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
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