Chapter 24

LOOKING TO THE FUTURE

Whether we can remedy the ills of family living today or not, we can determine the character of the family life of the future. The homes of tomorrow are being determined today. The children who swing their feet in schoolrooms and play in our gardens will control family living very soon. We can do little to reconstruct the old order; we can do everything to determine the new. When the mountain sides have been made bare, forest conservation cannot save the old trees, but it can prepare for new growths. Ours is the larger opportunity because we can determine the ideals of our children. Today we can determine that they shall not suffer from false conceptions, shall not bruise themselves in the blind ignorance that compelled us to find our own way. We shall see that, first, in the education of our children we can save the homes of tomorrow by training the children of today to set first things first. If family life has been neglected in America, it has been because we have submerged its real values of character and affection in a flood of things, of materialism.

§ 1. A CONSTRUCTIVE POLICY FOR CHARACTER

The future higher efficiency of the family depends on an extension of a conscience for character through all our thinking on the family. We are really half-ashamed to talk of character. We blush for ideals but we have no shame in boasting of commerce and factories; we are ashamed of the things of beauty and we love only the useful. So we have become ashamed of the ideals of the home. Not only do we passively acquiesce in the popular attitude of indifference or derision, but we voice it ourselves. We join in the jest at marriage; we joke over marital infelicities. We would be ashamed to be caught singing "Home, Sweet Home." What is more important, we show that, as a people, we have less and less the habit of regarding the home as any other than a commercial affair. The tendency is to determine domestic living wholly by economic factors. The literature on the "home" is overwhelmingly economic; its heart is in the kitchen. High efficiency on the physiological, sanitary, culinary, and mechanical sides makes the modern home so convenient that you can lie on a folding bed, press a button to light the grate fire, turn on the lights, start the toaster, and wake the children. Homes are places to hide in at night, to feed the body, arrange the clothes, and start out from for real living. They are private hotels.

If we would save the family we must save the child from losing sight of the primacy of human values; we must strengthen his natural faith that people are worth more than all besides, leading him into the faith that moral integrity, truth, honor, righteousness, are the glory of a life. More, these young lives must be trained to habitual and efficient right-doing. In a word, the conservation of the home is simply a program of beginning today ourselves to set first things first, to conserve the human factors that will make homes, to make education everywhere in school and church and home count first of all for character. And that broader education we ourselves must test first of all by this, whether it makes youth competent to live aright, cultivates the love of worthy ideals, and makes him willing and able to pay the price of a trained life consecrated to the service of his world, to the love of his fellows, and to the making of a new world.

We shall need, first, to safeguard the primary motives that enter into the founding of families. Those motives begin to develop early. They are in the making in childhood. Somehow we must plan the education of youths so that they will think of homes and of marriage in new terms. Possibly the public school will not only teach the physiology of marriage and the bare physical facts of sexual purity, but will teach new ideals of family life; it will count it at least as much a duty to cultivate a love of home as it is to cultivate a love of country. It can set so clearly the final objective of character that even children shall see that life has higher ends than money-making and the family greater purposes than garish social display.

§ 2. THE CHURCH AIDING

Certainly the church must seek to quicken and develop new ideals of family life; it must bring religion to our hearths and homes; it must worry less about a "home over there," and show how truly heavenly homes may be made here. It must not only get youth ready to die, it must prepare them to live; to live together on religious terms. It will do this, not only by general discussions in the pulpit, but by special instruction in classes. No church has a clear conscience in regard to any young person contemplating the duties of a family whom it has not directly instructed in the duties of that life.

It is a strange spectacle, if we would stop long enough to look at it, of the church proclaiming a way of life but scarcely ever teaching it. In any church there is a large number of young people under instruction; what are they learning? Usually a theological interpretation of an ancient religious literature. Some still are learning to hate all other persons whose religion differs from the brand carried in that institution. In a few years these youths will be bearing social burdens, facing temptations, taking up duties; does their teaching relate at all to these things? No, indeed, that would be "worldly"; it would seem to be sacrilegious to teach them how actually to be religious. The business of the church school is still largely that of filling minds with theological data rather than training young, trainable lives to become religious schoolboys, religious voters, religious parents. How many have been at all influenced by Sunday-school teaching when they stepped into a polling-booth, when they chose a life-mate, when they guided or disciplined their children? If religious education does not at all influence us in the great events of life, of what value is it to us? Must it not be counted a sheer waste of time?

If we would conserve the human values of the family we must train youth to a religious interpretation of the home. If we cannot do that in the church we might as well confess that the church cannot touch the sources of human affairs.

