ching 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-ordi