no one would be permitted
to borrow any stories until he had contributed a certain number of stories.

These could be inspected by a committee each year, or more frequently, as
decided by the group.

Each member could be taxed another story, and thus the collection would grow and
be more useful.

After joining the group the stories would no longer belong to the maker but to
the group. In this way a great deal of use could be derived from the figures
made.

One person could be assigned to inspect the figures frequently, so that soiled
ones would be discarded. To store the figures, manila folders, or large
envelopes may be used. These may be labeled on the flap or front as to what
story is contained. You will soon find that there are some figures which are
used frequently. It is a question whether to store such a figure with one story
and remember which one it is with, or to store all such versatile figures in one
folder by themselves. The latter seems to be the more satisfactory.

Let no one think that just because he uses the flannelgraph souls will be saved,
and that if he does not use it souls will not be saved. GOD works through a
clean vessel to give forth His Word in the power of the HOLY SPIRIT. If our
hearts are not clean, if we do not give forth the pure Word of GOD, and if we do
not go forth in the power of the HOLY SPIRIT, we can make figures until we are
blue in the face for all it will prosper the work of GOD. This is a means that
has been used of the Lord, it is worth the time and the trouble, and you will
find that it does fascinate children.

We must, however, look to the Lord to work in the hearts and lives of the
children, depend upon Him for the message and expect Him to bring about the
results.


========================================================================
  CHAPTER 8: 07-MEETINGS FOR CHILDREN
========================================================================

MEETINGS FOR CHILDREN

CHAPTER SEVEN HAVE YOU been asking yourself the question, "How can I best win
children for the Lord JESUS?"

If you have, you will be interested in the different avenues of approach that
the Lord has been pleased to honor in this work for Him. They range from the
most simple, with no organization at all, to a complex campaign with many
factors taken into account.

PERSONAL WORK

First of all is the most simple, that of speaking to children wherever we come
in contact with them: on the bus, out in the park, on our front lawn, or out in
a vacant lot. In other words, it is personal work with boys and girls. The Lord
has blessed this method in a remarkable way when accompanied by consistent
prayer.

One worker spent ten weeks on the streets of Chicago speaking to little groups
of children on the streets, and over five thousand professed to receive CHRIST
as Saviour. The ordinary lay person cannot spend a full day speaking to children
as he finds them, but he will meet with children occasionally, and he may ask
GOD to enable him to speak with them about the Lord JESUS CHRIST, and seek to
lead them to a knowledge of Him.

Thus, the ordinary contacts of life are turned to eternal advantage. A notable
work along this line has been done with the children in Chicago for the past
several years. As soon as the weather is warm enough for children to be out, the
city is honeycombed with a band of workers speaking to the children. The city is
divided into sections of several blocks each and portions of parks and beaches
to which volunteer workers are assigned. Each one goes to his section once a
week for an hour or so with the wordless book, the Gospel walnut, or just the
simple message of salvation. No meetings are held; no songs are sung.

Quietly, effectively, children are made friends with, told the Gospel story, and
invited to come to the Saviour.

Many and wonderful are the tales told by these workers.

One young woman reported that she stayed for two and one-half hours on one
street corner telling the Gospel over and over again. She stepped from the
street car, reached the curb, and there was a girl about ten years of age. She
made friends with her and led her to the Saviour. This child, glowing with joy,
said eagerly, "Don’t go away, I want you to tell my pals about this."

She disappeared for a moment, and returned bringing three or four children her
own age. As soon as she saw that they were accepting the message, she
disappeared again only to reappear with a new batch of recruits. This went on
and on until the worker had stayed much longer than she had planned, and still
the child was bringing more. That day on one street corner many, many children
entered into a new life with CHRIST.

Another worker went to the colored section once each week. She met a little
colored boy named George, who was intensely interested.

After he had accepted CHRIST, he asked question after question.

Mrs. Harvey (not her real name) sat down with him under a tree and showed him
the answers to his questions in her Bible. She told us afterward. that she
thought she told him all she knew. He was captivated by the wordless book and
asked her where he could get one. Very generously she gave him hers. The next
week she came back to the same section and saw three children playing. After
talking with them awhile she asked, "Have you ever seen a book without words?"
This was the way she opened the conversation about the Lord.

What was her surprise to hear them say, "Yes, we have."

She knew that she was the only worker assigned to that section and she could not
imagine how they had seen one.

"George showed one to us," they told her.

Mrs. Harvey, however, told the story again, thanking the Lord for giving her
cultivated ground, but she was not prepared for what she found.

"Wouldn’t you like to ask JESUS to come into your hearts so that He could make
them nice and clean?" she asked.

"Oh, we already did that," they explained.

"When did you?"

"Why, when George showed us his wordless book he told us to ask JESUS to come
into our hearts, and He would make us happy. And we did, and He did."

Little George had already become a soul winner.

Oh, that adult converts were as zealous. Of course, personal work with children
is not a bed of roses. There are many difficulties.

Sometimes when leaders of strong church groups not holding to the truth have
found that their children have had a new experience, they warn the other
children in the vicinity, forbidding them to listen to a stranger. Many
hardships have thus been encountered, but when backed by persistent, prevailing
prayer, even these have been overcome. However, this is a difficulty that does
not arise until this type of work has been done over a period of years in a
single city. If you are just starting this work, you will not have this to
fight.

There will be one thing which will greatly hinder those who have the desire to
do this type of work. That is the failure to begin. The prospective worker knows
not what is ahead of him and often Satan prevents him from ever beginning by
filling his heart with fear, or by bringing one thing or another to his
attention which should be done instead of contacting the children. Because of
this, the best way for beginners is to set a definite time when two will go
together.

If one person has done the work before, he can take a new one with him;
otherwise they may both begin together. The disadvantage of this plan of winning
the children is that Satan seeks to prevent the worker from doing it at all, and
the advantage is that it is one of the most fruitful ministries to children.

We have observed that sometimes teachers, who are able to lead large groups of
children, organize Daily Vacation Bible Schools, and conduct successful meetings
for boys and girls, are very often afraid to get started in this work.

They confess that they do not know what to say. On the other hand, some of the
very best workers in this field have been exceedingly timid folk, those who
never speak out in meetings, and are so quiet that no one even knows they are
around. Do not despair if you are timid. Perhaps this is the ministry GOD has
for you. In England a work very similar to this has been done for many years by
the Children’s Special Service Mission.

Recently a missionary from China told us that the majority of the missionaries
in her mission were saved on the streets of England under this plan.

She had visited in many of their homes and said that their parents were of the
extremely worldly type. They themselves were saved while children because they
were contacted on the street by an interested Christian, and when they grew up
their lives were spent for GOD on the foreign field.

Truly a marvelous testimony of how GOD keeps His children. For more information
about this field of service see the book, "Open Air Child Evangelism," by J.
Irvin Overholtzer, Child Evangelism Fellowship. THE SUNDAY SCHOOL Eternity alone
will reveal what has been accomplished for GOD in the Sunday school.

It was as a result of the Sunday school and a consecrated teacher doing GOD’s
task that D. L. Moody was brought to CHRIST.

If this were the only result we would not be able even then to estimate the
worth of the Sunday school to the kingdom of GOD. The Sunday school has
contacted those who would not otherwise have been reached by the church, and the
church has profited by their presence and help later on. Many children of
unsaved parents are contacted in this way, and through them the parents are
reached. In this modern world of growth and development communities have been
known to spring up almost overnight. A new subdivision is opened, a housing
project is built, a group of homes grow up around a new industry, the opening of
a new defense plant brings people to a new locality.

Soon grocery stores, drug stores, filling stations, and other commercial
establishments are available to the newcomers.

They also need a testimony to the saving grace of the Lord JESUS, but all too
often it is several years before this is effected. Do you live in or near one of
these places?

Perhaps the Lord would have you organize a Sunday school.

Even if you have never done it before, GOD will honor your efforts if they are
backed with much prayer. If there are other Christians willing to help, they
might gather together for prayer several times before plans are discussed.
"Except the Lord build the house they labor in vain that build it."

Because a Sunday school is more or less of a community project there will be
many in favor of it who do not know the Word of GOD, or perhaps are not saved.
It is of utmost importance that they are not placed in a position of authority,
and for this reason a groundwork of prevailing prayer needs to be laid before
anything else is done.

Next, a place of meeting may be selected.

It may be an empty store building, a home with large rooms, or perhaps the
school. This, too, should be a matter of prayer.

Then a few teachers should be selected. It is better to have one good teacher
than many poor ones. Never let a person teach who is not saved. The blind cannot
lead the blind. If possible, it is best to have the children separated from the
adults. However, it may be at first that most of the Sunday school will be
children, and they may be divided accordingly. The time of meeting may be Sunday
morning, or in many cases, Sunday afternoon. Take into consideration the habits
of the community, and try to set a time when the most people can come.

After the time and place have been set, call on the different homes in the
community with a cordial invitation to attend the first meeting. A special
attraction will aid in getting more to come out, but nothing takes the place of
personal interest. After the call, send a card urging the attendance of the
family. A poster or two in the stores will help, as will a news item in the
newspaper that serves the community. But if there are no facilities such as
these available, do not despair. On the lawn of one housing project in Chicago a
Sunday school was carried on all summer with an average attendance of from
eighty-five to one hundred.

One thing to watch in starting a community Sunday school is that all officers,
teachers, and those who have to do with the work are saved, and that they are
true to the Word of GOD. A person, no matter how well educated and well
qualified in other respects, has no place in a position of authority in an
organization whose purpose is to lead men to a Saviour he does not know.