§ 3. IDEALS AND METHODS

No matter what the breadth of the interests of the public school, youth will still need training for family living given under religious auspices and with the religious aim. The day school may give courses in domestic economy, but family living demands more than ability to sweep a room or cook an egg. In fact, no one can be competent to meet its higher demands unless at least two things are accomplished, first, that he, or she, is led to see the family as essentially a religious, spiritual institution because it is an association of persons for the purpose of developing other persons to spiritual fulness; secondly, that he, or she, is moved to willingness to count the work of the family, its purpose and aim, as the highest in life and that for which one is willing to pay any price of time, treasure, thought, and endeavor.

This means that the fundamental need is that our young people shall grow up with a new vision and a new passion for the home and family. That passion is needed to give value to any training in the economics or mechanics of the home; and that training is precisely the contribution which the church should make to all departments of life today. It is the prophet, the interpreter, revealing the spiritual meanings of all daily affairs and quickening us to right feeling, to highly directed passion for worthy ideals.

From the general teaching, the high message of the church, directed to this special problem, there must be formed in the mind of the coming generation a new picture of the family, a new ethics of its life, a new evaluation of its worth. That can come in part by the prophetic message from the pulpit, but it will come more naturally and readily by regular teaching directed to the actual experiences and the coming needs of the young people who are to be home-makers. The soaring ideals pass over their heads, but when you teach the practice, the details of the life of the family in the spirit of these ideals, as interpreted and determined by the higher conception, then they catch the vision through the details.

We need two types of classes in church schools in relation to the life of the family: First, classes for young people in which their social duties as religious persons are carefully taught and discussed. Perhaps such courses should not be specifically on "The Family," but this institution ought, in the course, to occupy a place proportionate to that which belongs to it in life. The instruction should be specific and detailed, not simply a series of homilies on "The Christian Family," "Love of Home," etc., but taking up the great problems of the economic place of the family today, its spiritual function, questions of choice of life-partners, types of dwelling, finances and money relations in the family, children and their training, and the actual duties and problems which arise in family living.

All topics should be treated from the dominant viewpoint of the family as a religious institution for the development of the lives of religious persons. The courses should be so arranged as to be given to young people of about twenty years of age, or of twenty to twenty-five. They should be among the electives offered in the church school.

The second type of class would be for those who are already parents and who desire help on their special problems. Many schools now conduct such classes, meeting either on Sunday or during the week.[51] Work on "Parents' Problems," "Family Religious Education," and similar topics is also being given in the city institutes for religious workers. No church can be satisfied with its service to the community unless it provides opportunity for parents to study their work of character development through the family and to secure greater efficiency therein. Such classes need only three conditions: a clear understanding of the purpose of meeting the actual problems of religious training in the family, a leader or instructor who is really qualified to lead and to instruct in this subject, and an invitation to parents to avail themselves of this opportunity.

The value of such a class would be greatly enhanced if it should be held in close co-ordination with similar classes or clubs conducted by the public schools.[52] Here all the parents of the community meet in the school building, not to discuss how the teachers may satisfy parental criticism, but to learn what the school has to teach on modern educational methods applied to the life of the child, especially in the family, and mutually to find ways of co-operation between the home and the school for the betterment of the child.

I. References for Study

Articles in _Religious Education_, April, 1911, VI, 1-77.

Helen C. Putnam in _Religious Education_, June, 1911, VI, 159-66.

George W. Dawson in _Religious Education_, June, 1911, VI, 167-74.

Cabot, _Volunteer Help in the Schools_, chap. vii. Houghton Mifflin Co., $0.60.

II. Further Reading

Forsyth, _Marriage, Its Ethics and Religion_. Hodder & Stoughton, $1.25.

Lovejoy, _Self-Training for Motherhood_. American Unitarian Association, $1.00.

Pomeroy, _Ethics of Marriage_. Funk & Wagnalls, $1.50.

III. Topics for Discussion

1. In how far are home problems due to the ignorance of parents?

2. What do you regard as the essentials in the training of parents?

3. Where can the necessary subjects best be taught?

4. What are the difficulties in the way of teaching these subjects to young people?

5. In how far can we direct the reading of young people toward sane and helpful knowledge of family life and duties?

FOOTNOTES:

[51] Pamphlets on plans for parents' classes: _The Home and the Sunday School_, Pilgrim Press; _Plans for Mothers' and Parents' Meetings_, Sunday School Times Co.; _How to Start a Mothers' Department_, David C. Cook Co.; _The Parents' Department of the Sunday School_, Connecticut Sunday School Association, Hartford, Conn.

[52] See pamphlet published by the National Congress of Mothers: _How to Organize Parents' Associations and Mothers' Circles in Public Schools_.

APPENDIXES

APPENDIX I

SUGGESTIONS FOR CLASS WORK

This book is designed for individual reading or for use in classes. It is not a textbook of the same character as a textbook in mathematics or history, but the material is arranged so as to be both easily readable and of ready analysis for classes. There are two methods of following the course: one by work conducted under a regular teacher in a class, and the other by private or correspondence study.

