Those Juniors, Part 34: The Art of Application

by Eric B. Hare

Last segment: Patterns of how to reach the juniors and keep their interest and get them excited about Sabbath school.

We have seen that the superiority of inductive teaching over deductive lies in the stimulation it gives to “thinking.” We have also noticed that the natural thinking process is an addition of percepts to make concepts, a comparison of concepts to form judgments, a weighing of judgments (which is reasoning) in order to form new judgments and conclusions.

Moreover we are instructed:

“Every human being, created in the image of God, is endowed with a power akin to that of the Creator,—individuality, power to think and to do. The men in whom this power is developed are the men who bear responsibilities, who are leaders in enterprise, and who influence character. It is the work of true education to develop this power; to train the youth to be thinkers, and not mere reflectors of other men’s thought.”1

It will be the study of this chapter, therefore, to consider and illustrate a lesson outline which will be in harmony with these principles.

All in All

by Kezzia Keener

It’s not like he didn't have everything. Power, popularity, and approval followed the steps of this Pharisee who outwardly lived a blameless life (according to the righteousness stipulated in the law). This suited him fine—he wanted esteem, honor, and greatness—and he didn't hesitate to pull others down in order to gain a higher position for himself. But everything changed when this man, a “Hebrew of Hebrews,” came face to face with glory and saw himself as he really was: a sinner in need of grace.

Dissatisfied Robin

by Danielle Gerber

Thump . . . thump . . . thump.

Like an alarm clock, the rhythmic thud roused me in the early morning. What could it be? As I rubbed my eyes, I remembered: that stubborn robin was at it again!

Springtime had brought the flowers and songbirds back—and among them a certain strong-willed robin. He had been perching outside my window on the edge of the grapevines growing up the fence, watching for rival robins. Catching a reflection of himself in my window, the robin flew toward it and rammed into the glass over and over again. Of course, no matter how hard he tried, he never could get that other bird to go away.

Pebbles & Mountains

Those Juniors, Part 33: Powerful Patterns, #2

by Eric B. Hare

Last segment: Patterns of how to reach the juniors and keep their interest and get them excited about Sabbath school.

“Are You Telling Me?” Game 
Following the pattern of the very familiar “Are you telling me?” games, we write the questions for the lesson on cards or pieces of paper about 3 by 4 inches. The cards are turned face down in the center of the group on a table or a stool. The first boy draws a card. If he can answer it correctly, he keeps it. If not, he passes it to the next boy, who keeps it if he can answer it, or passes it on. If no one can answer it, the teacher answers it and places it at the bottom of the center pile so that the students have another chance at it.

This plan requires a great deal of preparation, but, used occasionally, it never fails to produce interest. Here is a sample of some questions on the lesson “Our Eden Home.”