Pray earnestly that the Sunday school may be kept for GOD, and may not
degenerate into a community social affair. The program for the new Sunday school
need not be complex, in fact, it is better to start out simply, being sure to
keep it Christ-centered and true to the Bible. The meeting may well start with
group singing. You will be fortunate if you are able to secure a piano, but do
not use a pianist unless he is able to play the correct notes and keep the
proper rhythm.

Nothing is more embarrassing than to try to lead a group in singing while the
pianist stumbles along hunting for the next note. The best thing to do in such a
case is to sing without accompaniment.

You may be able to borrow enough hymn books from some interested church, but in
case you are not, the words may be printed on a blackboard, or if even that is
not available, they may be put on blank newspaper with heavy black crayon, show
card color, or India ink. Save all copies for future use.

Someone who is handy with tools might make an easel where they could be kept and
displayed. The program may be outlined as follows:

20 minutes Gospel singing 10 minutes Special feature 5 minutes Scripture reading
and prayer 40 minutes Classes with study of the Scripture lesson 1 hour, 15
minutes - Total Time This is only a suggestion, and of course, may be altered to
suit the individual case. The special feature adds much interest to the Sunday
school. It may consist of an object lesson, a flannelgraph talk, a special
musical number, or a blackboard talk.

Here then, is thrown out briefly an idea which, if developed, will bring true
blessing and salvation to many who otherwise might not hear. Is GOD speaking to
you about your community? Ask Him what He would have you do about those who live
near you. THE CHILD EVANGELISM CLASS OR BIBLE CLUB During the past several years
a new method for winning children to CHRIST has sprung up - The Bible Club.

Boys and girls are gathered into homes right after school one day a week for an
hour in which they sing Gospel songs, learn memory verses, listen to a Bible
story which contains the Gospel, and receive an invitation to accept CHRIST as
Saviour.

Advantages

Catholic children forbidden to enter a Protestant church, Jewish children, boys
and girls with atheistic parents, and those whose parents simply neglect their
spiritual instruction, meet in a neighborhood home with children who do go to
Sunday school but receive very little biblical instruction, and others who
attend good sound Sunday schools.

What an opportunity!

Some of these children could never be brought into a church to hear the Gospel,
but a woman in their own neighborhood, across whose lawn they have run many
times, invites them into her home, and they meet there around GOD’s precious
Word.

They meet with children on the same social level.

If the neighborhood is a poor one and the home is very simple, the children do
not mind that is the type of home they have, too. On the other hand, if the home
is pretentious, the children are comfortable, for they live in the same district
and come from similar homes.

Many children are not in Sunday school today because indifferent parents will
not make the effort to arise early enough on Sunday to get them ready.

Many of these parents are not actually antagonistic to spiritual things, but
just neglect them. Their children can be reached through the Bible Club, as it
requires no effort on the parents’ part for the child to attend a club right
after school. He does not have to change his clothes, he does not have to bring
an offering, and furthermore, he is out from under foot for another hour.

Since the home does not carry a distinct denominational mark, many children come
who could not go to a church carrying a "Baptist," "Methodist," or
"Presbyterian" name.

These are a few of the advantages of the Bible Club.

Asks H. G. Wells, "Is there, after forty, any alternative to bridge?" And he
answers thus: "At present there is no useful role for most of these women in
their forties and fifties. Their old jobs, if they had jobs before marriage, do
not want them back." "Life Begins at Forty" by Walter B. Pitkin. No useful role,
when boys and girls are without CHRIST on their very doorsteps? No useful role,
when hungry-hearted children are longing for the Bread of life, and there is
none to give unto them? Their old jobs may not want these women back, but GOD
wants them. He wants to use them as laborers in His harvest. Are you over forty
and feel unwanted? Listen to His call: "It is not the will of your Father which
is in Heaven, that one of these little ones should perish" (Matthew 18:14). Are
there lost little ones near you?

Then He would have you go to them and tell them of His love, and gather them
into His fold. CHRIST has a work for you to do. Women over forty have played a
very definite part in the Bible Club movement that is sweeping the country.

They have become hostesses, teachers, have organized the work in new sections,
and have even become State Directors.

Yes, the Bible Club has another advantage; it offers to women over forty a new
life of service.

One church found, after experimenting with starting new Sunday schools in
outlying communities, that they could reach more children by having week-day
Home Bible Clubs instead. The classes were started, held several weeks, calls
made on the parents, and finally an invitation extended for the family to attend
the main Sunday school.

After the parents were acquainted with the teacher and realized that their
children were benefiting from the classes, denominational barriers that might
have interfered were broken down, and permission was granted for the children to
attend. The Sunday school which used this plan would receive eight, ten, twelve,
and even twenty new members on a single Sunday. As the Sunday school is a feeder
for the church, so the Child Evangelism Class is a feeder for the Sunday school.

Through the efforts of one unassuming Christian woman on the north side of
Chicago, forty children were added to the Sunday school.

Another woman during the three years in which she had a Bible Club, brought
sixty-five children into the Sunday school. A missionary to Guatemala, where the
Bible Clubs have been started, stated that their mission reached more children
through Bible Clubs in homes than they did in the Sunday school.

Some women have neglected to invite the children in their Bible Club to Sunday
school and church. This is very definitely a mistake. The saved child needs to
be affiliated with the church. It is one more tie which links him to GOD.

He has enough pulls in the other direction to need every tie possible to bind
him closer to the Lord.

One teacher asks at the opening of each Bible Club period how many children
attended Sunday school that week, and those attending receive a bright gold
star. If the teacher’s or hostess’ Sunday school is too far distant from the
child’s home, she could give his name to a teacher in a nearby Sunday school,
and encourage her to contact the child for that Sunday school.

One hostess invited the children who lived in the next apartment to her Child
Evangelism Class. The children were saved, and then she invited them to Sunday
school. Each Sunday her family was accompanied by the two neighborhood
youngsters, as they went on the street car to Sunday school. One day their
mother passed her in the hall. "Mrs. Brown, my husband and I don’t go to Sunday
school anywhere. Next Sunday you go with us in our car to Sunday school, and all
the children can ride too."

Thus two adults were brought under the sound of the testimony.

Time and Place As has already been stated, classes generally meet in homes one
day a week right after school.

However, this is not a hard and fast rule.

Some mothers have found it more convenient to hold the class on Saturday
mornings, while in other localities Sunday afternoons seemed the best time. In
some sections there are no homes available, and the clubs meet in a cooperating
church or mission. The plan is elastic enough to allow it to be adapted to the
community.

Materials Only the simplest materials are necessary to conduct a Bible Club. A
place with chairs and a piano is an ideal set up.

One class which had more children than chairs was helped when the hostess
borrowed several table boards and made benches by placing the boards between
chairs: True, there was scarcely enough room for the teacher to stand in the
room when all the children had assembled, but what did it matter when little
souls were saved each week?

Another hostess substituted orange crates for chairs, while in another home the
children used the floor.

One father with kindly thoughts for the children built little benches which were
used for this purpose. The basement was all fitted out just for the Bible Club.
A flannelgraph board was built on the wall, pictures were hung, an old piano was
secured, and the children had a room for their own.

Some women have the children meet in their bright kitchens where tracks may be
easily mopped.

Another woman stands at the front door with a broom, and brushes off the
children who have been romping in the snow. Covers are put over the upholstered
furniture before the children arrive, and are taken off after they leave. And as
to the piano, that is not really necessary. In fact, the majority of classes in
some sections do not have one. Most of these classes sing acapello, but others
are led by a child who plays a musical instrument. He may be informed beforehand
what songs are to be sung and thus can practice. Do not use a child, however,
unless he can play the correct notes and keep the right rhythm, as he will
hinder rather than help.

Some have a piano but no pianist.

Others have earnestly desired a piano for their class and have taken the matter
to the Lord in prayer. Over and over again He has answered this prayer to
glorify His name. Many people no longer want their upright pianos and will give
them away if they are moved. If you feel you must have a piano pray earnestly
about the matter and GOD will surely hear.

One class has met for four years and has never had a piano or any musical
instrument. The class averages from twenty-five to forty. Thus, you see it is
not an absolute necessity.

Besides these things, the teacher will need lesson helps for teaching.

Ordinary lessons are not used, but special stories have been prepared in which
the Gospel is given each time. This is the most important required material. A
class should not be started until this material is secured, as just the telling
of a Bible story, or the teaching of what the teacher knows about the Bible will
not generally result in the salvation of souls, and that is the purpose of the
class. Do not fail to secure this material. A song or chorus book may be
obtained any good publishing house selling sound Christian literature.

Inexpensive awards may be used to build up the class or to aid in memory work,
but are not an absolute necessity. A flannel graph board which has a blackboard
finish is a great help in the work, but should not be considered essential.
Flannelgraph material was discussed in a previous chapter.

How to Conduct a Bible Club Prayer Every Bible Club should be started in prayer.
So many factors enter in, and Satan hates this work to such an extent that every
part of it must be fortified in prayer.

It is important that the right hostess and teacher are mated; therefore this
should be made a matter of prayer. Difficulties can arise from placing the wrong
people together, either one of whom would work perfectly well with someone else.

Pray too that the right children will come to the Club, those whose hearts are
prepared for the message of salvation.

One little skeptic might throw cold water over the interest of a whole group,
especially at the first. As the first meeting of the Club more or less sets the
stage for future meetings, it is of utmost importance that this meeting go off
well.

Pray about the discipline: that the children will behave, and that they will be
interested to such an extent that no behavior problems will arise.