§ 1. THE CLASS

The class should be composed of parents and other adults, inasmuch as the work is designed for them. It may be a class in connection with the Sunday school in a church, a class conducted by a mothers' club or congress or by a parent-teacher association, or it may be organized under other auspices. Or it might be organized by a group of parents in any community. The class need not consist of either fathers or mothers alone, as the work is planned for both. In any case the work of teaching will be facilitated if, in addition to the customary officers of the class, the teacher will appoint a librarian, whose duties would be to ascertain for the members of the class where the books for study and for reference may be obtained, that is, whether they are in the public library, church library, or in private collections, and also, whenever it is desired to purchase books, where they may best be secured.

§ 2. THE TEACHER

The primary requisite for the teacher will be an eagerness to learn, a sufficiently deep interest in the subject to lead to thorough study. No one can teach this class who already knows all about the subject. A spirit sympathetic with the child and the life of the family and a mind willing to study the subject will accomplish much more than facile rhetorical familiarity with it. The best teacher will not often be "an easy talker" on the family; class time is too precious to be occupied with a lecture. While, naturally, one who is a parent will speak with greater experience than another, the ability to teach this subject cannot be limited to fathers and mothers; physiological parenthood is less important than spiritual parenthood. The teacher must have, then, willingness to study the subject, ability to teach as contrasted with mere talking, sympathy with parenthood, and a passion for the religious personal values in life.

§ 3. GENERAL METHOD

The teacher's aim will be to make this course definitely practical. The book is not concerned so much with theories of the family as with the present problems of the family, and especially with those that relate to moral and religious education. There must be a sense of definite problems to be concretely treated in all lessons. The teacher will therefore encourage discussion, but will also avoid the tendency to drift into desultory conversation. Direct the discussion to avoid tedious détours on side issues. Direct the discussion to avoid the tendency to treat superficially all the subject at one session. It will be necessary frequently to insist that attention be focused upon the immediate problems suggested by the lesson for the day, and to ask the class to wait until the subjects which they in their eagerness suggest shall come in their due order.

Encourage personal experiences as sidelights and criticisms on the text, but remember that no single experience is conclusive. Beware of the over-elaboration and detailed narration of experiences.

_Insist on a thorough study of the text._ Students should be so prepared as to make a lecture superfluous and to allow discussion to take the place of review and explanation. The greatest danger in parents' classes is that the members do not study; class work becomes indefinite and soon loses value. Again, the members of the class often are unwilling to be governed by the schedule of lessons, and the class drifts into aimless conversation. Adult students especially need to be turned from the tendency to regard educational experience as having come to an end with their school days. The members of this class will need encouragement; they must be stimulated patiently until they have re-formed some habits of study and rediscovered the pleasures of systematic thinking. The best stimulus will be a teacher so convinced of the supreme importance of the subject to be studied as to lead the members to recognize its importance and the insignificance of any price they may pay for efficient spiritual parenthood.

§ 4. CLASS WORK

At the first session teach chap. i, which is introductory. Draw out discussion on the points suggested therein, and assign this chapter and the one following for the next session. The first lesson will give the teacher opportunity to explain and illustrate the method of study, presentation, and discussion.

Assign the work carefully each week, calling especial attention to the "References for Study." Secure promises from as many as possible to read at least one of these references and to prepare a written report, on one sheet of paper, for presentation at the next session. Ask others to look into the special points which will be found in the references given under the heading "Further Reading."

In beginning a lesson it will be wise to call to mind first the principle running through the book, that the great work of the family is the development of religious persons in the home; then call to mind the application of this principle in the last lesson. Make your review very brief.

Next, bring out the leading topic of the lesson for the day. This should be done so as to present a vital issue and a live topic to the class. Very often the best way of doing this is to state a concrete case involving the issue discussed. The presentation of a definite set of circumstances or a fairly complete experience involving the fundamental principles under discussion is an instance of teaching by the "case method." If the teacher will consider how the law student is trained by the study of _particular cases_, the advantage of the method will be clear. Be sure that the "case" selected will include the principles to be taught. Prepare the statement of the case beforehand. This should be done in a very brief narrative, so giving the instance as to enable the class to see the reality of the question. Be sure that your instance is itself vital and probable. A class of adults will especially need such points of vital contact. By announcing the topic in advance the teacher will often be able to obtain definite cases in point from the members.

With the case thus presented take the points in the text and apply them, first to the special case alone, but with the purpose of developing the principles involved in that and similar cases. Beware of the special danger of the case method, namely, that the class may discuss the specific instances rather than the principles.

_Teaching is more than telling_; it is stimulating other minds to see and comprehend and state for themselves. Therefore the teacher must first comprehend and be able to state for himself. Avoid repeating the phrases of the text. Get them over into your own language and see that the class does the same. Do not fail to call for the brief reports on reading, and to make them a real part of the subject of discussion.

