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