Let us remember, too, that GOD answers the requests that we make, so let us
include all the requests. The ladies interested in one class prayed about the
things mentioned above, and GOD answered those prayers in a wonderful manner.
But after the class a friend asked, "Were any children saved at that meeting?"
The answer was "No." Then the ladies suddenly realized that they had not asked
GOD to save souls at that meeting, although that was the whole reason they had
begun the Child Evangelism Class.

They quickly brought that request to Him, and the next time could report several
boys and girls brought to the Saviour.

Nothing is too small to bring to Him.

If some particular phase of the meeting will be hard for you, pray earnestly
about it, and ask your friends to do the same. Then give Him the glory when He
brings the victory. The wonderful thing about having a Bible Club is seeing so
very many answers to prayer.

Prayer is the foundation, not only of the beginning of the Bible Club, but also
remains the basis for it as long as it continues.

Preparation Next, the day and time should be chosen.

If the Boy or Girl Scouts meet on Wednesday, or baseball practice is on
Wednesday, it would be the part of wisdom not to choose that day. If you are
able, find out about the school activities and choose a day when the most
children can attend. Also be careful not to choose a holiday to start your
class, as the children’s schedule is upset and they will not remember to come.
The time should be set right after school, so that the children will not have
time to return home. Otherwise they may find something else to engage their
interest. Also, it might be well to say that a home near the school is a very
wise choice, since it is available to the greatest number of children.

Now, the children must be invited to the Club.

If you know the children in the neighborhood, contact them personally. You may
also call on their mothers, explaining that this is an interdenominational
effort, that the doctrines of any particular church are not taught, but that the
children are told stories from the Bible and that an effort is made from these
stories to have an effect on their conduct.

However, the way most classes secure their first group of children is to have
some one pass out colored invitations (which contain the place and time of
meeting) at the school as the children leave.

There are different ways to pass out these invitations and they bring as many
different results.

One person may resemble a telephone pole as far as coldness, aloofness, and
interest in the children is concerned. Others let their love for the children be
felt. They are warm and friendly, seeing each child as an individual.

It isn’t difficult to see which one has the most at her Bible Club.

Some states prohibit the passing out of literature on the school grounds.
Therefore station yourself on the sidewalk in front of the school or even across
the street.

If the home where the class is to be held is north of the school, pick the north
corner to pass out the invitations.

One teacher wondered why no one responded to all the invitations she passed out,
and finally discovered that she had chosen the wrong corner. All the children
who passed that way lived in the opposite direction, and the Club was too far
for them.

Then do not think that because you pass out fourteen invitations, fourteen
little darlings will show up. You will need many times that number of
invitations to get fourteen children. Invitation blanks may be secured from the
Child Evangelism Fellowship. Do not leave the filling out of the blanks until
the last minute, because it really takes longer than one would expect. Some like
to design their own and have them printed as blotters. In my opinion, it is
better to pass out invitations at least two different times, as this will fix
the matter in the child’s mind.

One of these should be as the children go home for lunch on the day your class
is to start. The boys and girls may then ask permission of their parents, and
yet do not have such a long time in which to forget about the Club. The more you
work with children, the more you will find out what short memories they have. Do
not give them a chance to forget.

It often helps, at least for the first few times, for the teacher or some one
interested in the class to be on a certain corner across from the school to walk
with the children. When they see her they are reminded that it is Bible Club
day, and they will come.

Besides preparing to have the children there, the teacher will need to have her
program prepared.

She must know what she is going to do each minute of the time that the children
are there in order to use the time to the best advantage, and in order that the
children do not become unruly.

Given below is a sample of what might be done the first time the Bible Club
meets.

Welcome the children Teach the chorus "The B, I, B, L, E" Teach John 3:16 Tell
the story of the wordless book Give the invitation for the children to come to
CHRIST Close with a brief prayer Later on the Bible Club hour should be divided
as follows:

15 minutes Gospel singing 15 minutes Memory work 20 minutes Bible story 10
minutes Invitation and closing prayer If you do not already know the chorus, of
course you should learn it and learn it well.

If you have a blackboard, print the words in large letters before the class
meets. Paint a piece of plywood two by three feet with blackboard paint bought
at a paint or hardware store. However, if you do not wish to do this, a shirt
cardboard with a black crayon will do just as well. This can be saved and used
later to review the song, or when new children come.

Slips of colored construction paper may be prepared with the memory verse for
the following week written or typed on them. If they are colored the children
are not so apt to lose them.

Then the teacher must prepare the story.

It is well to start each class with the wordless book if the children are not
familiar with it, as this illustrates the Gospel so well. The teacher should
look up verses on Heaven, sin, the Cross, salvation, until they become a very
part of her. No matter what the story is, she should first study the Bible. She
should meditate upon the verses.

If she wishes to use an illustration, she should get all the details clearly in
her mind. As she does the dishes or walks to the store, she should see if she
can recall the story in its proper sequence, until she can do so without
difficulty.

She may tell the story to her son or to a niece for practice, or tell it aloud
by herself for the first few times.

She may also plan just how she will phrase the words of the invitation.

Later these things will come naturally, but the first time this practice is very
helpful. As part of her preparation, the teacher should arrive early at the
place where she is to teach, so that she can help arrange the chairs for the
children and decide where she will stand. In a home, there may be several places
where she may stand, and she should decide beforehand which would be best,
rather than waiting, and then causing the children to move.

If there are two or three adults, the duties may be divided.

One person may take the names and addresses at a table by the door as the
children come in. This is the ideal way, as the getting of this information is
anything but interesting and makes the class time dull to the children, besides
creating unnecessary discipline problems.

Later, the children can say their memory verses at the door as well as being
checked for attendance there.

If there is no adult available for this, an older girl who can be trusted may be
trained to do it.

If you have some one interested in the Bible Club work but who declares that she
cannot do anything to help, ask her to take the attendance and hear the memory
verses, and she will soon learn by observation how the class is conducted, and
later may be willing to teach a class. Many good teachers have been trained into
the work in this way.

After she has been helping for a while ask her if she would like to bring an
object lesson or conduct a drill for the children. The person who takes the
attendance should not be the one who leads the singing, as it is often necessary
to start before all the children have arrived, and she cannot be doing two
things at once.

If you have enough help, let one person play the piano while another leads the
singing.

Many Bible Clubs have only one adult - she takes attendance, plays the piano,
leads the singing, hears the memory work, and tells the story.

It is possible, but it is much easier if she can secure a helper or two. The
teacher should decide upon and arrange for each one of these tasks beforehand,
in order that the class will move smoothly.

Presentation It is now time for the children to come.

Everything insofar as is possible is ready. Time has been spent in prayer, the
hostess and teacher are leaning hard on the Lord for strength. As the children
arrive, make them feel at home. Remember this is a new experience for them, too.

You want it to be pleasant so that they will return. If you are cordially
interested in them they will sense it, and will like to come to the Child
Evangelism Class. You will probably be surprised to learn how little love some
children get at home. Welcome the children not only with words, but also with
your attitude. In teaching the chorus, let the pianist play it as the children
assemble, and they will become familiar with the melody before they have learned
the words. A few words about the song, making it interesting and explaining the
meaning, will make the children want to learn it.

Sing it for them a couple of times even if you do not have a remarkable voice.
They won’t mind, and you will soon learn not to.

Then let them hum it while you sing it again. Have them try it slowly as you
point to the words.

If there are enough children, have the girls sing it, then the boys, then have
them stand and sing it. Vary the conditions under which they sing the song, and
have them do it several times, and they will enjoy learning it. The same idea
can also be used in teaching the memory verse. The blackboard method is good to
use the first time.

See the chapter on memory work. As for the story, it should be made as
interesting as possible. The best way to do this is to be interested yourself.
Do not read the story. Do not keep a quarterly or book in your hand.

If you must have help, write your outline on a small slip of paper and put it in
your Bible, but only refer to it in an emergency.

There is no easier way to kill interest in the Bible Club than to read the
story. Never do that. It is almost the unpardonable sin.

Let each person speak in the words he might have used.

Use direct quotations rather than indirect. It is more powerful.

One child always looked over a library book to see if it had lots of quotation
marks before selecting it. The story with the most quotation marks is more
interesting to them. Stick close to the facts given in Scripture. Too much
imagination is not good.

Unless you have had experience in story telling, it is better to tell a short
story first and hold the attention, than to drag it out and lose it. Later on
increase the length of the story. As you near the end of the story proceed
naturally into the invitation.

Give the children a fair opportunity to accept the Lord as their Saviour, but do
not beg them, or look disapprovingly upon them if they do not wish to receive
CHRIST.

After the first meeting it is better to deal with the children right in the
presence of the others, as a large percentage of the group generally will
respond unless it is a group which has already been evangelized.

Dismiss the children with a few cordial words, telling them that you will be
looking for them the next week at the same time.

If all these instructions have been followed as unto the Lord and in His
strength, we are sure that you will have cause to praise Him after your first
class is over. Your soul will be refreshed, and His joy will be bubbling over in
your heart.

Why wait any longer to start YOUR class?

Questions and Answers

Question: What shall I do when my class becomes too large? If I speak so that
the little ones understand, the older ones become bored.

Answer: Have the singing and memory work with the whole group taking part, but
separate the group for the story, putting the little ones in the dining room or
bedroom with another teacher. The class may even be divided into three groups,
according to ages. One moderately sized home had a class of sixty-five which met
in the combined dining and living room. When story time came the little ones
went into the kitchen, the older ones in the bedroom, and the middle sized group
stayed in the living room. The memory work might also be taken care of in these
smaller groups.

If the teacher preferred, the group might be separated by having the girls meet
on one day and the boys on another. In this way the same teacher could teach all
the children, which would be an advantage in case of shortage of teachers.