_Questioning_ is the natural method of stimulating minds. Use the question method, but do not confine yourself to "What does the author say on this?" Direct your questions to the points stated and the issues raised so as to compel students to think on the topics and so as to draw out the results of their thinking. Form your own judgments and help the class to form theirs too. Remember that the purpose of the class is to get people thinking on the great subjects discussed. The text is not written in order that groups of students may learn the author's statements, but that they may be led to think seriously on all these matters and stimulated to do something about them.

Use the "discussion topics" given at the end of each lesson. They are not designed to furnish a syllabus of the lesson, but to suggest important questions for discussion, some of which may barely be mentioned in the text. They may be used in assigning the advance work, giving topics to different students, and they may be used in your review of the previous lesson.

A syllabus of each lesson will be helpful, provided it be prepared by the students themselves. Encourage the careful reading of the lesson by every member of the class, letting the syllabus grow out of this.

Notebooks will have their largest value if used at home for two purposes: first, to set down the student's analysis of the book as he reads, secondly, to record the student's observations on definite problems and on practice in the home. Note-taking in the class will have very little value unless it is backed up by study at home.

_Generalization._ Have clearly in your own mind a definite concept of the general principle underlying each section. Read through each section until you can state the principle for yourself. Bring your teaching into a focus at the point of that principle before the lesson ends. Try to get the members of the class to state the principle in their own words.

_In action:_ The principles will have little value unless translated into practical methods; direct your teaching to their actual use in families. Your generalization is for guidance into application. Urge that the plans described be actually tried. Expect this and call for reports on plans tested in the daily experience of families. If a number of students would try, for example, the plan of worship suggested for two or three weeks and report their experiences in writing, together with the accounts of any other plans tried, a valuable budget of helpful knowledge could thus be gathered.[53]

_Conference plan:_ Some classes will be able to meet twice a week, taking the lesson at one session and at another spending the time in conference. At the conference period the program might provide for (1) brief papers by members of the class on topics personally assigned, (2) abstracts or summaries of assigned readings, (3) discussion on the particular points raised in the papers, and (4) conference on unsettled questions from the lesson for the class period preceding.

_Club work:_ A parents' club might be organized, either in a church or in connection with a school, which would use this textbook, follow the study work with conferences, and would secure for its own use a library of the books listed after each chapter. Such a club would be able to put into practice some of the plans advocated and could encourage their application in groups of families.

FOOTNOTES:

[53] The teachers are especially invited to secure records of actual experiments of this character. Accounts of tried methods of family worship, especially those with new features, which should be given in some detail as to the exact plan, the circumstances, the material used, and the results, should be sent to the author in care of the publishers. Perhaps in this way material which may be valuable to large numbers may be gathered.

APPENDIX II

A BOOK LIST

The following books would be found useful for the working library of a class or club following the study of this text or for a section of the church library on the home and family. The books marked with an asterisk are the ones which may be regarded as of first practical value to parents and others studying the development of character in the life of the family.

In addition to the titles mentioned below, the the references at the end of each chapter in this book will furnish a list of other sources of valuable material.

I. the Institution of the Family

C.F. and C.B. Thwing, _The Family_. Lothrop, Lee & Shepard, $1.60. A historical survey of the family with a special study of its modern dangers and needs.

P.T. Forsyth, _Marriage, Its Ethics and Religion_. Hodder & Stoughton, $1.25. An important, popular statement of the ethics of marriage as the foundation of family life.

*W.F. Lofthouse, _Ethics and the Family_. Hodder & Stoughton, $2.50 net. The most important recent book on the family; traces its historical development, the ethical ideals involved in the institution, and discusses its present problems and perplexities.

Katherine G. Busby, _Home Life in America_. Macmillan, $2.00 net. A popular statement of the outstanding characteristics of life in American homes; entertaining and informing.

*Clyde W. Votaw, _Progress of Moral and Religious Education in the American Home_. Religious Education Association, $0.25. A careful and comprehensive survey, of great value.

Charles A.L. Reed, _Marriage and Genetics_. Galton Press, Cincinnati, Ohio, $1.00. A surgeon's message on eugenics, especially on the aspects indicated in the title. A study of the laws of human breeding.

II. Child Nature

*E.P. St. John, _Child Nature and Child Nurture_. Pilgrim Press, $0.50. A textbook dealing with the nature of the child and with problems of his training in the home.

*Irving King, _The High School Age_. Bobbs-Merrill & Co., $1.00 net. A study of the nature and needs of boys and girls in the first period of adolescence. Written for all who are alive to the problems of this period as well as for school people; gives constructive suggestions for educational problems.

