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.

Sec. 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.

Sec. 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.