Question: Should I serve refreshments?

Answer: Generally the answer is "No." It is not necessary. The children will
come without it if properly trained. They will enjoy awards for memory work even
more. There is an abiding value if awards which contain the Scripture are
chosen. Refreshments take valuable time from the Bible Club proper, which is
much more important. The children may soil their clothes, and thus the ill-will
of some mothers will be secured.

It is far better to omit the refreshments altogether, and have a real party for
the children once or twice a year with games and refreshments. However, in
starting Bible Clubs in some localities, the children are already spoiled and
expect refreshments. Do not make the mistake of thinking that this situation
occurs in well-to-do neighborhoods. It rather occurs in poor ones where
everywhere the children go they are given something. Try to retrain them to come
to Bible Club without the refreshments, but if it is impossible, do not omit
them if it means having no children. Ask the Lord for His will in cases of this
kind.

Question: Not one child came to my Child Evangelism Class when the day for it
fell on a holiday from school, and after that the attendance was much smaller.
What should I do in the future?

Answer: Your experience is quite common. When Bible Club day is a holiday, the
children’s schedule is upset. They always have come straight from school, and
since they are not at school, they forget. Then too, the family plans outings
which occupy the children. If you do desire to have a regular meeting, cards
should be sent to the children to be received the day before, as this will help
remind any who might otherwise forget. Calling on the mothers the week before a
holiday will be helpful.

Instead of holding the class, you may dismiss it for any holidays when the
children are not in school. Have that understood between you and the children.
You will find, however, that sometimes the attendance will be lower afterward.
The habit of coming has been broken. The best thing to do is to choose the week
when the holiday occurs for a party. During Christmas vacation when the children
are apt to forget the Club meeting have a party for them. Make it a gala
occasion, and talk about it much in advance. You will find it a help in getting
new members for the Club, as well as keeping old members interested. Of course,
you will devote a few minutes of the time to a Gospel story or in some way show
it is a Bible Club party.

It is well to take a calendar and see what holidays fall on Thursday, if that is
the day your club meets. If you inherit George Washington’s birthday, you have a
fine chance for a party. Thus you will not be shocked sometime when no children
show up, arid you discover belatedly that they were not in school. One hostess
found that the party she gave during spring vacation was the beginning of real
growth and interest in her class, while others who had just regular class
meetings said that it marked the time when their class went downward in
attendance.

Question: How can I gain the co-operation of the mothers, so that they will
remind the children to come to Bible Club, and also help them with their memory
work?

Answer: A friendly call from the teacher or hostess is often helpful. Besides
enlisting the mother’s help, the teacher gains an insight into the problems of
the child and can help him in a more effective manner. Some mothers feel that
the Club is set up in opposition to them and to their beliefs, and are quite
antagonistic. To overcome this, one hostess wrote on each invitation before
handing to the child, "Mothers always welcome." Other teachers have had special
days when they invited the mothers to see just what the regular Bible Club was
like.

If you choose this method, be sure to pray much about that meeting as Satan
seems particularly opposed to it. Mothers have had their eyes opened at these
meetings and have been saved afterwards. One teacher was suddenly stricken with
the flu on the day before the class when the mothers were to come, but the Lord
marvelously undertook, and her sister was told not to report for work that day,
and was able to make the meeting a success.

Question: Is a program with the children participating ever advisable?

Answer: Most certainly, if it is well prepared, and is typical of what the
children have been doing in Bible Club. Children may give object lessons that
they have had in class, presenting them in their own words; memory work may be
recited; a sword drill may be conducted; songs be included; testimonies given;
and even a story on the flannelgraph used. The main message may be brought
briefly by an adult. One class may do this, inviting their parents and friends,
or several classes may combine. If the latter is chosen, one person should
direct the program, and plan what each class should do in order that the program
has unity but no repetition. Great care must be exercised not to have it too
long or to have it drag. Make it clear that all cannot take part. Have the
children pray for the results of the program and you will find that they are
very interested. Opportunity may be given at such a meeting for the friends of
the work to help in a financial way. In some cases this might not be advisable.
A yearly program will cause a great deal of interest and help the cause of the
Child Evangelism classes immensely, if it is conducted in the proper manner.

Question: Is it possible to train children to give an object lesson or
flannelgraph talk in their own words, or must: I write it out for them and have
them memorize it?

Answer: Do not permit them to memorize it, but see that they are so familiar
with it that they can speak easily in their own words. To do this, several steps
should be followed.

1. Select the story, object lesson, or flannelgraph story far in advance.

2. Tell it in the regular course of events, not mentioning that it is for a
program.

3. Decide in your own mind several children who might do it well, but do not
tell them lest they become hurt if they are not chosen.

4. At a subsequent meeting ask one of the possibilities to review the story
using objects or flannelgraph just as you did.

5. Give other children the same opportunity, and select the child who does it
most acceptably (unless there is another reason why one child should give it).

6. Ask selected child to prepare it more thoroughly for the next class meeting.

7. Invite some other group or an adult to the class and let the child know in
advance that he is to give the story for them.

8. Last of all, tell the child he is to give it on a program, and give him one
or two more opportunities for practice, with special help, if needed.

Why should we proceed this way? Because if a child is informed that he is to
tell a story before an adult audience he immediately gets stage fright, and
cannot think of words even in practice. When he has already given the story many
times, he is more confident, and it is easier for him to think of another
audience. Then too, this makes it easier for the teacher to select the proper
child without having to hurt someone’s feelings.

If more than one child is to be used, the practice may be the same.

One child may put the pictures on the flannel graph board, another may tell the
story. Five and six-year-old children have been taught in this way to give
object lessons in loud, clear voices in their own words, which was much more
effective than a short memorized speech.

One little girl, in telling the black page of the wordless book said, "Everybody
has done wrong; all the mamas and the papas and the sisters and the brothers and
the aunties and the uncles, and the grandmas and the grandpas, the babies too."
It was her own idea, and was much more effective than if she had stumbled
through a memorized speech. We have found that the audience is tremendously
interested when the children give a program in their own words. They are amazed
to find what can be done with children.

TENT MEETINGS

Every summer brings with it a crop of tents which spring up like mushrooms all
over the country. And every evening sees groups of adults gathered in these
tents while the morning shows to all an empty tent with children nearby who need
the Gospel. There is no child who is not to some extent fascinated by a tent, be
it a pup tent or circus tent. Why not fill the tent in the mornings with these
eager boys and girls? Make it pay double dividends. And very often the harvest
reaped in the morning will exceed that gathered in the evening. For twenty years
several Swedish churches on the south side of Chicago banded together for tent
meetings, and for twenty years nothing was done for the children. Then the
twenty-first year, evangelistic meetings were held in the mornings for the
children, and nearly a hundred came to know CHRIST as Saviour. Mr. E. G.
Winstedt, chairman of the tent committee, said, "I consider these meetings of
the children to be our greatest missionary effort in all these twenty-one years
of tent meetings."

Tent meetings for children may be carried on much as a Child Evangelism Class or
Bible Club, with the difference of meeting daily. To follow this plan only a
pianist, secretary, song leader, and storyteller are needed. Even these may be
reduced by one person doing double duty. The children may be held for an hour to
an hour and a quarter. A great deal may be accomplished in such a meeting, but
there is little opportunity for memory work, for extensive personal work, or for
personal contact between teacher and child.

Children’s tent meetings may also be conducted similar to Daily Vacation Bible
Schools by keeping the children two hours and omitting the handwork, which is
impractical in a tent.

Sample Program 9:30-10:00 Games for those who come early 10:00-10:05 March into
tent. Flag salutes 10:05-10:45 Music period, object lesson, announcements 10:45
- 11:20 Classes for memory work 11:20-12:00 Closing session with message, story,
and invitation. The variety of such a program enables the children to give their
attention for a longer period of time. This more than doubles the effect of the
meetings. By devoting class periods to memory work, some inexperienced teachers
may be used who would not be capable of leading children to CHRIST. Since the
children receive the Gospel and the invitation in the main meetings this is not
absolutely necessary in the classes. Of course, the more experienced and the
more evangelistically inclined your teachers, the better it is. However, it is
possible to conduct a tent meeting without a complete staff of experienced
teachers. The teachers should meet several times beforehand to have outlined to
them the purpose, plan, and program of the meetings. This is absolutely
necessary if the times with the children are to proceed smoothly. Every detail
should be considered and decided upon in advance. Too much planning in the
spirit of dependence upon the Lord is not possible.

Expenses may be kept to a minimum. Some awards will be needed for perfect
attendance, memory work, or other contests, but may be kept very simple. A final
program on a Friday night, with an offering from the adults, added to the
children’s daily offerings, should meet the expenses.

There is an endless amount of work in conducting tent meetings for children, but
souls may be saved and boys and girls established in the Word of GOD with the
help of the Lord.

BIBLE CAMPS The appeal of the out-of-doors life in camp has in the last few
years been used as another method of reaching boys and girls with the Gospel.
Glowing reports as to its effectiveness in changing lives for CHRIST have come
from those who have had children at camp. In order to start a camp for children,
a site should be selected: one that is pretty, on a lake or river for swimming,
high enough in case of rain, having pure drinking water, and yet not too far
from transportation. Some rent camp sites for ten days or two weeks with all the
equipment available, while others prefer to build their own camp. Tents or
cabins housing from eight to twelve children and one leader are best. A camp
site is very important. Be sure before you select it that you are getting the
features you desire. The personnel of the staff should consist of a Camp
Director, cook and kitchen crew (some older children may be permitted to earn
their way as helpers at so many hours per day), life guard, with a leader for
each eight or twelve children. The leaders should be able to serve double duty
as handicraft teacher, Bible study teacher, pianist, or song leader. Each leader
should be responsible for his set of children, checking their clothing when they
arrive and leave, seeing that they obey the rules of the camp, and seeking to be
used in the life of the child. The program should be planned well in advance
with nothing left to the last minute, for a well, planned program does much to
put over a camp. A group of boys and girls let loose outside is not a camp; it
is a dreadful mistake.