Elizabeth Harrison, _A Study of the Child Nature_. Chicago Kindergarten College, $1.00. Long recognized as a standard for parents in the study of the development and functions of the child-life.

George E. Dawson, _The Right of the Child to Be Well Born_. Funk & Wagnalls, $0.75. A plain study of eugenics, non-technical and helpful; includes a chapter on eugenics and religion. To be commended to parents.

George E. Dawson, _The Child and His Religion_. The University of Chicago Press, $0.75. The religious nature and needs of the child with some suggestions as to method.

*W. Arter Wright, _The Moral Conditions and Development of the Child_. Jennings & Graham, $0.75. An important and valuable book on the newer views of the religious development of the child-life.

Frederick Tracy and J. Stempfl, _The Psychology of Childhood_. D.C. Heath & Co., $1.20. Gathers up the general results in the field of child psychology.

*W.G. Koons, _The Child's Religious Life_. Jennings & Graham, $1.00. From the modern point of view, dealing with some of the interesting problems of the relation of the child to religious life and the development of his religious ideas.

Thomas Stephens, _The Child and Religion_. Putnam, $1.50. A series of short papers by English writers, particularly on the question of child conversion.

George A. Hubbell, _Up through Childhood_. Putnam, $1.25. A good general review with special reference to religious problems and religious institutions.

Edith E.R. Mumford, _The Dawn of Character_. Longmans, Green & Co., $1.20. A very important book, dealing especially with the moral development of young children.

III. Training in the Home

William B. Forbush (ed.), _Guide Book to Childhood_. American Institute of Child Life, Philadelphia, Pa. Very valuable as a guide to reading on the many problems of child-training.

LeGrand Kerr, _The Care and Training of the Child_. Funk & Wagnalls, $0.75. A good, general, brief study of the nature of the child and the method of education.

William J. Shearer, _The Management and Training of the Child_. Richardson, Smith & Co. A popular and practical statement of many problems and their treatment in the home and school.

John Wirt Dinsmore, _The Training of Children_. American Book Co. While written for school-teachers, this is one of the best studies which parents could possibly read.

A.A. Berle, _The School in the Home_. Moffat, Yard & Co., $1.00. Contains much valuable suggestion to parents who really desire to take advantage of the educational opportunities of the home.

John Locke, _How to Train Up Your Children_. Sampson, Low, Marston & Co., London. Written over two hundred years ago, and yet of very great value in many parts to day.

*William B. Forbush, _The Coming Generation_. D. Appleton & Co., $1.50. Discusses the various aspects of child-training in the light of the social consciousness of today. Many of the public agencies for child betterment are carefully discussed.

*William A. McKeever, _Training the Girl_. Macmillan, $1.50.

*----, _Training the Boy_. Macmillan, $1.50. These two books constitute one of the best collections of material, most practical and helpful. They view girls and boys as active factors and all the phases of home and community life are studied with reference to their needs.

IV. Special Religious Training in the Home

*George Hodges, _The Training of the Child in Religion_. D. Appleton & Co., $1.50. One of the few books dealing in any modern manner with the special problems of the religious life of the family.

Rev. William Becker, _Christian Education or The Duties of Parents_. B. Herder, St. Louis, $1.00. Recent and interesting sermons on the duties of parents in the religious education of the Catholic child; a striking example of messages that ought to be heard from every pulpit.

John T. Faris, _Pleasant Sunday Afternoons for the Children_. Sunday School Times Co., $0.50. A number of practical plans are suggested.

*George A. Coe, _Education in Religion and Morals_. Fleming H. Revell Co., $1.35. A book which all parents ought to read for its valuable guidance on the general principles of religious education.

Elizabeth Grinnell, _How John and I Brought Up the Children_. American Sunday School Union, $0.70. A popular statement in a simple form of methods of dealing with many of the problems of religious training.

V. Moral Training

Edward H. Griggs, _Moral Education_. B.W. Huebsch, $1.60. One of the best-known books on this question, readable and helpful at many points.

Ennis Richmond, _The Mind of the Child_. Longmans, Green & Co., $1.00. One of the most helpful books because of its new and refreshing point of view.

*Edward O. Sisson, _The Essentials of Character_. Macmillan, $1.00. A book on the broad principles and ideals; one dealing with the outstanding elements of character.

Ernest H. Abbott, _On the Training of Parents_. Houghton Mifflin Co., $1.00. A bright statement of some of the most perplexing problems of family life.

*Mary Wood-Allen, _Making the Best of Our Children_. First and Second Series. A.C. McClurg & Co., $1.00 each. Takes one after another of the different situations in child-training.

*Patterson DuBois, _The Culture of Justice_. Dodd, Mead & Co., $0.75. An important contribution, as it calls attention to some frequently neglected aspects of moral training especially applicable to the home.

