(2) Power of perception. This is the ability of the mind to understand the sensations which senses and nerves send to the brain, or to interpret their meaning; as, for example, to know that the round yellow ball is an orange, or to recognize the different details in a picture. Perception grows constantly more quick and active as the child's store of knowledge increases. Two things must be remembered: (a) the teacher must be sure that the first idea of anything is the correct one, for it will be eradicated with difficulty, and upon it all future thinking in that line will be based; (b) since each sensation produces an idea embodying itself, and it is on these ideas that the soul is nourished, character must grow in quality like its food. "Tell me what you eat and I will tell you what you are."
(3) Memory. The mind has greater power to retain that which is given to it than in the preceding period, though it holds these facts disconnectedly rather than related into systematic knowledge, as they will be later. But this power of retention must not be abused through storing memory with a quantity of useless material. That which is impressed upon the plastic, non-resisting cells of the child's brain ought to have some immediate meaning and value for the life at a time when the intellectual and spiritual needs are so many.
(4) Imagination. This is the power of the mind to make living and real that which is not present to the senses. It is one of the most striking characteristics of the Primary period and one of the most important as well. The imagination works only with concrete things in childhood, making new objects out of the old, making the story and the mental picture as real as the tangible experience, making Jesus an actual present Helper and Friend. Later it will work with abstract ideas and ideals of life formed from the pictures it has cherished.
13. Opportunities of the Primary Age.
(1) Character building through the mental picture. Abstract ideas about which the mind reasons do not have power over the soul of the child. It is the vivid picture which imagination holds that arouses the feeling and impels the action. So great is the power of the picture that the teacher need not exhort and admonish concerning what ought to be done. She only need set forth the action in a story that appeals, and imagination will do the rest. While very many of these pictures come unconsciously to the child from his environment, it is the privilege of the teacher definitely and carefully to provide the highest type of mental picture through the well-selected story, in order to secure the finest action.
(2) Increased knowledge of Bible facts. The lesson may contain more than in the earlier period, because the child's interest in details has increased and he has greater power of attention. It is important to note, however, in what the increase may consist. It is not in the number of truths presented in the lesson, but in the number of details concerning the one truth for which the lesson stands. Since the mind has developed new power to hold the impressions which are made upon it, Scripture verses containing fundamental truths, like God's love and care, the duty of love toward him and others, and the necessity of obedience may be given, with explanation, for memorizing.
(3) Service prompted through imitation and personal influence. The activity should even now be tracing pathways in the brain that shall mean life habits of loving service for others. There is this difference, however, between service in childhood and later. The motives must now be supplied and strengthened by others; later the promptings will come from within.
14. Needs of the Primary Age.—In addition to the needs mentioned in the Beginners period, and which still obtain, there are two to be especially borne in mind.
(1) The absolute necessity of knowing how to make spiritual truth live in story form. The child can receive it in no other way, and there is therefore no substitute for a rightly prepared story given by a spiritually prepared teacher.
(2) The necessity for the child to learn obedience in the use of his activity. This is to be secured not by force, but because the one to whom it is to be rendered wins it through love and the power of personality.