Many different programs might be planned, but the following is given just as a
sample and thought stimulator.

Sample Program 6:30Reveille 7:00Breakfast 7:30Devotions by groups around
breakfast table 8:00Clean up 8:30Inspection, with banner for group with neatest
tent or cabin 9:00-11:30Morning sing, classes, message 11:30Mail and free time
12:00Dinner 1:00-2:00Rest (should be enforced) 2:00-4:00Recreation (Planned
games, hikes, baseball, tennis, swimming, nature study) 4:00-5:00Handicraft
5:00-6:00Free time 6:00Supper 6:30Canteen (Candy and pop store open)
7:00-8:00Program (Stunt night, campfire, missionary program, etc.) 9 :00Taps and
lights out At one camp all members are sent into the woods alone with their
Bibles for fifteen minutes before breakfast. In each group of eight or ten an
impromptu leader is appointed who leads the members as each contribute a thought
or verse from their own meditation. This gives a point and purpose to their
Bible reading. A good story around the campfire after a few songs captures the
magic of the hour, and opens hearts for the message to follow.

Hold evening group devotions outside with members in a circle, arms around
shoulders, and eliminate the tendency to snuggle under covers. The last Sunday
have a communion service at sunrise on a nearby hilltop. Follow with an outdoor
breakfast. At one of last campfires have a fagot service.

Campers take fagot, give their testimonies, and throw fagot on the fire. Or,
form a circle around the fire and as a camper gives his testimony he steps
closer to the fire, forming an inner circle of those who are saved.

Divide campers into groups at the beginning of camp, naming them after Indian
tribes, colleges, or even colors. Have a camp-long contest between groups,
awarding points on notebooks, memory work, sporting events, etc. Have a special
treat for the group that wins, such as an all day trip, or something of special
interest. Award the greater percentage of points on memory work so that it will
be impossible to win unless the memory work is learned. A few miscellaneous
hints may prove valuable to the one having a camp for the first time.

If possible, have the boys and girls at a different time at camp, as it will do
away with many problems. Instruct children to have all clothing and possessions
marked with indelible ink before coming to camp. Keep a lost and found bureau,
perhaps making the child do some duty around camp to earn his article back.
Limit the amount a child may spend at the canteen to eliminate stomach aches.
Have some one in charge of first aid with simple remedies on hand, and the
address of a good doctor on record.

Accidents do happen, and it is better to be prepared. The children should be
warned and instructed about any hazards such as poison ivy.

Pray much about your camp, and if possible, gather the leaders together for
prayer and counsel once a day, and you will find many difficulties ironed out.

Bible camps for children are comparatively new, and therefore there is much
pioneering to do in this field. Why not do a little work in it yourself? You
will find that it is work to a great extent, but blessing pressed down and
running over. The children will never forget their time at camp, and many may be
led to CHRIST. As to the expense, many give the Christians an opportunity to
send a boy to camp, not necessarily designating the particular boy. Others raise
most of the amount beforehand, and let the children pay a nominal fee. Some
raise all the money, and the children must learn five hundred Bible verses as
entrance fee to camp. Some even permit the children to bring certain foodstuffs
as part payment, though this involves many problems. There are as many ways of
handling the expenses as there are camps. Trust in the Lord to supply the needs
and proceed as He directs.

JUNIOR CHURCH In many places the nursery at church serves a real purpose by
enabling mothers with very small children to attend the church services, while
in other places it has degenerated into a free-for-all for older children. In
the latter case, and in the case where the majority of children leave the church
as soon as Sunday school is over, a Junior Church is very much in order. But in
the very rare case where all the Sunday school attendants, including the
children, remain for the morning service, the Junior Church would be
undesirable.

Once a month Junior Church might attend in a body the opening part of the church
service, and less frequently, the whole morning service. This would help train
them in the importance of attending church. The Junior Church should embody more
dignity than the Sunday school. The use of more hymns than choruses, older
children as ushers both for seating and for taking the offering, will add to
this. A child too, may read the Scripture lesson, others may review the Sunday
school lesson.

Many other suggestions may be utilized from those under the chapter on Child
Evangelism Class and Bible Club Hour. A few of the less hilarious drills under
memory work may be employed, but the time should be kept in a more serious vein
than the Sunday school. A different room than used for these same children in
Sunday school is desirable, but if one is not available, a different arrangement
of the furniture helps to change the atmosphere. The Junior Church should never
be used to draw children away from the morning worship, but rather prepare them
to better take part in it. A certain age limit should be set depending on local
conditions, and children over that limit expected to attend the adult service.

If you see the need for a Junior Church, consult your pastor and lay before him
a few well-thought-out plans. He will be glad to assist you in its organization
if it would be of advantage to your church.

DAILY VACATION BIBLE SCHOOL This most worthy development in children’s work has
unlimited possibilities and advantages.

Many suggestions given in this book will be helpful and can be incorporated into
the Bible School, but to adequately cover the subject a separate volume would be
required. A few suggestions follow. The Bible School is generally of two or
three weeks duration, although one week schools are profitable. Some hold them
as long as six weeks. If a school is well conducted the children will not tire
of it. It is a question as to how much time the teachers can devote to it.

Personnel

Only those who are saved and interested in leading children to CHRIST should
teach in the Daily Vacation Bible School. If you have only a few spiritual
Christians, use other Christians in places of minor importance as secretary,
pianist, or assistant. It is of utmost importance that the ones who teach the
Bible classes should be spiritual Christians with as much training as possible.
The following is a list of teachers and officers necessary.

Superintendent In charge of the whole school. The planning and greater part of
the preparation is up to him. This should begin as early as January or February,
and all material on hand at least a month before the school. He conducts advance
sessions for teachers.

Pianist Should be able to play hymns and choruses well.

Secretary Should be methodical, absolutely dependable.

Teachers for each of the classes Should be able to use flannelgraph. Regular in
attendance.

Assistant for each teacher Takes attendance, hears memory teacher work, helps
keep order, assists her teacher generally.

Director of Games In charge of children before school begins. (Not absolutely
necessary.) There may be doubling up on the responsibilities. The pianist may
teach, the secretary may be director of games, etc.

Division of children into classes

Pre-schoolBeginners 1st, 2nd, and 3rd gradesPrimary 4th, 5th, and 6th
gradesJuniors 7th and 8th gradesIntermediates 9th, 10th, 11th, and 12th
gradesSeniors

Classes should be kept between twenty-five to thirty pupils unless the teacher
has extraordinary ability. If fifty children come the first day in the Primary
class, divide them into boys and girls, providing a new teacher and assistant.
Or they may be divided by grades, having three Primary classes. There is always
less of a showing in the older classes but they do not mind so much if the other
classes are somewhat the same size. Even if the fifth grade had two classes, one
of boys and one of girls, it would not so badly outnumber the Intermediates
composed of both boys and girls. The classes must be divided in the best way
that suits the given community and the teachers available. If the schools are
smaller, more grades may be put together. Divide according to grades instead of
years because the public school has already done the sifting process, and the
ability and intelligence of the children will be much more uniform.

Curriculum The material taught the children should not only be scriptural but
evangelistic, so that the teachers may use it to lead the children to CHRIST.
The rest of the program may be planned by the superintendent, or complete
outlines for D. V. B. S. may be purchased. These may be followed exactly or
altered to suit the circumstances of your school.

Contests The following are suggestions for contests to run in the D. V. B. S. A
large award board may be prepared from plywood covered with black cambric, with
the awards mounted attractively. Also include on a typewritten sheet the
instructions for obtaining each award. Cover the whole with cellophane. You will
find that this will greatly encourage the effort of the pupils.

Perfect Record Contest -- For each one who started on or before the third day,
if they have a perfect record in attendance, memory work, offering, and Bible.
Penny portions should be supplied those with no Bibles.

Memory Work Contest -- Award to be given to the best one in each class. For
large classes second and third awards may be given.

Handwork Contest -- Award to be given to the best work in each class. Second and
third may be given.

Storytelling Contest -- Same as above.

Care must be taken to keep careful records, with absolute fairness in all
contests.

Handwork

Handwork is valuable if it has on it the Word of GOD, but much valuable time is
wasted on mere busy work. If the children have not had school with handwork
before, they will be content without it. Handwork causes the greater part of
expense of the school, more headaches for the teachers, and many discipline
problems. The children do love it, and it attracts them to the school. If you
can’t have a school with handwork have one without it, substituting many drills
and other expressional activities to take its place. The children won’t miss it
unless they’ve had it before. Many valuable projects can be worked out in the
handwork period if the money and teachers are available. Handwork does have a
place, but its place is not the most important on the program.

Recess

If recess is eliminated, so is much rowdiness in the classes that follow. The
moving from room to room and the change of subject matter provide enough
relaxation for the children. If it is desirable to have outdoor games, appoint a
leader and let them take place half an hour before the school starts. This also
does away with late comers.

Expense The ideal way is for the church to provide for the D. V. B. S. in its
budget, but this is the exception rather than the rule. The Sunday school may be
persuaded to finance it. Lacking this, an offering may be taken each day, with a
program on the final night and offering from the audience.

Sample Schedule This may be altered to meet the varying needs of your school.