Walter L. Sheldon, _Duties in the Home_. W.M. Welch & Co. A textbook, the thirty sections of which would furnish an excellent basis for parents' discussions of home discipline.

VI. General Reading in the Home

John Macy, _Child's Guide to Reading_. Baker & Taylor Co., $1.25. A discussion of reading and the education of children thereby, with suggestions and criticisms of suitable books in different departments of reading.

W.T. Taylor, _Finger Posts to Children's Reading_. A.C. McClurg & Co., $1.00. A practical discussion of suitable reading for children, with a list of books.

*G.W. Arnold, _A Mothers' List of Books for Children_. A.C. McClurg & Co., $1.00. The books are arranged by ages and topics, making this one of the most useful collections available.

Edward P. St. John, _Stories and Story Telling_. Eaton & Mains, $0.35. A textbook, for parents' classes. It contains much valuable material.

E.M. Partridge, _Story Telling in School and Home_. Sturgis & Walton, $1.35. One of the best discussions of the principles and methods of story-telling, with a number of good stories.

INDEX

Activity in relation to character, 75

Amusement of young people, 190

Anger, Dealing with, 224

Bible, Methods of using the, 121

Bible, The, in the home, 119

Blessing at table, 133

Book list on the family, 290

Books and reading, 113

Boy, The, in the family, 173

Boys' play, 175

Bullying, 253

Character, A constructive policy for, 269

Child nature, Books on, 291

Child unity with the church, 207

Child welfare, Religious meanings of, 3

Childhood characteristics, 53

Christian family, The, as a type, 41

Church, The, and the children, 204

Church, The, and the family, 198

Church, The, and the program of the home, 271

Citizenship, Training for, 96

Class work, Plans of, 281

Community, The, in relation to the home, 88

Community service, 91

Conversation, Religious, 62

Courtship, 188

Dishonesty, 249

Economic development of the home, 13

Educational function, The, of the family, 46

Educational process, The, 49

Factory system, The, and the home, 14

Family as an institution, Books on the, 290

"Family Book," 155

Family defined, 5

Family ideal in the church, 202

Family life, Dominating motive of, 27

Family worship, 126

Family worship, Methods of, 133

Father, The, and the boy, 177

Father, The, and the family, 263

Fighting among children, 234

Function of the family, 46

Future of the family, 268

Girl, The, in the family, 180

God, The consciousness of, 64

Grace at table, 133

Hebrew family life, 39

Home and school co-operation, 213

Home, is it passing? 10

Home, Religious interpretation of, 1

Home versus family, 18, 22

Honesty, Training in, 249

Hymns for children, 102

Jesus' teaching on the family, 42

Loyalty as the basic principle, 31, 54

Loyalty, The organization of, 57

Lying and the moral problem, 240

Meals, Conversation at, 165

Moral crises, Dealing with, 218

Moral life, religious roots in the family, 31

Moral teaching, 70

Moral training, Books on, 294

Motive, Religious, in the family, 2

Music in the family, 105

Organization of home, Purpose of, 19

Parental aversion, 186

Parenthood and religious training, 260

Parents' classes, 274

Parents trained in schools, 214

Petulancy in children, 233

Play activity, 107

Play, A policy of, 150

Play on Sunday, 149

Prayers, Children's, 135

Prayers, Family, 137

Quarrels of children, 231

Questions, Children's, 69

Reading, Developing taste for, 115

Religious character of the family, 46

Religious development of the child, 52

Religious education in the family, Books on, 293

Religious education, Meaning of, 47

Religious growth of the child, 55

Religious history of the family, 37

Religious ideas of children, 60

Religious service, 78, 80

School, The home as a, 87

Schools, Public, and the home, 212

Self-control, Developing, 227, 236

Social life of youth, 189

Social qualities to be developed, 28

Social training, 29, 82, 92

Socialization of the home, 16

Song and story, 101

Spiritual values, Place of, 30

Stories and reading, 110

Story-telling, 110

Sunday afternoon problem, 154

Sunday in the home, 145

Sunday play, 149

Table, Ministry of the, 164

Table-talk, 169

Teasing and bullying, 253

Will, Training the, 221

Work and character, 76

Worship in the family, 126

Worship, Outlines of, 139

Youth in the home, 183

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THE CONSTRUCTIVE STUDIES

The Constructive Studies comprise volumes suitable for all grades, from kindergarten to adult years, in schools or churches. In the production of these studies the editors and authors have sought to embody not only their own ideals but the best product of the thought of all who are contributing to the theory and practice of modern religious education. They have had due regard for fundamental principles of pedagogical method, for the results of the best modern biblical scholarship, and for those contributions to religious education which may be made by the use of a religious interpretation of all life-processes, whether in the field of science, literature, or social phenomena.

