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

PRINTED IN THE U.S.A.



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.

For prices consult the latest price list. Address

The University of Chicago Press Chicago Illinois

THE END