8:55March in to school 9:00Worship service, all classes together. Salute to the
flags Opening hymn (same hymn each morning) Song service Announcements Prayer
chorus Prayer Object lesson or chalk talk 9:35Classes. Bible lesson on
flannelgraph, invitation, memory work 10:20Drills, object lesson by children,
recitation of memory work 10:45Handwork or expression period 11:30Dismissal.


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  CHAPTER 9: 08-THE TEACHER AND DISCIPLINE
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THE TEACHER AND DISCIPLINE

CHAPTER EIGHT

IT IS nine-fifteen on Sunday morning, when the door to the Primary Department
opens. In comes Johnny Rodgers, freshly attired in a blue Sunday suit, with a
pert blue cap to match. A quick glance at the neatly arranged room tells him
that he is the first one there. He tosses his new hat toward the brightly
painted clothes rack, but misses, and the hat falls on the floor. He runs over,
picks it up, and hangs it on a hook. Next, he looks around the room for
something to break the monotony of the silence. Ah, there is the piano. His face
bursts into a wide smile revealing a large blank space big enough for two teeth,
and he quickly walks over to the musical instrument. Up goes the lid, and down
go the keys. Johnny needs no Sunday school teacher to amuse him. In the midst of
terrific thunder and lightning manufactured by musical Johnny, the door opens
again. "Hi, Bob. Come on over. Teacher’s not here yet."

Bob comes on over, and the lightning and thunder output is multiplied by two. A
few minutes later, Marjorie, Jack, and Allan walk in, breathless from running.
"I touched you last," says Marjorie to Allan.

"Ha, ha, I got you then," and he reaches over and gives her a shove which knocks
her into a chair. Not to be outdone, Marjorie jumps up and chases him around the
table, leaving a trail of upset chairs behind her. As their game grows in
excitement, the room grows more and more disorderly. The other children who come
in join either the racket at the piano, or the mad game of tag.

Suddenly the door opens, and in bursts the teacher at nine-thirty-one.
"Children, children, what does this mean?" She picks up an overturned chair from
her pathway, and hurriedly removes her wraps. "What terrible conduct! What can
you be thinking of?" And her first words to the children on Sunday morning take
the nature of a scolding. In reality, the terrible conduct was not in the
children at all, but in their teacher. Of course, she excused herself to the
superintendent, telling him that the boys and girls in her class were very
ill-mannered. "I was only one minute late, and there was a regular madhouse in
progress. It took almost the whole period to get them quiet." Of course, those
children in the foregoing incident should not have acted as they did, but there
was nothing for them to do. "An idle mind is the Devil’s workshop" for older
people, and it is even more true for children. They are at the age in life when
they have almost boundless energy. They are all action, and must be doing
something. If we do not like the channel their action follows, it is up to us to
place a different course before them.

Folks say we do a lot of things We hadn’t ought-a had We never mean a bit of
harm, Nor do them to be bad; But when a chance just comes along With fun a’
peekin’ through We take it mostly just because We’ve nothing else to do.

Boys are an awful problem All the grown up people say But honest all we really
want Is just a chance to play. And all us boys from country towns And from the
cities too, Would quit what you call mischief If you showed us what to do. This
situation illustrates the negative side of another proverb that every good
disciplinarian must practice: "An ounce of prevention is worth a pound of cure."

Too many people begin to wonder what to do about discipline problems after it is
too late. The time to face behavior difficulties is before their occurrence. BE
EARLY

"Teachers should always be on time" is a false statement. A teacher who wishes
to maintain good order should never be on time; she should be early. For the
first ones to arrive, whether in a Sunday school, a Child Evangelism Class,
Daily Vacation Bible School, or Tent Meeting, set the atmosphere for the
service. If the teacher values this atmosphere, she should be present early
enough to control it. But how are we to break down lifelong habits of tardiness
which are so deeply ingrained in the lives of many teachers? One method is to
have a pre-prayer service for them which begins one half hour before the
children’s meeting.

Perhaps you are thinking, "Oh, we couldn’t have a pre-prayer service - not that
early. My teachers are always late; we couldn’t possibly get here that soon."
But if the matter is presented in the right manner, stressing the value of
prayer, rather than the need of punctuality, the teachers who are earnest and
sincere will be willing to cooperate. In one Sunday school there was a teacher
who was habitually from five to fifteen minutes late. Even if the Young People’s
Society were having a wiener roast, they expected Maybelle to be the last to
arrive. However, even Maybelle made up her mind that she would attend the
pre-prayer service, and she did. We saw real transformation in that whole
department due to the fact that the teachers were present to greet the pupils as
they came, and the minds and hearts of the teachers were quieted before the
beginning of their task.

It is not only in the Sunday school that this service is valuable. In the Child
Evangelism Class, where the only adults are the hostess and teacher, time can be
set apart to have prayer together before the gathering of the children. Even if
the hostess acts as the teacher, the necessary things may be done in advance,
and the last few minutes before the meeting spent in quietness and prayer. The
staff of the Daily Vacation Bible School, the group helping with the children’s
Tent Meeting, and any group of adults working with children will find real
profit in the pre-prayer service. Not only will they find answers to their
prayers, but they will learn the first rule of good discipline - "be early." BE
PREPARED An early teacher is a wise one, but if in addition she is a prepared
teacher, we have a very pleasing combination. Not only should the lesson be
prepared, but the whole service should be planned. If there are songs to be
sung, or Scripture passages to be read, let this be determined upon before the
actual meeting. All decisions of this sort should be made and the program firmly
in the mind of the leader in order that the pause - that breeding spot for
discipline problems - be eliminated. For it is in such a pause that little
Johnny feels an uncontrollable urge to poke the pal beside him, which, strangely
enough, is followed by a stronger urge born of the spirit of retaliation which
sweeps over the little pal. All of which is not conducive to the composure of
the teacher.

If there are supplies to be used in the meeting, be sure that they are available
at the needed time. Nothing is so advantageous to mischief as the time when
teacher has to leave the. room. Of course, if an emergency does arrive, and she
needs something she had not anticipated, little Johnny will be less troublesome
if he is sent after it, rather than left to entertain the rest. Children must be
occupied every minute and it is the teacher’s task to see that such occupation
adds to instead of subtracts from the effect she wishes to produce. In other
words, foresighted preparation is one sure way to avoid using the "pound of
cure." BE INTERESTING Be early, be prepared, but be sure to be interesting. A
child will willingly spend hours doing something in which he is interested. Why
not loosen up a trifle, and make our programs interesting for them? It won’t
hurt us. It is not necessary for our lessons to be as dry as a dust storm in
order to be effective. The Gospel means "good news." Let us treat it as such,
remembering that an interested child is a good one.

Material to be interesting should be on the right level - easily comprehended
and yet not too simple. In a thickly populated area in Chicago, a Child
Evangelism Class was taking the neighborhood by storm. The attendance mounted
and mounted, until sixty-++++ to sixty-five were present. The whole neighborhood
was being reached. Then suddenly, with a change of teachers, the attendance
dropped more suddenly than it had risen, with ten to twelve little hoodlums
holding the fort alone.

What was the cause? The teacher insisted on teaching the children memory work
they had already memorized. As it was not interesting, the majority dropped out,
and those who remained were inattentive. If you find that the children already
know what you had planned to teach and you can add no new thoughts or methods,
for discipline’s sake change to something that is less familiar. The Bible is
full of stories and lessons: no adult has ever fathomed its depths, much less a
little child. When you see Marjorie and Allan begin to look languidly toward the
window, inject into your story an illustration from child life. Choose an actual
child, with an actual name, the very same age as the children you are
addressing, and watch their interest deepen. In telling that wonderful Passover
story, and the salvation or destruction of the first-born, remember that some of
the children in your audience are the oldest ones in their families, and that
the story will really live for them if this point is brought out.

There are many places in Scripture where facts of interest to children are
mentioned.

- The little girl whom CHRIST raised from the dead was twelve years of age. Some
in your audience may be twelve.

- The little boy who gave his lunch to JESUS is not so different from the boys
and girls you know who have carried their lunches.

You will always find that children love the familiar: stories about other
children come in this category. When you are illustrating a spiritual truth, see
that a child is in the illustration.

Little stories about children are printed in leaflets, and are available at a
very low cost. In addition to these tried and proved morsels, any incidents from
actual experience are always appreciatively devoured. BE WISE An interesting
teacher should not find difficulty in being a wise one. And it does take a wise
adult to deal with a large group of modern youngsters.

If we could go back a few years into our own childhood, it would help us to
understand the attitudes of the children with whom we deal.

- Do you not remember how you looked up to a certain child in your neighborhood,
and how that a suggestion from that small general decided coming activities for
the whole gang?

- And do you not remember with what glee you exulted together when you had "put
something over" on the teacher?

I am sure that if you are human, you have such recollections.

Even though times have changed, we know that human nature has not; leaders still
remain among children, and they still feel a barrier between them and adults.

It is with these leaders that most teachers have their difficulty. The children
are little angels when Johnny is not present, but if he is there class might as
well be dismissed for all that will be accomplished. The teacher has one
objective in view, the child leader another, and the result is not gratifying to
the teacher. Let us put our objective in the minds of these leaders, and get
them to lead the children to do what we want them to do. In a tent meeting for
children we instructed each teacher on the very first day to choose the boy in
her group whom she thought would be the naughtiest, and to bestow upon that
young man the high order of captain.

Some of the good ladies were shocked to think that we would thus reward badness,
but we carefully explained that this was not a reward, but merely an "ounce of
prevention."