Their task is not regarded as complete because of having produced one or more books suitable for each grade. There will be a constant process of renewal and change, and the possible setting aside of books which, because of changing conditions in the religious world or further advance in the science of religious education, no longer perform their function, and the continual enrichment of the series by new volumes so that it may always be adapted to those who are taking initial steps in modern religious education, as well as to those who have accepted and are ready to put into practice the most recent theories.

As teachers profoundly interested in the problems of religious education, the editors have invited to co-operate with them authors chosen from a wide territory and in several instances already well known through practical experiments in the field in which they are asked to write.

The editors are well aware that those who are most deeply interested in religious education hold that churches and schools should be accorded perfect independence in their choice of literature regardless of publishing-house interests and they heartily sympathize with this standard. They realize that many schools will select from the Constructive Studies such volumes as they prefer, but at the same time they hope that the Constructive Studies will be most widely serviceable as a series. The following analysis of the series will help the reader to get the point of view of the editors and authors.

KINDERGARTEN, 4-6 YEARS

The kindergarten child needs most of all to gain those simple ideals of life which will keep him in harmony with his surroundings in the home, at play, and in the out-of-doors. He is most susceptible to a religious interpretation of all these, which can best be fostered through a program of story, play, handwork, and other activities as outlined in

_The Sunday Kindergarten_ (Ferris). A teachers' manual giving directions for the use of a one- or two-hour period with story, song, play, and handwork. Permanent and temporary material for the children's table work, and story leaflets to be taken home.

PRIMARY, 6-8 YEARS, GRADES I-III

At the age of six years when children enter upon a new era because of their recognition by the first grade in the public schools the opportunity for the cultivation of right social reactions is considerably increased. Their world still, however, comprises chiefly the home, the school, the playground, and the phenomena of nature. A normal religion at this time is one which will enable the child to develop the best sort of life in all these relationships, which now present more complicated moral problems than in the earlier stage. Religious impressions may be made through interpretations of nature, stories of life, song, prayer, simple scripture texts, and handwork. All of these are embodied in

_Child Religion in Song and Story_ (Chamberlin and Kern). Three interchangeable volumes; only one of which is used at one time in all three grades. Each lesson presents a complete service, song, prayers, responses, texts, story, and handwork. Constructive and beautiful handwork books are provided for the pupil.

JUNIOR, 9 YEARS, GRADE IV

When the children have reached the fourth grade they are able to read comfortably and have developed an interest in books, having a "reading book" in school and an accumulating group of story-books at home. One book in the household is as yet a mystery, the Bible, of which the parents speak reverently as God's Book. It contains many interesting stories and presents inspiring characters which are, however, buried in the midst of much that would not interest the children. To help them to find these stories and to show them the living men who are their heroes or who were the writers of the stories, the poems, or the letters, makes the Bible to them a living book which they will enjoy more and more as the years pass. This service is performed by

_An Introduction to the Bible for Teachers of Children_ (Chamberlin). Story-reading from the Bible for the school and home, designed to utilize the growing interest in books and reading found in children of this age, in cultivating an attitude of intelligent interest in the Bible and enjoyment of suitable portions of it. Full instructions with regard to picturesque, historical, and social introductions are given the teacher. A pupil's homework book, designed to help him to think of the story as a whole and to express his thinking, is provided for the pupil.

JUNIOR, 10-12 YEARS, GRADES V-VII

Children in the fifth, sixth, and seventh grades are hero-worshipers. In the preceding grade they have had a brief introduction to the life of Jesus through their childish explorations of the gospels. His character has impressed them already as heroic and they are eager to know more about him, therefore the year is spent in the study of

_The Life of Jesus_ (Gates). The story of Jesus graphically presented from the standpoint of a hero. A teacher's manual contains full instructions for preparation of material and presentation to the class. A partially completed story of Jesus prepared for the introduction of illustrations, maps, and original work, together with all materials required, is provided for the pupil.

In the sixth grade a new point of approach to some of the heroes with whom the children are already slightly acquainted seems desirable. The Old Testament furnishes examples of men who were brave warriors, magnanimous citizens, loyal patriots, great statesmen, and champions of democratic justice. To make the discovery of these traits in ancient characters and to interpret them in the terms of modern boyhood and girlhood is the task of two volumes in the list. The choice between them will be made on the basis of preference for handwork or textbook work for the children.

_Heroes of Israel_ (Soares). Stories selected from the Old Testament which are calculated to inspire the imagination of boys and girls of the early adolescent period. The most complete instructions for preparation and presentation of the lesson are given the teacher in his manual. The pupil's book provides the full text of each story and many questions which will lead to the consideration of problems arising in the life of boys and girls of this age.

_Old Testament Stories_ (Corbett). Also a series of stories selected from the Old Testament. Complete instructions for vivid presentation are given the teacher in his manual. The pupil's material consists of a notebook containing a great variety of opportunities for constructive handwork.

Paul was a great hero. Most people know him only as a theologian. His life presents miracles of courage, struggle, loyalty, and self-abnegation. The next book in the series is intended to help the pupil to see such a man. The student is assisted by a wealth of local color.

_Paul of Tarsus_ (Atkinson). The story of Paul which is partially presented to the pupil and partially the result of his own exploration in the Bible and in the library. Much attention is given to story of Paul's boyhood and his adventurous travels, inspiring courage and loyalty to a cause. The pupil's notebook is similar in form to the one used in the study of Gates's "Life of Jesus," but more advanced in thought.

HIGH SCHOOL, 13-17 YEARS

In the secular school the work of the eighth grade is tending toward elimination. It is, therefore, considered here as one of the high-school grades. In the high-school years new needs arise. There is necessary a group of books which will dignify the study of the Bible and give it as history and literature a place in education, at least equivalent to that of other histories and literatures which have contributed to the progress of the world. This series is rich in biblical studies which will enable young people to gain a historical appreciation of the religion which they profess. Such books are

_The Gospel According to Mark_ (Burton). A study of the life of Jesus from this gospel. The full text is printed in the book, which is provided with a good dictionary and many interesting notes and questions of very great value to both teacher and pupil.

_The First Book of Samuel_ (Willett). Textbook for teacher and pupil in which the fascinating stories of Samuel, Saul, and David are graphically presented. The complete text of the first book of Samuel is given, many interesting explanatory notes, and questions which will stir the interest of the pupil, not only in the present volume but in the future study of the Old Testament.

_The Life of Christ_ (Burgess). A careful historical study of the life of Christ from the four gospels. A manual for teacher and pupil presents a somewhat exhaustive treatment, but full instructions for the selection of material for classes in which but one recitation a week occurs are given the teacher in a separate outline.

_The Hebrew Prophets_ (Chamberlin). An inspiring presentation of the lives of some of the greatest of the prophets from the point of view of their work as citizens and patriots. In the manual for teachers and pupils the biblical text in a good modern translation is included.

_Christianity in the Apostolic Age_ (Gilbert). A story of early Christianity chronologically presented, full of interest in the hands of a teacher who enjoys the historical point of view.

In the high-school years also young people find it necessary to face the problem of living the Christian life in a modern world, both as a personal experience and as a basis on which to build an ideal society. To meet this need a number of books intended to inspire boys and girls to look forward to taking their places as home-builders and responsible citizens of a great Christian democracy and to intelligently choose their task in it are prepared or in preparation. The following are now ready:

_Problems of Boyhood_ (Johnson). A series of chapters discussing matters of supreme interest to boys and girls, but presented from the point of view of the boy. A splendid preparation for efficiency in all life's relationships.

_Lives Worth Living_ (Peabody). A series of studies of important women, biblical and modern, representing different phases of life and introducing the opportunity to discuss the possibilities of effective womanhood in the modern world.

_The Third and Fourth Generation_ (Downing). A series of studies in heredity based upon studies of phenomena in the natural world and leading up to important historical facts and inferences in the human world.

ADULT GROUP

The Biblical studies assigned to the high-school period are in most cases adaptable to adult class work. There are other volumes, however, intended only for the adult group, which also includes the young people beyond the high-school age. They are as follows:

_The Life of Christ_ (Burton and Mathews). A careful historical study of the life of Christ from the four gospels, with copious notes, reading references, maps, etc.

_What Jesus Taught_ (Slaten). This book develops an unusual but stimulating method of teaching groups of students in colleges, Christian associations, and churches. After a swift survey of the material and spiritual environment of Jesus this book suggests outlines for _discussions_ of his teaching on such topics as civilization, hate, war and non-resistance, democracy, religion, and similar topics. Can be effectively used by laymen as well as professional leaders.

_Great Men of the Christian Church_ (Walker). A series of delightful biographies of men who have been influential in great crises in the history of the church.

_Christian Faith for Men of Today_ (Cook). A re-interpretation of old doctrines in the light of modern attitudes.

_Social Duties from the Christian Point of View_ (Henderson). Practical studies in the fundamental social relationships which make up life in the family, the city, and the state.

_Religious Education in the Family_ (Cope). An illuminating study of the possibilities of a normal religious development in the family life. Invaluable to parents.

_Christianity and Its Bible_ (Waring). A remarkably comprehensive sketch of the Old and the New Testament religion, the Christian church, and the present status of Christianity.

It is needless to say that the Constructive Studies present no sectarian dogmas and are used by churches and schools of all denominational affiliations. In the grammar-and high-school years more books are provided than there are years in which to study them, each book representing a school year's work. Local conditions, and the preference of the Director of Education or the teacher of the class will be the guide in choosing the courses desired, remembering that in the preceding list the approximate place given to the book is the one which the editors and authors consider most appropriate.

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