It was the heavy responsibility of all captains to keep the children out of the
tent before the meeting, to line up the boys and girls in their group for the
march, and to help maintain good order in the class while the teacher was
teaching. One teacher was particularly doubtful about the wisdom of this plan.
She was sure that it would take her more than one day to decide on the
naughtiest boy in her group. We told her she must make the decision the first
day, and that if she were alert she could discover the best captain.

After the first morning she came to us and said, "My, I didn’t know it would be
so easy to pick the worst one. Frank is his name; I had him spotted in the first
five minutes. I told him he was to be captain tomorrow, that we would have a
badge for him, and he was thrilled with the idea. Why, before that he was poking
the boys beside him, while he alternated kicking and pulling the hair of another
boy in front of him." But our teacher was still dubious. "He’s so bad, do you
think he will really make the others be good?" The next few days told the tale.

Frank took his job seriously. If some child came into the tent before time, he
was bodily ejected by the determined little officer. We did not always approve
his ferocious methods, but we had to admit that the results were admirable. He
was present every day, arriving long before the other children, and remaining
until the last teacher had departed. In between his official duties he managed
to learn a great deal of memory work, and gloried in the acquisition of gold
stars which were awarded for each verse. One day he astonished us by taking a
younger boy aside and teaching him the Bible verse for the day. So thoroughly
was he won over to the teachers’ side, that one morning as we started our
pre-prayer service we heard him call vociferously to the noisy group outside,
"Shh, they’re praying." At the close of the meetings when the teachers were
evaluating the results, one teacher remarked, "The discipline problems were
rather disappointing: we didn’t have any." It was remarkable considering that
the neighborhood was a very rowdy one.

Yes, the children must be won over to the side of the teacher if discipline
problems are to be avoided. Sometimes this may be done by singling out the
leader, as in the above case, and sometimes the whole group must be won.
Surprise is an excellent way to accomplish this. My aunt, who is a school
teacher, was leading her class in choral reading one afternoon. The girls were
fine, but the boys were about as expressive as fence posts. After wheedling,
coaxing, and threatening, she said severely, "Boys, march to the hall. I want to
speak to you there." Filled with curiosity, and not a little foreboding, the
boys marched. As soon as the door was shut, they grouped in front of her,
wondering what was the next command to be given.

"Each one of you run down the hall to the fountain, get a drink, and hurry back,
but don’t you dare tell the girls what we did." Three minutes later fifteen
grinning boys read their lines perfectly. They were on the teacher’s side.

Surprise may also take the nature of a rebuke.

I well remember the first class of little children I ever had. I was so anxious
to win the love of those seven and eight-year-old children that I was very
softhearted. Jimmy always wanted to sit by delicate, dark-haired Louise, but
when he did I received no attention from either one. One day, Jimmy was seeking
to have the chair next to his little girl friend, but that chair was occupied;
its owner believed that possession was nine points of the law. After a real
mental struggle, I completely separated Jimmy and Louise, putting him on one end
of the line of chairs, and Louise on the other. Walking home that day, I
remember the sick feeling I had. They wouldn’t like me now, I knew. But to my
utter amazement, the following morning Jimmy brought me a beautiful red rose. I
had not earned his ill will, but his respect. BE PRAYERFUL These little hints
will prove helpful, but even they will not solve every discipline case.

However, we do have a Saviour who can solve every problem, and we also have the
privilege of taking even the behavior of problem children to Him in prayer. But
if we are going to pray about the discipline, let us not wait until the problems
arise. Let us ask for wisdom in their prevention. A few adults sitting in
strategic points will very often keep trouble from arising. Let all those who
help with the meeting by playing the piano, taking the roll, or whatever they
may do, sit in a group of children when they are not occupied with their duties.
The first few meetings are very important as far as behavior is concerned, for
they set the standard for the days to follow.

Every effort should be made to see that the group is orderly and well-behaved
the first four times, and after that the children will accept orderliness as the
standard of conduct. The converse is just as true: if the first four meetings
are disorderly, you may be assured that the others will be very similar.

Concentrate your prayers and efforts on the first few meetings, and be thankful
that you have Someone to whom you may appeal in the hard places. BE A SOUL
WINNER Our most important "Be" for the teacher desiring good behavior on the
part of her pupils is Be a Soul Winner.

Salvation changes the behavior of even a naughty boy.

One summer, in the stockyards section of Chicago, Mrs. Warren was attempting to
hold a Daily Vacation Bible School for the children.

I say "attempting" advisedly, for thirteen-year-old Gus was determined that this
was all it should be. He sat in the back of the room, quarreled with the older
boys, teased the younger ones, and yelled at the teacher at intervals. For three
meetings she tried to be patient. After his success in balking her every effort
to restore order, she said to the other teachers, ’’I’ll give him one more
chance. If he is the same tomorrow, out he goes, and I don’t care what anyone
says."

Tomorrow came, and with it the unceasing activities of Gus were resumed. The
teacher also continued with her seemingly fruitless teaching, that day
presenting to the eye the work of CHRIST upon the cross. A large red heart was
placed upon the flannelgraph board and in the heart were placed the sins common
to childhood: lying, stealing, cheating, pride, selfishness, and greed. The love
of CHRIST was proclaimed, and in a few words Mrs. Warren told the story of the
Cross.

Then on a large cross the sins from the heart were placed, while Mrs. Warren
explained that CHRIST was bearing the punishment for our sins when He died
there. As Gus was in the very act of pulling the chair out from under the chap
in front of him, the truth of the message seemed suddenly to dawn upon him. "Did
that guy, JESUS, do that for me?" he asked in a husky voice. Mrs. Warren assured
him that He had. "You know, I like that guy, JESUS." His reply surprised
everyone in the room including himself.

After the service, he stayed and talked with his teacher, and Mrs. Warren had
the great joy of leading her greatest problem to the foot of the Cross.

Needless to say, he was no problem after that. Salvation changes behavior. Be a
soul winner!

You teachers who are having problems with order in your classes, evaluate
yourselves.

Just where is it that you are falling down?

Notice again the important "Be’s"

- Be Early,

- Be Prepared, - Be Interesting,

- Be Wise, - Be Prayerful, and - Be a Soul Winner.

Give your earnest attention to these points in which you are weak, and you will
have the joy of seeing your discipline problems minimize in importance.

Discipline, you see, is not dependent upon having a group of well-mannered
children, but in having a teacher who meets the problems before they arise, one
who has always with her the "ounce of prevention."


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  CHAPTER 10: 09-BUILDING ATTENDANCE
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BUILDING ATTENDANCE

CHAPTER NINE A LARGE attendance is not everything. Some of the most gracious and
spiritual meetings have been small ones, and some have had the most far,
reaching results. One gathering was so small because of the fierce weather that
even the preacher did not arrive, but that morning saw born into the family of
GOD a mere lad who was to shake the islands of Britain, and leave them closer to
his Saviour. For that morning a stumbling lay preacher had said, "You on the
back seat-you look miserable, why don’t you look. Look to the Cross and live."
And Charles Haddon Spurgeon had looked and lived.

"For where two or three are gathered together in my name, there am I in the
midst of them" (Matthew 18:20). A purity of fellowship, a deeper insight into
the individual’s problems, and a more personal touch, are generally at their
best in the small meeting, so let us see that we do not despise it. "Little is
much if GOD is in it."

Little children who braved the elements and struggled through drifts of snow
have been turned away, and told that there will be no meeting because more did
not come. What a shame! Some of the Bible’s best sermons had but an audience of
one. And the One who preached to Nicodemus, the Pharisee, and the woman at the
well was none other than JESUS CHRIST Himself. On the other hand, let us not
excuse our lack of prayer and effort on these grounds. There are many without
the Gospel, and we should do our utmost to see that they have an opportunity to
hear. Building attendance is one way to get the Gospel out. It is that more may
have the chance to hear, that this chapter has been written. BY PRAYER Prayer is
the first and foremost answer to the problem of attendance.

Since "it is not the will of your Father in Heaven that one of these little ones
should perish," surely He will answer when He is called upon to bring them in.
Often prayer is the only means that will build attendance. Satan is on the
warpath. Perhaps he has poisoned the mind of an influential member of the
community against your group, and the children are conspicuous by their absence.
Appeal to the Lord in prayer.

He who has stopped the mouths of lions can undertake in your case. "He is able
to do exceeding abundantly above all that you ask or think." Spread out your
case before Him, as Hezekiah spread out his letter, and He will still give peace
and comfort, and results.

Later in this chapter different methods of increasing attendance will be given,
but none are intended to replace prayer. Seek His face in regard to which
methods should be employed, as some do not work in certain circumstances. He
knows this before you ever begin, and can guide you in the use of the most
effective weapons against inattendance.

Classes which seemed to have as their permanent average four, five, or six, have
suddenly skyrocketed to twenty-five or thirty when backed by consistent prayer.
The teacher may pray by herself, or she may ask her friends to pray as a
testimony to His power. Therefore we may make His answer a testimony by asking
for prayer before the answer is seen, that more hearts may glorify GOD. Of all
the suggestions given in this chapter, the most sure method is by prayer. BY
PERSONAL INTEREST

"My Mommy doesn’t love me. She wishes she’d never had me. She said if she didn’t
have so many children she could have an electric refrigerator." So confided a
wistful child with sad eyes to the teacher one day after Bible Club. This
teacher’s heart was touched, and although the girl was no longer small, the
teacher took her on her lap and gave her a good "loving." Did this little girl
come back? You don’t even need to ask. She was a regular attendant from then on.
She knew her teacher loved her, and that was what her heart was crying out for.
Let us not be so concerned with numbers that we miss the needs of the
individual.

There are many ways that the teacher can show that she loves her pupils.

- A friendly word when they come early, - a hearty smile when she meets them on
the street, - a colorful card on their birthday, and - a tactful call on their
parents will do much to evidence her love, and in the end will increase the
attendance.

Children particularly like to have their teacher call. She should get in the
habit of calling on all visitors, absentees, and sick ones.

It has been suggested that a busy teacher with a large class might phone for
first absence, send a card for the second, and call for the third. Calling on
prospects for the class is another method of increasing attendance. A personal
call in the home will give her an understanding of the child’s problems she will
get in no other way. It is one way of showing her love. But this love must be
sincere; it can’t be pinned on just for their benefit.

There are two classes you can’t fool - children and dogs. They detect
insincerity every time.

Check up on yourself. Have you been as interested in all of your pupils as you
might have been? Has a visit of measles come and gone with no word from you?
What an excellent opportunity a sickness is for the teacher to inculcate in the
other pupils the habit of praying for, and of being kind to those who are
unfortunate. Show a personal interest in each one of your pupils and visitors,
and you will find it a big help to building attendance. BY PROGRAM No one enjoys
going week after week to some meeting where he is bored to death. And children
are no exception. In one Sunday school the Junior Department was noted for its
lack of pupils. Some one suggested that a contest be held to secure more new
pupils. But I am afraid that had a contest been held, the new pupils would have
gone the way of the old ones, for on Sunday morning the superintendent of the
department arrived anywhere from ten to twenty-five minutes late. When he
finally arrived worship service could not be started until the adult class was
petitioned for a pianist who was not a great deal of help since she didn’t know
the choruses familiar to the children, and they were strangers to the songs she
knew.

After the song service, if it could be called that, a few haphazard remarks were
made on the spur of the moment, and the department was dismissed to its classes.
Perhaps even then a substitute had to be sought out for one group. Such a
lackadaisical organization calls not for a contest to build attendance, but for
an improved program. There is no earthly use in conducting a contest and
bringing in new children to such a sorry department. The first procedure is to
get a consecrated superintendent with an interesting Gospel-centered program
that appeals to children, and they will not want to miss. If there is any
contest, it should not be started until a good program has been well
established. To be interesting, a program should be varied.

One plan is to divide the month by Sundays and have one teacher responsible for
a certain Sunday. It might be divided this way:

1st Sunday of monthObject lesson 2nd Sunday of monthFlannelgraph talk 3rd Sunday
of monthMissionary story or demonstration 4th Sunday of monthDemonstration by
pupils 5th Sunday of monthSpecial speaker Remember that children are interested
in other children. Use them as much as possible.

One Sunday school solved the problem of the destruction of hymn books by placing
the most rambunctious class of boys in charge of keeping the books repaired and
in order. Children may serve as ushers, may read the Scripture, may even lead
the singing for their own department, if properly instructed. One child may
serve as pianist and practice the songs and choruses during the week for the
following Sunday. However, if after practice the songs are not played correctly,
it is better to have an adult.

Make the department as much the children’s as possible, and the result will be
renewed interest. Of course, they must be impressed with the seriousness of
their undertaking, and no foolishness permitted.

Other suggestions given elsewhere in this book may be employed to give further
interest. Every minute of the program should be planned and packed with interest
in order that the children will look forward eagerly to the service, and will
not want to miss. A good program goes a long way in building a large attendance.
BY PROMOTION

Until the foregoing suggestions have been heard and heeded, the ones in this
section should not be followed. A teacher who has not prayed for her class, who
does not genuinely love her pupils, and has not painstakingly planned her
program, will accomplish nothing by trying to build attendance by artificial
methods. If, however, the foregoing suggestions have been heeded, these ideas,
under the guidance of the Lord, may be used to a distinct advantage.

Posters

Even children can make attractive posters for use in advertising the class or
Bible school. Collect old magazines, and clip attractive pictures from them.
These may be mounted by the children on plain or colored cardboard, and a
suitable caption printed below. Some time ago there appeared in color the
picture of a freckled-faced girl calling "Mom’s crying again, Dad." Why not
mount that picture and caption, and put underneath, "’Cause she’s too big to go
to Bible school."

Then follow with the place, date, and time of the Bible school. Let the children
think up titles. Of course, they should be approved before being made, as they
may not be appropriate.

Use cardboard 11 x 14 inches. The pictures may be glued on. Make letters of
harmonizing color of construction paper and glue on. Show card colors and
lettering pen may be used by those you think qualified. Crayons are effective
for the smaller ones.

Making the posters is only a small part. They must now be distributed. Grocery
stores, bakery shops, beauty salons and what have you, make good places to post
them. A pleasant smile and courteous word nearly always win permission to put
the poster in the window. Ask the proprietor where to put it, or suggest a
place, but in any event see that it is placed before you leave. A dozen or
twenty such attractive posters (only use the most attractive - place the others
in the church or meeting place) will be a constant reminder of the meetings to
come.

Handbills

Posters, when coupled with novel handbills or folders broadcast about the
community, bring the attention of the public repeatedly to your meetings.
Blotters are sometimes the medium of the advertising. Mimeograph the bills on
colored paper. Choose for the front a picture of a child or some drawing
appealing to children. Do not just give facts, but mix in a little imagination.
You are selling the idea of your Bible school, Tent Meeting, or special meetings
to the child.

What does a salesman first seek to secure? Attention! Your work is wasted if you
don’t get that far.

Interest is next.

Seek by that folder or bit of advertising to get him interested. This leads to
desire. Make him not only know that there is to be such a meeting, but want to
come to it. Ask yourself this question: "If a red-haired, kite-flying champ read
this folder would he want to come to these meetings?" If not, then you need to
revamp your material. Perhaps you are going to introduce the song "The Gospel
Train," and you have purchased a regular train whistle and bell. Why not
incorporate the appeal of that somewhere in your ad? Any regular fellow is
interested in trains. Seek to secure in your advertisement the attention,
interest, desire, and decision of your reader.

Fish Contest Several ideas may be worked out in connection with the verse,
"Follow me and I will make you fishers of men."

Give each child who brings one visitor a colored paper, or metal fish. (A
pattern for a paper fish may be secured from a can of salmon).

Make a poster with a picture of children fishing. Record each child’s name
below, and attach a string through a hole punched in the bottom of the poster.
For each new one brought tie a fish to the string below the proper child’s name.
See who is the best fisherman. Awards may be given for first, second and third
best fishermen. For awards on attendance contest announce the following:

1st prize - large goldfish in large bowl 2nd prize - medium goldfish in medium
sized bowl 3rd prize - small goldfish in small bowl The fish may be purchased at
the beginning of the contest, fed after each meeting, named, and speculated upon
as to who will be their future owners. To get a live goldfish, bring five
visitors (not necessarily the same day). If each one of the five visitors comes
for three meetings, the contestant receives a fishbowl.

Train Contest From a child’s color book get patterns of an engine, coal car,
passenger car, freight car.

Cut patterns out of construction paper of various colors.

Make a poster with places along the left hand side for the engines which
represent those entered in the contest. If desired, a child could be present
three times before an engine with his name on it was put on the poster. For each
child he brought he would be allowed to choose another car to put on behind his
engine. The contest, of course, would be to see who could get the longest train.
A small award could be given for the one who did.

After the award time at each meeting, when an assistant pastes on the new cars
deserved, "The Gospel Train" song could be sung. Let the engine of the longest
train blow the whistle, the next longest ring the bell. On each car should be
printed the name of the child which it represents. In all contests scrupulous
care must be taken to preserve accurate records. There must be no remembering,
but it must be down in black and white. Older girls sometimes make excellent
secretaries, but in a contest have been known to "fudge" for their friends. Be
sure that nothing like this happens.

Creating a Continuing Interest When a child is brought to a class or Sunday
school as a visitor, he helps to swell the ranks for that particular day. The
child who brought him has done his part, it is now up to the teacher to see that
the child comes back. He feels strange - everything is new to him.

Some little picture, pin, or very small remembrance may be given to all those
present for the first time.

If nothing else, a song may be sung in their honor while the new ones stand.
That child has come once. But statistics from certain meetings show that those
who came for three times consecutively almost always became regular members,
while those who came only once or twice just as frequently dropped out. The
goal, then, is to get each visitor to come for three days. A very inexpensive
award may be offered to those who come for "three days in a row." If one day is
missed, the child must start over again.

If a choice must be made between giving an award on the first day and the third,
choose the third day, and it will be of more benefit to your class. But be sure
to let the children know that this award is theirs if they come for two more
times. By the time the three days have gone, very likely they have started
learning the memory verses, and may be bringing others. In other words, they
will have one-third earned, or one-half earned other awards, and will want to
complete the work. This helps to insure their regular attendance, which is what
you are after.

It is a great value to sustain their interest.

Long before one contest has closed, another has begun, and the child is so
interested that he would not think of dropping out. Perhaps it has nothing to do
with attendance.

It might be a memory work contest, a poster project, a picnic coming up for
faithful scholars, or a program to be given for the parents. In other words, to
sustain interest and consequently attendance, do not completely finish one
project or contest before the child is already engrossed in another. It is like
reading a serial story in a magazine, you would not think of missing the next
issue. Overlap contests, projects and awards, for sustained interest. This
chapter has contained the principles of securing and holding attendance.
Different contests, schemes, and plans may be worked out with a little
imagination and understanding of what children like. Plans are a great help, but
above all do not neglect to pray, to be personally interested in each child, and
to provide an appealing program.


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Source: https://sermonindex.net/books/morningstar-mildred-reaching-children/
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